Agnes Scott Alumnae Quarterly [1967-1969]

LIBRARY

AGNES SCOTT
'LLEGE

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Frjnt Cover. Ou. cov<-r girl
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Ann M..Kerzie, daughter ot
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and Join. S. McKenzie, Vice-
P:csident of Higgins-
VcArtl.ur Co., and Design
Consultant o' .lie Quarterly.

THE ALUMNAE QUARTERLY a VOL. 46 NO. 7

CONTENTS

Retreat Susan Aikman '68 1

"But Ever Follow That Which Is Good" Roger Hazelton 2

Class News Dianne Snead Gilchrist '60 4

Here's What You Helped To Do 13

Worthy Notes 29

Photo Credits

Front Cover: John Morgan, Morgan Studios

Back Cover: Ed Boucher Studios, both courtesy of
Taylor Publishing Company and The Silhouette; p. 1 Peggy
Johnston, p. 6 Joe McTyre, p. 10 Emory News Bureau,
p. 18 Black Star, p. 26 Kirby Freeman.

Ann Worthy 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, Georgia.
Second class postage paid at Decatur, Ceogia 30030.

Student Leaders Know when to . . .

'

RETREAT

By SUSAN AIKMAN '68

Sunday, September 10, 1967. Over
100 eager student government mem-
bers report to the Agnes Scott campus.
The enthusiasm overflows. Everyone
is ready for the new year to begin.

Wednesday, September 13. These
same girls return to the campus, weary
and worn. The enthusiasm is still there,
but it is marked by a sense of ex-
haustion and dirt.

These young ladies had just spent
three busy days at the 1967 Student
Government Retreat at Camp Calvin
in Hampton. Ga. There the boards
planned the business for fall quarter
and decided on the emphasis for the

coming year.

At the Monday morning opening
session, Alice (Zolly) Zollicoffer, stu-
dent government president, introduced
the theme for the year "To What
Intent?" This theme follows closely
those of the past few years "perspec-
tive," ('65) "markings," ('66) and
"emergence," ('67).

In her speech, which was geared to
student government, Zollicoffer said
that students desire to play "more
than a receiving role" in their college
community. The student "is grasping
for his place as a contributor within
the academic world to help better the

educational process and to confront
those within his college with the cru-
cial issues concerning the goals of
higher education."

She went on to say that "students
are moving from the isolated ivy-
covered walls and beginning to draw
from both the college community and
larger society for their learning ex-
periences." The experience of learning,
according to Zollicoffer, "should in-
clude student government. Self-govern-
ment represents no practice ground
rather it provides an opportunity for
students to learn, to express them-
selves, and to act."

Attending the student government
retreat were the members of Judicial
Board, Representative Council, Chris-
tian Association, Athletic Association,
Social Council, Orientation Council,
and the Silhouette staff, along with
their advisors.

"The Purpose of Education" served
as the topic for a faculty-student panel
discussion at the Monday evening
session. Representing students were
senior Judy King, sophomore Ann
Marquess, and junior Evelyn Ange-
letti. Faculty members included Kwai
Sing Chang, associate professor of
Bible; Geraldine Meroney, associate
professor of history; Julia T. Gary,
associate professor of chemistry and
associate dean of the faculty, and
Miriam K. Drucker, professor of psy-
chology. Allyn Smoak, a senior, was
the moderator.

Each of the panel members seemed
to agree that the liberal arts educa-
tion was the best kind. Each faculty
member, however, had a different def-
inition of the "liberal arts" education,
but each seemed to imply that it
would, in effect, create the "whole
woman."

One aspect of retreat which allowed
participants to get away from the
serious business for a while was the
Olympics in which students partici-
pated in sports events such as bubble
gum blowing contests. The most un-
usual event was the Odd Animal con-
test in which the sponsors of the or-
ganizations participated in an egg
throw, won by Bertie Bond of Social
Council.

The final session of Retreat, Wednes-
day, featured a speech by President
Wallace M. Alston. After adjourn-
ment, the students returned to prepare
to meet the freshman and a new year.

ALUMNAE QUARTERLY / FALL 1967

'But Ever Follow That Which is Good'

By ROGER HAZELTON

"Test everything; hold fast to what
is good." This is one of those verses
(I Thessalonians 5:21 ) in which Paul
the apostle manages to capture in a
very few words a whole wealth of
meaning for our life. In fact, a text
like this is tricky and slippery to han-
dle just because it is so terse, so gen-
eral, that it can be taken in a great
variety of ways. You may remember
Humpty-Dumpty's remark in Alice in
Wonderland about his use of words: "I
pays them extra and makes them mean
what I like." That is always happen-
ing with the Bible, too. Paul's crisp
imperatives or Jesus' humorous asides
get blown up into bland formulas sup-
posed to be capable of meeting our
needs and solving our problems,
whereas their real purpose may be
to generate new needs and pose prob-
lems we had never thought of before.
At least that is my experience in read-
ing the Bible, and this text is no ex-
ception to the rule.

Testing and holding fast are images
that mark contrasting if not contradic-
tory attitudes. Almost every group
contains those who want to try every-
thing, the experimenters, and those
who cling firmly to what they already
know to be good, the conservers.
There is usually little love lost be-
tween the two; they call each other
unpleasant names, cannot seem to get
together on a single program or pro-
posal, and remain locked in a kind of
civil war with each other. Our political
stereotypes of "left" and "right" give
proof of this, and the same split is
often found in the communities of
faith and learning too. You may watch
it in operation in practically every
committee room or council chamber
in the world. I suppose the history of
mankind could be written in terms
of it.

But what if these two tendencies,
which have so often divided us, could
be induced to lie down together like
the lion and the lamb in the prophecy

Dr. Hazelton, a distinguished theologian,
is Abbot Professor of Chrisitian Theology
at Andover Newton Theological School.
This is his Baccalaureate Address June 11,
1967 at Agnes Scott.

of Isaiah? Or rather, to stand up to-
gether in both the person and the
group, for the facing of our common
problems and our individual needs? As
Pascal would say, these two together
would make one good man, as each
would give what the other lacks, in-
stead of lacking what the other has to
give.

And they do belong together, even
if we usually come upon them in sep-
aration and at odds with each other.
Testing and holding fast are not two
approaches to life, but one. If there
has been no trying of different ex-
periences, different convictions on for
size there cannot be the right to judge
one as being better than another. There
is no valid substitute for personal
participation, being there yourself,
whether it is in the realm of science,
art, faith or friendship. Far too much
of life is lived at second hand, by
hearsay, on the basis of opinion only
and we should not be surprised if it
is accordingly tame and trite when
this is the case. Things and people
give themselves to us only as we can

give ourselves to them, trustingly and
generously.

I know, as you do. that there is
real risk and even danger in this will-
ingness to test everything which Paul
is recommending. If I deliberately put
myself in the way of a wide variety
of encounters, conversations, invita-
tions I run the risk of being changed:
I cannot stay as I now am. but may
even lose myself, or what I take to be
myself in the process. We do not
speak much of temptation nowadays,
either in home or church: but there is
temptation in all testing, which is at
the same time a being tested. I cannot
respond with out becoming responsi-
ble. But neither do I earn the right
to call anything truly good except on
the terms of a genuine venturing-forth
out of what is tried and true in the
direction of a truth that has never
yet been tried. A taste and zest for
life, in all its tumbling, turbulent vari-
ety, is what makes possible the dis-
covery and definition of what is good.
As the great philosopher. Alfred
North Whitehead, wrote, we must not
neglect "the multifariousness of the
world the fairies dance, and Christ is
nailed to the cross."

The sad fact is that ordinarily our
experiences are so grooved and pat-
terned, so expected, that the range of
possible good is much more narrow
than it ought to be for most of us. We
play it safe when we should be taking
healthy chances: so. for instance, our
natural inquisitiveness gets channeled,
confined, and finally all but stifled in
the routines of formal education, when
it might better be sharpened and made
expert. We have to learn and re-learn,
sometimes quite painfully, how to be-
come open to one another and to
moments of truth within the web of
our inquiry and involvement. It is an
arduous but precious lesson that is
contained in Paul's words. "Test every-
thing": and it may come with some-
thing of a shock, for we do not usually

THE ACNES SCOTT

find spokesmen for religion on the side
of the experimenters but of the con-
servers. Or at least that is where we are
in the habit of looking for them, as
if religion existed mainly to under-
score our timidity and inertia, instead
of releasing our capacity and appetite
for what is new and different! But
let it not be forgotten that the Chris-
tian faith equips us not merely to en-
dure change but to produce it. to take
it into ourselves and be shaped by it.

In the eyes of faith this is God's
world, and we are free to use and
enjoy everything in it for our good
and for his glory. Indeed, there is a
kind of recklessness or daring that
belongs to faith's own manner of life.
The poets know this just as well and
often better than the saints. Here is
John Keats, reflecting on our need
to get out into the mainstream and
away from the safe, already known
world: "I leaped headlong into the
sea and thereby have become better ac-
quainted with the soundings, the quick-
sands and the rocks than if I had
stayed upon the green shore, and piped
a silly pipe, and took tea and com-
fortable advice."

Yes, everything is to be tested for
its possibilities of good. Whether we
are thinking of areas of study, fields
of action or relationships with one
another, the same principle holds. But
notice what a delicate and nicely-
balanced principle this is. It does not
mean taking everything as it comes
with no questions asked, for that is
only to make experience shapeless and
trivial; and neither does it mean using
things and persons for devious pur-
poses of my own, asking interminably
just what good they have for me. The
point is to keep trying, tasting, test-
ing, to be "out for stars" as Robert
Frost said, so that the freshness and
goodness of life may not be squeezed
out altogether but may go on nourish-
ing and enriching us.

The truth is, we are not without
guidance or direction for the "sound-
ings, the quicksands, and the rocks"
into which life plunges us. It is not as
if no one had ever passed this way
before. The line of living runs from
past to present, teacher to student,
parent to child, institution to indi-
vidual, and not the other way around,
even if this is not a one-way street
or a dreary place where there is "noth-
ing new under the sun", to quote that

biblical cynic called Ecclesiastes. Time
goes not backward, but forward. There
is both truth and error in the view
I hear expressed so often that each
of us must learn his own lessons and
be allowed to make his own mistakes.
Our freedom, just because it is real
freedom, is always bounded by re-
sponsibility; we are inheritors and
debtors even in our most creative or
solitary moments, when we are not
merely practicing our own signature
or tiresomely imitating our own style.

When we were in Japan three years
ago we heard a great deal about the
"generation gap" between parents and
teachers on the one hand and young
students on the other. The war and
the occupation, we were told, had
brought about a situation in which
older and younger Japanese could no
longer understand or even communi-
cate with each other, where the an-
cient landmarks of loyalty had disap-
peared and a vacuum of confusion and
rootlessness had been produced in-
stead. We know something about this
generation gap in our country too. The
structures in which we live and work
are deeply disturbed and shaken by it.
Are there ways in which this gap can
be reduced or bridged? Just here, it
seems to me, is where the institutions
of religion and of higher education can
be mightily helpful if they will. All of
them have a heritage, a tradition to
be made available to us in our present
vacuum of moral and spiritual re-
sources. We need this wisdom greatly,
for it can widen our horizons im-
measurably and deepen our capacities
incalculably. But these resources are
not simply lying around the land-
scape waiting to be picked up and put
to work. They are guideposts and
searchlights, not commodities or pre-
cooked food in tidy antiseptic pack-
ages. They must be conveyed and ac-
cepted in the continual dialogue of
faith with truth, both new and old,
in forms as changing as the needs
they are meant to serve.

And so I come to the last part of
Paul's verse which is of a piece with
the first. "Hold fast what is good"
or, if you prefer Kierkegaard, "In
order to sew you must first have a
knot in the thread." It is by virtue of
the good we know that we become
cued-in to good as yet unknown but
wished-for; we are not doomed to
endless, fruitless repetition; when the

mind is once drenched about a truth,
or the heart fixed, or the will estab-
lished, we do not have to fight that
battle all over again. We can go on
from where we were to where we
ought and really want to be.

What is it that you know for sure
and do not have to doubt forever?
What is it that you have found good,
so good that neither time nor tide can
separate you from this assurance? I
am not talking about dogma or
opinions but about the actual knots
by which we sew the fabric of our
life both personal and corporate. I
am thinking of those things we hold
fast simply because they will not let
us go, the stars by which our course
is set and navigated. They may not
be very many, nor impressive to out-
siders, but if they are truly yours that
is enough. It may not even matter too
much what you call them or whether
they have names at all, though it is
probably better to know what you be-
lieve in than not to know it. and cer-
tainly better than not caring to know
it.

When Paul says, "Hold fast what is
good", he is not throwing out some
general advice to whomever happens
to be listening. He is writing as a
Christian to fellow-Christans, shar-
ing with them his findings in a troubled
and tangled time. He is giving some
clues as to how life should be lived
when the day of the Lord for which
they have prayed long and earnestly
still does not come. He reminds them
that they are not in darkness but
belong to the day. So too do we, for
we are Christians, we belong to Christ.

Therefore let us, in like spirit, test
everything and hold fast to what is
good. Let life be lived for goodness'
sake, but let us be quite sure to live
it, too. If venturesomeness without
steadfastness is empty, steadfastness
without venturesomeness is blind. The
way to wholeness in the person and in
the world embrace both. Robert Frost
has a poem about a young man who
leaves home and friends to go his own
way, then comes back much later to
the place he started from, older and
wiser. He wonders how his family and
friends will now respond to him, and
he says, in words which I trust you
can someday make your own:

They will not find me changed

from him they knew,
Only more sure of all I thought
was true.

ALUMNAE QUARTERLY / FALL 1%7

DEATHS

Faculty

Maude Montgomery Parry Paul (Mrs. Harvey),
former chairman of the Physical Education De-
partment, mother of Anna Marie Parry Blanchard
(Mrs. Edwin Howell) '11. May 27, 1967.

Institute

Ella Elizabeth Smith Durham (Mrs. S. Wade),

Spring, 1967.

1908

Bessie Sentell Coppedge (Mrs. Llewellyn J.),

October 3, 1967.

1912

Dowse B. Donaldson, husband of Fannie Mayson
Donaldson (deceased), May, 1967.

1914

Roberta Florence Brinkley, June 9, 1967.

1915

Lucile Daley, July 10, 1967.

1917

Col. Fonville McWhorter, husband of Willie Belle
Jackson McWhorter, July 25, 1967.

1922

Mary McLellan Manly (Mrs. William ludson),

August 3, 1967.

1923

Frances Grace Harwell, August 8, 1967.

1928

Louis Twells Parker, husband of Josephine Walker
Parker, summer, 1967.

Lillian White Nash, (Mrs. Donald Franklin), Sep-
tember 18, 1967.

1929

Henry J. Toombs, husband of Adah Knight
Toombs, June 15, 1967.

Mrs. C. V. Welsh, mother of Trances Welsh, Jan-
uary 22, 1967.

1937

Mrs. James Malone, mother of Mary Malone

Martin.

Neil Winner Printup, father of Kathryn Printup

Mitchell, July 19, 1967.

1948

Howell E. Adams, father of Dabney Adams Hart,
August 16, 1967.

1950

Rigmore Kock Rowe (Mrs. Frederick B.), August
31, 1967.

1953

Tallie Odus Winn, Jr., husband of Ellen Hunter
Winn, July 6, 1967 in an automobile accident.

Here's What You Helped to Do

A special report to alumnae on the 1966-67 Agnes Scott Fund

Those of us at the College, volunteers and staff alike,
who are charged with responsibility for seeking finan-
cial support for Agnes Scott, are also seeking answers
to the question: "How can we put fun into fund-
raising?"

Last year we had the greatest Agnes Scott Fund in
the history of the College's annual-giving program,
and we had a good time doing it, so we want to share
results with those of you who made this possible.

There were several "firsts" during the '66-'67
annual-giving campaign. In the summer of 1966 we
established the Annual Fund Council, or steering com-
mittee. It is made up of three members of the Board
of Trustees; the Fund Chairman, the President, a vice-
president, and a member-at-large of the Alumnae Asso-
ciation; and from the College's administrative staff, the
President, the Director of Development, and the Direc-
tor of Alumnae Affairs. The Council met four times and
gave immeasurably good advice and counsel for the
annual-giving effort aside from their actual work in
the campaign.

Another "first" was the amount of money contributed
by alumnae (see charts on next pages.) One reason
for this increase may be your new awareness of Agnes

Scott's financial problems and your willingness to help
alleviate them on an annual basis. Sarah Frances
McDonald '36, Alumnae Fund Chairman, said (in
a splendid speech last Alumnae Week End), "I don't
think a college which has been a major factor in mold-
ing our lives should have to beg for money from its
only family her alumnae. I believe that if we want
Agnes Scott to continue to make a real contribution to
society through us, its products, we should not have
to be asked. We must plan to budget annually for the
College some amount, be it large or small, each ac-
cording to her ability to give as we do for our
churches which we surely want to survive- and to our
Community Funds."

A third "first" was the beginning of a plan to send
different kinds of fund appeals to different groups of
alumnae, rather than just mailing the same letter or
brochure to all of the approximately 8,500 alumnae
on whom we have current addresses. This consumed
enormous staff time and effort in production and
will you believe, please, it is expensive. But we could
rejoice in the results. And we shall be doing more of
this in the current '67-'68 Annual Giving Program, as
you will read later in this special report. ..

ALUMNAE QUARTERLY / FALL 1%7

Annual Giving Program - Financial Report

July 1,1966 -June 30,1967

ANNUAL FUND

CAPITAL FUND*

TOTAL

Paid

Pledged

Paid

Number

Contributed

or

Pledged

Amount

Number
Paid

Amount

Number
Pledged

Amount

Number

Amount

Contributed

or

Pledged

Alumnae

1,806

50,391.89

32

3,406.50

143

28,344.09

1,981

82,142.48

Parents

and

Friends

64

7,564.00

1

25.00

86

13,959.68

151

21,548.68

Foundations

14

17,817.00

4

31,538.00

18

49,355.00

Business

and

Industry

See**
Below

38,144.85

See**
Below

16,250.00

See**
Below

54,394.85

Total

1,884

113,917.74

33

3,431.50

233

90,091.77

2,150

JO - 441.01

Capital contributions reflected in this report are new gifts received since July 1, 1966, not payments on pledges made prior to this
date.
**The gifts from business and industry have been received primarily through the Georgia Foundation for Independent Colleges, Inc.
Based on the solicitation of 8,475 alumnae, graduates and non-graduates are these statistics:

Average gift: $40.00

Percent of alumnae who gave to annual fund: 22%

Percent of alumnae who gave to annual and capital funds: 23 3 A%
Editor's Note: A brief explanation may help you interpret this report. I.The Annual-Giving Program runs on the College's fiscal
year, July 1-June 30. For example, if you make a contribution on July 10, it is counted in the new year unless you indicate it is
for the last year. 2. The College Development Office keeps all fund records and makes fund reports (although alumnae form the
basis of the Annual-Giving Program, there are other divisions in the program alumnae contributions are often the incentive for
other gifts.) 3. The Annual-Giving Program is divided into two parts, the Annual Fund and the Capital Fund. The former goes into
current use, i.e. for increasing faculty salaries. The latter is invested (with other capital funds which the College has known as en-
dowment" and only the income is used.) An alumna,' for example, may be building a scholarship fund which is a capital fund,
and her contribution to that is so counted. 4. All "new" money given within the fiscal year is the total of that annual-giving pro-
gram. Read across the first line at the top to see the splendid record alumnae made in 1966-67.

11 THE ACNES SCOTT

Annual Giving Program - Report by Classes

July 1,1966 -June 30,1967

Percentage

Percentage

Number

of Class

Number

of Class

Class

Contributed

Contributing

Amount

Class

Contributed

Contributing

Amount

Institute

28

10%

$2,492.00

1939

35

23

$1,788.00

Academy

16

9

262.00

1940

43

27

958.50

1906

3

60

1,325.00

1941

41

26

1,180.50

1907

3

30

80.00

1942

35

23

1,543.00

1908

6

13

191.00

1943

32

24

675.00

1909

7

20

141.00

1944

33

22

1,070.25

1910

9

24

126.00

1945

39

25

977.00

1911

5

15

140.00

1946

42

25

1,225.00

1912

6

21

2,549.68

1947

38

24

1,184.00

1913

9

29

220.00

1948

45

30

1,166.00

1914

10

19

225.00

1949

45

27

1,367.00

1915

12

21

12,232.00

1950

33

23

761.00

1916

16

24

1,265.00

1951

33

20

707.00

1917

22

29

661.00

1952

37

23

783.00

1918

13

22

1,315.00

1953

41

30

864.00

1919

16

19

420.00

1954

29

23

663.00

1920

15

18

331.00

1955

43

28

873.00

1921

23

19

1,477.00

1956

50

31

895.00

1922

23

23

1,072.50

1957

51

28

1,599.00

1923

23

15

1,555.00

1958

54

33

2,064.00

1924

29

22

1,395.00

1959

42

24

425.00

1925

26

20

542.00

1960

48

26

971.00

1926

33

25

1,473.00

1961

60

25

1,097.00

1927

39

25

1,408.60

1962

40

20

694.50

1928

35

25

1,990.00

1963

30

14

578.50

1929

46

28

3,841.00

1964

18

9

269.00

1930

36

27

825.70

1965

28

14

543.00

1931

31

29

1,648.50

1966

34

15

625.00

1932

24

20

950.00

1967

47

21

1,209.75

1933

37

28

653.00

1968

7

38.00

1934

32

34

2,230.00

1969

4

17.50

1935

28

23

3,456.00

1970

2

15.00

1936

33

23

2,643.00

Special

9

82.00

1937
1938

28
26

23
18

758.00
1,340.00

TOTAL

1,917

$82,142.48

ALUMNAE QUARTERLY / FALL 1967

Now Look at What You Are Going to Do

Plans for the 7967-68 Agnes Scott Fund

Among the "firsts" in last year's Annual-Giving
Program was the inauguration of a particular fund
leadership group which we called "The Tower Circle."
The members of The Tower Circle were those alumnae
who, between July 1, 1966 and June 30, 1967, con-
tributed $1,000 or more to the College. We take great
delight in announcing that there were nineteen found-
ing members of The Tower Circle here are special
thanks to them, and "may your tribe increase."

Ferdinand Warren, chairman of the art department
and a nationally recognized painter, created a seri-
graph (or silk-screen color print) of an artist's view of
the tower of Main Building, for each of the charter
members. The colors are dark green and light blue
on a white background which means Mr. Warren
used two silk screens and did each print individually, so
the founding members have an "original" Warren. The
prints were presented at an informal luncheon at the
College and others were mailed to out-of-town
members.

(We did have fun soliciting these alumnae. Some
were aghast, thinking that we meant making a com-
mitment of $1,000 or more a year "from here to
eternity" we didn't, because this is an annual-giving
program; all seemed flattered to be asked for this

amount of money, whether or not they could give it.
In the Greater Atlanta area, twenty alumnae volunteers
came to a training meeting, then personally solicited
this special group, so hearty thanks are due them and
they report good visits and conversations.)

For 1967-68, this year, in addition to The Tower
Circle, the Annual Fund Council has announced the
formation of other fund leadership groups, or clubs.
We have wracked our brains to name them and trust
you will approve. They are:

The Mainliners: those alumnae who contribute $100
or more to The Fund this year

Quadrangle Quorum: those who contribute $250
or more

Colonnade Club: those who contribute $500 or more.

Also, this year, as many of you are already aware,
we are deep in organizing each alumnae class with a
number of Fund Agents so that classmates will be
writing each other, literally all over the world, about
giving to the 1967-68 Agnes Scott Fund.

Whether you become a "Mainliner" join The Quad-
rangle Quorum, The Colonnade Club, The Tower Cir-
cle, or make any contribution as generous as your own
circumstances will permit, please be assured that your
gift to the 1967-68 Agnes Scott Fund is vital. M.

THE ACNES SCOTT

Genes and Chromosomes Will Out!
Alumnae Daughters Among New Students

Evelyn Brown Beth Caldwell

Daughter of Daughter of Virginia

Isabel McCain Brown '37 Carter Caldwell '45

*< #r

Cayle Cellerstedt Ellen Gilbert Caroline Hill

Daughter of Daughter of Daughter of

Marv Duckworth Marion Derrick Gilbert '36 Carolyn Fuller Hill '45
Gellerstedt '46

Christine lohnson Janice lohnston Josephine Lightner Elizabeth Mathes Nancy Newton Eleanor Ninestein

Daughter of Mariorie Daughter of Daughter of Annie (transfer) Daughter of Delores Daughter of Ella Hunter

Tippms lohnson '44 Elizabeth Davis Johnston '40 Lee Crowell Lightner '39 Daughter of lacqueline Middour Newton '51 Mallard Ninestein '39

Woolfolk Mathes '35

Betty Noble Betty Palme Arabelle Plonk Myki Powell Sue Russ Kay Shellack

Daughter of Daughter of Daughter of Daugher of Mary Daughter of Daughter of

etty Pope Scott Noble '44 Hansell Cousar Palme '45 Arabelle Boyer Plonk '44 Elizabeth Martin Powell '46 "Mas" House Russ '44 Billy Walker Shellack '44

f

\

Katherine Setze Janet Truslow Wimberly Warnock Julia Watlington Linda Wilson Patricia Winter

Daughter of Daughter of Daughter of Julia Daughter of Daughter of Elizabeth Daughter of

Theresa Kemp Setze '47 Caroline Cray Truslow '41 Harvard Warnock '44 Lelia Carson Watlington '39 Edwards Wilson '44 Eva Ann Pirkle Winter '40

ALUMNAE QUARTERLY / FALL 1967

Worthy Notes

Educated Women in America Are in Danger

Apologies are due each of you for the late publication
of this issue of The Quarterly. It is / who have erred
"it's ye old editor's fault!" Since it would take a whole
issue to tell you why, I'll simply ask your forgiveness, trust
you have now enjoyed reading it and promise to have
the winter issue out on schedule.

Agnes Scott opened its doors for the seventy-ninth ses-
sion September 20 to 775 students 225 freshmen of
whom twenty-six are daughters of alumnae (see p. 17).
There are approximately twenty-two new faculty members
who are already adding fresh intellectual vigor to the
campus community. In the Administration, the new Col-
lege Treasurer, Mr. William H. Hannah, comes to us
from the position of Comptroller at the University of
Pennsylvania (see p. 21).

We offer hearty words of welcome to each of these
people and some special words to Dianne Snead Gil-
christ '60 who has joined the staff in the Alumnae Office
as Class News Editor for The Quarterly and Assistant in
the Office. (Margaret Dowe Cobb '22 remains as the
Alumnae House Manager.)

The first academic occasion in the college calendar is
Honors' Day when students are recognized for various
kinds of intellectual achievement during the last session.
This is done at a Convocation, and a guest speaker is in-
vited to give the Honors' Day address.

On September 27 Dr. Felix C. Robb, director, Southern
Association of Colleges and Schools, spoke on "Woman
Power, Fact or Fancy?" We asked him if we might pub-
lish his speech in this magazine, but he did not have it in
manuscript form. Sally Gaines, a reporter for Atlanta
newspapers, interviewed him and wrote a feature story
which appeared in The Atlanta Journal and Constitution
Sunday, October 29. I shall use her quotes from Dr.
Robb's address and interview.

His deep concern is with the fact that American col-
lege women, educated women with trained and enlightened
minds, are much too often today devoting themselves to
"trivia" rather than to responsible leadership in their com-
munities. He believes that this kind of woman power is
the most important latent force in the world today, but it
needs to be "exercised."

"Many of the obstacles in the career fields have been
reduced for women, but I don't think women as a whole

are taking advantage of it. Women are reluctant about en-
tering politics. They are timid about economics and busi-
ness. Too few think about anything but the bridge club
and Dr. Spock."

With a sense of urgency Dr. Robb said to Agnes Scott
students, "You have been dubbed the 'new' generation.
Now, then, is the time for you to reveal what you can do
to change, improve, reformulate, reorganize, renovate and
restore a frayed, fragmented and fearful society. This is
the age of youth with power in the hands of those twenty-
six and under. To be non-involved is worthless."

He recognized that today's mores, particularly early
marriage, often premature, does not allow time in late
adolescence for a young woman to evolve a value system
of her own, so that she adapts herself to her husband's
outlook and attitude at the expense of her own intellectual
growth.

"You women are the mothers of mankind and the cen-
tral force in shaping the home, but that's where you stop.
You can vote, but it's a rusty tool. You are rich. Seventy
percent of the nation's private wealth is in your hands,
chiefly because you outlive males. But do women use the
wealth in the best way?

"Women are notoriously poor supporters of institutions
for higher learning. The ashes of women's colleges which
have merged or closed are proof. Women are sentimental
about their alma maters but not likely to act on it. (italics
mine)

"Do not retreat. Get involved in community life. I'm not
suggesting neglecting your home and children. There must
be a balance. But we can't afford to have one enlightened
woman hide her lights under a bushel. The world is coming
apart at the seams.

"You have allowed yourselves to become much manip-
ulated. Cosmetic manufacturers and clothing stylists are
but two influences that come to mind. Don't fall into the
trap of trivia. One of the finest examples of responsible
concern and the democratic processes is the League of
Women Voters. Of course there are others, too.

"Also, if you don't participate, your rights, which, this
generation did not fight for, will tend to wither. Don't
take them for granted."

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY. AGNES SCOTT COLLEGE, DECA1UK, OhUKUlA 3UU3U

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ALUMNAE QUARTERLY

WINTER 1968

< "*

Front Cover: Winter of 1%8's
first snowfall covers campus
magnolia trees. Students
Johnnie Gay, Joanna Reed
and Janice Autrey delight in
a moment of frolic in the
snow.

THE ALUMNAE QUARTERLY VOL. 46 NO. 2

CONTENTS

"A Different Drummer" Margaret W. Pepperdene 1

Class News Dianne Snead Gilchrist '60 5

Coming Up: Alumnae Week End, 1968 20

Happiness Is: Junior Year in Paris Ann Holloway Teat '68 21

Worthy Notes 25

Photo Credits

Front Cover: Guy Hayes

Back Cover: Morgan Studios

p. 11 The Charlotte News, p. 12 Delta Air Lines, p. 15 Wesley
Woods, p. 19 Elliotts' Studio and Caspar Ware Photographers
Inc., p. 20 Ken Patterson, p. 23 Ann Teat '68.

Ann Worthy Johnson '38 Editor

Barbara Murlin Pendleton '40 Managing Editor

John Stuart McKenzie, Design Consultant

Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ca. Second
class postage paid at Decatur, Georgia 30030.

"A Different

Drummer"

By MARGARET W. PEPPERDENE

The traditional topic for a talk on
such an occasion as this, when a
community of scholars come together
to honor academic achievement, is the
value and meaning of a liberal educa-
tion: how it frees the mind from pro-
vincialism and prejudice; how it gives
the individual a sense of values and
of direction; and how it restores to
him an awareness of what Howard
Lowry calls the "human privilege," by
which he means

the opportunity offered to a person
to seek and obtain the fullest mean-
ing he can for his own life to
know the best he can know, and to
live by that best against all com-
ers . . .; the privilege to learn to use
his own mind rather than just
somebody else's mind; to judge and
choose and renounce and, if possible,
create . . .; to live not just off the
questionnaires and burgeoning sta-
tistics of his own age, but out of
history and the significant hours of
human imagination.
These are words one is accustomed to
hear in an "honor's day" talk; and
they are words which evoke rich as-
sociations from those who can take
their "tame abstractness" back to the
"wild particulars" (to use Donald
Davidson's words) from which they
have come, who can recall significant
hours of the imagination the "call of
the tall nun" in the "black-about air"
of the foundering Deutschland, the
intoxicating moment when Criseyde
falls in love with Troilus ("who yaf
me drinke"). Dr. Rieux's words to
Tarrou; "Heroism and sanctity don't
really appeal to me . . . What interests
me is being a man." These are the

kinds of words that have for genera-
tions expressed the deepest realities
of the intellectual life for those who
"gladly teche" and the aspirations of
those who just as "gladly lerne."

Yet, anyone who has read a news-
paper, magazine, or learned journal
in education, who has listened to a
radio or watched a television newscast,
or who has just been on a college cam-
pus during the past two years knows
that these words about the meaning
and value of an education are not be-
ing heard any more. They are being
said; we have had a parade of speak-
ers at Agnes Scott who have elo-
quently extolled the gifts of the liberal
education. But one gets the distinct
impression that what they have said is
more a comfort to the faculty than a
challenge to the student, more an in-
vitation to remember than incentive to
respond.

Students all over the country have
been making clear the felt absence
from their educational experience of
"those significant hours of the human
imagination." A young woman at the
University of Georgia, Miss B. J.
Phillips, in a recent column in The
Atlanta Constitution, puts the problem
under the metaphor of academic
"languages," saying that she is looking
forward to the day she applies for
her first job because, as she says
when I come to the blank that says,
"List the languages which you can
speak and/ or write," I'm going to
have a field day. I'll get to list
political science, sociology, psychol-
ogy, economics, education, history,
etc., etc., until I finish the list of all
(Continued on next page)

ALUMNAE QUARTERLY / WINTER 1%8

About the author: Jane Pepperdcne
(B.S. Louisiana State University; M.A.,
Ph.D. Vanderbilt University) joined the
English faculty in 1956. She is now
professor of English and chairman of
the department. Students consider it a
high and joyous privilege to study with
her. One parent said, during the recent
Sophomore Parents' Week End, "Mrs.
Pepperdene, that wasn't just a lecture
you gave us that was a performance!"
This article was an address she made
for Honors Day at Georgia Southern
College, May 8, 1967.

A Different
Drummer

(Continued)

academic departments and fields of
study that I've encountered in four
years of college. It isn't funny. In
order to succeed in a given course,
you've got to speak the language,
the jargon. You've got to learn that
"a conceptual understanding" in
political science is "an overview"
in education. These are the same
things as "knowledge of the histori-
cal tendencies" but don't try to slip
one department's terminology on
another's test. That proves you have
"failed to grasp the significant facts
and understand the basic assump-
tions." . . . The thing that really
bothers me is that all this jargonism
is symptomatic of a bigger, more
serious problem the diversive na-
ture of education today. Sociologists
explain man within the context of
his social organizations; the political
scientist seeks to define his life in
terms of his government; the econo-
mist tells us that it is money, goods,
and trade that make him behave as
he does. All this is fine. But what
happened to the whole man? He got
lost somewhere in the shuffle and
they forgot to tell us what he is like,
or should be like when he's all put
together.
Miss Phillips is not complaining about
the quality of her college training,
about the way it has prepared her to
get a job, to earn a good salary, or
to enter one of the professional
schools. The burden of her criticism
is that she has been deprived of a
human, liberal education, what How-
ard Lowry calls the

armor that gives protection "to
souls of more than mortal privilege"
against settling for some view of
themselves as fractional men as
"biological" man, "political" man.
"economic" man, "power" man,
"corporation" man.
Mario Savio, the outspoken non-stu-
dent leader of the Berkeley rebellion,
gives a characteristically direct assess-
ment of the situation. Many students.
he says, find

that for them to become part of
society, to become lawyers, minis-
ters, businessmen, people in govern-
ment, they must suppress the most

'There is no mag,

creative impulses that they have:
this is a prior condition to being
part of the system.
If we are prone to dismiss what some
might call the rabble-rousing com-
ments of Mr. Savio. we are cautioned
by the remarks of Victor L. Butter-
field, president of Wesleyan Univer-
sity. In a recent address to the Asso-
ciation of American Colleges President
Butterfield says of the student move-
ment at Berkeley,

. . . behind the more dramatic dis-
play and shouting about personal
and political rights were the even
more important but quieter voices
of students complaining of their
status as IBM cards and protesting.
despite, mind you. one of the most
distinguished faculties in the world,
that the education they were getting
was "irrelevant." Moreover, these
students were mainly nor, as popu-
lar image had it. the "beats" or the
self-appointed "protestors" or the
"hangers-on" of the extramural
community. They were mostly the
cream of the Berkeley student crop
bright, doing their work and get-
ting good grades, strong in personal
qualities of character and leader-
ship.
Robert M. Hutchins. addressing the
graduating class of the University of
Chicago a few weeks ago. attacked the
concentration of education on meet-
ing the immediate needs of society,
as the most powerful pressure
groups interpret them, by the meth-
ods that appeal to those pressure
groups, namely, training, informa-
tion, and service.
Adding that this concentration is "ob-
viously the direct opposite of what
the times require." he warned the
students:

the danger that will threaen you in
the next 25 years is sclerosis, of the
imagination, the vision, the charac-
ter, the mind and the heart.
Easy explanations of the student
revolt "it's part of growing up." "stu-
dents never know what they want."
"students are basically anti-intellec-
tual." are thus being dismissed by re-
sponsible educators as "questionable
cliches that hardly seem to get at the

THE AG\ES SCOTT

formula for engaging the human being in the act of learning

heart of the matter." Instead, there
has been a flurry of academic activity
paralleling the wave of student discon-
tent. Students themselves are setting
up free universities; faculties and ad-
ministrators are adjusting curricula,
introducing "enriched" courses, and
interdepartmental seminars, inaugurat-
ing "wonderful Wednesdays" (and
sometimes "terrific Tuesdays" and
"marvelous Mondays" as well). And
everyone, it seems, is evaluating the
teacher. President Hutchins has sug-
gested the creation of an entirely new
sort of institution in which students
and faculty engage in a common en-
terprise of thinking perhaps a little
like his own Center for Study of
Democratic Institutions. So far, these
efforts have been more a way of di-
verting attention from the problem
than of dealing with it. And, it seems
to me unlikely that they will ever pro-
vide what the students are asking for
and what the honest educator knows
they need; what is missing from the
learning experience can hardly be re-
stored by gimmicks by altering this
course or adding that one, by cutting
down the number of class days, or
by introducing more interdepartmental
courses. There is no magic formula
for engaging the human being in the
act of learning. [A piece in a current
New Yorker makes a splendid com-
mentary on abortive academic efforts
to "challenge" students and '"interre-
late" courses in the curriculum. Here
are some excerpts from an "imagi-
nary, handsomely printed course bulle-
tin": ( 1 ) "Yeats and Hygiene, a Com-
parative Study: the poetry of William
Butler Yeats analyzed against a back-
ground of proper dental care. (Course
open to a limited number of stu-
dents.)" (2) "Philosophy XXIX-B:
Introduction to God. Confrontation
with the Creator of the universe
through informal lectures and field
trips." (3) And there is another se-
quence, suited to the notoriously dis-
contented student: "Introduction to
Hostility; Intermediate Hostility; Ad-
vanced Hatred; Theoretical Founda-
tions of Loathing."]

What has not been recognized in
the complaints of students, the cri-

tiques of educators, and the frantic
manipulation of curriculum and sched-
ules is the reality we all seem loathe to
accept, the reality that our college and
universities in their serious and suc-
cessful attempt to prepare the student
for an economically profiitable life in
contemporary society have brought
the special character of that society
right into the academic institution it-
self. However separate some students
may feel from the world outside the
college, the first fact of modern aca-
demic life is that the college is no
longer the ivory tower into which a
relatively few intellectually favored or
economically privileged young men
and women can withdraw to devote
themselves to four years of leisurely
study of the arts and sciences. The
diversity, the specialization, the mech-
anization which characterize the soci-
ety we live in also describe the univer-
sities we teach and study in; our col-
leges are just as computerized as our
businesses and our campuses just as
hectic and crowded as our cities. The
worlds of the town and gown have
merged into the one world, the city.
And since the academic community is
a microcosm of our modern, techno-
logical, urban society, it inevitably
shares with that society its most char-
acteristic feature: its un if not anti
humanness. Some years ago Paul Til-
lich defined precisely the "special char-
acter of (our) contemporary culture"
and he warned of the way such a cul-
ture jeopardizes man's humanity. He
said that under industrialism man has
made a progressive conquest of nature,
both inside and outside himself, but
that in the process

he has become a part of the reality
he has created, an object among ob-
jects, a thing among things, a cog
within a universal machine to which
he must adapt himself in order not
to be smashed by it. But this adap-
tation makes him a means for ends
which are means themselves, and in
which an ultimate end is lacking.
Out of this predicament of man in
the industrial society the experi-
ences of emptiness and meaningless-
ness, of dehumanization and es-
trangement have resulted.

Tillich's words describe the society
inside and outside the university; there
is no longer any difference. And this
is what the students are really re-
belling against; it is what we all re-
coil from. None of us wants to be a
cog in a machine, an IBM card, or
to become part of a system legal,
medical, governmental at the cost
of being a man.

If we can see the student rebellion
as a verbalizing of the anxiety felt
by all of us who refuse to accept man
as a mere thing, who fear that the
machine will reduce man to thinghood
where he will cease acting, or even
being able to act, like a responsible
moral being, then we can perhaps get
a more comprehensive view of the
student movement, one that can sug-
gest a way of dealing with a problem
that touches us all. Wc will see that
the problem is not just an academic
one. It has been given its most vehe-
ment expression in the universities be-
cause of an intuitive awareness on
the part of old and young alike that if
these places which preserve, interpret,
and recreate the history and meaning
of the human experience succumb to
the dehumanizing influences of our
technical age, the only barrier between
manhood and thinghood will crumble.
From this new perspective we can
more accurately evaluate the charges
of the critics of the academic com-
munity B. J. Phillips' plea that some-
one find the whole man who got lost in
the shuffle, Savio's reminder that stu-
dents have to repress their "most cre-
ative impulses" to get along in the
university environment, Hutchins' pre-
diction about the sclerosis of the imag-
ination.

An equally important implication of
these quarrels with things as they are
in the present university is the faith
that the university not only has been
but that it can and must continue to
be the place where man's creative
powers are evoked, nurtured, and
cherished, where the imagination can
follow "trails that slip around tech-
nology/To gulfs of ferns and banks of
memory" where one can find Miss
Phillips' whole man. This faith calls
(Continued on next page)

AtUMNAE QUARTERLY / WINTER 1968

A Different Drummer

(Continued)

on everyone who teaches and all who
learn to recover, if necessary, and to
reassert the primary function of any
academic institution: to foster the idea
of learning as a creative act, an act
so vivid and personal that it can com-
prehend, and perhaps emulate, Keats'
experience where the wonder of a
night of reading is an act of personal
discovery, of finding his own El
Dorado, his own "new planet," his
own vast Pacific.

This then is the place to begin: with
the recognition that there is no essen-
tial difference between what Brecht
calls "this buzzing confusion" of the
world outside the college and that
within its walls; and with the aware-
ness that the only force which can
order this confusion is man in his
creative capacity, man whose imagi-
nation can put a shape on "this mess"
(Brecht's inelegantly vivid term) and
give it meaning. Admittedly, this hold-
ing is a small one from which to
launch so major an offsensive as the
recovery of life in learning; but aware-
ness is the beginning of wisdom. It
would be nice if we could take Presi-
dent Hutchins' suggestion to create
an institution where a community of
selected scholars young and old could
come together "in the search for un-
derstanding;" hut Edenic simplicities
are not really one of the possibles in
contemporary life. We begin where we
are, not where we would like to be
or might have been.

The possible itself is not without a
challenge. If learning is a creative
act, if it is the imaginative possession
of those things which man has said
and done through the ages, the task of
the student (and I use the term to in-
clude all who "gladly lerne" and
"gladly teche") in the present-day col-
lege or university is to accept the
givens and to exert a conscious and
positive effort to create new meaning
out of what has become fragmented
and meaningless. His task is not unlike
that of the artist in contemporary
society. In the same essay referred to
earlier, Tillich talks about the role of
the artist and he says that artists to-
day "show in their style both the
encounter with non-being and the
strength which can stand this encoun-

ter and shape it creatively." Recog-
nizing what R. W. B. Lewis calls "the
severance of the relation between man
and whatever reality he is willing to
acknowledge," encountering Graham
Greene's "sinless empty graceless chro-
mium world" of modern civilized so-
ciety, facing the ultimate isolation of
the human condition, and admitting the
ravages on the human psyche made by
an increasingly mechanized culture.
the contemporary artist has taken the
given life itself and tried to find
there some reason for existence. He
does not do as his Joycean forbears
did. escape into art and call it "life."
nor does he exclude the annihilating
and literally dehumanizing experi-
ences that are part of life as he finds
it perversion, sickness, death. They
are everywhere but they are not all of
life. And the serious artist refuses to
see the human condition as all sick-
ness and death, refuses to reduce the
human being to a thing contemplating
his mortality, as if that were all that it
means to be human. The principle to
which the artist ultimately subscribes
is that expressed by Henry James:
The poet essentially can't be con-
cerned with dying. Let him deal
with the sickest of the sick, it is
still by the act of living that they
appeal to him, and appeal the more
as the conditions plot against them
and prescribe the battle. The pro-
cess of life gives way fighting, and
often may so shine out on the lost
ground as in no other connection.
With the "man who gives way fight-
ing" even, or especially, when condi-
tions plot against him and prescribe
the battle, the artist has always been
concerned. One recalls the Beowulf-
poet who sings of heroes, haelep under
heofenum, doomed to defeat in a hos-
tile universe, dying on their own terms
so that their bravery and courage
shine out on the lost ground. One
thinks of the whiskey-priest of Greene's
The Power and the Glory who rec-
ognizes during his one night imprison-
ment in the squalid, stinking cell in
Tabasco the image of God shining
through the degraded human counte-
nances all around him; this warmth
of fellow-feeling gives him the strength
to endure his mission and finally to
prevail over the forces of death, even
his own. And one is reminded of all
those Hemingway people in whom
"life gives way fighting": the waiter
in A Clean Well-Lighted Place who
lives with the knowledge thai the cafe.

a clean, well-lighted place, made by
man, is man's only refuge against the
dark: of Jake Barnes who endures his
emasculation without letting it jeopar-
dize his manhood: of the major in In
Another Country whose iron will con-
ceals a powerful passion and whose
endurance exceeds mere bravery.
Hemingway's heroes are lonely, their
world alien and frightening and hos-
tile; but they live in it on their own
terms and they are men.

We could labor the analogy but
there is no need. The parallel is clear.
All the forces that kill or disease the
human spirit are in the academic
world just as they are everywhere else:
IBM cards, television teaching, and
the pieces of man broken on depart-
mental wheels. With the knowledge
that his world is "all in pieces, all co-
herence gone." the student has to find
the strength to stand the encounter
with it. to shape that encounter cre-
atively, and thereby put the pieces of
humpty-dumpty man back together
again. Concerned with living, with
those acts of man that will never die.
he cannot let this concern be lost or
dissipated by his dealings with man's
mortal needs. As Einstein once said.
The concern of man and his destiny
must always be the chief interest of
all technical effort. Never forget it
among your diagrams and equa-
tions.
The student will find the difficulty of
his task to make a "stay against con-
fusion" is eased by his discovery of
those "clean, well-lighted places"
which are an arrest of disorder in
man's disorderly history: Lear meas-
uring himself against the rain and
thunder of the heath; Mathilda of Tus-
cany leading her knights in battle to
defend her fief: Pietro Spina, in the
filthy hovel of the deaf mute, finding
nourishment of the spirit in their
shared bread. These encounters can
be for the student his moments in a
rose garden; they can provide him
with the perspective from which, in
Howard Lowry's words.

to examine and make reflective
commitments to principles that will
exist for him beyond all conveni-
ence and group pressures, bevond
all the strategy and passing fashions
of the world: to hear beyond the
common noises of his time, the old
Concord music of "a different
drummer."
It is this possibility that we honor
today. a.

THE ACNES SCOTT

DEATHS

Faculty

Mrs. Raymond Bishop, formerly in the Art De-
partment, February, 1967.

Miss Melissa Annis Cilley, former assistant pro-
fessor of Spanish, lanuary 31, 1968.
Dr. S. Leonard Doerpinghaus, associate professor
of biology, January 19, 1968, in an automobile
accident.

Institute

Augusta Davidson Rhodes (Mrs. ). Frank),

September 17, 1965.

Attie Duva! Lamar (Mrs. G.W.), January 22, 1968.

Georgia Freeman, date unknown.

Leila Ross Wilburn, sister of Alice Wilburn

Frierson '07 and Llewellyn Wilburn '19, November

13, 1967.

Lucy Thomson, February 1, 1968.

Academy

Neva Edmundson Mcllvanie (Mrs. E. T.), date
unknown.

1906

Mary Crocheron Whorton (Mrs. Lee), date un-
unknown

1908

Juanita Wylie Caldwell, (Mrs. William F.),

December 10, 1967.

1909

Margaret Hoyt, sister of Elizabeth Hoyt Clark,
Spec, November 6, 1967.

1914

Robina Gallacher Hume (Mrs. E. Stockton),

December 14, 1967.

Essie Roberts Oupre (Mrs. Walter), mother of

Ann Roberts Dupre Allen '47, October, 1967.

1915

Martha Elizabeth Bishop, December 1967.

1917

Sverre Siqueland, husband of Gjertrud Amundsen

Siqueland, September 5, 1967.

Margaret Pruden Lester (Mrs. Paul M.), sister of

Elizabeth Pruden Fagan, '19 and aunt of Joen

Fagan '54, November 22, 1967 in an automobile

accident.

1919

Richard George Jones, husband of Blanche
Copeland, February, 1967.

1923

Nannie Campbell Roache (Mrs. Jesse), date un-
known.

Margaret Parker Turner (Mrs. Malcolm E.),
February 2, 1968.

1924

Ruebush George Shands, husband of Elizabeth

Henry Shands, May, 1967.

Mary Hemphill Greene, January 28, 1968.

Sidney Coleman, husband of Lucy Oliver Coleman,

October, 1967.

1926

Richard Woodruff Fitzgerald, husband of Allene
Ramage Fitzgerald, December 31, 1967.

1927

Lucia Nimmons McMahon (Mrs. David J.),
November 20, 1967.

Mrs. Thomas C. Satterwhite, mother of Evelyn
Satterwhite, December 14, 1967.

1928

Edna Page Ackerman, sister of Page Ackerman
'33, November, 1967.

1929

Luther G. MacKinnon, husband of Eleanor Lee

Norris MacKinnon, March, 1967.

Lois Smith Humphries, November 7, 1967.

1933

Homer Sutton, husband of Lalia Napier Sutton,
July, 1967.

1938

Mrs. Ludie H. Johnson, (Mrs. Rockwell W.),
mother of Ann Worthy Johnson, December 3,
1967.

1939

Mr. A. T. Thompson, father of Mary Frances
Thompson, November 4, 1967.

1941

Helen Gilmer Lifsey (Mrs. Julian), January 4,
1968.

1943

Dr. E. C. Frierson, father of Anne Frierson
Smoak, April 1, 1967.

Mr. and Mrs. T. C. Pegram, father and stepmother
of Betty Pegram Sessoms, November 29, 1967,
in an automobile accident.

1945

Alice Rucks Kendall (Mrs. William J.), date un-
known.

1947

James Pedakis, father of Phia Pedakis Papador,

December, 1967.

Adeline Huff Rosenblatt, mother of Ellen

Rosenblatt Caswell, December, 1967.

Gloria McKee Howard (Mrs. Raydeen R.), sister

of Gwendolyn McKee Bays '38, December 10,

1967.

1949

Mrs. W. A. Wood, mother of Betty Wood Smith,
June, 1967.

Mr. W. A. Wood, father of Betty Wood Smith,
January 26, 1968.

1952

Dr. Emery C. Herman, father of Ann Herman
Dunwody and Carolyn Herman Sharp '57,
September, 1967.

1954

Dr. Waldo E. Floyd, father of Virginia Lee Floyd
Tillman, December 5, 1967.

1956

Marilyn Mobley, December 10, 1967, in an auto-
mobile accident.

1957

Mrs. Emily Miller, mother of Susie Miller Nevins,
July 21, 1967.

1958

Alice Miller Thurmond (Mrs. Roy, Jr.), lune 16,
1967.

1960

W. M. Acree, father of Elizabeth Acree Alex-
ander, September, 1967.

1963

Roy D. Tabor, father of Nell Tabor Hartley,
December 23, 1967.

THE AGNES SCOTT

Younger Alumnae Achieve Recognition

Outstanding Young Women of America is an annual biographical compilation
of 6,000 outstanding young women between the ages of twenty-one and
thirty-five. These are some of our Agnes Scott alumnae who have distinguished
themselves in civic and professional activities and are listed in the 1968 edition.

Linda Lentz Woods (Mrs. Har-
old) '62. Linda received her
M.A. degree in English from
Emory University where she
has also been teaching. She
has had several publications
in her major field and wi
join the Agnes Scott faculty
next year.

Marilyn McClure Anderson
(Mrs. William) '57. Marilyn
served as president of the
College Park Service League,
chairman of the P.T.A., Sunday
School Teacher, and secretary
of the Georgia Women's Aux-
iliary of the Georgia Pharmacy
Association.

Anne Terry Sherren (Mrs. Wil-
liam) '57. Anne received her
Ph.D. degree in Chemistry
from the University of Florida,
taught at the Texas Women's
University where she was also
Assistant Director of the Sec-
ondary Science Training pro-
gram, and was a research par-
ticipant at the Oak Ridge
National Laboratory. She is
now Associate Professor of
Chemistry at North Central
College in Illinois.

Willa Dendy Goodroe (Mrs.
Robert Stanley) '59. Willa has
held various offices in the
Dalton, Georgia Junior Wom-
an's Club including president.
She has also been president
of the Dalton Little Theatre
and president of the Dalton
Mutual Concert Association.

Charlotte King Sanner (Mrs.
Richard E.) '60. Charlotte grad-
uated cum laude from Wom-
an's Medical College of Penn-
sylvania where she received
the President's Prize, Mosby
Book Award and was given
honorable mention by the
American Medical Women's
Association for her high aver-
age. Charlotte did her intern-
ship at Grady Memorial Hos-
pital and is now in the practice
of internal medicine in Sandy
Springs, S.C.

Nancy Holland Sibley (Mrs.
William) '58. Nancy is active
in the Junior League, church
and the Youth Concert Pro-
gram in Greenville, S.C.

Mary Evans Bristow Milhous
(Mrs. James) '60. Mary Evans
is Entertainment Chairman of
the Agnes Scott Alumnae As-
sociation. She has also been
active in the United Appeal in
Atlanta including chairman of
the 1967 United Appeal Wom-
en's Unit as well as heading
the residential and special
gifts division in DeKalb and
Fulton Counties.

ALUMNAE QUARTERLY / WINTER 1968

Coming Attraction for Spring

Alumnae Week End

April 27, 1968

EVENTS

April 26 Dance Group Presentation
Presser Hall, 8:15 p.m.

April 27 What Kind of Education do Today's Students
Demand?
Student-Faculty Symposium, Rebekah Hall,
10:00 a.m. -11 :45 a.m.

"Meet the Faculty" Colonnade and Quadrangle,
11 :45 a.m. -12:45 p.m.

Alumnae Luncheon and Annual Meeting of
Alumnae Association. Evans Dining Hall,
1:00 p.m.

REUNION

CLASSES

DIX PLAN

1906

1925

1944

1963

1907

1926

1945

1964

1908

1927

1946

1965

1909

1928

1947

1966

MILESTONE

1918

50th

1933

35th

1943

25th

1958

10th

1967

1st

1928

40th

Alumnae of all vintages crowd the Dining Hall to its capacity.

Happiness Is:

Junior Year
In Paris

By ANN HOLLOWAY TEAT '68

EDITOR'S NOTE: Ann Holloway Teat will graduate

in June. She is the daughter of Susan Self Teat '41 and

Jim, from Charlotte, N.C. Her delight in spending her junior

year abroad is reflected in this article. Watch for another

impression of such programs in the next issue of

the Quarterly.

A close friend of mine likes to compare the effect of
France upon me to that of L.S.D. upon the hippie,
meaning that France "turns me on." The comparison
is good to the extent that a year spent in France
heightened my sensibility, broadened my understand-
ing of a great many things, and certainly brought me
face to face with a world which was, as Marivaux de-
scribed it in La Vie de Marianne, new, but not at all
foreign to me. The comparison breaks down, however,
in that the L.S.D. "trip" is temporary and often de-
structive; whereas, the J.Y.F. (Junior Year in France)
"trip" is enduring and most constructive. To presup-
pose, however, that a year in France has made me an
authority on either the French family, the French edu-
cational system, or the heart of French life, Paris, is
beyond all reason. I did, however, have a "Iovin' spoon-
ful" of these aspects of French life through my year in
France with the Sweet Briar College program, and, as
the taste still lingers, I am always happy to try to share
my impressions of them.

The American student who goes to France to live
with and become part of a French family is invariably
disappointed. The relationship of an American student
to the French family is primarily that of a boarder to

his landlord. Only in rare cases does the American
form any lasting bonds with his family. This is not to
say that the French family is openly hostile to the
boarder; however, no effort is made to make him a
part of the family. Such a lack of integration into
French family life is not offensive to the student for
two reasons. First, when rapport is established between
the student and family, the student feels as if it is a
sincere feeling rather than a hypocritical concern for
the "foreign" student. Secondly, the independence from
the family is one of the rewards of the Junior Year in
France. One is integrated into neither the French so-
ciety nor the American society. In this situation, the
responsibility that one feels is genuine rather than
imposed by society.

I was extremely happy in my family situations both
in Tours and in Paris. My "provincial" family was
formidable. Monsieur Berard, a retired army colonel,
was tall, white-haired, and awe-inspiring: the type of
man whom one would choose to play God giving Moses
the Ten Commandments in a Sunday-School play. He
ruled everyone in the household except Madame Berard.
The three children of the home were all of college age.
Michel and Jean-Pierre were handsome young men

ALUMNAE QUARTERLY / WINTER 1968

Illustrated by Ike Hussey

Junior Year in Paris

(Continued)

who, by virtue of being the first French men I knew,
were the first French men to capture my heart. Fran-
chise, my French "sister, - ' was a warm girl who remains
the closest French friend that I have.

My Parisian family and home were as Parisian as
the Berards were provincial. Original Riiysdael and
Van Goyen paintings decorated the living room which
was itself a complement to Madame Renaudin. my
hostess in Paris. She was a tall and dignified woman
who held our attention with the stories of her school
days with Simone de Beauvoir. Although I am still
quite fond of the Renaudin family, I do not retain the
close ties with them which I retain with the Berards.
One of the Renaudin grandchildren. Manu. age seven.
did, however, propose marriage to me and I must re-
turn to Paris after sixteen years to fulfill my promises
to him. Therefore, although the relationship between
an American student and his French family is not the
equivalent of the relationship between an exchange stu-
dent and his family, it can be a rewarding relationship.

A second important aspect of my year in France is
the formal study at the University of Paris and with
Sweet Briar College. The French university system
lends itself to independent study rather than to daily
assignments. Any grades were the result of one paper
and/or one report in class and a final examination
made up of a written and oral examination. There were
no day-to-day assignments since most classes were
purely lecture classes with from fifty to 3000 in the
class.

Everyone who has spent a year of study in Paris
is asked whether he has studied at the Sorbonne. The
name of this thirteenth-century citadel is known to
most educated Americans, even if they are not quite
sure what the words la Sorbonne designate. I was lucky
to be able to take a course at the Sorbonne. lucky not
only because my professor, M. Antoine Adam, was
excellent nor because it is prestigious to have studied
there, but because a course at the Sorbonne is a circus
in itself. After having spent hours figuring which course
I wanted and what the course really is (course titles
are seldom a good indication of what the course is
about), I plowed through 3000 other students to find
a place between an Indochinese nun and a Swedish
blond "bombshell" in the last crowded row of an over-
flowing amphitheater, only to be told by the professor
that the class was too large and that all first year and
foreign students must leave. After having fought so
hard for a place in the course. 1 refused to leave, as
(Continued on next page)

Ann caught Fans spreading to infinity.

*

^k'

Junior Year in Paris

fa "B'rroTf

(Continued)

did most foreign students. The first day of a class at
the Sorbonne is an education in itself!

I took another course at another branch of the Uni-
versity of Paris, the Institute of Political Studies. What
a contrast! Here, classes were no larger than 200 peo-
ple. The students wore suits and ties to all classes, and
the atmosphere was one of serious study. Perhaps the
main reason for my preference of "Science Po" over
the Sorbonne is that at Science Po there was a ratio
of 10 men to every woman a fact not to be discounted
when the student has spent the first two years of col-
lege in a woman's college.

My two favorite courses were Art History and Con-
temporary Theater, courses conducted by French pro-
fessors but sponsored by Sweet Briar. In the course in
art history, we studied nineteenth and twentieth cen-
tury painting in class but spent two hours a week of
formal study in the Louvre museum, the Jeu de Paume,
and the Museum of Modern Art. What a perfect city
in which to study art! Added to the weekly museum
visits were the special exhibitions such as the Vermeer
or Bonnard exhibitions, the Picasso exhibition at the
Grand Palais with 800 of his works, or the psychedelic
"Light and Movement" exhibition at the Museum of
Modern Art.

The course on the modern theater was taught by
M. Alfred Simon, a critic in Paris who is presently
teaching at the University of Kentucky. There were
two aspects to this course: The first was the study of
French theater from the texts including plays by such
authors as Musset, Claudel, Giraudoux, Sartre, Ionesco,
Beckett, Genet. This study was supplemented by the
plays we saw. We attended at least one performance
each week. These magical evenings were spent seeing
plays by Brecht, Shakespeare, or Giraudoux at the
large National Popular Theater or avant-garde drama

in the pocket theaters of Montmartre or Montparnasse.
In his novel. Le Pere Goriot, Honore de Balzac
paints the portrait of a student in Paris whose school
was really the city itself. This is the delightful situation
of the student on the Junior Year in France. A great
deal of his education takes place outside the amphi-
theater at the Sorbonne or the library at 4 rue de
Chevreuse. The student learns in a crowded subway
car, in a small theater, in a public garden, or walking
down Boid' Mich.

A kaleidoscope of adventures this is what Paris is
all about. Balzac describes the phenomenon thus:

. . . but, then, Paris is in truth an ocean that no
line can plumb. You may survey its surface and
describe it; but no matter what pains you take with
your investigations and recognizances, no matter
how numerous and painstaking the toilers in this
sea, there will always be lonely and unexplored
regions in its depths, caverns unknown, flowers
and pearls and monsters of the deep overlooked or
forgotten bv the divers of literature. [Honore de
Balzac, Old Goriot (New York. 1900). p. 350.]

The student can hear the Paris Opera Troupe present
Gounod's Faust or attend a concert by Charles Azna-
vour or the Rolling Stones at the Olympia. He can
study the works of Van der Weyden. Raphael or David
at the Louvre or those of Picasso, Villon, or Singier at
the Modern Art Museum. He may dance at a ball at
Neuilly or in Jacky's Far West Saloon on the left bank.
He can eat hamburgers at the American Embassy or
beignets in the Luxemburg Gardens. The choice is his
and he has only to make it.

I do hope that I have been able to give you a taste
of my "lovin" spoonful" of what Ernest Hemingway
called "a moveable feast." As one of my fellow JYFers
said, we only regret that we cannot stav for seconds.

THE ACNES SCOTT

Worthy Notes

^Meanwhile, Back at the Ranch . . ."

Being on the other side of thirty, I find the "generation
gap" yawning ever wider before me. I'll share with you
A Prayer for the Middle-Aged which, in the words of a
currently popular song, "stays ever gentle on my mind."
(There are several versions of the prayer in circulation
this one comes from Dr. Alston, and I don't know where
he obtained f it!) :

Lord, thou knowest better than I know myself
that I am growing older and will some day be
old Keep me from the fatal habit of thinking
I must say something on every subject and on
every occasion. Release me from craving to try
to straighten out everybody's affairs. Make me
thoughtful but not moody; helpful but not bossy.
With my vast store of wisdom, it seems a pity not
to use it all but thou knowest Lord, that I want
a few friends at the end.

Keep my mind free from the recital of endless
details give me wings to get to the point. Seal
my lips on my aches and pains. They are in-
creasing and love of rehearsing them is becom-
ing sweeter as the years go by I dare not ask
for grace enough to enjoy the tales of others'
pains but help me to endure them with patience.
I dare not ask for improved memory, but for a
growing humility and a lessening cock-sureness
when my memory seems to clash with the
memories of others. Teach me the glorious lesson
that occasionally I may be mistaken.
Keep me reasonably sweet; I do not want to be a
saint some of them are so hard to live with
but a sour old person is one of the crowning
works of the devil. Give me the ability to see
good things in unexpected places and talents in
unexpected people. Give me the grace to tell
them so. Amen.

I am praying at this moment for the grace to say thank
you in the best possible way to those of you who have
responded so splendidly to the "special gifts" solicitation of
the Annual-Giving Program. Betty Lou Houck Smith '35
is Special Gifts Chairman and Sarah Frances McDonald

'36 is- General Chairman of the Fund this year (July 1,
1967-June 30, 1968).

As of February 29, 1968, 580 alumnae had contributed
$66,500. The lion's portion of this magnificent sum (cf.
the chart on p. 14 of the Fall, 1967 issue of the Quarterly
total gifts from alumnae through last year's Fund
amounted to $82,142) has come from the special-gift
donors.

Add to this a special note of rejoicing: would you be-
lieve that the "general solicitation" for this year's Fund
doesn't "kick-off" till March 11? Between that date and
June 30 (the end of this fund year) more than 750 "Class
Agents" will be writing classmates to secure gifts.

So far the only casualties the program has caused have
been to the eyes, minds and backs of alumnae staff mem-
bers Barbara Murlin Pendleton '40, Pattie Patterson
Johnson '41, Dianne Snead Gilchrist '60, Margaret Dowe
Cobb, 22 and me. We've had to "think ahead" to numerous
target dates; prepare materials for the special donors, for
Class Chairmen and Class Agents; deal with the idiosyncra-
cies of alumnae office equipment and the U. S. Post Office,
meanwhile continuing to carry out the normal program of
the Alumnae Association. We did have help from alumnae
volunteers, members of the three Alumnae Clubs in this
area, on compiling some of the major mailings, and to
them go our heartiest thanks.

Kudos go, also, to Alumnae Clubs and groups around
the nation for their Founder's Day events this year.
Founder's Day has become an occasion when we can
bridge that generation gap it is with delight that I dis-
cover, at a Founder's Day meeting, a class of '17 graduate
communicating quickly with a '67 graduate, for example.

Founder's Day, February 22, 1968 found faculty mem-
bers and administration officers visiting Alumnae Clubs
as speakers another kind of communication for which
we are all grateful.

Awn-C^W-W^y ^jsWa-o*^ *3T

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

SPRING 1968

Front Cover: Atlanta's dog-
wood this year burst forth
in its most splendid state.
Here a dogwood branch
brushes one of the great
Gothic brick arches com-
posing the outer wall of the
Dana Fine Arts Building

THE ALUMNAE QUARTERLY VOL. 46 NO. 3

CONTENTS

On the Importance of the Inner Life Paul Swain Havens 1
From Decatur to Kilimanjaro Penelope Campbell 4
Apartment Over the Rhone Pat Stringer '68 8

Class News Dianne Snead Gilchrist 11
Worthy Notes 29

Photo Credits

Front Cover: Morgan Studios

Back Cover: Bob Dendy

pp. 4, 6 Penelope Campbell, pp. 8, 9 Pat Stringer,
p. 15 Memye C. Tucker, p. 19 American Medical Ass'n.,
pp. 20, 23 Class of 70, p. 22 Staff photo, p. 25
Ann W. Corson, p. 26 Anderson, S.C. Independent.

Ann Worthy Johnson '38 Editor

Barbara Murlin Pendleton '40 Managing Editor

John Stuart McKenzie, Design Consultant

Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

FOUNDER'S DAY ADDRESS, February 21, 1968

On the Importance of the Inner Life

By Paul Swain Havens, President, Wilson College

Agnes Scott stands before the nation as one of the
distinguished colleges for women for whose service to
society all rejoice who have a conscience for the role of
women in our contemporary world.

Ten days ago, the Board of Trustees of Wilson Col-
lege held its mid-winter meeting. Knowing I was to
address you, by unanimous vote my Board adopted
this resolution:

We salute Agnes Scott College upon the cele-
bration of her seventy-eighth anniversary. We
applaud the position of leadership which Agnes
Scott has occupied for many decades in the liberal
education of young women, and we wish the Col-
lege every success as she plans for the years ahead.
We realize that all independent colleges face
grievous problems and not least colleges for
women but we have full confidence that Agnes
Scott will meet every challenge that will confront
her and will move forward with strength. We have
expressly charged the President of Wilson College
to bear this greeting and this message to the faculty
and students of Agnes Scott College on this seven-
ty-eighth Founder's Day.

Seventy-eight years are a long span of time. For a
few minutes so brief by comparison to seventy-eight
years I wish to talk to you about the importance of
the inner life. You must judge, when I am done,
whether seventy-eight years have dulled or enhanced
the importance of the inner lift. After all, the founders
may have believed in its importance (and 1 am sure
they did) and you may not; or you may agree that the
inner life, like all life, is something with which we
must reckon.

First, there is a topic that may seem to have no
bearing on the inner life. But I beg you to suspend
judgment. Let us contemplate for a moment the sub-
ject of communication. And then let us work forward.

In recent years we have been told again and again
by critics and commentators that one of the principal
weaknesses of our time is lack of communication. This
argument runs that labor and management do not talk
together; that government does not explain itself ade-
quately to the governed; that an unbridgeable gap
exists between parents and children because they do
not communicate; that the Pentagon will not talk to
the State Department, or the Stock Exchange to the
investor, or yet, the corporation with its stockholders.
In the same way we are told that faculties do not com-

municate with student bodies or administrations with
faculties. Mao Tse-tung will not speak to Mr. Kosygin,
and hence Communist unity is threatened. General De
Gaulle will talk to anyone, but will listen to no one.
Lack of communication perhaps reaches its greatest
expression in the familiar jingle:

Here's to the city of Boston,
The home of the bean and the cod,
Where Lodges talk only to Cabots
And Cabots talk only to God.
Thus, this argument concludes, one of the principal
weaknesses of our time is lack of communication.

While communication can always be improved, and
should be. this allegation, in my opinion, is an untruth.
It is not a lie, for an untruth is simply something that
is not a fact with no deliberate attempt to deceive.

What is the fact? The fact is that never in history has
there been so much communication as now. Books
pour from the presses in such numbers that one wonders
that there are readers for them all. Every retired general
tells you how he conducted his various campaigns.
Every retired politician, statesman, and judge writes his
memoirs, often disclosing things that might better go
unsaid. Mr. Manchester gives us an account of the
late President Kennedy, Mme. Svetlana Alleluyeva tells
us about her father, Stalin. Travelers tell us things
about remote countries and cultures; and. in a different
category and a more somber mood, surviving victims
of the concentration camps of the Second World War
describe the sordid horrors they have endured.

As for the newspapers, one may regret the recent
extinction of such revered names as The Herald Tribune
and The Boston Post, but there still remain enough
newspapers to consume hundreds of thousands of tons
of newsprint each year. And the radio brings us news
ad nauseam, often more rapidly than every hour on
the hour, and sometimes around the clock, broadcast-
ing throughout the world every little event that happens,
often magnifying the event out of all perspective. A
murder in Chicago somehow seems to have importance
equal to conversations in Geneva that may shape the
future of the world; and the basketball scores seem
more important than the mammoth federal deficit. And
television, fighting for an ever larger audience, brings
us symposia, opinion-reviews, current happenings, riots,

(Continued on next page)

ALUMNAE QUARTERLY /SPRING 1968

On the Importance

(Continued)

battle scenes, and all the rest. Never has there been so
much communication, so much rapid communication,
as there is now.

No, the principal weakness of our time is not lack of
communication. The flaw is that there is so little of any
real significance to communicate. We communicate that
little avidly, but the effect, since what we say is often
not significant and only trivial, is that we crave real
meat and so think there has been no communication.
We multiply words, but we do not multiply meaning.
By a simple rule of chemistry, when you increase the
quantity of the solution you dilute the chemical itself.
This is what is going on.

"But why is this so, why does it happen? There are
many answers, and some of them are beyond my scope
this morning. There is not time for instance, to explore
the conflict in radio, television, and many newspapers
between a conscientious search for quality on the one
hand and the commercial motive on the other. This is
a real problem, and fortunately there are signs that
some persons are devoting their best thoughts to solv-
ing it.

More important, I believe, is the problem presented
by the vast audience of listeners and viewers. They
represent a cross section of our culture, from the un-
educated to the highly educated, from the poverty-
stricken to the affluent. There is perhaps an uninten-
tional irony in the phrase we use for the common means
of communication, mass media. These are indeed the
media for the masses; and with almost diabolical
cleverness they are adjusted to speak to the mass mind;
and, in the opinion of some sociologists and educational
observers, they shape the mass mind as much as do all
the classrooms of the nation, if not more.

We have set for ourselves in this country a noble
ideal of providing free elementary and secondary edu-
cation for all of our children, and in recent years oppor-
tunities for higher education have grown almost beyond
the imagination of those who can recall the days of ten
or twenty years ago. The danger, as many have warned,
is that we may end up by producing a nation of semi-
educated people. "A little knowledge is a dangerous
thing," said Alexander Pope. "Drink deep, or taste not
the Pierian spring." F. M. Hcchinger, Education Editor
of The New York Times, did not quote Alexander Pope
recently when commenting on the demand for lower
tuition charges for the college and university years, but
one of his comments touches the very center of the
mass education problem:

A . . . question is whether a massive subsidy of
those with average ability will interfere with quality
that emerges from competition. It may seem re-

actionary to say that this is a problem, but it
would be unrealistic to pretend that it is not.

It might shed some light on this problem if we were
to look for a moment at the early years of the Nine-
teenth Century, which, for reasons too long to explore
here, were a time of malaise in many countries. As
yet there was no mass education, but there was very
good education for some.

The educational systems of those days have been
subjected to some bitter words by later critics, but they
had virtues of their own. particularly the virtues of
breadth of horizon and depth of penetration. Moreover,
they were w/;-centered. not technique-centered. Read
the names of some of those who. not educated en
masse, have produced some of the noblest writings of
the century: Keats. Byron. Shelley. Wordsworth, and
Coleridge; Lamartine. de Musset. Chateaubriand.
Hugo, and Flaubert; Schiller and Heine: Tolstoy.
Dostoevski, Pushkin, and Turgenev. One could form a
longer catalogue, but these are enough. These authors
were not mass produced; they were not writing for
the masses. They were inspired by a powerful impulse
to create according to the highest standard they could
perceive. Without consciously realizing it, f believe,
they were striking always for excellence with no con-
sideration of the number of persons they might reach.
They were above any quantitative goal. And because
what they wrote was good, of high significance, and de-
serving to be read, they have communicated with every
subsequent generation.

All of this has a direct bearing upon this Founder's
Day Convocation. Agnes Scott College is engaged in
the very opposite of mass education, and there is no
place here for the semi-educated. This is a public serv-
ice institution in the sense that you serve our nation,
our time, and our world through what you do. through
what you produce, and through what you are: and this
fact is recognized by your tax exempt status. This
places you under a special obligation.

What then is the nature of the service which this
College must render to the present and to the future?
The answer is implicit in what 1 have just said. The
task is to shape the fully educated person, educated
in mind, spirit, and character to give her proper train-
ing and incentive, or at least to help her find the right
pathway, for all true education is in the end self-educa-
tion. At the opening ceremony of my own College on
October 12, 1870. the first President of the College
spoke as follows:

The effort will not be to cram the minds of pupils
with facts, but to spend time in development of
thought so that the pupils will learn to think for
themselves, and thus be enabled in after life to be-
come leaders, instead of followers, in society.

THE ACNES SCOTT

This was strong doctrine in those days, but it must
remain one of the principal aims of Agnes Scott College
as well as of Wilson College.

We shall live the rest of our lives, I suppose, in an
era of mass education, but we shall not get what we
need for salvation from the mass-educated. Let it con-
tinue to be our task to train persons who may give us
ideals that will stir us, art and literature and music and
science and philosophy and mathematics and social
science that will exhilarate us and enlarge our imagina-
tion and our perspective, making us better human
beings. Let us join together to train those and they
can be of any age or all ages who can lead us to a
triumph of the creative spirit in a time so tragically
marked by the destructive spirit.

Now, the creative spirit does not rely upon com-
munication but upon the nurture of the inner wells. It
will be our salvation as a civilization to see that these
inner wells are kept full. Whatever contributes to their
fullness and to the purity and potency of what fills them
is good. And this is an individual matter, having nought
to do with assembly lines or mass production. Use, then,
the means at your disposal here and they are many
to keep the inner life healthy and to nuture the creative
and generous spirit that may help set the direction of
our time toward decency and constructive effort. Agnes
Scott College can offer no greater or more needful serv-
ice to our time.

There are some who will rail at any allusion to the
inner life. All of their life belongs to the outer realm.
Among these are the persons who are the victims of
the superfluous communication to which I alluded a
few minutes ago; those to whom things are most im-
portant cars. TV sets, stocks, bonds, pretentious
homes, the various badges of success; and still others
who are cynical about everything that cannot be
weighed, tested, and measured in the highly efficient
modern laboratory.

But are these people right? Should we not be cau-
tioned by Pascal's famous and correct comment that
"le coeur a ses raisons que la raison ne counait point";
and Shakespeare's that "There are more things in
heaven and earth, Horatio, than are dreamt of in your
philosophy."

On a Founder's Day at Agnes Scott College it is
fair enough to ask what the founders wished to hold in
honor in their College, now seventy-eight years old.
As I read the catalogue and the history of this College,
I believe they wished to foster not only sound learning,
intellectual discipline, and scholarship but also a quo-
tient that I have called the inner life. Agnes Scott Col-
lege offers no course with this title. Thus there arc no
grades and what a deliverance! Can we not somehow

devise a better measurement of achievement than a
grade? No single person is assigned the responsibility of
promoting the inner life, for this is the commonly shared
responsibility of all. The public relations office need
not send out "stories" about it; it is too intimate for
public comment.

But a college with a basic Christian commitment is
teaching the importance of the inner life now, let
us give it its proper title, the spiritual life in a hundred
ways direct and oblique; through subtle and often un-
seen influences in the classroom, in the laboratory, at
chapel, on the sports field, in the student govern-
ment meeting, in the long talk-fests late at night in the
residence houses, at gatherings in faculty homes. There
is no formula, for the inner life is not shaped by a
formula, nor is it responsive to a fixed rule, Benedictine
or otherwise. The inner life is the possession of each of
us in a different form, nurtured in differing ways,
known in various guises.

But it is at the center of true liberal education the
end-product of all the convolutions of the curriculum,
all the virtues and advantages that our catalogues adver-
tise about us, all the activities and causes and good
things we are exhorted to espouse. It defies exact de-
scription because it is "inner" and the spectator cannot
see it. But it is real, determining, priceless, the pre-
requisite of sanity and health, the vessel into which the
Holy Spirit pours wisdom, compassion, hope, and all
those aspirations that mark what Milton called "the
true wayfaring Christian." For all of us there is nothing
more important than the nature of that life. Words-
worth came close to penetrating the secret of all this
when he wrote, at the end of his moving "Ode to Duty,"
these lines:

Give unto me, made lowly-wise.
The spirit of self-sacrifice.
The confidence of reason give,
And in the light of truth
Thy bondman let me live.

When all the grades are in, the commencement over,
and the honors declared, all the clothes packed in the
car, the diploma tenderly stored in a suitcase, the fare-
wells said and the road to the future defined perhaps
not finally, but at least for a year or two the im-
portance of the inner life should begin to come into
new focus. It will be the final residue this private,
intimate life of the full four years at Agnes Scott.
Some of the facts you have learned will fall away, vic-
tims of rust and erosion. But the nurture of the inner
life should continue with accelerated zeal, for this is
the possession for which you came to college. The
founders will feel their task well justified if you can say,
with Matthew Arnold, "On to the bonds of the waste,/
On to the city of God."

ALUMNAE QUARTERLY/ SPRING 1%8

From Decatur to Kilimanjaro

The first thing most people want to
know about my trip to Africa is why,
of all places on earth, 1 chose to spend
a summer on that seemingly unpleas-
urable continent. Aside from an in-
terest developed in graduate school. I
recently completed my dissertation on
the colony of free Negroes and ex-
slaves founded along the Liberian
coast in the lS30's by Maryland col-
onizationists. My primary motive for
going, then, was to continue research
on that subject at the national archives
in Monrovia. Liberia. The rest of my
time was to be spent visiting other
African nations.

I had little practical knowledge
about travel in Africa, but I soon
found that the best bargain is to buy
a round-trip air ticket to Johannes-
burg. One can fly from New York to
Dakar, Senegal, and then make as
mam stops as she wishes between
Senegal and South Africa. Returning,
she may stop anywhere between
Johannesburg and Athens. With this
general scheme, I worked out a tenta-
tive schedule for the nations 1 thought
1 would have time to visit and applied
for visas.

The day of embarkation was July
7, 1967. I carried only one soft-sided
suitcase, a handbag and a coat. The
clothes I took were a poor choice. I
found. Except in West Africa, it was
winter and not the mild Miami winter
that I expected, cither. I soon wished
that one of the two cotton dresses
was wool ami that I had more than
one sweater. The three pairs of shoes
proved adequate. My parents drove
me to Kennedy Airport in New York
and my mother, who had newer recon-
ciled herself to the tup. tried to dis-
suade me right up to the end. 1 am
sure she thought that she would never
see me alive again.

About the Author: "Penny" Campbell
was born on Maryland's Eastern shore,
holds the B.A. degree from Baylor Uni-
versity, the M.A. and Ph.D. degrees
from Ohio Stale and has taught at Han-
over College before joining the Agnes
Scott history faculty. She wants to con-
tinue her African safari this summer.

By Penelope Campbell

Return from attempt to scale the snows of Kilimanjar

W^W^

Penny begins third mom of Ki
manjaro ( limb

in Ngorongora Crater.

Native ol 'ishanti tribal home, Ku-
maisi, in Ghana.

After an overnight flight. I arrived
in Dakar early on a Saturday morn-
ing. The enervating heat and humidity,
coupled with a drab, sandy landscape
at first disillusioned me with Africa.
After some dickering with tax drivers
who insisted upon what seemed exorbi-
tant fares for a ride downtown, I en-
gaged one for the five-mile trip. I
soon found that Dakar's skyscraper
outline is a facade for what most
Americans would call slum condi-
tions. In the city, each block con-
sists of a fringe of rather modern
shops and a core of shacks, out-
houses, goats and chickens. Senegal
was formerly a French colony and
that influence still dominates. There is
a large resident French population and
many Frenchmen come annually to
Dakar's beaches on holiday. The Afri-
cans in Senegal wear probably the
most elaborate and colorful clothes of
any people on the continent. Most of
the cloth used in Africa, by the way,
is made in Japan. Enterprizing Japa-
nese manufacturers have copied de-
signs and colors particularly favored
by the inhabitants and produced a line
of cotton goods called "African
prints" which is sold everywhere.

Further down the west African
coast. Liberia fits more readily into
the concept held by many that Africa
is a land of jungles. The main airport.
Roberts Field, is fifty-five miles from
Monrovia and enclosed on one side
by mangrove swamp and on the other
by the Firestone rubber plantations.
Monrovia is a city of tin-roofed shacks
and petty traders. As I trod streets
named for erstwhile American coloni-
zationists who fathered this experi-
ment, I wondered if they would have
been as unimpressed as I. The Na-
tional Archives are housed in the old
Presidential Palace and consist of
several rooms and an attic of unor-
ganized and uncataloged papers. The
archivist, addicted to Mickey Spillane
paperbacks and roasted corn-on-the-
cob. explained that he had not one
assistant who could alphabetize. The
value of documents and the importance
of preserving them, a difficult task in
that climate, have apparently never
been perceived. Materials relevant to
my project were negligible.

In spite of that disappointment. I
learned a good deal about Liberia
and Africa during the ten days I was
in Monrovia. I stayed at the Peace
Corps hostel and got an inside view
of volunteers. In fact, at first I was

suspected of being a spy for some
Lmited States government agency
which wanted information on Peace
Corps progress and morale. What I
saw was generally favorable. Many
volunteers, it is true, were unhappy
with how little they seemed to ac-
complish. Their disillusionment was
perhaps commensurate with the ideal-
ism they brought to the job. Many
volunteers were fugitives from gradu-
ate schools and uncertain of their fu-
tures, but none appeared to regret
this interlude.

1 found Ghana a nice contrast to
Senegal and Liberia. The air was more
invigorating, the people energetic. Ac-
cra is quite modern and the extensive
drainage systems are used. The mar-
kets were the most colorful and
orderly of any I visited in Africa.
Inexpensive and numerous "mammy
wagons" enable one to travel about
quite freely. I \isited several early
European castles along the coast, in-
cluding Elmina. built by the Portu-
guese in the fifteenth century. I also
went up-country several hundred miles
to Kumasi, the old Ashanti tribal
home. Ghana has advanced rapidly in
recent years and even has television.
Most programs are American or
British. I found the African reaction
to Daktari and Peyton Place far more
interesting than the programs them-
selves.

From Ghana. I flew to the Republic
of South Africa. The weather was now
cold and dry. Most buildings, includ-
ing all but the newest hotels, have no
heat. After one freezing night in
Johannesburg. I discovered I could
rent a small electric heater from the
hotel desk. Johannesburg is a large,
modern city, culturally and numerical-
ly enriched by the continuing arrival
of European immigrants. Its citizens
evidence a high standard of living and
even quite modest homes sport either
a swimming pool or a tennis court.

Altogether I was in lohannesburg
a week. Another two weeks I traveled
about South Africa by train. The
thousand mile journey to Cape Town
takes about twenty-four hours. Until
one approaches the vineyards and
mountains outlying from Cape Town,
one sees only the seemingly endless
karoo, or plateau, where stretches of
desert alternate with fields of sun-
flowers, corn and hay.

Cape Town is a pleasant little city
nestled at the foot of Table Mountain.
It was the home of Cecil Rhodes,

prominent in the development of
South Africa. When he died in 1902,
his huge estate went to the govern-
ment and became the site for Cape
Town University and the recently
famed Groote Schur Hospital. Cape
Town harbor was especially busy when
I was there because of the Suez
closure, but I was more interested in
a fine little restaurant on the wharf
where a South African rock lobster
dinner cost only $2.00. Cape Peninsula
runs forty miles south of the city.
One day I traveled to the tip to the
Cape of Good Hope and felt the
exhiliration of seeing what, since grade
school, I had considered one of the
magic spots on this earth.

At the recommendation of numer-
ous South Africans, I took the scenic
route from Cape Town along the
Indian Ocean toward Durban. The
views were spectacular and the ostrich
farms interesting, but the train aver-
aged only twenty miles an hour. It
took two nights and a day to cover
just the four hundred miles to Port
Elizabeth. Meanwhile I sat in a com-
partment by myself and waited for
mealtimes.

Between Port Elizabeth and Dur-
ban I stopped at the small independent
African republic of Lesotho. It is a
largely mountainous nation whose in-
habitants tend sheep, wear blankets,
and ride sleek ponies up the hillsides.
1 had the chance to accompany a
Save the Children Federation driver
who took a Land Rover of food eighty
miles into the mountains for distribu-
tion by an Anglican mission. The
trip took fours up and nearly that
long back, although the returning
driver was a dare-devil.

Durban is a modern city along the
Indian Ocean. Its beaches and surf
are its chief attractions. Along the
water, the line of large hotels reminds
one of Miami Beach. Until a few
years ago, bathers were discouraged by
the shark menace, but now a three-
mile long net affords protection.

On the whole, I found South Africa
an extremely attractive and prosperous
nation. Its beauty is unquestioned.
Within a short time, however, one's
enjoyment is clouded by the apartheid
question. Everywhere one goes, facili-
ties are segregated. Benches, water
fountains, buses and all other public
conveniences are designated "Euro-
peans Only," which means all persons
classified white by the government.
(Continued on next page)

ALUMNAE QUARTERLY / SPRING 1968

From Decatur to Kilimanjaro

(Continued)

Penny "shot" a lioness with wildebeeste or gnu.

Rhodesia's big attraction, Victoria Tails, deserves its reputation.

or "Non-Europeans." Even the Johan-
nesburg zoo has one afternoon a week
set aside for non-Europeans. Interest-
ingly, the Japanese, perhaps because
of extensive trade relations between
Japan and South Africa, are classi-
fied white. Chinese, who have been
entering as laborers for over a century,
are considered non-white. Most Afri-
cans are required to live in reserves
on the outskirts of town. Every day
they pour into urban areas where
they serve as domestics, janitors and
such: every night they return to im-
poverished surroundings. Yet. the
story of apartheid is a two-sided one.
Staunch apartheid supporters claim
that Africans are a thousand years
behind whites in their evolution, that
the} cannot be assimilated into a com-
plex, industrial society. However that
may be. one cannot deny that their
heritage and culture little equips them
to live side by side with Europeans in
contemporary South Africa. The un-
fortunate aspect which libels the
European is the lack of public or
private effort made to train the African
in skills needed in a highly technologi-
cal economy or to raise him to the
place where he can contribute to so-
ciety more than his back.

Like South Africa. Rhodesia is also
white Africa, but it lacks the prosperity
and booming quality of its sister re-
public. Since its declaration of inde-
pendence from Great Britain and the
consequent economic sanctions. Rho-
desia has sought to become self-suf-
ficient. Rationing and a "buy-Rho-
desia" campaign have been under-
taken by the break-away government.
apparently with success. The big at-
traction of that nation is Victoria
Falls. Unlike some widely trumpeted
African sights, the Falls deserve their
reputation. My first view of them
came after a flight oxer miles of scrub
brush and barren country. The plane
circled twice and seemed so close to
them that 1 was alarmed. 1 stayed
at the Victoria Falls Hotel, and from
a halt-mile away the sound of the
Falls was ever present and the mist
clearly visible. On the path between
the hotel and the Falls. I encountered
a troupe of baboons. They ignored
me. but 1 felt as though 1 was trulj
in Africa.

To enter Tanzania is to return to
Mack Africa. Although immigration
and customs formalities were carried
out less punctually by the new African
civil servants. I had the satisfying

THE AGNES SCOTT

feeling that at least the rightful citi-
zens were in command. Dar es Salaam
is a small port city on the Indian
Ocean and was apparently more
sleepy than usual when I was there
because of the Suez problem. From
here I flew to Zanzibar, the exotic
tropical island known for its clove
production. David Livingstone, re-
pulsed by the Arab slave markets
and accompanying conditions, called
the island "Stinkibar." and a certain
bouquet still persists, but today de-
cadence and somnolence are the
dominant characteristics. The streets of
Zanzibar City are wide enough only for
one-lane traffic. The harbor, where
copra and cloves are loaded aboard
ships during the day, has more ac-
tivity in the late afternoon as dhows
pull anchor and sail for the East
African coast. The chief social ac-
tivity seems to be wandering about
the narrow streets during the warm
evenings. One can buy betel nut from
Indian merchants and. shunting in-
hibitions imposed by family and so-
ciety in America, enjoy a unique ex-
perience.

After just a short visit on Zanzibar.
I flew up the East African coast and
then inland to the small Tanzanian
town of Moshi. This is the jumping
off place for safaris to Kilimanjaro.
I took an African bus the twenty-five
miles to the Kibo Hotel in Marangu
and made arrangements for the five-
day climb. For visitors to Africa, there
are two primary ways to undertake
it. One can tell the hotel management
that she wishes to begin the following
morning and leave the planning up to
it. For about SSO. the hotel supplies
a guide, two porters, all equipment,
and food, which is cooked by the
guide enroute. It is truly a deluxe
tour, including tea in bed each morn-
ing. Or, as I did. one can buy her
own food (and cook it herself), hire
a guide and porter, rent some equip-
ment and start out.

The general scheme is to cover ten
miles a day, spending nights in huts
at 9.000. 12,000 and 15,500 feet. On
the fourth morning, climbers start out
at 2 a.m. in order to reach the top
and return to the third hut by early
afternoon. The equatorial sun dictates
this, although most hikers swear that
the real reason for beginning in the
dark is to prevent them from seeing
where they must climb and thereby
becoming discouraged. On the fourth
day, after either reaching the sum-

mit or failing, most hikers return to
the hut at 12,000 feet and complete
the journey on the fifth day.

The day that the two Africans and
I started was exceptionally clear. At
the lower levels, from amidst coffee
plants and banana trees, one could see
Kilimanjaro more than thirty miles
away. The hike to the 9.000-feet stop
was mildly exhausting. The hut was
a white-washed stone building with
three rooms, bunk beds, and a single
fireplace. There was an outhouse be-
hind it and the sole water supply was
a nearby creek. There were six other
people there that night and we seemed
to feel a special comaraderie as we
sat around the fire.

The second morning was rainy and
cold, and it rained during four of the
five hours that it took to cover the
ten miles. We arrived at the 12.000
feet level a little after 1 p.m. There
was one large metal hut, divided in
half, with wooden bunks and no fire-
place, light or water. I was cold, wet,
and had nothing to do until the next
morning. Fortunately, a Belgian couple
on the deluxe trip came along and
joined me. Their extra food and com-
panionship made the day tolerable.
I was afraid that we might have a
siege of bad weather, but the third
morning was as bright and clear as
the first. The climb that day should
have been the easiest, for most of it
was across a desert-like plateau where
buzzards circled, but the altitude made
the journey difficult. My exhaustion
long before we reached Kibo hut
made me doubt whether I could reach
the 19,321-feet summit.

The last camp consisted of several
tin huts, mostly already occupied by a
party of fifteen from Nairobi. As
soon as night falls at that altitude,
one goes to bed, but the cold and the
wooden bunks make sleep impossible.
Most climbers simply lie awake wait-
ing for the starting hour. I had half
of a hut to myself and when I climbed
into the sleeping bag I either wore or
pulled into it everything I intended
to use the next day. I even slept in
my boots. It was a miserable night.
The wooden bunk was so uncom-
fortable that I had to shift weight
every short while. To turn from one
side to the other was a major opera-
tion. The sleeping bag by now seemed
like a mummy bag. and I had first to
move the camera, film, gloves, hat
and miscellanea and then inch my
feet to the opposite direction. Affected

somewhat by the altitude. I also had
the delusion that a lion was about to
enter the unlatched door.

The guide and I started out at 2
a.m. under a bright star cover. The
temperature was about 20F and even
steady climbing did not warm me. I
soon found that frequent breath-catch-
ing stops were necessary. After an
hour or so I was so exhausted that I
could go no further and we returned
to the hut. I slept several hours and
began the journey back to Marangu.
Disgusted with my failure, I walked
the whole thirty miles that day. By
the time I reached the Kibo Hotel,
my feet were terribly blistered, and
the two big toenails were pulled off.
Moreover, the sun had scorched my
legs right through the slacks, and my
lower lip was so sunburned that for
two days I did not know when a cup
touched it. It is a horrible tale. I
know, but during the entire safari I
felt the exhilaration of doing some-
thing I had long dreamed about. It
is often not the purely enjoyable
events that keeps one alive, I find,
but the challenging and the self-ful-
filling. This, for me. was the attrac-
tion of Kilimanjaro and. for this
reason. I must return.

Everything else was anticlimactic
after this experience. I did go to
Ngorongoro Crater to see the animals
for which East Africa is famous. One
day 1 traveled miles and miles over
that natural zoo in a Land Rover,
seeing zebras, gazelles, sable antelope,
hippopotamuses, rhinos, and. most fun
of all. lions. In fact, we came across
a lioness which was still panting
from the successful chase of a large
Wildebeeste. It was fascinating to
watch her pull her prey apart limb
by limb and eat it.

The last African nation on my
itinerary was Kenya. I was in Nairobi
only a day or two before I headed
upcountry to visit a family friend at
Kisumu, on Lake Victoria's shores.
There I stayed at a mission station
and saw something of the educational
work being done. In less than a week
I was back in Nairobi, where I took
a flight home via Zurich and Lisbon.
My impression upon leaving Africa
was much more a realization of how
much of the continent I had missed
than how much I had seen. I was
scarcely aboard the plane before I
started thinking about where I will go
next time. A.

ALUMNAE QUARTERLY / SPRING 1%8

Editor's Note: This is the second of two articles on the Junior
Year Abroad. The first was published in the winter. 1968 issue
of the Quarterly. The editor's thanks go to the two seniors who
shared their experience with us.

A sidewalk cafe by the Rhone in Lyon.

Pat spent part of her travel time in Nice.

Apartment Over

My Junior Year Abroad officially began when the
France pulled away from the dock in New York on
September 15, 1966, headed for Southampton and Le
Havre. My destination was Lyon, France, where I was
to study at the Universite de Lyon with the U. N. C.
Year-at-Lyon program. Five exciting days later I ar-
rived in Lyon, situated midway between Paris and Mar-
seilles, in time for a six weeks' introductory course
offered to foreign students before the university courses
regularly began at the first of November.

Our U. N. C. group was composed of thirty-three
students from such colleges as the University of North
Carolina, St. Mary's, Emory, Georgetown, and the Col-
lege of Charleston. We studied with other foreign stu-
dents (Germans, Italians, Spanish, English, Austrian.
Vietnamese, etc.) such basic courses as French cram-

mar, literature, history, geography, and art. We also
elected three courses to be taken with French students
in the regular university classes. My three courses were
the early twentieth century French novel, contemporary
French literature, and a course which involved a de-
tailed study of The Education of Henry Adams. This
schedule of classes was very good in that it gave us
a chance to become more proficient in basic courses,
become acquainted with both French students and other
foreign students, and learn about the French university
system. Our French university courses met once a week
and the other basic courses for foreign students met
three times a week.

We were forced to learn very quickly the necessity of
picking up the sense of a lecture rather than trying to
understand each word. We had fairly close relationships

THE *G\ES SCOTT

Skiing offered respite from French studies.

As did finding a bench in front of the apartment.

The Rhone

Bv Pat Stringer '68

with our professors in the special classes for foreign stu-
dents, with much discussion in the classes. The regular
French university classes, however, were different. This
system is set up as a series of lectures terminated by one
exam at the end of the year. The professor never takes
roll, and the only thing required for completion of the
course is a passing grade on this exam. Most of the
time there was no direct professor-student interchange.
The students are there to learn what the professor has
to teach, and not to get to know the professor as a
person. This was one of the most striking differences I
noticed between our system here at Agnes Scott and the
French University system, and it was a little difficult to
adjust to at first.

Our U. N. C. group did, however, have one regular
assignment to be done each week, a composition on

various subjects in French literature, to be handed in to
a tutor hired by U. N. C. We found that these weekly
sessions with the tutor, a professor in the French equiv-
alent of the high school, helped us a great deal with
basic composition, as well as giving us still another
means of meeting the French people.

The academic year ended in June with exams. We
first took a written exam on the material we had studied,
then if we received passing grades, we took oral exams
given by the professors. This was an experience in itself,
because one rarely takes oral exams in the United
States. It seems, however, to be a very appropriate
method because it tests not only one's knowledge of
the subject, but also one's ability to express this
knowledge in French. After the exams, our U. N. C.
group scattered, some returning directly to the United
(Continued on page 10)

ALUMNAE QUARTERLY /SPRING 1968

Ap

artment Over the Rhone

(Continued)

States, and others of us traveling around Europe during
the summer.

At first, however, the studies were not our main
challenges. Twenty-six of the thirty-three students in our
U. N. C. group were living with French families, so
we all had new customs with which to become ac-
quainted. Many of us had thought of the Junior Year
Abroad as being exactly like exchange programs in the
United States, an assumption which is definitely not
true. Exchange programs are aimed mainly at high-
school students who are taken into families. American
college and university students, in contrast, merely live
with the families in Europe, as a rule rarely taking part
in the actual family life as we understand it in the
United States. Most of the foreign students in Lyon
merely rented rooms from the French families they
were boarders.

At first this came as a shock to us, but it also made
it very easy to understand why so many Europeans
consider Americans the friendliest people in the world.
The main adjustment for the American student to make
is to understand that French families are not being
impolite; that is just the way the boarding system works.
The fact that the students are not "babied" meant that
we had to be rather resourceful in trying to seek out
and get to know the French, rather than just depending
on the family to introduce us to their friends and show
us their country.

I had a very happy experience with my "family." and
I feel that it was also a very unique experience. Most of
the other students in our group lived with families,
though a few rented rooms from widows, and a few
lived in the university dormitories. My own room was
in a huge apartment with fourteen rooms which oxer-
looked the Rhone River. The apartment is the city home
of a family of five, the Florennes: a boy, fourteen; a
girl, nineteen; their parents; and an ancient grand-
mother. The parents are authors; Mme. Florenne is
working on her second book, and M. Florenne is a
literary critic for Le Monde.

In comparing experiences with the other American
students in my group, I found that my "family" was
very lenient with regard to privileges they gave me. 1
was given complete freedom in the whole apartment,
kitchen privileges, and was allowed to have guests at
any time. T was even allowed to take a bath whenever
I chose! This was very unusual. I learned later, because
many French families consider it a waste of water and
electricity to take more than one bath a week. Most of
the other students were limited to one bath a week, and
some of he boys even had to go to the public baths, be-
cause their "families" did not have bathtubs!

An American student learns much while living with
a French family. We LI. N. C students observed that
the families with whom we lived were very close-knit

groups. Their closest associations are formed within the
immediate family and branches of these families. I
very rarely saw just "friends" come to visit my family.
The French are not quite so neighborly as Americans
tend to be, especially southerners. Toward the middle
of the year, my "family" seemed to become more of
a family to me. and the apartment became my home.
but this involved the gradual changing of some of my
ideas. When I came to realize that they were being
friendly in their own way. things changed rapidly. It
was in December that I was really touched for the first
time by their hospitality. The occasion was the annual
December 8th celebration, for which all the Lyonnais
put candles in their windows, decorate the streets and
stores, and begin Christmas festivities. When I returned
to my room that night, I found that my family had dec-
orated it. had laid a fire in the fireplace, and had put
tiny candles in the windows. The atmosphere was so
friendly and cheerful that I felt as though I was a real
member of the family.

One day in September as I was walking down the
quai from my apartment to the University. I stopped to
ask a French girl for directions, and discovered that this
had been a very lucky encounter. Several days after-
wards she invited me to her home, and as a result. I
made one of the best friends I had in France. Her family
asked me to dinner frequently, included me in jaunts
to the country, and generally made me feel at home
with them. We went to plays, movies, parties, and the
theatre; throughout the year I felt that our friendship
was very special, and added much to my stay in Lyon.

I feel that this "social" aspect of the Junior Year
Abroad is very important. The Junior Year Abroad can
be very broadening, enlightening experience, especially
for Americans who are relatively unfamiliar with Euro-
peans and the European way of life. Suddenly, when the
American student is placed in unfamiliar surroundings,
he finds himself proving or disproving cliches he has
heard for years; he has the chance to form his own
opinions and evaluations of a foreign way of life, espe-
cially of the European educational system. Opportuni-
ties for travel and for meeting many different kinds of
people are great. Because our world is rapidly becoming
smaller due to advances in communication and trans-
portation systems. I feel that these opportunities to learn
about others should not go to waste. Americans, who
today control so much wealth and power in the world,
cannot afford to be isolated from the rest of the world.
To be able to understand other peoples, in even a small
way. is indispensible in today's world. The Junior Year
Abroad offers this opportunity to learn about others.
and this is win 1 feel that it is so valuable for American
college students. Although it is in many ways an adven-
ture for American students, it can also be a great re-
sponsibility and one which I feel more college students
should take. Everything we learned there is valuable:
my experiences in Europe and the friends I made there
w ill never be forgotten.

THE ACNES SCOTT

DEATHS

Institute

Arlene Almand Foster (Mrs. E. C), March 10,
1168.

Lila Arnold Morris (Mrs. W. L), February 13,
1968.

Myrtis Buchanan Risse (Mrs. F. A.), dale un-
known.

Mattie Loyd Kimbrough (Mrs. J. O.), 1965.
Evelyn Tate Morton (Mrs. I. Powell), Decem-
ber, 1967.

Nell Taylor Boggs (Mrs. W. Kyle), sister of
Amanda Taylor, Academy, date unknown.
Wayne Thornton White (Mrs. Hal Hugh), De-
cember 26, 1967.

Audrey Turner Bennett (Mrs. M. C), February
4, 1968.

Academy

Kate |ones Boiler (Mrs. Carl), date unknown.
Winnie Perry Romberger (Mrs. E. W.), date

Emma Wood Matthews (Mrs. Henry), date un-

1908

Mary Dillard Nettles (Mrs.), January 24, 1968.

1909

Ada Darby (ones (Mrs. DeWitt C), mother ot
Elise Jones '31, January 11, 1968.

1913

Elizabeth Emma Standifer Taft (Mrs. Arthur L.I,

date unknown

1915

Katherine Summers Birdsong (Mrs. Henry H.),

date unknown.

1917

Louise Halliburton Johnson (Mrs. George M.),

lanuary 14, 1967.

Georgia Riley Knisley (Mrs. R. |.), February 13,

1921

Marion Bowling lenkins (Mrs. G. L.), date un-
known.
Lois Thompson, 1965.

1922

Edward M. Claytor, husband of Helen Barton

Claytor, January 30, 1968.

loseph G. Mathews, husband of Genie Blue

Howard Mathews, February, 1968.

Edith Mabry Barnett (Mrs. Edward W.), October

17, 1967.

William Jeter Weems, husband of Frances White

Weems, February 25, 1968.

1923

Harriet Costin, date unknown

1925

Araminta Edwards Pate (Mrs. Ralph C), January
24, 1968.

Mrs. M H. Keith, mother of Dot Keith Hunter
and Margaret Keith '28, January, 1968.

1927

Mrs lames H Strickland, mother of Edith
Strickland Jones, January, 1968.

1928

Nell Hillhouse Baldwin (Mrs. John C), sister of
Ruth Hillhouse '19, April 20, 1966.
Bayliss McShane, March 1, 1968.

1929

William Hoyt Prmtt, husband ot Lillie Bellingrath
Pruitt, lather of Caroline Pruilt Hayes '59, March
14, 1968.

1932

Mrs W B, Hollingsworth, mother ot Louise
HollingSWOrth hirkson, January, 1968,
The Rev, Arthur Maness, lather ot Margaret
Maness Mixon, December, 1967.

Mrs. F. P. Ivy, mother of Alma Earle Ivy, Claire
Ivy Moseley '34, and Mary Ivy Chenault '41,
March 2, 1968.

1939

Hector M. McNeill, father of Mary Wells Mc-
Neill, October 7, 1967.

1940

Frances Morgan Williams (Mrs. Earle D.i, No-
vember 14, 1958.

1942

Dr. Gregory W. Bateman, husband of Anne
Chambless Bateman, February 29, 1968.

1945

Thomas Alva Mitchell, father of Sue Mitchell,
February 19, 1968.

1946

Mrs. Sandy Beaver, mother of Lucile Beaver,
September 8, 1967.

1952

Mi s L. Gentrv lather of Kathryn Gentry
Westbury, March, 1967.

1953

Shatteen Taylor Blalock (Mrs. John C), Mav 1%".

1954

Emmett Crook father of lane Crook Cunning-
ham, lanuary 7. 1968.

1956

Thomas N. Collev. husband of Mar, McLanahan
. - , Vpril 17 1968.

Special 1928

Margaret Thornton Hill (Mrs. lames M.), June,

1920

Rubye Carroll Walker (Mrs. Roosevelt P.), date

unknown.

1933

lack Virgin, husband of Belly Fleming Virgn
September, I967.

Special 1935

Gladss Jones Bell (Mrs. Henn), August. 1963

THE AGNES SCOTT

Worthy Notes

Would You Believe M No Saturday Classes'' at Agnes Scott?

What is spring, vintage 1968, at Agnes Scott? Since this
campus community continually reflects today's society,
spring brings kaliedoscopic contrasts: hope and frustra-
tion, peace and unrest, beginnings and endings.

Hope takes many forms. One is the announcement that
there will be, starting with the 1968-69 academic session
as an experimental year, a five-day class week. The pros-
pect of no Saturday classes brought delight to students
who complain of increasing academic pressures and to
faculty members who have long met skimpy classes on
Saturdays.

How was this hopeful decision made? In essence, it
grew out of frustration, and the way it came about may
point to the way future like decisions can come into
being. (I do not want to labor this point, and I cannot
document it, but I am personally convinced that bringing
students into this kind of decision-making is both war-
ranted and healthy in Agnes Scott's life).

It is trite in the face of today's headlines to say that
college students want to be involved in policies regarding
their education. But it is as true of students on this campus
as of those on other campuses. Will you accept the premise
that the method of involvement becomes important, and
let's go from there?

About eighteen months ago at the request, not demand.
of the student-body president, a faculty-student committee
was formed to be the channel for discussion and suggested
action in academic matters. The committee has co-chair-
men this year, Kathryn Glick, chairman of the classics
department, and Betty Derrick '68. Other members are
C. Benton Kline, Jr., dean of the faculty, Chole Steele,
chairman of the French department, W. J. Frierson, chair-
man of the chemistry department. Jack L. Nelson, asso-
ciate professor of English. Geraldine Meroney. associate
professor of history, and Joy Griffin '68, Mary Chapman
'69, Sally Wood '69, Martha Harris '70, Dusty Kenyon '70
and Alice Zollicoffer '68, student-body president.

(In my opinion there are healthy signs about the com-
position of this committee: two sophomores are included
the "sophomore slump" is still with us, and a dean
serves in current students parlance, deans are often un-
heeded because they are "members of the Establishment").

The major concern of the committee (and the major
underlying frustration causing the concern) was and is
a broad area, the amount of academic pressure on students.
It would take a report of dissertation length to identify

and analyze the myriad factors contributing to this pres-
sure. A few come to mind quickly: competition for grades,
use of time, other pressures from other areas of campus
life.

The committee did not waste time quibbling over
whether there was an undue amount of academic pres-
sure. To students this was a basic reality, and committee
discussions brought it out in the open. Discussions there
were, are, and will be ad infinitum.

During Alumnae Weke End the committee held an open
meeting for alumnae on April 27. By this time students
had learned that faculty and administrative people suf-
fered pressures, too, and committee members felt free
to "speak up" with each other on many points.

From the big subject, academic pressure, the committee
has been able to extract several areas and offer practical
suggestions for improvement. For example last year they
requested, through faculty meetings, that a "pass-fail"
system be established. A faculty committee studied this,
the faculty voted approval, and this year many juniors and
seniors have taken courses outside their major fields on
which no letter grade was recorded.

The same but more intensive study this year went into
the problem of class schedules. A "Five-Day Class Week
Committee" of the faculty, with Miriam K. Drucker, pro-
fessor of psychology as chairman, worked for several
months to determine the academic feasibility of such a
schedule. They reported a positive recommendation to
the faculty on April 19; the faculty voted (62 to 7) ap-
proval. The Academic Council then gave assent, as did
the Executive Committee of the Board of Trustees.

So, now "no Saturday classes" will be about as legal
as anything can get on this campus! Immediate reaction
from the Alumnae Association's Executive Board, when
this was announced at its May meeting, was to the effect
that we were born too soon.

For the future, channels of all kinds are open for free
exchange among faculty, students and administration, and
this augurs well for the future of Agnes Scott College.
Perhaps alumnae will be delighted to hear that for next
year there is established a joint "Committee on the Prob-
lems" and its name is, naturally, COP.

AyvtuO^MNwy ^AvoN^**^ '*%

COTT COLLEGE, DECATUR, GEORGIA 30030

/

,yfully "no Saturday

lAoius

ms

ALUMNAE QUARTERLY

SUMMER 1968

f

* ^

Front Cover: Dr. Walter B.
Posey, professor of history
and one of his former stu-
dents "settle the problems
of Ihe world" during a few
brief moments at Alumnae
Week End.

THE ALUMNAE QUARTERLY VOL. 46 NO. 4

CONTENTS

To Hell and Back Edmund Steimle 1

Alumnae Association Report Elizabeth Blackshear Flinn '38 4

Class of 18 Celebrates Their 50th Anna Leigh McCorkle '18 6

Class News Mollie Merrick '57 7

Alumnae Week End 1968 30

Worthy Notes 33

Photo Credits

Front cover: pp. 5, 6, 23, 24, 27, 28, 30, 31, 32 Billy
Downs.

Back cover: Sharon Hall 70.

p. 2, Union Theological Seminary, p. 8 Miss Jerry Rentz,

p. 11 Staff photos, p. 12 Memye Curtis Tucker '56, p. 15

Courier Journal and Louisville Times, p. 16 Putnam

Photography, p. 19 Bradford Photography, Spartanburg,

S.C

Ann Worthy Johnson '38 Editor

Barbara Murlin Pendleton '40 Managing Editor

John Stuart McKenzie, Design Consultant

Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

To Hell and Bac

By EDMUND STEIMLE

C. S. Lewis tells a delightful and perceptive story of a
trip from hell to heaven and back. It's in his book,
The Great Divorce, 1 and the point is that those who
live in the endless gray city called hell can't stand
heaven when they are given the opportunity to go up
and try it out. All of them except one prefer to go
back to hell. Well, maybe you and I would prefer it,
too. But Jesus tells a story in this familiar parable
that does just the opposite; it takes us to hell and back
hoping that maybe we won't. It's the story of a rich
man tradition has called him Dives and Lazarus
the beggar. And the point of it is not to give us a
literal picture of hell, or heaven for that matter, but
rather to open our eyes to what's going on right here
and now.

So the story begins in this life with these two charac-
ters. Dives and Lazarus. Dives is the rich man clothed
in purple and fine linen, who dined sumptuously every
day. And our guards go up instinctively. This is no
picture of me! What's Jesus getting at here? Moreover,
I've yet to meet a wealthy man who would ever admit
that he was rich. Well off, perhaps; comfortably situ-
ated, possibly; but never "rich." Well, would you be-
lieve this rich man is the man you'd like to be, per-
haps? No? Or maybe his wife? Still no?

Well, don't be so hard on him just because Jesus
calls him rich. Because actually he's not nearly so bad
as you think and besides, he's the man advertisers are
quite sure you really would like to be or the man you'd

'C. S. Lewis, The Great Divorce (NY.: The MacMillan Co., 1946)

like to marry. And the ad men, for all their cliches and
obvious pitches, are rarely wrong!

For he's the man with a good investment counsellor,
his wallet bulges with credit cards, and he knows better
than to keep his nest egg in that fat and foolish egg
chained to his leg. His purple and fine linen obviously
mean that his clothes come from Brooks Brothers
at least! For he is obviously a man of taste: his button-
down collars bulge neither too little or too much, and
he knows enough not to wear a tie-clip to keep his
regimental stripe in place. A man of refinement and
of distinction, for his sumptuous feasting indicates that
he has a discerning palate. He knows the difference
between Beefeater gin and just plain Gordon's or
Gilbey's. And the food is really "decent" food, you
know, with all the proper wine sauces, condiments,
spices, and brandies. Perhaps like many a man of taste
and distinction today Dives, himself, could serve up
a gourmet dish which would tempt the gods. Anyway,
Jesus intends this to be a picture of living, man, real
living.

Nor, for all his wealth and taste, is he an uncharitable
man. Lazarus would hardly have picked the spot at
Dives' gate for his pitch if Dives were known to be
skimpy and stingy with the poor. One scholar sug-
gests that he may well have given the money for putting
up the synagogue in town. Quite possibly he was on
the committee that backed the local poverty program.
At least he sent off checks to his favorite charities and

(Continued on next page)

ALUMNAE QUARTERLY / SUMMER 1%8

(Continued)

was as concerned as any decent man of means is about
the social problems in his community so long as they
don't invade his privacy. No doubt the rooms in his
mansion were decorated not only with good art, a
Cezanne and a Picasso, perhaps, but also with framed
testimonials for his good citizenship and philanthropy.
In sum, in addition to his obvious culture, he is as good
as most and better than some who have it made in
the affluent society.

Not even "a mumbling word"

Now in stark contrast to Dives is the beggar Lazarus,
Jesus is usually more subtle in drawing the characters
in his parable-stories, but not here. Except in the
irony of his name for this is the only character in all
of Jesus' parables that he takes the trouble to name
for he calls him "Lazarus" which means, "God helps."
And the irony, of course, is what possible good that
does for Lazarus, this picture of utter and complete
human misery and helplessness. Lazarus doesn't have
a dime, of course. Someone plops his ulcerated body
down in front of Dives' gate each morning a revolting
sight, right out there in public and all and to make
revolting matters worse, flea-bitten dogs, symbol of the
unclean in those days, muzzle him and lick his sores.
No, Jesus is hardly subtle here, with the delicate taste
and culture of Dives and this revolting spectacle of
human misery lying at his gate.

Moreover, Lazarus conducts himself like all ro-
mantics think the miserable poor should always con-
duct themselves. Lazarus never says a word, not even
"a mumblin' word." He suffers in silence as all poor
sufferers should. This is what makes some of us so
impatient with the poor and unlovely in America today.
They're so noisy about it! From Saul Alinsky to Stokely
Carmichael and H. Rap Brown. Pushing, protesting,
picketing, singing, shouting, demanding, threatening,
rioting. And the result, too often for our taste, is ugly
violence. They really ought to be better behaved, isn't
it so? Why can't they act like poor old Lazarus who
never says "a mumblin' word"? He suffers in decent
silence like any self-respecting miserable human being
should. He demands nothing. All he does, according to
the record, is to "desire" to "desire to be fed with
what fell from the rich man's table." His quite proper
desire was for garbage, the hunks of bread which were
used as napkins to wipe greasy fingers and then thrown
under the table. It also reminds you of those crepe-
hangers who keep telling us .Americans that what's

Dr. Steimle, Union Theological Seminar,', New York was
Religious Emphasis Speaker for the third time last January.

thrown away of our steaks and rib roasts and pork
chops by any single family could feed hundreds of half-
starved people in India. Well, Lazarus' desire was only
for the left-over garbage. Lazarus knew his "place." all
right, suffering, mute and with a desire only for garbage.
Admirable Lazarus! Unlike the poor and dispossessed
today! Lazarus simply faded into the landscape, an
ever-present unpleasantness which, no doubt, like flies.
we will always have with us.

"A great gulf fived"

At this point, of course, the story takes its dra-
matic turn. Both men die: Dives with a funeral fitting
for a man of discernment and distinction; Lazarus in
some Potter's field. Then comes the great reversal in
their fortunes: Lazarus in bliss: Dives in torment. We
can understand Lazarus and his bliss. Heaven knows,
he'd earned it. But Dives? Why should this man no
worse than most and better than some land in hell?
What has happened to forgiveness here and the uni-
versal salvation for all men we sometimes think is im-
plicit in God if he is a losing Father? God wouldn't
actually damn anybody to hell, would he? And especial-
ly a man as decent and cultured as Dives'?

But there is a "great gulf fixed" between them.
Lazarus still says nothing. Dives is now the one who
shouts and cajoles and pleads and demands. But his
desires have dwindled now. All he wants is a drop of

THE 4CNES SCOTT

water for his tongue which had become so accustomed
to wine sauce, condiments, spices, and brandies. But
even that drop of compassionate water is denied him.
"There is a great gulf fixed" and even compassion
cannot cross over. No doubt good old Lazarus, ad-
mirable, humble Lazarus, would have been more than
willing to repay the garbage with a drop of cold water.
But it is not possible.

One human family

What Jesus is doing, of course, in this trip to hell
and back is not to lay down a theology of the after life
or to discuss the question whether universal salvation is
a possibility or not; that's not his point. The point is
to show us by these stark contrasts what's really going
on in life here. The great gulf fixed is one of our own
digging here and now. And as we dig it and defend it
and rationalize it and justify it even from the Bible
at times for is it not written that' "the poor you have
with you always" we are in fact destroying one of
the fundamental facts of creation. For from the very
beginning we are created to become involved, to live
in relationship to each other in a community of mutual
concern one human family. We are created to be de-
pendent upon one another or, as Robert Frost says
somewhere, "love and need are one."

Jesus, apparently, thinks it necessary to take us to
hell and back to see what a hell we can make of life
here and now, a hell that is inexorable, "eternal" in
the sense of being ultimate so long as we deny our
basic humanity by failing to identify with the brother
in need whether he be the fink in your class, a drunk
in the gutter, a drug addict hooked on heroin, a teen-
age hoodlum in trouble with the law, a half-starved
child in India, a homeless family in Viet Nam, or
whether he simply wears a different skin, prefers a
different creed or different God or a different way of
ordering society like communism for example.

According to this grim story, "no man is an island,"
to coin a phrase no matter how lush his island, how
suburban, how secure he has made it from the threats
of others, no matter that he has secured it honestly and
by the sweat of his brow, no matter how you may
camouflage your island by sending checks to charity
or by building churches and praying in them for
"others less fortunate than we." You and I are in-
volved by our very creation as human beings in the
lives of those in need of what we may have to give,
and "those in need" is not an abstraction. It's the man
at the gate of your island in particular. And you
know and you know you know who he is. He's the
man or woman in your community or elsewhere,

whether Negro or white, Jew or Gentile, who is de-
nied or ignored because you say you are not involved
in his difficulties or problems. And no longer is he go-
ing to be patient or mute like good old Lazarus waiting
for garbage from our well-stocked tables.

I wonder sometimes if it is not God in his wrath
in this world stirring up the mute descendants of
Lazarus in our day to cry out for justice not love,
you understand, just simple justice. A voice like James
Baldwin's, for example, when he writes, "There is no
reason that black men should be expected to be more
forbearing, more far-seeing than whites; indeed, quite
the contrary. The real reason that non-violence is con-
sidered to be a virtue in Negroes ... is that white men
do not want their lives, their self-image, or their
property threatened. One wishes they would say so more
often." 2 Maybe it's God in his wrath stirring up the
riots at home another long hot summer coming up!
as well as the revolutions overseas. Maybe after two
thousand years, he's lost patience at last and since
this story which takes us to hell and back apparently
hasn't been enough, he's resorting to these drastic
measures so that we can actually see with sharp and
unpleasant clarity the "great gulf fixed" which we have
dug and continue to dig.

For would we be convinced if one came back from
the dead as Dives thought? One has come back from the
dead, you know; we worship him here and in a
thousand churches every Sunday. And still . . . Would
you really believe if one were to come back from the
dead?

"to hell and back by way of a cross"

For, you see, you and I are neither Dives for no
one of us is that rich; nor Lazarus for no one of us
is that miserable or mute or admirable. No. You
and I are the five brothers Dives was so concerned
about, the spectators, who, like Dives, might think that
we had been horribly tricked if we landed in torment . . .
or, and this is more to the point, if we really saw the
torment for what it is here and now as our own doing
or our lack of doing.

It's no trick, as Dives thought. We do have Moses
and the prophets. We do have one who has been to
hell and back by way of a cross. And would you
believe any one of them? Even our Lord Christ?
That this is the way things really are with us?

But perhaps all this is a bit much with the sun
coming out for the first time in three days and winter
dance weekend coming up. Isn't it so?

-James Baldwin, The Fire Next Time

ALUMNAE QUARTERLY /SUMMER 1968

Alumnae Association President

In January of this year you heard
over national TV and radio one re-
tiring President's "State of the Na-
tion" Address. In May of this year
I bring you another retiring Presi-
dent's "State of the Association"
Address.

Nationally, President Johnson has
his Great Society, and among the
Alumnae we have our own Great
Society, which we feel has been a
tad more successful than his. Where
he has his Cabinet, we have our
Alumnae Executive Board whose
members are elected to serve for a
two year term, half the group being
chosen each year. The job of the
Board Member is two-fold: she first
of all represents the College in the
Community, and secondly she does
her specific task as an officer or com-
mittee chairman. We feel our Cabinet
has done exceptionally well in both
areas, as the results in our Alumnae
Society show.

Nationally, the Poverty Program
has been an active arm of the Great
Societv. Among the Alumnae our an-
nual-giving program each year is an
effort to erase povertv in all areas
of the College life. Results this year
surpass all former years!

Nationally. Vista seeks to bring en-
lightenment to those in need of edu-
cation throughout our land. Among
the Alumnae, our Continuing Educa-
tion Committee is the Vista which
has brought help to graduates wishing
to enrich their intellectual life. Through
the joint efforts of this Committee
and the Faculty Committee on Alum-
nae Affairs, evening classes have been
offered in the fall and winter quarters
and a symposium at each Alumnae
Day. The classes this academic year
were "The Theology of Paul Tillieh"

Dr. Alston welcomes Elizabeth Blacksheai limn J8, immediate past president of
the Alumnae Association and lane Meadows Oliver '47, incoming president.

THE ACNES SCOTT

linn Reports to ASC Trustees

taught by Dean Ben Kline and "Eco-
nomic Theory and Policy and Invest-
ment information" taught by Dr.
Renate Thimester in the fall quarter;
and "Current Developmental Theories
in Psychology" taught by Dr. Miriam
Drucker, "Religion in the Old South"
taught by Dr. Walter Posey in the
winter quarter. The Alumnae Day
Symposium was an open meeting of
the Faculty-Student Committee on
Academic Matters speaking to the
question, "What Kind of Education
do Today's Students Demand?"

Nationally, the Peace Corps aims
to bring understanding to people in
different worlds. Among Alumnae, our
Sponsor Program is our Peace Corps
seeking to bring understanding be-
tween the world of the student and
our adult world. This is intended to
be a burden to no one but a simple
show of concern on the part of
Alumnae for the Freshman Class. It
is an effort to establish a happy so-
cial relationship and bridge the gener-
ation gap. Evaluation surveys show
this is a valuable program to students
and Alumnae.

Nationally, Better Housing pro-
grams are at work and with the
Alumnae, a better housing program
is planned for their house. Since 1951,
when the Tea Room was closed, the
Alumnae Office has been housed in
that one large room which provides
little privacy and great confusion for
all who work there. In the summer,
thanks to the College, the old Tea
Room and kitchen area will be re-
built into offices providing both priva-
cy and quiet for the Staff. One out-
moded guest room, known as the
1917 Room (or the Tulip Room be-
cause of its floral wall paper), will be
redone along with the Victorian
plumbing.

Nationally, the Health, Education,
and Welfare Department seeks to
make these blessings available to
everyone in America. Our Club Chair-
man has the same desire for all Agnes
Scott alumnae, and through local and
distant clubs and their fine programs
has brought mental health, modern
education, and social welfare to them.
The College professors and admin-
istrators were generous with their
time, speaking locally at meetings of
the Atlanta Club, Decatur Club, Mari-
etta Club. Young Atlanta Club, and
throughout the country on Founder's
Day. The current Club Chairman is
revising the Club Manual for the first
time since 1948 and helping new
clubs get started in Houston, Texas,
Augusta, Ga., and Wilmington, Dela-
ware.

Nationally, there are thousands of
Government Publications which in-
form American citizens about every
thing from "How to Raise Hamsters"
to "Housing for the Senior Citizen."
The Alumnae have their publication
too. It is the Quarterly which goes
to all Alumnae, graduates and non-
graduates, and informs them about
everything from the birth of babies
to achievements of Agnes Scott gradu-
ates to the writings of Tillich and
Sartre. Its circulation numbers over
9.000.

Nationally, to make the Great So-
ciety go, there is the work of Civil
Service. To make the Agnes Scott
Alumnae Society go, there are also
Civil Servants: the Director of Alum-
nae Affairs, Miss Ann Worthy John-
son '38, and her Associate Director,
Mrs. E. Banks Pendleton '40. These
wonderful ladies are just that, as well
as Jacks of all Trades and are the
very heart of alumnae activity. There
have been two fine Assistants, Mrs.

H. S. Johnson. Jr. '41 and Mrs. K. W.
Gilchrist '60 who have handled the
details of the Annual Giving Fund as
well as the office routines. These lat-
ter two have resigned and there is
great need to fill these vacancies as
soon as possible. Mrs. Margaret D.
Cobb \-'22 is the House Manager who
handles the details of hostessing
visitors. The College Administration
makes the services of this capable
staff possible and the Alumnae are
grateful.

Nationally, it is campaign time, and
everybody is campaigning for or
against the Great Society. It is cam-
paign time for Alumnae, too, and the
push is on to get the Class of 1968
to join our ranks and become active
participants in Alumnae Affairs and
active givers to the Annual Fund. The
afternoon of Graduation rehearsal, the
Board of the Alumnae Association
gave last year and will give this year
a tea for the Seniors, secured from
them information needed for alumnae
files and. hopefully, started them on
a lifetime of support for the Agnes
Scott Party.

Nationally, the Great Society has
not been without its slogans. There's
"All the Way with LBJ," and "Hubert
H. tor '68." Similarly for the past
two years in our Alumnae Society
it has been, "In With Flinn," and
"Everyday with AWJ." We sincerely
hope we have moved forward in ac-
complishment for the College and as
we pass the leadership to other hands,
in the spirit of this election year, may
we say, "Give All You've Got to
Agnes Scott." a

Elizabeth Blackshear Flinn '38
President

ALUMNAE QUARTERLY/ SUMMER 1968

50th Reunioners gather at the Alumnae Luncheon.

Class of 18 Celebrates Their 50th

hv Anna Leigh McC'orki e

Of the thirty- two graduates of the class of 1918,
ten were present for the fiftieth reunion. We had to
look hard to find the person we had known, but after
a second or so the old face came hack and old friend-
ships were renewed.

At the luncheon given by the college. Dr. Alston
recognized each member and presented her with a gold
pendant to wear on the "grandmother bracelet." Our
memories were jogged by having a recountal of our
class exploits such as initiating the black cat. Dr.
Alston announced that this class had given over five
thousand dollars to the Alumnae Fund for this year.

In the afternoon Dr. and Mrs. Alston gave a tea
for the group and again we became acquainted with
the people we have become. How proud Dr. Gaines,
Miss Hopkins and Dr. McCain, our teacher, not our
president, would be of everyone. Each has truly de-
veloped as Agnes Scott ideals would have us do.

Our class president through all these years gave a

dinner for us that night in Atlanta and we didn't
have to take the street car to get there! Ten of us
went and the highlight of that meeting was to hear
each one present tell of her life during the past fifty
years. You should hear of the school for drop-outs
that Hallie Alexander Turner has! Edith Hightovver
Tatom had come all the way from California, and she
told of her life as the wife of an army officer.

We paused to remember those who are no longer
with us: Belle Cooper. Elizabeth Denman Hammond.
Lois drier Moore. Virginia Lancaster McGowan. Caro-
line Randolph and Myra Scott Eastman.

Three have attained Phi Beta Kappa fame: Nancj
Jones. Katherine Seay and Belle Cooper.

Those attending were: Ruth Anderson O'Neal, presi-
dent. Martha Comer. Carolyn Larendon. Margaret Ley-
burn Foster, Anna Leigh McCorkle. Edith Hightovver
Tatom. Eva Mae Willingham Park. Hallie Alexander
Turner. Ruby Lee Estes Ware and Rose Harvvood
Taylor.

THE *C\ES SCOTT

DEATHS

Faculty

Maude Morrow Brown (Mrs Calvin S.), formerly
in the classics department, May 3, 1968.

1921

Mrs H. P. Park, mother of Adelaide Park
Webster, dale unknown.

1932

Elizabeth Willingham Crump (Mrs. lames T. E.I,
March 25, 1968.

Institute

Grace E. Bate, May 20, 1968.

Charlotte Kefauver |ohns (Mrs I. C), July 10,

1965.

Nanetta Schuler Bell (Mrs. Thornton Fletcher),

sister of Florence Shuler Cathey, February 29,

1968.

Mattie Wright Goodwin (Mrs. Roy), December

1964.

Academy

Ruth Duncan Frary, May 13, 1968.

1907

Jeannette Shapard, May 22, 1968.

1914

Margaret Baumgardner, April, 1968

1915

Maude V. Gary, date unknown.

1917

A. L. Davis, husband of Elizabeth Gammor
Davis (deceased) and father ol Bilbe Dave
Nelson '42, May 12, 1968.

1918

Mrs. I W. Hightower, mother ol Edith High-
tower Tatom, |unr I967

1919

Gordon Bell Hanson, husband of Goldie Suttle
Ham Hanson, lather of Anne Hanson Merklein
'55 and Elizabeth Hanson Mi Lean 'i8, April II,
I968 .ii sea

1922

Grat M Bowen, Sr , husband of Harriet C. Scott
Bowen, Oct. 27, 1967 and Mrs. W, A. Scott,
mother of Harriet C. Scott Bowen, Dec. 31, 1967.

1924

Priscilla Porter Richards (Mrs. R. V.), February
11, 1968.

Walter McDowell Rogers, husband of Rebecca
Bivmgs Rogers, December, 1967.

1925

Mrs lames Steven Brown, mother of Mary
Brown Campbell, March 31, 1968.
James H. Burns, husband of Montie Sewell Burns,
January, 1968.

1926

Mrs. Forlunc Chisholm Terrell, mother of Dora
Ferrell Gentry and Alice Ferrcll Davis '28, lune
25, 1968.

1928

Frank E Veltre, husband of Belly Fuller Veltre,

Ian 6, 1968.

Eloise Slocumb McDavid, May, 1966.

1930

Mrs. lames Paul Crawford, mother of Kalherine
Crawford Adams, Dec. 29, 1962 and Mr lames
Paul Crawford, father ol Kalherine Crawlord
Adams, Nov. 1, 1965.

Dr Henry Sweets, Jr., husband ol Elizabeth
Keith Sweets and brother of Douschka Sweets
Ackerman '33, April 11, 19b8

1931

Mellon A Goodslein, husband ol Carolyn Hey-
man Goodslein, )une 1968.

1933

Edward (ones, father of Polly Jones Jackson and
Molly lones Monroe '37, April 16, 1968.
Mrs. John P. Lynch, mother of Elizabeth K.
Lynch, February 16, 1968.

1935

Mae Duls Starrett, sister of Louise Duls '26,
March 17, 1968.

1939

Mrs. Leo F. Lichten, mother of Helen Lichten
Solomonson and grandmother of Nancy Solomon-
son Portnoy '65, September 2. 196".

1940

Mrs W. I Deas. mother of Eleanor Deas Chiles,
May. 1968.

Lutie Tylor Moore Cotter, mother of Martha
Cotter '70, lune 14, 1968.

1942

Clav W. Penick, |r., husband of Ailene Barron

Penick, lune 19, 1968.

Everett Clay Bryant, husband of Mary Davis

Bryant. March 22, 1968.

Charles Haddon Nabers. father of Dorotfn Nabers

Allen, lune 19, 1968.

1944

Scott Noble, son of Betty Scott Noble and brother
ol Bellv Noble '71, April 13, 1968 of leukemia.

1949

Amanda Duncan, eleven-year-old daug

Shirley Simmons Duncan, April 29. 1<>68.

1963

R. A. Daw-, lather of Patricia D.uis Toe and
Anne Davis '67, lune 24, 1967.

THE ACNES SCOTT

ALUMNAE
WEEKEND

1968

The 25th Reunion Clas
the Quadrangle.

ne another on

Long-time Decatur friends as well as Agnes Scott
associates Dr. Henry Robinson and lulia Pratt Smith
Slack "12 meet on Alumnae Day.

Registration of over 500 Alumnae was
handled by volunteers from the Young
Atlanta Club.

Miss Chloe Steel (r), Chairman of the French
Department, is happy to greet two of her former
students.

ALUMNAE QUARTERLY / SUMMER 1968

ALUMNAE WEEKEND

Dean Kline meets a 50th Reunioner, Rose
Harwoocl Tavlor.

Professor Emeritus George Hayes comes back to see former students.

Time for a few more words before the Dining Hall doors are opened for the Alumnae Luncheon.

THE ACNES SCOTT

Worthy Notes

The Long, Hot Summer in Georgia Sizzles On

Two words, a noun and a verb, characterize this summer
for me: "heat" and "move." Not since my early childhood
in Atlanta can I recall living in Georgia heat that smothers,
enervates and depletes the simplest energies. Contrast is
sharpened by air-conditioning: I walk out from an air-
conditioned office and the heat attacks me with an almost
physical force.

Another, more tragic, kind of heat was part of the sum-
mer's experience. In the early morning hours of June 19th
fire of undetermined origin gutted the inside of the Mur-
phey Candler Building the "Hub" (see p. 11). Built
originally as a library, the Hub has served for over thirty
years as the major student center on the campus, (as one
young alumna expressed it: "This is the end of an era.
In those ashes lies my childhood innocence I grew up,
suddenly, in The Hub.")

The building was fully covered by insurance and is now
being repaired. Rather than have P. J. Rogers, Jr.. Business
Manager, add this massive responsibility to his already
overburdened summer staff and schedule, the College has
contracted with an off-campus firm to rebuild The Hub.
Let's all keep our fingers crossed in hope that new hub
doors will open when college ones do in late September.

It seems to me that if we can be glad about anything
regarding the fire, we can rejoice over two circumstances.
One is that college was not in session when the fire oc-
curred (and it happened during the night), so no human
beings were in danger. The second is that if a building
on campus had to burn, the Hub was probably the one
to be "chosen." It has long been inadequate, and in cam-
pus planning the construction of a new Student Activities
Building holds a priority place.

Moving all the charred debris from the Hub is a mam-
moth task in itself. Those of us on the Alumnae Office staff
have felt this summer that we faced mammoth moving
chores in our own bailiwick. Last summer, '67, an office-
supply firm in Atlanta drew a plan to rebuild the Alumnae
Office for more efficient work space. This is being accom-
plished now.

Before I try to help you visualize what an undertaking
this is, you should know that in June we physically moved
the Alumnae Office next door to the Faculty Club old
Lupton Cottage. For a forced "temporary" situation, the

Faculty Club environment has been most pleasant for me
and my staff (The fact that I can't find everything I need
isn't the Faculty Club's fault!)

Since 1951 the Alumnae Office has been located on the
first floor of the Alumnae House in what many will recall
as the "Silhouette Tea Room," a long room broken by
shelf-partitions. As demands on the Office grew, so did
efforts to meet those demands like Topsy, without much
guidance. The noise level at certain times, for example,
has been almost unbearable.

Here, you must imagine the steps in getting out a mail-
ing to all alumnae (a not infrequent occurrence, as you
are aware!) The mimeograph starts whirring first. Then
the addressing machine groans ominously as the 8,500
envelopes start through it. Meantime, someone is fran-
tically attempting to cut new address stencils on a special
typewriter which sounds like machine-gun fire. On two
other typewriters are discarded envelopes from the ad-
dressing machine or envelopes needing typed addresses
because the machine chewed rather than printed the others.
Then the folder-stuffer revs up, folds the letters and smacks
them into the envelopes. At last the postage meter starts
its cackling, and the soft thud, thud of full mail sacks
dragged across the floor lets me know it's almost over,
hallelulia! (I do not even have a door to close!)

So, the area of the old kitchen and pantry, plus the
present office space, is being completely revamped. My
office will be in the back of the former kitchen. There is
a completely new kitchen built just behind the dining
room. All the machines will be in one room. Soundproof
ceilings are already installed, with new lighting. Carpeting
will cover all the offices and cut noise tremendously. We
hope to move into these splendid quarters by mid-
September.

My quite special hearty thanks are due Mollie Merrick
'57, assistant dean of students, who moved into the alum-
nae staff for the summer, while Barbara Murlin Pendleton
'40, associate director, had major hip surgery.

f^VrvVUW^^MvNy ( ^JcW*V. *3*

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

Second place winner, 1968 Arts Council Peace Photography Contest, by Sharon Hall 70.

iAqws

ties
,, (Scott

ALUMNAE QUARTERLY

FALL 1968

m

m

\

< * i

FRONT COVER: Investiture, the formal recognition of
senior status, is a cherished event each fall at Agnes
Scott. The Class of 1969 is the "last" to be capped offi-
cially by Dean Carrie Scandrett '24 who retires in June.

THE ALUMNAE QUARTERLY VOL. 47 NO. 7

CONTENTS

Policy on Faculty Selection Re-Stated 1

The Firm Foundation You Are Building:
The 1967-68 Agnes Scott Fund 2

The Plain Truth Is . . . Dr. Wallace M. Alston 10

The Plain Fact Is . . . Editorial Projects for Education 15

The Class of '72 31

Class News Anne Diseker Beebe '67 33

PHOTO CREDITS

Front and Back Covers Carl Dixon, p. 1 Taylor Publishing Co.,

pp. 12, 31, 32 Billy Downs, pp. 31, 35 Kirby Freeman, p. 32 Eric Lewis,

p. 41 The Greenville (S. C.) News. p. 42 Bob Welsh Studio

Ann Worthy Johnson '38 Editor
Barbara Murlin Pendleton '40 Managing Editor
John Stuart McKenzie, Design Consultant
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

Hal L. Smith

Chairman of Agnes Scott's

Board of Trustees

Cfje Charter

of AGNES SCOTT

provides that the College 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 depart-
ments of the College 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 selecting faculty and staff, the Board of Trustees, upon the
recommendation of the president, shall elect those who can best carry
out the objectives as set forth in the Charter, giving consideration to
any competent person who is in accord with these purposes.

Written by a committee of Trustees and adopted by the Board of Trustees September 16, li

The Firm Foundation You Are Building

A special report on the "best year yet" in alumnae annual giving. The Agnes Scott Fund

for 1967-1968

How can we on the campus find adequate words of
thanks to you, alumnae scattered literally around the
world, for your splendid help in "producing" the 1967-
1968 Agnes Scott Fund? Please just know that we are
most mindful of and grateful for both the time and
money many of you gave. Particularly those who served
as Class Fund Chairmen or Class Fund Agents earned
special kudos for laying a fund-raising foundation which
can be built on for years to come.

What is this foundation? It is alumnae organized to
ask each other for gifts to Agnes Scott. Such per-
sonal involvement means better understanding of Agnes
Scott's financial needs. As you share understanding,
a cornerstone of the annual-giving program, with class-
mates, a chain reaction leading eventually to adequate
support, is set in motion.

Let's investigate the kinds of brick and mortar which
make this foundation. Many of us may dislike the
"professional jargon" which creeps into any discussion
of fund-raising. But we can put semantics aside and
take the great leap to understanding why, then how,
the Agnest Scott College Alumnae Association must
have a strong, soundly-built alumnae fund-raising
organization.

The "why" is set forth clearly and cogently by
President Alston in an interview beginning on p. 2 of
this magazine. The "how," a new type of organization,
is the immediate concern. Bricks in this foundation

equal alumnae, stalwart ones who worked in the 1967-
1968 Agnes Scott Fund. A Class Chairman was se-
lected and she, in turn, selected Fund Agents among
her classmates; a listing of all these workers will be
found on the following pages. It is they who were
responsible for the splendid success of what is called
the "general solicitation" portion of the annual-giving
program.

The mortar cementing the bricks is. of course, the
dollars, the money itself. The financial reports on the
next pages speak, loudly, for themselves. Many of the
dollars were given through what is termed the "Special
Gifts" portion of the annual-giving program. In No-
vember, 1967, some alumnae were asked to be mem-
bers of special-gift groups. These groups, also listed on
the next pages, are: The Mainliners (SI 00 or more'i:
The Quadrangle Quorum ($250 or more): The Colon-
nade Club ($500 or more): and The Tower Circle
(SI 000 or more).

Now comes the time to build on the strong founda-
tion. The 1968-1969 Agnes Scott Fund (July 1 -June
30) is already launched. A "fund workshop" for Class
Chairmen was held in early November on the campus,
to help these key leaders strengthen their volunteer
efforts. In November, too. the special-gift solicitation,
by letters, was done. Next fall we hope to report on an
even more meaningful annual-giving year.

THE ACNES SCOTT

Annual Giving Program- Report by Classes

July 11967- June 30,1968

Percentage

Percentage

Number

of Class

Number

of Class

Class

Contributed

Contributing

Amount

Class

Contributed

Contributing

Amount

Institute

25

9

$ 2,075.00

1940

47

29

1,324.58

Academy

13

14

560.00

1941

41

26

1,562.32

1906

1

20

25.00

1942

44

29

2,552.54

1907

4

40

31.00

1943

43

32

1,526.72

1908

4

27

160.00

1 944

41

26

1,626.00

1909

12

38

341.00

1945

53

35

1,526.00

1910

9

23

152.00

1946

57

34

2,259.12

191 I

9

27

570.00

1947

58

37

1,455.68

1912

6

22

241.00

1948

56

36

1,646.90

1913

14

44

385.00

1949

56

34

2,281.22

1914

14

26

457.78

1950

47

32

5,505.72

1915

12

22

1,876.00

1951

44

27

1,841.00

1916

21

31

635.00

1952

53

33

1,174.30

1917

34

45

2,817.00

1953

51

37

868.50

1918

24

49

4,916.44

1954

39

SI

910.32

1919

27

32

1,246.86

1955

51

34

975.50

1920

16

19

988.00

1956

61

37

1,047.00

1921

43

33

2,939.02

1957

70

tf!

1,588.89

1922

30

29

678.00

1958

7 2

43

2,288.50

1923

33

22

2,299.14

1959

57

32

787.09

1924

33

24

1,893.20

1960

55

30

1,057.96

1925

37

28

1,198.00

1961

78

41

1,442.60

1926

45

34

1,510.00

1962

67

to

1,381.89

1927

44

28

2,440.00

1963

58

28

952.50

1928

44

32

1,946.00

1964

!0

14

439.02

1929

60

37

15,247.50

1965

41

20

894.75

1930

50

37

1,219.00

1966

46

21

759.70

1931

42

S9

5,298.13

1967

42

22

538.10

1932

40

33

3,104.37

1968

9

II

50.50

1933

48

36

2,210.50

1969

l(.

20

117.00

1934

39

41

3,285.00

1970

8

SO

40.00

1935

38

31

3,870.00

1971

21

114.00

1936

50

35

2,076.50

Special

7

120.00

1937

41
44

33
31

1,443.00
1,365.27

1938

1939

39

27

1,561.00

TOTAL

2,564

$115,716.63

ALUMNAE QUARTERLY / WINTER 1968

1967-1968 Agnes Sec

General Chairman:

Sarah Trances McDonald '36
Special Gifts Chairman:

Betty Lou Houck Smith '35
Honor Guard Chairman:

Mary Wallai e kirl- 'II

1909

Margaret McCalhe, Chrm.

Agents:

Adalene Dortch Griggs

Matho Newton Traylor

Lutie Pope Head

lean Powell McCroskey

I'lll

Mary Wallace Kirk, Chrm

Agents:

Adelaide Cunningham

Charlotte Reynolds Gavin

Mary Rohmson Myrick

rheodosia Willingham Andersc

1913

Janie McGaughey, Chrm

Agents:

kale Clark

Mary Enzor Bynum

Emma Pope Moss Dieckmann

1914

Annie Tail lenkins, Chrm
Agents:
Bertha Adams
Kathleen Kennedy

I'm,

Mary Bryan Winn, Chrm.

Agenls:

Laura Cooper Christopher

Evelyn Goode Brock

lane Rogers Allen

1917

Maiy Spolswood Payne, Chrm.

Age,,..,

Gjertrud Amundsen Siqueland

Louise Ash

Mildred Hall Pearce

Anne Kyle McLaughlin

' laude Martin Lee

lanet Newton

Keg, n.i Park Pinksion

1918

Hallie Alexander Turner, Chrn

Agents:

Ruby Lee Estes Ware

Caroline Larendon
Anna L McCorkle
EvaMaie Willingham Park

1919

Goldie Ham Hanson, Chrm.

Agenls:

Blanche Copeland Jones

Alice Norman Pate

Mary Kalhenne Parks Mason

Elizabeth Pruden Fagan

Margaret Rowe Jones

Lulu Smith Westcott

Agenls:

Eloise Buston Sluss

Virginia McLaughlin

Sarah Fulton, Chrm.

Agents

Margaret Bell Manna

Myrtle Blackmon

Thelma Brown Aiken

Eleanor Carpenter

Lois Compton lennings

Marguerite Cousins Holley

Elizabeth Flodmg Morgan

Mary Olive Gunn Summers

Helen Hall Hopkins

Anna Mane landress Cale

Sarah McCurdy Evans

Margaret Wade

n.>.'

Alice Whipple Lyons, Chn

Agenls

Elizabeth A Brown

Eleanor Buchanan Starcher

Cama Burgess Clarkson

Edylhe Davis Croley

I nn

[ I,'

M.,

Rulh Hall Bryant
Ruth Pirkle Berkeley
Dinah Roberts Parrami
Harriett Scott Bowen
Rulh I lizabeth Virden

Agents:

Helen Faw Mull
Lucie Howard Ciller
Eloise Knight Jones
lane Knight Lowe
I in ile I mle Morgan
Belli Mi Clure McCeachy
Marlha Mcintosh Nail
Rosalie Rolun, on Sanford
Mary While Caldwell

1924

Agents:

Evelyn Byrd Hoge

Helen Lane Comfort Sanders

Frances Gilliland Stukes

Victoria Howe Kerr

Cornne Jackson Wilkerson

Nonie Peck Booth

Cora Richardson

1925

Mary Ben Wright Erwin, Chr
Agenls:

Bryte Daniel Reynolds
Josephine Douglass Smith
Isabel Ferguson Hargadine
Lucille Gause Fryxell
Martha Lin .Manly Hogshead
Mary Stuart Sims McCamy
Charlotte Smith
Sarah Tate Tumlin
Eugenia Thompson Akin
Chrislme Turner Hand

t'l.'l.

Allene Ramage Frizgerald, Chrm

Agents:

Ellen Fain Bowen

Margaret Bull

Louisa Duls

Mary Freeman Curtis

Eleanor Gresham Sleiner

Mary Ella Hammond McDowell

Blanche Haslam Hollingsworth

Elizabeth Little Meriwether

Nellie Richardson

Susan Shadburn Watkins

Rosalie Wootten Deck

1927

Louise Lovejoy lackson, Chr

Agents:

Lillian Clement \dams

Mildred Cowan Wright

Katherine Houston Sheild

I Isa lacobsen Moms

i lizabeth Lilly Swedenberg

Elizabeth Lynn

Margie Wakefield

1928

rvtarv Sayward Rogers, Chrm

\

Car

Patrii i.l Collins \n.lietla
Nancy i rowther Otis
Hattie Gershcow Hirsch
Irene Lawrence Wright
lane McCoy Gardner
|ulia Napier North (deceased)
Virginia Norris

Evangeline Papageorge
Margaret Rice
Elizabeth Roark Ellington
Ruth Thomas Stemmons

1929

Dorothy Cheek Callaway, Chr

Agents:

Lucile Bridgman Leitch

Hazel Brown Ricks

Bettina Bush Jackson

Ethel Freeland Darden

Betty Gash

Elise Gibson

Marion Hodges Anthony

Hazel Hood

Charlotte Hunter

Flame Jacobsen Lewis

Geraldine LeMay

Edith McGranahan Smith T

"--isbet Anderson
Josephine Pou Varner
Helen Ridley Hartley
Mary Warren Read
Violet Weeks Miller

|o Smith Webb, Chrm.

Agents:

Katherine Crawtord Adams

June Maloney Othcer

Emily Moore Couch

Lvnn Moore Hardy

Carolyn Nash Hathawas

Margaret Ogden Stewart

Sallie Peake'

Martha Stackhouse Grafton

Belle Ward Stowe Abernathy

Mary Louise Thames Carlledgi

Harriett Williams

Kaemond Wilson Craig

1931

lulia Thompson Smith Chr

Agents

Rulh Etheredge Griffin
Marion Fielder Martin
. Grubb Risers
Katherine Morrow Norem
Ruth Pringle Pipkin
Katharine Purdre
leannelte Shaw Harp
Elizabeth Simpson W
Marlha Sprinkle Rations
Cornelia Taylor Stubbs
I ouise Ware Venable
Margaret Weeks
Ellene Winn
Elizabeth Woolfo k Moye

1932

LaMyra Kane Swanson, Chr

THF \G\ES SCOTT

t Fund Organization

Agents:

Virginia Allen Woods

Penny Brown Barnett

Louise Cawthon

Mary Dunbar Weidner

Diana Dyer Wilson

Grace Fincher Trimble

Louise Hollingsworth Jackson

lane Shelby Clay

Olive Weeks Collins

1933

Page Ackerman, Chrm.
Agents'

Willa Beckham Lowrence
Nell Brown Davenport
Porter Cowles Pickell
Ora Craig Stuckey
Lucile Heath McDonald
Margaret Loranz
Gail Nelson Blain
Tish Rockmore Lange
Mary Sturtevant Bean
Katharine Woltz Farinholt

Mary McDonald Sledd, Chrrr

Agents:

Lucy Goss Herbert

Kathryn Maness Nelson

Margaret Massey Simpson

Ruth Moore Randolph

Rossie Ritchie lohnston

Carolyn Russell Nelson

Louise Schuessler

Mabel Talmage

Pauline Woods

Johnnie May York Rumble

1933

Mary Green Wohlford, Chrm
Agents:

Vella Behm Cowan
Marian Calhoun Murray
Carolyn Cole Gregory
Sarah Cook Thompson
Sara Davis Alt
Mary Lillian Deason
Fidesah Edwards Alexander
Frances Espy Cooper
Anna Humber Little
Carolyn McCallum
Marguerite Morris Saunders
Nell Pattillo Kendall
Grace Robinson Wynn
Amy Underwood Trowell
Elizabeth Young Hubbard

Sara Estes
lean Hicks Pitts
Frances lames Donohue
Augusta King Brunby
Dean McKoin Bushong
Sarah Nichols |udge
Adeline Rountree Turmai
Emily Rowe Adler
Marie Townsend
Sarah Turner Ryan
Lilly Weeks McLean
Mary Vines Wright

Elinor Tyler Richardson
Mary Whetsell Timmons
Margaret Willis Dressier

III. ill

e Dennison Keenan,

( hi

Agenl

Elois:

i Alexander LeConle

Cornelia Christie Johnson

Kitty

Daniel Spicer

Annie

Laura Galloway Phi 1 1

ips

Mary

Gillespie Thompson

Fanni

s Hams |ones

Kitty

lones Malone

Rai hi

'1 Kennedy Lowthian

Franc

King Critchell
?s McDonald Moore

Virgit

na Stephens Clary

Viviei

ine Trice Ansley

Evely

n Wall Robbins

Till,

Phinney Lath

Meriel Bull Mitchell
Mary Comely Dwight

1938

lean Barry Adams Weersing, Chr
Agents-
Martha Brown Miller
Margaret Douglas Link
lane Gutherie Rhodes
Mary Anne Kernan
Ellen Little Lesesne
Mary Primrose Noble Phelps
Alice Reins Boyd
Catherine Ricks Love
Joyce Roper McKey
Mary Smith Bryan
Virginia Suttenfield
Anne Thompson Rose
Elizabeth Warden Marshall
Virginia Watson Logan
Louise Young Garrett

1939

Mary Hollingsworth Hatfield, Chr

Agents:

Mary Frances Guthrie Brooks

lane Hamilton Ray

lacqueline Hawks Alsobrook

Josephine Larkins

Flora MacGuire Dukes

Lou Pate Koenig

Julia Porter Scurry

Mamie Lee Ratliff Finger

Miriam Sanders

Aileen Shortley Whipple

Mary Pennel Simonton Boothe

Helen Gates Car

Chr

Agents:

Frances Abbot Burns

Elizabeth Alderman Vinson

Evelyn Baty Landis

Anna Margaret Bond Brannon

Barbara Brown Fugate

Grace Elizabeth Anderson Coope

Anne Enloe

Annette Franklin King

Marian Franklin Anderson

Mary Evelyn Francis Ault

Mary Lang Gill Olson

Nell Moss Roberts

Katherine Patton Carssow

Nell Pinner Sannella

Mary Reins Burge

Ruth Slack Roach

Edith Stover McFee

Anne Martin Elliott, Chrm
Agents-
Martha Boone Shaver
Gentry Burks Bielaski
losephine Cates
Lucile Gaines MacLennan
Helen Hardie Smith
Julia Lancaster
Marcia Mansfield Fox
Louise Meiere Culver
Valgerda Neilson Dent
Lillian Schwencke Cook
Hazel Scruggs Outz
Tommay Turner Peacock
Ida lane Vaughan Price
Anita Woolfolk Cleveland

1942

Betty Medlock Lackey, Chr
Agents:

Martha Arant Allgood
Anne Chambless Bateman
Edith Dale Lindsey
Dale Drennan Hicks
Susan Dyer Oliver
Maragaret Erwin Walker
Margaret Hartsook Emmons
Mary Kirkpatrick Reed
Ida Belle Levie Bagwell
Caroline Long Armstrong
Julia Ann Patch Weston
Mary Seagle Edelblut
Margaret Sheftall Chester
Marjorie Simpson Ware
lane Taylor White
Olivia White Cave

I ')4t

Mary Anne Atkins Paschal, Chr

Agents:

Sue Barker Woolf

Alice Clements Shinall

loella Craig Good

Betty DuBose Skiles

Helen Hale Lawton

Leona Leavilt Walker

Sterly Lebey Wilder

Anne Paisley Boyd

Ruby Rosser Davis

Clara Rountree Couch

Margaret Shaw All red

Susan Spurlock Wilkins

Pat Stokes Barnes

Helen Summerour Zimmerman

Martha Ray Lasseter Storey, Chr

Agents:

Claire Bennett Kelly

Kay Bisceglia Shangler

Louise Breedin Griffiths

Jean Clarkson Rogers

Mary Louise Duffee Philips

Elizabeth Edwards Wilson

Laurie Looper Swann

Quincy Mills lones

Katherine Philips Long

Margaret Powell Flowers

Anne Sale Weydert

Marjorie Smith Stephens

Robin Taylor Horneffer

Katheryne Thompson Mangum

Elise Tilghman

Marjorie Tippins Johnson

Betty Vecsey

Barbara Frink Allen, Chrm
Agents:

Elizabeth Carpenter Bardin
Betty Davis Shingler
Martha lean Cower Woolse;
Emily Higgins Bradley
Eugenia Jones Howard
Dorothy Kahn Prunhuber
Montene Melson Mason
Mary Monroe McLaughlin
Scott Newell Newton
Mary Neely Norris King
Ceevah Rosenthal Blatman
Julia Slack Hunter
Lois Sullivan Kay
Wendy Whittle Hoge

1946

Mary Cargill, Chrm

Agents:

Mary Lillian Allen Wilkes

Margaret Bear Moore

Jean Chewning Lewis

ALUMNAE QUARTERLY / WINTER 1968

1967-1968 Agnes Sc

(continued)

Mary Ann Courtenay David
Mary Duckworth Gellersted
Shirley Craves Cochrane
Nancy Hardy Abberger
Bonnie Hope Robinson
Elizabeth Horn |ohnson
Ruth Limbert Criscom
Betty Long Sale
Mary McConkey Reimer
Jane Anne Newton Marque'
Anne Noell Wyant
Celette Powell lones
Louise Reid Stricter
Mary lane Schumacher Bulla
Maud Van Dyke lennings

1947

Eleanor Calley Story, Chrn-
Agents:

Mane Adams Conyers
Elizabeth Andrews Lee
Glassell Beale Smalley
Dale Bennett Pednck
Charlotte Clarkson lones
Virginia Dickson Phillip".
Anne Eidson Owen
Ann Hough Hopkins
Marianne Jeffries Williams
Marguerite Mattison Rice
Margaret McManus Landha
Jane Meadows Oliver
Virginia Owens Mitchell
lune Thomason Lindgren
Betty Turner Marrow

Tee-Toe Williams Roan, Chrm.

Agents:

Mary Alice Compton Osgood

Edna Claire Cunningham Schooley

Nancy Geer Alexander

Kathleen Hewson

Caroline Hodges Roberts

Mananna Hollingsworth Connell

Amanda Hulsey Thompson

Beth lones Crabill

Belle kills kidd

Lady Major

I lame! Reid

Anna Clark Rogers Sawyer

Rehekah Scott Bryan

Lida Walker Askew

',',. in. in -i.in. .", I mi-

1949

nl II.

Martha Ann Bo
Agents:

Mary Jo Ammons Jones
Susan Bowling Dudney
Julianne Cook Ashmead
Lee Cousar Tubbs
Helen Crawford White
Betsy Deal Smith

Mary Hays Babcock
Nancy Huey Kelly
Henrietta Johnson
Mary Jones Woolsey
loan Lawrence Rogers
Harriet Lurton Major
Lynn Phillips Mathews
Dorothy Quillian Reeves
Charlsie Smith Harris
Edith Stowe Barkley
Doris Sullivan Tippens
Martha Warlick Brame
Elizabeth Williams Henry
Harnotle Winchester Hurley

Sara Jane Campbell Harris, Chr

Agents:

Jessie Carpenter Holton

Betty Crowther Beall

Dorothy Davis Yarbrough

Helen Edwards Propst

Jessie Hodges Kryder

Norah Anne Little Green

Marjorie Major Franklin

Dot Medlock Bond

Gretta Moll Dewald

Jean Osborn Sawyer

Pat Overton Webb

Vivienne Patterson Jacobson

|oann Peterson Floyd

Polly Anne Philips Harris

Sally Thompson Aycock

Isabel Truslow Fine

Mary Louise Warlick Niblock

Louise Hertwig Hayes, Chrm

Agents:

Dorothy Adams Knight

Gail Akers Lutz

Mary Hayes Barber Holmes

Betty Averill Durie

Charity Bennett Stelling

Anna DeVault Haley

Sally Dickert Conlm

Ellen Hull Keever

Page Hutchison Lay

Amy Jones McGreevy

leanne Mine Brown

Jean Longmo Hiler

Jimmie Ann McGee Collings

Sarah McKee Burnside

Juhanne Morgan Garner

Jenelle Spear

Cissie Spiro Aidinoff

Marjone Stukes Strickland

Virginia Feddeman Kerner

Ruth Vineyard Cooner

Betly Sharpe Cabaniss, Chr

Ann Boyer Wilkerson
Barbara Brown Waddell
lune Carpenter Bryant
Betty Cheney Watkins
Landis Cotten Gunn
Clairehs Eaton Franklin
Emy Evans Blair
Shirley Ford Baskin
Kitty Freeman Stelzner
Phyllis Galphin Buchanan
Susan Hancock Findley
Ann Herman Dunwoody
Betty Moyer Keeter
Ann Parker Lee
Helen Jean Robarts Seaton
Frances Sells Doss
Jackie Simmons Gow
Lorna Wiggins
Sylvia Williams Ingram

1953

Mary Anne Garrard Jernigan, Chr

Agents'

Allardyce Armstrong Hamuli

Frances Blakeney Coker

Jane Dalhouse Hailey

Susan Dodson Rogers

Betty Ann Green Rush

Frances Gmn Stark

Sarah Crewe Hamilton Leathers

Carol Jacob Dunn

Anne lones Sims

Sarah Leathers Martin

Belle Miller McMaster

Li I la Kate Parramore Hart

Anne Thomson Sheppard

Vivian Weaver Maitland

Mary Wyatt Chastain

Lois Anne Dryden Hasty, Chrr

Agents

lune Brovton

Lucv Doyle Brady

Elizabeth Ellington

Florrie Fleming Corley

luha Crier Storey

Genevieve Guardia Chenault

Louise Hill Reaves

Jacquelyn Josey Hall

Mitzi Kiser Law

Mary Lou Kleppinger Lackey

Anne Patterson

Selma Paul Strong

Sue Purdom Arnall

ith

I i.i

Georgia Belle Christopher
Jane Davidson Tanner (deceased)
Helen Fokes Farmer
Letty Graflon Harwell
loAnn Hall Hunsinger
Ann Hanson Marklein
Jane Henegar Loudermilk
Helen Hinchey Williams
Hannah Jackson Alnutt
Mary Alice Kemp Henning
Tunshy Kwilecki Ausband
Peggv McMillan White
Lib McPheters Yon
Louise Robinson Singleton
Agnes Scott Wi I loch-
Harriet Stovall Kelley
Pauline Waller Hoch

Dorothy Weakley Gish, Chr
Agents:

Ann Alvis Shibut
June Gaissert Naiman
Harriett Griffin Harris
Sarah Hall Hayes
Louise Harlev Hull
Nancy Jackson Pitts
lane Johnson Waites
Peggy Jordan Maytield
Alice Ann Klostermeyer Erv
Virginia Love Dunaway
May Muse Stonecypher
Louise Rainev Ammons
Robbie Shelnutt Upshaw
Nancy Thomas Hill
Sandra Thomas Hollberg

1957

Margaret Benton Davis, Chr
Agents:

Elizabeth Anslev Allan
Frances Barker Sincox
Betsv Crapps Burch
Virginia Ferris Hodges
Sally Forester Logue
Margaret Foske\
Catherine Girardeau Brown
Marian Hagedorn Briscoe
Helen Hendry Lowrev
Margie Hill krauth
Byrd Hoge Bryan
Suzanne McGregor Dowd
Dorothy McLanahan Watson
lacquehn Murrav Blanchard
Mary Oales Burton
lean Porter Mvrick
Emily Starnes Gibbs

trail- 1,-rrv Sherren

vn Crawford Chesnutt. Chr

Agents:
Carolyn Alford

THE AGNES SCOTT

t Fund Organization

Anne Blackhear Spragins
Mary Ann Campbell Padget
Elizabeth Cline Melton
Hazel Ellis
Patricia Cover Bitzer
Nancy Grayson Fuller
Frances Gwinn Wolf
Elizabeth Hanson McLean
Sara Heard White
Nancy Holland Sibley
Eleanor Kallman Griffin
Carolyn Magruder Ruppenthal
Martha Meyer
Blythe Posey Ashmore
Caroline Romberg Silcox
Frances Sattes
JoAnn Sawyer Delalield
Langhorne Sydnor Mauck
Harriet Talmadge Mill
Margaret Woolfolk Webb

lane King Allen, Chrm.
Agents:

Archer Boswell Parsons
Mary Clayton Bryan DuBard
Leoniece Davis Pinnell
Caroline Dudley Bell
Elizabeth Edmunds Grinnan
Marjorie Erickson Charles
Gertrude Florrid van Luyn
Betty Garrard Saba
Carolyn Hazard Jones
lane Kraemer Scott
Martha McCoy
Eleanor Lee McNeill
Mildred Ling Wu
Scotty Maddox Gaillard
Leah Mathews Fontaine
Runita McCurdy Goode
Mary Moore

Sara Lu Persinger Snyder
Caroline Pruitt Hayes
Annette Teague Powell

I960

{ill Imray Shapard, Chrm.
Agents:

Angelyn Alford Bagwell
Mary Crook Howard
Nancy Duvall
Louise Florance Smythe
Myra Clasure Weaver
Katherine Hawkins Linebaugh
Betty Lewis Higginbotham
Julia McNairy Thornton
Caroline Mikell Jones
Anita Moses Shippen
Jane Norman Scott
Emily Parker McGuirt
Laura Parker Lowndes
Mary Pfaff Dewees

Mary Jane Pickens Skinner
Sybil Strupe Rights
Marci Tobey Swanson
Carolyn West Parker

Anne Broad Stevenson, Chrm-

Agents:

Alice Boykin Robertson

Betsy Dalton Brand

Lucy Davis Harper

Margaret Bullock

Harriett Elder Manley

Katherine Gwaltney Remick

Alva Hope Gregg Spillane

Sarah Helen High Van Clagett

Ellen Hmes Smith

Patricia Holmes Cooper

Jo larrell Wood

Martha Lambeth Harris

Mildred Love Petty

Nina Marable

Ann McBnde Chilcutt

Anne Modlin Burkhatdt

Mary Jane Moore

Emily Pancake

Ann Peagler Gallagher

Betsy Shepley Underwood

Page Smith Morahan

Mary Ware

Lebby Rogers Harrison, Chrm.

Agents:

Sherry Addington Lundberg

Susan Alexander Boone

Vicky Allen Gardner

Sue Amidon Mount

Pat Flythe Koonts

Peggy Frederick Smith

Susan Gray Reynolds

Edith Hanna Holt

Ian Heard Baucum

Elizabeth Hopkins Stoddard

Betsy Jefferson Boyt

Beverly Kenton Mason

Helen Linton Watson

Ellen Middlebrooks Davis

Lana Mueller Jordan

Dorothy Porcher

Joanna Praytor Putman

Marione Reitz Turnbull

Elizabeth Carol Rogers Whittli

Kayanne Shoffner Massey

Margaret Shugart Anderson

Mli:

ith

Mary Stokes Morris
Bebe Walker Reichert
1963

Betty Ann Gatewood Wylie, Chr

Agents:

Patricia Allen Dunn

Virginia Allen Callaway

Willette Barnwell

Rebecca Bruce Jones

Nancy Butcher Wade

Sarah Cummmg

Nancy Duvall Hargrove

Susan Favor Stevens

Mary Ann Gregory Dean

Maggy Harms

Sandra Johnson Barrow

Lucy Morcock Milner

Linda Plemons Haak

Sally Rodwell Whetstone

Anne Rose Vosler

Colby Scott Lee

Connie Slade

Kaye Stapleton Redford

Nell Tabor Hartley

Rosslyn Troth Zook

Margaret Van Deman Blackn

Ann Williams Wedaman

Cheryl Winegar Mullins

Elizabeth Withers Estes

Elizabeth Stewart Allen, Chrr

Agents:

Elizabeth Alvis Girardeau

Brenda Brooks

Anne Foster Curtis

Carnett Foster

Karen Gerald Pope

Judy Hollingsworth Robinson

Betty Hood Atkinson

Lynda Langley Burton

Martha MacNair

Caryl Pearson King

Anne Pennebaker Arnold

Judy Eltzroth Perryman

ludy Stark Romanchuk

loh-Nana Sundy Walker

Becky Vick Glover

Lynn Weekley

Suzanne West Gay

Maggie Whitton Ray

Peggy Bell, Chrm.

Agents:

Barbara Adams Hilliard

Becky Beusse Holman

Sally Blackard

Margaret Brawner

Nancy Carmichael Bell

Helen Davis

kay Harvey Beebe

Angela Lancaster

Kay Lewis Lapeyre

Marilyn Little

Libby Malone Boggs

Marcia McClung Porter

Margaret Murphy Schaeffer

Laura Sanderson Miller
Anne Schiff
Catharine Sloan
Carol Sutton
Sue Taliaferro Betts
Lelia Taylor Brown
Sarah Timmons Patterson
Carol Wilson Owens

an The

Agents:

ludy Ahrano

Marilyn Breen

B J. Brown

Eleanor Cornwell

Bonnie Creech

Carol Davenport

Marganne Hendricks Price

Angelyn Holt Hooks

Linda Lael

Alice Lindsey Blake

Ginger Martin Westlund

Sonja Nelson Cordell

Sherry O'Neal Bassett

Peggy Porter

Linda Preston Watts

Lucy Scoville

Louise Smith

Martha Thompson

Sarah Uzzell

Ruth Van Deman Walters

Wendy Williams

Patricia Williams Caton

Norma lean Hatten, Chrn

Agents:

Marilyn Abendroth

Helen Heard Lowrey

Betty Hutchison Cowden

ludy Jackson Freyer

Jo Jeffers Thompson

Lucy Ellen Jones

Pam Logan Bryant

Day Morcock Gilmer

Diane Oliver Peavy

Sally Pennigar Twine

Florence Powell

Ann Roberts

Susan Stevens Barnett

Genia Wisehart Dial

Elizabeth Ann Jones
Georganne Rose Cunnmgha

I'll,')

Lynn Cook White

ALUMNAE QUARTERLY / WINTER 1968

Special Gift Groups-1967-1968 Agnes Scott Fund

The Mainliners*

Susan Abernathy McCreary '61
Bertha Adams '14
Gail Akers Lutz '51
Clara May Allen Reinero '23
Vicky Allen Gardner '62
\ irginia Allen Potter '17
leannette Archer Neal '22
Atlanta Agnes Scott Club
Emily Bailey '61
Agnes Ball '17
Sallie Boineau freeman '62
Frances Rrannan Hamrick '49
Frances Breg Marsden '41
Lui ile Bridgman Leitch '29
Hazel Brown Ricks '29
Mary Brown Florence '14
Penelope Brown Barnett '32
Sabine Brumby korosy '41
Bettina Bush lackson '29
Virginia Cameron Taylor '29
Alhe Candler Guy '13
Helen Gates Carson '40
Sylvia Chapman '64
Cama Clarkson Merritt '50
Alice Clements Shinall '43
Mary Ann Cochran Abbot '43
Sally Cothran Lambert '29
lane Coughlan Hays '42
Mary Crook Howard '60
Laura dimming Northey '43
Sarah C Cumming '63
Amelia Davis Luchsinger '48
Margery Deford Hauck '37
Lucile Denmson Keenan '37
Eileen Dodd Sams '23
Eugenie Dozier '27
Madelaine Dunseith Alston '28
Frankie C Enzor '09
Mary Lois Enzor Bvnum '13
Helen Elheredge Griffin '33
Emy Evans Blair '52
Elizabeth Farmer Brown '45
Mary Firklen Barnett '29
Louise hankhn Livingston '41
Marian Franklin Anderson '40
Iran Fraser Duke '49
I thel Ireeland Darden '29
Mary Trrcman Curtis '26
fsaiherinc Geffcken '49
Philippa C. Gilchrist '23
lran.es Gilliland Stukes '24

I in Cober Inst.

I ui v Goss Herbert '34
(aniline Gray Truslow '41
Sallie Greenfield Blum '56

Carol Gr

in Sc

ille '35

I, i Ann Hall Hunsinger '55

Sarah Hall Hayes '56

Goldie Sutlle Ham '19

Harriet Hampton Cuthbertson '55

Elizabeth Hanna Miller '59

Elizabeth Harvard Dowda '44

Maryellen Harvey Newton '16

Mary Elizabeth Hays Babcock '49

lanice Heard Baucum '62

Helen Hendry Lowrey '57

Ann Henry '41

Kathleen Hewson '48

Edith Hightower Tatom '18

Louise Hill Reaves '54

Peggv Hippee Lemmann '34

\ i. toria Howie Kerr '24

Bertha Hudson Whitaker Acad

Charlotte Hunter '29

Eleanor Hutchens '40

Elizabeth lefferson Boyt '62

Marguerite lones Love '34

Mary Keesler Dalton '25

Mary Wallace Kirk '11

Susan Kirlley White '45

lane Knight Lowe '23

Henrietta Lambdin Turner '15

Barbara Lawson Mansfield '50

Mary Beth Little Weston '48

Launce Looper Swann '44

Elizabeth Lovett '20

Isabel Lowrance Watson '34

Harriet Lurton Major '49

Lady Ma|or '48

Marione Ma]or Franklin '50

lean McAhster '21

Anna leigh McCorkle '18

Martha Mcintosh Nail '23

Caroline McKinney Clarke '27

lane Meadows Oliver '47

Man lane Milford Spurgeon '58

Margaret Mmter Hyatt '57

Catherine Mock Hodgin '26

Patty Mane Morgan Fisher '53

Frances Murray Hedberg '31

Charlotte Newton '21

lanet Newton '17

Tannv Willis Niles Bolton '31

Alice Norman Pale '19

Frances O'Brien '34

Evangeline Papageoige '28

lulia Ann Patch Weston '42

Anne Palterson '54

Sarah Patton Cortelyou '17

lulia Porter Scurry '39

Virginia Prettyman '34

Ruth Pringle Pipkin '31

Claire Purcell Smith '42

Helen lean Robarts Seaton '52

Letitia Roi kmore Lange '33

Lebby Rogers Harrison '62

Lorenna Ross Brown '47

Ruby Rosser Davis '43

Margaret Rowe |ones '19

Barbara Rudisill '65

Rebekah Scott Bryan '48

Hazel Scruggs Ouzts '41

Virginia Sevier Hanna '27

leannette Shaw Harp '31

Gene Slack Morse '41

lulia Pratt Smith Slack '12

Lula Smith Westcott '19

Ceha Spiro Aidinoff '51

Carol Stearns VVev '12

Sarah Tate Tumhn '25

Alice Tavlor Wilcox '37

Frances Tennent Ellis '25

Marv Louise Thames Cartledge '30

Marjorte Tippins lohnson '44

Rosslvn Troth Zook '63

Norma Tucker Sturtevant '26

Christine Turner Hand '25

Tommav Turner Peacock '41

Louise Van Harhngen Ingersoll Inst

Marv Vines Wright '36

Elizabeth Warden Marshall '38

Catherine Warren Ball '51

Virginia Watson Logan '38

Marguerite Watts Cooper 19

Clara L Weeks '16

Nancy Wheeler Dooley '57

Annie laurie Whitehead Young '33

Anne Whitfield '57

Kathryn Willams Lesley '36

Ann Williamson Campbell '50

Florence Williamson Stent '50

rl losia Willingham Anderson '11

Lovelvn Wilson Hevwood '32
Raemond Wilson Craig 30
Sandra Hay Wilson '65
Roberta Winter '27
Louise Wooclard Chiton '27
Elizabeth Woolfolk Mine '31
lacqueline Woolfolk Mathes '35
Louise Young Garrett '38

QUADRANGLE QUORUM"

Katherine Anderson '18

Dorothy Brown Cantrell '29

Patrii i.i Collins Andretta '28

Dora Ferrell Gentrv 26

\nme Laura Galloway Phillips '37

Leila Holmes Clowes '45

Ida King Akers Acad

losephine Larkins '39

Vivienne Long McCain '37

Sarah Frances McDonald '36

Rul " Millan lones '27

lulia Mulliss Wyer '29

Scnlt Newell New'-- 45

Blvthe Posev Ashmore '58

Celetta Powell lones '46

Ha\den Sanford Sams -iq

loann Sawver Delafield '58

Virginia Suttenfield '38

Lilly Weeks McLean '36

Catherine Wood Marshall LeSourd '36

Susan Young Eagan '06

COLONNADE CLUB*"

Anonsmous

Marv Beaslev White '36

Sarah Flowers Beaslev '24

Elinor Hamilton Hightower '34

Louise Hollingsworth lackson '32

Sue Lite Inman 53

Lou Pate Koenig '39

Margaret Powell Flowers '44

Carrie Scandrest '24

Ruth Thomas Stemmons '28

Maud Van D\ke lennings '46

Olne Weeks Co in

Isabella Wilson Lewii I

TOWER CIRCLE""

Ruth Anderson O'Neal '18

Ida Brittain Patterson 21

Sara lane Campbell Harris 50

Margaret Cannon Clarkson Inst.

Marv Duckworth Gellerstadt 4fi

Kate Durr Elmore '49

Diana D\er Wilson '32

Martha Eskndce \

Virginia Feddeman Kerner '51

Bettv Fountain Edwa

Quenelle Harrold Sheffield '23

Betty Lou H

Ruth Hunt Little 37
Isabelle Leonard Spearman 29
Hyta Plowden Mederet '-4
IVa.-\ Scott O'Neill '42

npson Rutland '35
'

lulia Thompson Smith '31
Man W anen Read 29
Margaret Weeks 31
\ iolet Weeks Miller '29
Man West Thatcher '15
Lot si Woodard Chiton 27

posed of donors of $100 or
posed ol donors ol $250 or
posed of donors of $500 or
insed of donors of $1,000 or

THE AGNES SCOTT

The Agnes Scott Fund-Financial Report

July 1,1967-june 30,1968

Alumnae Break Through $100,000 for the First Time!

ANNUAL FUND

CAPITAL FUND

TOTAL

Paid

Pledged

Paid

Number

Contributed

or

Pledged

Amount
Contributed

Number
Paid

Amount

Number
Pledged

Amount

Number

Amount

or
Pledged

Alumnae

2,411

81,685.11

410.00

153

34,031.52

2,564

115,716.63

Parents

and

Friends

126

12,524.50

100.00

73

8,628.00

199

21,252.50

Foundations

19

41,230.76

2

2,500.00

21

43,730.76

Business and
Industry

See*
Below

20,413.89

See*
Below

500.00

See*
Below

35.00

See*
Below

20,948.89

Students

See**
Below

420.71

See*
Below

420.71

Alumnae
Clubs

5

434.37

1

250.00

6

684.37

TOTAL

2,561

156,288.63

1,010.00

229

45,865.23

2,790

202,753.86

*The gifts from business and industry have been received primarily through the Georgia Foundation for Independent Colleges
Inc. '

"Cash contributions from students.

Based on the solicitation of 8,410 alumnae, graduates and non-graduates, are these statistics:

Average gift: $45.00

Percent of alumnae contributing: 28.5%

Editor's Note: A brief explanation may help you interpret this report. 1. The Agnes Scott Fund (the name of the College's annual-
giving program) runs on a fiscal year of July 1-June 30. 2. However, for this report, 1967-1968, we have included alumnae gifts
received July 1-September 1, 1968 and recorded them under the Annual Fund section above. 3. Alumnae gifts to the Annual Fund,
used for current operations, and those to the Capital Fund, invested money or "Endowment," make the total of alumnae financial
support of Agnes Scott College in the fiscal year.

ALUMNAE QUARTERLY /WINTER 1968

The Plain Truth Is .

. . . Agnes Scott faces its future with both confidence
and concern, reports Dr. Wallace M. Alston in a
special interview for The Quarterly

Q: President Alston, what in your own words is
the real purpose of Agnes Scott College in higher
education?

A: I think one sees our purpose against the backdrop
of pluralism in higher education, a pluralism that I
consider fortunate, not unfortunate. By pluralism in
higher education I mean that we have in the nation
all kinds of institutions, large and small universities,
liberal arts colleges, junior colleges. The individual has
a choice of the sort of institution that will meet his
needs. Against that background, Agnes Scott has tried
through the years to be a good, relatively small, liberal
arts college for women operating in a Christian context.
Every word in this statement is important to me.
When I say relatively small, one has to be aware that
we have 750 students as against 475 when I came to
Agnes Scott more than twenty years ago. Yet, we are
relatively small. If we have 1,000 students ten years
from now, 1 think we would still be a "relatively
small" college. We are an undergraduate college for
women, stressing the liberal arts, and our Christian
commitment offers us the context in which the edu-
cational process takes place.

Q. In order that education of this kind might be
carried on, there is one factor which, sometimes,
women are a little loathe to face; one five-letter word:
M-O-N-K-Y. Can you tell us what Agnes Scott's
sources of income are?

A: Agnes Scott has three sources of financial support.
We have student charges, income received from in-
vested funds, and annual gifts. Student charges include
money students pay for tuition, for student activities
fees, for room and board, and for infirmary and laun-
dry services. Second, we have at the present time a
book-value invested fund (or endowment and scholar-
ship portfolio) of some $12,000,000.00. The market

value of these investments is currently about S29.-
000,000. The income from these endowment and
scholarship funds is used for general educational pur-
poses. The third source of income, annual gifts, comes
from alumnae, friends of the college, business and in-
dustry, and foundations. The plain truth is that at the
moment the private college like Agnes Scott is de-
pendent on these three sources for operation.

Q: What is going to happen to these sources in the
next ten years as we face an increasingly complex
system of higher education?

A: First, we have confidence in the validity and in
the continuance of these three sources of income.
Second, a college like Agnes Scott, esen in a time of
inflation, does not require an indefinite amount of
money. Our situation is different from that of a uni-
versity with an increasingly large student body, with
an expensive outlay for graduate and professional
studies and for research programs. While Agnes Scott
needs considerably more money than we now have for
operation that goes without saying! we do not re-
quire an indefinite sum of money in order to make
our contribution as a liberal arts college of high caliber.
Having said these two things. I would like to com-
ment briefly upon our sources of income. Presumably,
a college can price itself out of the students' market.
Agnes Scott has not done that. It has been the con-
cern of main of us that if private colleges increase
charges to students year after year, they may even-
tually make such colleges available only to people who
are financially able to attend, thereby closing the doors
to many fine young people of real ability. Even with
scholarship help, some excellent young people would
not look hopefully in the direction of private colleges.
Colleges like ours that find it necessary to make in-
creases in tuition must remain sensitive to the danger
of becoming exclusive class institutions.

THE VCVES SCOTT

The second source of income that I have mentioned
is endowment. We must increase our capital funds in
years to come, as we have been striving to do in the
past. We need several times the amount of invested
money we now have in order to produce income for
scholarships. We ought to have, within the next five
to ten years, $2,500,000 in permanent funds produc-
ing income for scholarships. Also, we want to increase
endowment so that the income can be used to increase
faculty salaries, to strengthen our library, to provide
laboratory and other educational equipment, and to
finance our academic work generally.

The third source of income is annual giving. Annual
gifts and grants are essential to the health of a college
like ours. I think the experience of recent years in
building the Annual Fund with gifts from alumnae,
friends, foundations, business and industry evidences
the ability of Agnes Scott to increase the yearly income
available for operational purposes. We are devoting
much time in the administrative staff and the alumnae
office to "upgrading" the Annual Fund. This money
is very important to us because our increases in fac-
ulty salaries and the increased resources for scholar-
ships must come in large measure from gifts and
grants.

Q: Does Agnes Scott expect to receive federal funds?
Can you help us understand the use of federal funds
in higher education and especially in a college like
Agnes Scott?

A: There is a great deal of misunderstanding about
this matter on the part of Tom, Dick, and Harry. The
notion held by some people seems to be that private
colleges, simply by applying for federal funds, can
relieve their rather desperate financial plight, if they
will. This is just not the case. The federal money that
is now obtainable is available, for the most part, for
scholarships or loans for individuals, research grants
for faculty (given with a small overhead allowance
to the institution where the faculty member works),
loans for new dormitories, loans for certain other types
of buildings, and some grants for capital purposes. In
general, the federal government is not making funds
available to a college like Agnes Scott to help with
annual operation.

It is generally assumed that this situation may be
changed considerably after the war in Viet Nam is over.
This is a matter of discussion and debate. There are
people who feel that the government will make new
kinds of grants to all sorts of institutions, public and
private. I doubt that anyone knows whether that will
be the case or not. It may well be that within twenty-
five years the private colleges in America will be
more like the so-called "public" institutions in Eng-
land. The sharp line of demarcation between the pri-
vate and public institution, the tax-supported and the
non-tax supported institution, is becoming blurred and
may be largely obliterated within a decade or two,

and a new form of higher education, so far as the
relationship between public and private institutions
and the government goes, may emerge. I have many
qualms about this, of course!

Q: Do you also include state governments?

A: Yes. A number of state governments are already
thinking a good deal about what ought to be done for
private institutions. Some have taken action of one
kind or another. It may be that in the future there
will be grants from the state to private institutions to
help with current operation.

Q: What is this fiscal year's (1968-1969) operating
budget at Agnes Scott?

A: It is approximately $3,000,000.

Q: Could you spell out in more detail what operating
expenses are?

A: Operating expenses, the annual expenses that we
budget, are for faculty and staff salaries; fringe bene-
fits such as our medical program, social security, and
our retirement program; the care of the campus; the
upkeep of buildings (which now comes to a very large
figure); dues paid to organizations to which we be-
long; the cost of operating the library and laboratories;
academic equipment; the cost of bringing lecturers and
visiting professors to the campus; the cost of enter-
taining; and the cost of faculty travel to professional
meetings. All these things must be in the budget, and
all have a part in the annual operation of the college.

Q: Aside from our needs for current operation, can
you project capital expenses in the foreseeable future
for the campus as a whole?

A: Yes. As you probably know, some months ago our
Board of Trustees became interested in having a sur-
vey done of the Agness Scott campus and surrounding
areas. We asked Mr. Clyde D. Robbins, who is on
the staff of the development office at Georgia Tech,
to conduct this survey. Mr. Robbins has made helpful
planning surveys on other college and university cam-
puses, as well as in community-type enterprises. He
did a very careful job for us. His results were accepted
in principle by our Board of Trustees, and under the
leadership of a strong committee of our Board, were
presented to Decatur and Atlanta city officials, to the
Decatur Planning Commission, to a group of civic
leaders, and also to our neighbors who live in the
vicinity of the present campus.

The purpose of these meetings was to try to find

out, for one thing, how the City, County and State

might cooperate in the matter of thoroughfares as we

think of the campus tomorrow. We realize that we

(Continued on next page)

ALUMNAE QUARTERLY/ WINTER 1968

The Plain Truth Is

(continued)

arc a college in an older community, and we need to
know where property acquisitions should and should
not be made in the future. The Robbins report settled
for us, by the way, the fact that we ought to stay
where we are. It recommends that the campus have
as its northern boundary the Georgia Railroad and
College Avenue; as its boundary on the east, the west
side of Avery Street; as the boundary on the west,
the east side of Adams Street; and on the south, the
low-lying area in the vicinity of Kirk Road.

The Robbins report, then, gives us clear guidance
for the purchase of property as it becomes available.
Please note that, generally speaking, the College does
not need all this property right now. But we do need
to let the neighborhood know the extent of the campus
twenty-five to fifty years from now. Moreover, we
want to ask of our neighbors that, when they get
ready to sell their respective homes, they communi-
cate with Agnes Scott before accepting another offer.

In the Robbins report there is also excellent guid-
ance about the future location of campus buildings.
Future academic buildings should be located in one
area, and future dormitories, and perhaps an addi-
tional food-service building, ought to be located in
another area (most of which we do not now own).
Our proposed students' activities center, for example,
ought to be located, according to the Robbins report,
where McCain and Alexander cottages now stand. This
structure would face not only on South Candler but
also on Dougherty Street. Also, it is recommended
that our next dormitory be constructed on property
across S. Candler Street from the home of the Dean
of Students, and the physical education building on
a site previously selected by the Board of Trustees,
across Dougherty Street from the tennis courts.

Q: If the Robbins report contains good guidelines for
the next twenty-five to fifty years in the physical plant,
do we have any way of establishing guidelines for new
curriculum needs? Can, and should, we meet the de-
mands of current students for more voice in the kind
of education they receive?

A: I believe there has never been a time at Agnes
Scott when curriculum matters have received such par-
ticular attention as at present. We have a most active
curriculum committee of our faculty and administra-
tion, which has done admirable work during the past
several years. Also, we have an active student-faculty
committee that has been doing constructive thinking.
(The students call this committee "CAP", the Com-
mittee on Academic Problems. ) More than this, we
have a group of relatively new faculty people who have
been inteesied in interdepartmental courses, and they,
on their own and with the full consent and coopera-
tion of the administration and the curriculum com-

For this article Dr. Alston was interviewed by Memye
Curtis Tucker '56, Publications Chairman of the Alumnae
Association, and the editor, Ann Worthy Johnson '38.

mittee, are making plans for interdepartmental work
in our curriculum.

I think I should add that we are all aware that
the contemporary culture in the United States lays
upon us now, and upon every other college and uni-
versity in our country, a necessity for accenting cur-
riculum study. I might mention two facts that are quite
obvious but that pose the need for curriculum changes.
One is in the sphere of the sciences. We are living in
the space age, a nuclear era, a time when the average
person, even the average college person, is woefully
ignorant of what is being discovered in the field of the
physical sciences. The oft-quoted fact that 90 r r of all
the first-rate scientists who ever lived are still living
helps us to understand this. Undoubtedly, the selection
of scientific knowledge that can be brought to focus
for the undergraduate as an integral aspect of the
curriculum is a necessity.

The other illustration that poses the need for cur-
riculum change is the emergence of nations with all their
variety of cultures. The realization that we in the
West are pitifully uninformed on the literature, the art.
the music, the political science, the mores, the religion.
the philosophy, of. for example, India. Japan, and the
Middle East, makes us aware we need very desperate-
ly to step up our efforts to understand the Eastern
peoples and their cultures.

Q: Will new curriculum growth affect the size of the
student body, the size of the faculty, the College's
income needs?

A: the only official planning that I can quote from
our Board of Trustees is that we believe that bv 1975

THE \GSES SCOTT

we should be ready to have a student body of about
900 students. This may not be an adequate projection.
Two or three things must be kept in mind. One is that
with the accelerating number of junior colleges and
the increasing size of public institutions, there may not
be a necessity for a greatly enlarged student body in
colleges such as Agnes Scott, where students are very
carefully selected and admission standards are high. In
fact, I am by no means certain how much demand
there will be for Agnes Scott to increase its size in the
next ten years. On the other hand, we will do well to
remember that we are a part of a community of more
than a million and a quarter people, a community that
is going to have greatly enhanced cultural, academic,
and economic importance in the nation. It may well
be that Agnes Scott's projection of 900 students by
1975 is much too conservative. I stand ready, per-
sonally, to see the institution become larger than that
if there is reason for such change. But I am not ready,
and I think our Board is unwilling, for us to enroll more
students than we have equipped ourselves to care for
adequately.

Your question has to do also with the need for in-
creased money. That more funds are essential is true
and relevant to everything we are discussing. We will
have to build a new dormitory one at least, preferably
two. To become much larger, we will require a new
dining-hall facility, new classroom space and equip-
ment, and additional faculty and staff. So, the necessity
for capital expenditures as well as the need for addi-
tional income will be factors to keep us from a too rapid
development.

Q: Do you think the "fear" expressed often among
alumnae about increasing the size of the student body
is based on genuine concern that the purposes of
Agnes Scott shall in no way be watered down by an
increase?

A: Yes. I share that 'fear." I feel that if Agnes Scott
is to become just another educational institution, it
would be far better to let tax-supported education take
over. I fail to see much reason for Agnes Scott if we
are going to duplicate the efforts of a Georgia State,
or University of Georgia, or some other public institu-
tion. It seems to me that the need is for Agnes Scott
to be a distinctive institution. To continue to adhere to
the purposes that gave rise to the College and that have
distinguished it from the early years is the important
matter. I am certain that we can do this. It will take
good leadership and strong support and understanding
from alumnae. I doubt whether anyone knows how
many students will be here five years from now, ten
years from now, but what is important is that we keep
the student in the center of the whole operation; that
the student-faculty relationship always be important;
and that we bring to our faculty and staff men and
women of academic competence, strong Christian
character, and personal attractiveness. My judgment is

that concern for the individual needs of students must be
a continuing characteristic of Agnes Scott's program.
Growth of the individual student and the achievement
of maturity and independence ought always to be dis-
tinguishing qualities of an Agnes Scott education.

Q: Here is a quote from a special report prepared by
Editorial Projects for Education. (See pp. 00-00) A
university president has said: "Nothing is more impor-
tant than the growing critical and knowledgeable in-
terest of our alumni. That interest leads to general
support. It cannot possibly be measured in merely
financial terms." Will you comment on this?

A: I believe the statement as quoted is true. The im-
portant thing is what our alumnae mean to Agnes Scott
as persons. Wherever I go, it is the quality of Agnes
Scott people that really matters to me. I am proud of
the Agnes Scott alumnae whom I have met and known
in virtually every community in which I have stayed
for any length of time. And I am proud of the things
other people say about them. Always, an institution has
to be judged by the quality of its alumnae. Let it be
said that Agnes Scott alumnae can do some things for
the College which are indispensable. They can try to
keep abreast of trends in higher education and, in a
knowledgeable context, understand Agnes Scott as this
college tries to deal with young people now. Moreover,
alumnae can be both constructively critical and genu-
inely loyal to the College. This loyalty can express it-
self in the warmth and kindness our alumnae show in
sharing our problems with us, in their generosity in
making their gifts available to us, in making their wills
remembering the College, and in sending the sort of
students Aanes Scott can and oucht to enroll.

Q: The thing many alumnae think about when they
give money to Agnes Scott is upgrading faculty sal-
aries. Are we competitive in this area?

A: The competition in salaries and fringe benefits is
very keen. We are inviting the same people to come
to Agnes Scott in the faculty and staff who are being
invited to institutions that are supported by tax money.
This is one of the crucial challenges of an institution
like ours, and we are going to have to meet it. I have
little hope in the foreseeable future that Agnes Scott's
salary scale will compare with that of some of the
larger tax-supported institutions, but there are many
intangible benefits that one receives as he or she teaches
at Agnes Scott. We must be realistic, however, about
the necessity of making our salaries increasingly ade-
quate and competitive. They must, at least, compare
favorably with salaries of comparable non-tax-sup-
ported institutions.

We have increased our salaries annually for the last

eighteen years, and we are getting salaries to the point

where they are rather respectable. But this is one of the

(Continued on next page)

ALUMNAE QUARTERLY / WINTER 1%8

The Plain Truth Is

(continued)

continuing challenges before us, and one of the reasons
we need alumnae support. I might quote the former
Chancellor of the University of Chicago, Lawrence
Kimpton, who said, in plain language, "It is hard to
market a product at a fair price, when down the street
someone is giving it away." To be sure, public institu-
tions have problems of their own, but they have tax
resources available to them for operational purposes.
A private institution, on the other hand, has to come
by this money in the hardest possible fashion. We
must depend upon our own resources and upon money
annually solicited as gifts and grants. But this is our
role, and we are not complaining. We simply say that
we are going to have to work harder than we have
ever worked before to be competitive.

I think it is important to relate what has been said
to our context here in Atlanta. There are fourteen
institutions related now to the University Center in
Georgia. We are discovering each other today in ways
that are mutually beneficial. I think it is inexcusable for
us to duplicate services needlessly and to be blind to
the opportunities for cooperation. Unnecessary com-
petition between public and private institutions is un-
justified and undesirable, and I think unnecessary com-
petition between neighboring institutions scarcely makes
sense. I think what our colleges and universities in this
area need to do is to discover each other at a deeper
level; and to find new ways of cooperation in the use
of faculty, in the interchange of students, in making
our resources available to each other, and in making
a more constructive impact academically upon the
whole community.

We have one of the rarest opportunities in higher
education here in Atlanta to be found anywhere in
America. There are very few cities in this country with
institutions so varied and so favorably located with
reference to each other. I think there is before us a
challenge to academic leadership to do imaginative and
creative things in higher education. This puts the in-
dividual institution and what it is trying to accomplish
into a new perspective, does it not?

Q: Do you believe, as some institutions seem to, that
Agnes Scott has an obligation to the larger community
to press for specific political or social measures?

A. No. I do not believe the purpose of Agnes Scott
is to serve any political party purpose or to be a
propaganda agent for any scheme, no matter how
idealistic. All kinds of views ought to be heard freely
in an institution of this kind. Freedom to think, speak,
write, and to differ is essential to the integrity of a
college. I think the purpose of this institution is to pro-
vide the opportunity for young women to educate
themselves. We provide the tools, the clues, and the
environment. But I do not think we exist for the pur-
pose of organizing our campus community, or the

larger community, in an attempt to "put over" some
scheme of things. This is an educational institution, and
I hope and pray it will remain just this.

Q: Why does Columbia University, for example, re-
ceive a one-and-a-half-million-dollar grant from IBM.
in connection with IBM's set-up there, when IBM
says that the nation needs highly trained manpower,
not highly educated?

A: Of course, a big university makes provisions for
professional preparation in the program offered to
students. It is sometimes difficult to be definitive about
the utilitarian purpose of an educational institution as
over against an academic purpose. I think a liberal
arts college is a little easier to understand in that re-
spect. My thinking is that we are a fellowship of younger
and older students living at close range, trying to dis-
cover truth together, and helping each other to grow.
Of course, there is a formal curriculum, and I believe
there is also an informal curriculum. The formal cur-
riculum, as we have already mentioned, consists of the
courses we come by through careful selective processes,
with able faculty to give encouragement and guidance
in understanding and academic achievement. The in-
formal curriculum is important at Agnes Scott where
929? of our students live on campus. I refer to the
events planned and unplanned in the dormitories, on
the athletic field, on the campus, in the Hub. and in
the homes of faculty members. Wherever people at
Agnes Scott are associated with each other in any way.
we base the possibility of education, good or bad. I am
confident that the most potent single possibility here
is the impact of a life upon a life. That's why I think
the choice of faculty members is of incalculable im-
portance.

Q: As faculty members became more and more com-
mitted to their academic field instead of their institu-
tion, it "ill be harder and harder to find those you
want, won't it?

A. Yes. But I believe the commitment does not need
to be "either-or." I think we sometimes say that the
older generation of faculty people became tremendous-
ly involved in the institution. This was the case, to be
sure. But these people, as you think back, recalling
names and faces Emma May Laney, George Hayes.
Ellen Douglass Leyburn. Mildred Mell. Leslie Gaylord.
and a host of others were also devoted to their pro-
fessions. I don't think it is an "either-or" matter. I do
think there are some younger teachers in the more re-
cent generation who are committed to their respective
professions more than to the institutions where they
now serve. 1. personally, hope our young faculty mem-
bers at Agnes Scott are going to be interested in both
their profession and in this institution. Agnes Scott
needs that -expects it. indeed, in order to continue to
be the kind of institution that we all want.

TMI W.SES SCOTT

A Special Report

The

Plain Fact Is . .

. . . our colleges and
universities "are facing
what might easily
become a crisis"

Our colleges and universities, over the last 20 years, have
experienced an expansion that is without precedent in build-
ings and in budgets, in students and in professors, in reputation
and in rewards in power and pride and in deserved prestige. As
we try to tell our countrymen that we are faced with imminent
bankruptcy, we confront the painful fact that in the eyes of the
American people and I think also in the eyes of disinterested
observers abroad we are a triumphant success. The observers
seem to believe and I believe myself that the American cam-
pus ranks with the American corporation among the handful of
first-class contributions which our civilization has made to the
annals of human institutions. We come before the country to
plead financial emergency at a time when our public standing
has never been higher. It is at the least an unhappy accident of
timing.

McGeorge Bundy

President, The Ford Foundation

A Special Report

A state-supported university in the Midwest makes
/% a sad announcement: With more well-qualified
/ % applicants for its freshman class than ever be-
L J^ (nrp - the university must tighten its entrance
requirements. Qualified though the kids are, the univer-
sity must turn many of them away.

A private college in New England raises its tuition
fee for the seventh time since World War II. In doing
so, it admits ruefully: "Many of the best high-school
graduates can't afford to come here, any more."

A state college network in the West, long regarded
as one of the nation's finest, cannot offer its students
the usual range of instruction this year. Despite inten-
sive recruiting, more than 1,000 openings on the faculty
were unfilled at the start of the academic year.

A church-related college in the South, whose de-
nomination's leaders believe in strict separation of church
and state, severs its church ties in order to seek money
from the government. The college must have such money,
say its administrators or it will die.

Outwardly, America's colleges and universities ap-
pear more affluent than at any time in the past. In the
aggregate they have more money, more students, more
buildings, better-paid faculties, than ever before in their
history.

Yet many are on the edge of deep trouble.

"The plain fact," in the words of the president of
Columbia University, "is that we are facing what might
easily become a crisis in the financing of American higher
education, and the sooner we know about it, the better
off we will be."

The trouble is not limited to a few institutions.
Nor does it affect only one or two types of
institution. Large universities, small colleges;
state-supported and privately supported: the
problem faces them all.

Before preparing this report, the editors asked more
than 500 college and university presidents to tell us
off the record, if they preferred just how they viewed
the future of their institutions. With rare exceptions, the
presidents agreed on this assessment: That the money is
not now in sight to meet the rising costs of higher educa-
tion . . . to serve the growing numbers of bright, qualified
students . . . and to pay for the myriad activities that Amer-
icans now demand of their colleges and universities.
Important programs and necessary new buildings are

A

ll of us are hard-put to see where we are going
to get the funds to meet the educational demands
of the coming decade.

A university president

being deferred for lack of money, the presidents said.
Many admitted to budget-tightening measures reminis-
cent of those taken in days of the Great Depression.

Is this new? Haven't the colleges and universities al-
ways needed money? Is there something different about
the situation today?

The answer is "Yes" to all three questions.

The president of a large state university gave us this
view of the over-all situation, at both the publicly and
the privately supported institutions of higher education:

"A good many institutions of higher learning are
operating at a deficit," he said. "First, the private col-
leges and universities: they are eating into their endow-
ments in order to meet their expenses. Second, the public
institutions. It is not legal to spend beyond our means,
but here we have another kind of deficit: a deficit in
quality, which will be extremely difficult to remedy even
when adequate funding becomes available."

Other presidents' comments were equally revealing:

From a university in the Ivy League: "Independent
national universities face an uncertain future which
threatens to blunt their thrust, curb their leadership, and
jeopardize their independence. Every one that I know
about is facing a deficit in its operating budget, this
year or next. And all of us are hard-put to see where we
are going to get the funds to meet the educational de-
mands of the coming decade."

From a municipal college in the Midwest: "The best
word to describe our situation is 'desperate.' We are
operating at a deficit of about 20 per cent of our total
expenditure."

From a private liberal arts college in Missouri: "Only
by increasing our tuition charges are we keeping our
heads above water. Expenditures are galloping to such
a degree that I don't know how we will make out in the
future."

From a church-related university on the West Coast:
"We face very serious problems. Even though our tuition
is below-average, we have already priced ourselves out of
part of our market. We have gone deeply into debt for
dormitories. Our church support is declining. At times,
the outlook is grim."

From a state university in the Big Ten: "The bud-
get for our operations must be considered tight. It is
less than we need to meet the demands upon the univer-
sity for teaching, research, and public service."

From a small liberal arts college in Ohio: "We are

on a hand-to-mouth, 'kitchen' economy. Our ten-year
projections indicate that we can maintain our quality-
only by doubling in size."

From a small college in the Northeast: "For the
first time in its 150-year history, our college has a planned
deficit. We are holding our heads above water at the
moment but, in terms of quality education, this can-
not long continue without additional means of support."

From a state college in California: "We are not
permitted to operate at a deficit. The funding of our bud-
get at a level considerably below that proposed by the
trustees has made it difficult for us to recruit staff mem-
bers and has forced us to defer very-much-needed im-
provements in our existing activities."

From a women's college in the South: "For the
coming year, our budget is the tightest we have had in
my fifteen years as president."

What's gone wrong?
Talk of the sort quoted above may
seem strange, as one looks at the un-
paralleled growth of America's colleges
and universities during the past decade:

Hardly a campus in the land does not have a brand-
new building or one under construction. Colleges and
universities are spending more than S2 billion a year for
capital expansion.

Faculty salaries have nearly doubled in the past
decade. (But in some regions they are still woefully low.)

Private, voluntary support to colleges and univer-
sities has more than tripled since 1958. Higher educa-
tion's share of the philanthropic dollar has risen from
1 1 per cent to 17 per cent.

State tax funds appropriated for higher education
have increased 44 per cent in just two years, to a 1967-68
total of nearly $4.4 billion. This is 214 percent more than
the sum appropriated eight years ago.

Endowment funds have more than doubled over
the past decade. They're now estimated to be about SI2
billion, at market value.

Federal funds going to institutions of higher educa-
tion have more than doubled in four years.

More than 300 new colleges and universities ha\c
been founded since 1945.

All in all, the total expenditure this year for U.S.
higher education is some SI 8 billion more than three
times as much as in 1955.

Moreover, America's colleges and universities have
absorbed the tidal wave of students that was supposed to
have swamped them by now. They have managed to ful-
fill their teaching and research functions and to under-
take a variety of new public-service programs despite
the ominous predictions of faculty shortages heard ten
or fifteen years ago. Says one foundation official:

"The system is bigger, stronger, and more productive
than it has ever been, than any system of higher educa-
tion in the world."

Why, then, the growing concern?

Re-examine the progress of the past ten years, and
this fact becomes apparent: The progress was great
but it did not deal with the basic flaws in higher educa-
tion's financial situation. Rather, it made the whole en-
terprise bigger, more sophisticated, and more expensive.

Voluntary contributions grew but the complexity and
costliness of the nation's colleges and universities grew
faster.

Endowment funds grew but the need for the income
from them grew faster.

State appropriations grew but the need grew faster.

Faculty salaries were rising. New courses were needed,
due to the unprecedented "knowledge explosion." More
costly apparatus was required, as scientific progress grew
more complex. Enrollments burgeoned and students
stayed on for more advanced (and more expensive) train-
ing at higher levels.

And, for most of the nation's 2,300 colleges and uni-
versities, an old problem remained and was intensified,
as the costs of education rose: gifts, endowment, and
government funds continued to go, disproportionately,
to a relative handful of institutions. Some 36 per cent of
all voluntary contributions, for example, went to just 55
major universities. Some 90 per cent of all endowment
funds were owned by fewer than 5 per cent of the insti-
tutions. In 1966, the most recent year reported, some 70
per cent of the federal government's funds for higher
education went to 100 institutions.

McGeorge Bundy, the president of the Ford Founda-
tion, puts it this way:

"Great gains have been made; the academic profession
has reached a wholly new level of economic strength,
and the instruments of excellence the libraries and

Drawings by Peter Hooven

E

ACH new attempt at a massive solution has left
the trustees and presidents just where they started.

A foundation president

laboratories are stronger than ever. But the university
that pauses to look back will quickly fall behind in the
endless race to the future."

Mr. Bundy says further:

"The greatest general problem of higher education is
money .... The multiplying needs of the nation's col-
leges and universities force a recognition that each new
attempt at a massive solution has left the trustees and
presidents just where they started: in very great need."

The financial problems of higher education
are unlike those, say, of industry. Colleges and
universities do not operate like General Mo-
tors. On the contrary, they sell their two pri-
mary services teaching and research at a loss.

It is safe to say (although details may differ from
institution to institution) that the American college or
university student pays only a fraction of the cost of his
education.

This cost varies with the level of education and with
the educational practices of the institution he attends.
Undergraduate education, for instance, costs less than
graduate education which in turn may cost less than
medical education. And the cost of educating a student
in the sciences is greater than in the humanities. What-
ever the variations, however, the student's tuition and
fees pay only a portion of the bill.

"As private enterprises," says one president, "we don't
seem to be doing so well. We lose money every time we
take in another student."

Of course, neither he nor his colleagues on other
campuses would have it otherwise. Nor, it seems clear,
would most of the American people.

But just as student instruction is provided at a sub-
stantial reduction from the actual cost, so is the research
that the nation's universities perform on a vast scale for
the federal government. On this particular below-cost
service, as contrasted with that involving the provision
of education to their students, many colleges and univer-
sities are considerably less than enthusiastic.

In brief: The federal government rarely pays the full
cost of the research it sponsors. Most of the money goes
for direct costs (compensation for faculty time, equip-
ment, computer use, etc.) Some of it goes for indirect
costs (such "overhead" costs of the institution as payroll
departments, libraries, etc.). Government policy stipu-
lates that the institutions receiving federal research grants

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must share in the cost of the research by contributing, in
some fashion, a percentage of the total amount of the
grant.

University presidents have insisted for many years
that the government should pay the full cost of the re-
search it sponsors. Under the present system of cost-
sharing, they point out, it actually costs their institutions
money to conduct federally sponsored research. This has
been one of the most controversial issues in the partner-
ship between higher education and the federal govern-
ment, and it continues to be so.

In commercial terms, then, colleges and universities
sell their products at a loss. If they are to avoid going
bankrupt, they must make up from other sources the
difference between the income they receive for their ser-
vices and the money they spend to provide them.

With costs spiraling upward, that task becomes ever
more formidable.

Here are some of the harsh facts: Operating ex-
penditures for higher education more than
tripled during the past decade from about $4
billion in 1956 to $12.7 billion last year. By
1970, if government projections are correct, colleges and
universities will be spending over $18 billion for their
current operations, plus another $2 billion or $3 billion
for capital expansion.

Why such steep increases in expenditures? There are
several reasons:

Student enrollment is now close to 7 million
twice what it was in 1960.

The rapid accumulation of new knowledge and a
resulting trend toward specialization have led to a broad-
ening of the curricula, a sharp increase in graduate study,
a need for sophisticated new equipment, and increased
library acquisitions. All are very costly.

An unprecedented growth in faculty salaries long
overdue has raised instructional costs at most institu-
tions. (Faculty salaries account for roughly half of the
educational expenses of the average institution of higher
learning.)

About 20 per cent of the financial "growth" during
the past decade is accounted for by inflation.

Not only has the over-all cost of higher education in-
creased markedly, but the cost per student has risen
steadily, despite increases in enrollment which might, in
any other "industry," be expected to lower the unit cost.

Colleges and universities apparently have not im-
proved their productivity at the same pace as the econ-
omy generally. A recent study of the financial trends in
three private universities illustrates this. Between 1905
and 1966, the educational cost per student at the three
universities, viewed compositely, increased 20-fold,
against an economy-wide increase of three- to four-fold.
In each of the three periods of peace, direct costs per
student increased about 8 per cent, against a 2 per cent
annual increase in the economy-wide index.

Some observers conclude from this that higher educa-
tion must be made more efficient that ways must be
found to educate more students with fewer faculty and
staff members. Some institutions have moved in this
direction by adopting a year-round calendar of opera-
tions, permitting them to make maximum use of the
faculty and physical plant. Instructional devices, pro-
grammed learning, closed-circuit television, and other
technological systems are being employed to increase
productivity and to gain economies through larger
classes.

The problem, however, is to increase efficiency with-
out jeopardizing the special character of higher educa-
tion. Scholars are quick to point out that management
techniques and business practices cannot be applied
easily to colleges and universities. They observe, for
example, that on strict cost-accounting principles, a col-
lege could not justify its library. A physics professor,
complaining about large classes, remarks: "When you
get a hundred kids in a classroom, that's not education;
that's show business."

The college and university presidents whom we sur-
veyed in the preparation of this report generally believe
their institutions are making every dollar work. There is
room for improvement, they acknowledge. But few feel
the financial problems of higher education can be signifi-
cantly reduced through more efficient management.

One thing seems fairly certain: The costs of
i higher education will continue to rise. To
' meet their projected expenses, colleges and
universities will need to increase their annual
operating income by more than $4 billion during the
four-year period between 1966 and 1970. They must find
another $8 billion or $10 billion for capital outlays.
Consider what this might mean for a typical private

university. A recent report presented this hypothetical
case, based on actual projections of university expendi-
tures and income:

The institution's budget is now in balance. Its educa-
tional and general expenditures total $24.5 million a
year.

Assume that the university's expenditures per student
will continue to grow at the rate of the past ten years
7.5 per cent annually. Assume, too, that the university's
enrollment will continue to grow at its rate of the past
ten years 3.4 per cent annually. Ten years hence, the
institution's educational and general expenses would total
$70.7 million.

At best, continues the analysis, tuition payments in
the next ten years will grow at a rate of 6 per cent a year;
at worst, at a rate of 4 per cent compared with 9 per
cent over the past ten years. Endowment income will
grow at a rate of 3.5 to 5 per cent, compared with 7.7 per
cent over the past decade. Gifts and grants will grow at
a rate of 4.5 to 6 per cent, compared with 6.5 per cent
over the past decade.

"If the income from private sources grew at the higher
rates projected," says the analysis, "it would increase
from $24.5 million to $50.9 million leaving a deficit of
$19.8 million, ten years hence. If its income from private
sources grew at the lower rates projected, it would have
increased to only $43 million leaving a shortage of
$27.8 million, ten years hence."

In publicly supported colleges and universities, the
outlook is no brighter, although the gloom is of a differ-
ent variety. Says the report of a study by two professors
at the University of Wisconsin:

"Public institutions of higher education in the United
States are now operating at a quality deficit of more than
a billion dollars a year. In addition, despite heavy con-
struction schedules, they have accumulated a major capi-
tal lag."

The deficit cited by the Wisconsin professors is a com-
putation of the cost of bringing the public institutions'
expenditures per student to a level comparable with that
at the private institutions. With the enrollment growth
expected by 1975, the professors calculate, the "quality
deficit" in public higher education will reach $2.5 billion.

The problem is caused, in large part, by the tremendous
enrollment increases in public colleges and universities.
The institutions' resources, says the Wisconsin study,
"may not prove equal to the task."

Moreover, there are indications that public institutions
may be nearing the limit of expansion, unless they receive
a massive infusion of new funds. One of every seven pub-
lic universities rejected qualified applicants from their
own states last fall; two of every seven rejected qualified
applicants from other states. One of every ten raised ad-
missions standards for in-state students; one in six raised
standards for out-of-state students.

Will the funds be found to meet the pro-
jected cost increases of higher education?
Colleges and universities have tradi-
tionally received their operating income
from three sources \from the students, in the form of tui-
tion and fees; from the state, in the form of legislative
appropriations; and from individuals, foundations, and
corporations, in the form of gifts. (Money from the federal
government for operating expenses is still more of a hope
than a reality.)

Can these traditional sources of funds continue to
meet the need? The question is much on the minds of the
nation's college and university presidents.

Tuition and fees: They have been rising and are
likely to rise more. A number of private "prestige" in-
stitutions have passed the $2,000 mark. Public institutions
are under mounting pressure to raise tuition and fees,
and their student charges have been rising at a faster rate
than those in private institutions.

The problem of student charges is one of the most
controversial issues in higher education today. Some feel
that the student, as the direct beneficiary of an education,
should pay most or all of its real costs. Others disagree
emphatically: since society as a whole is the ultimate
beneficiary, they argue, every student should have the
right to an education, whether he can afford it or not.

The leaders of publicly supported colleges and univer-
sities are almost unanimous on this point: that higher
tuitions and fees will erode the premise of equal oppor-

T

Auition: We are reaching a point of diminishing
returns. A college president

It's like buying a second home. A parent

tunity on which public higher education is based. They
would like to see the present trend reversed toward free,
or at least lower-cost, higher education.

Leaders of private institutions find the rising tuitions
equally disturbing. Heavily dependent upon the income
they receive from students, many such institutions find
that raising their tuition is inescapable, as costs rise.
Scores of presidents surveyed for this report, however,
said that mounting tuition costs are "pricing us out of
the market." Said one: "As our tuition rises beyond the
reach of a larger and larger segment of the college-age
population, we find it more and more difficult to attract
our quota of students. We are reaching a point of dimin-
ishing returns."

Parents and students also are worried. Said one father
who has been financing a college education for three
daughters: "It's like buying a second home."

Stanford Professor Roger A. Freeman says it isn't
really that bad. In his book, Crisis in College Finance?,
he points out that when tuition increases have been ad-
justed to the shrinking value of the dollar or are related
to rising levels of income, the cost to the student actually
declined between 1941 and 1961. But this is small consola-
tion to a man with an annual salary of $15,000 and three
daughters in college.

Colleges and universities will be under increasing pres-
sure to raise their rates still higher, but if they do, they
will run the risk of pricing themselves beyond the means
of more and more students. Indeed, the evidence is strong
that resistance to high tuition is growing, even in rela-
tively well-to-do families. The College Scholarship Ser-
vice, an arm of the College Entrance Examination Board,
reported recently that some middle- and upper-income
parents have been "substituting relatively low-cost insti-
tutions" because of the rising prices at some of the na-
tion's colleges and universities.

The presidents of such institutions have nightmares
over such trends. One of them, the head of a private
college in Minnesota, told us:

"We are so dependent upon tuition for approximately
50 per cent of our operating expenses that if 40 fewer
students come in September than we expect, we could
have a budgetary deficit this year of $50,000 or more."

State appropriations: The 50 states have appropri-
ated nearly $4.4 billion for their colleges and universities
this year a figure that includes neither the $l-$2 billion
spent by public institutions for capital expansion, nor
the appropriations of local governments, which account

for about 10 per cent of all public appropriations for the
operating expenses of higher education.

The record set by the states is remarkable one that
many observers would have declared impossible, as re-
cently as eight years ago. In those eight years, the states
have increased their appropriations for higher education
by an incredible 214 per cent.

Can the states sustain this growth in their support of
higher education? Will they be willing to do so?

The more pessimistic observers believe that the states
can't and won't, without a drastic overhaul in the tax
structures on which state financing is based. The most
productive tax sources, such observers say, have been
pre-empted by the federal government. They also believe
that more and more state funds will be used, in the fu-
ture, to meet increasing demands for other services.

Optimists, on the other hand, are convinced the states
are far from reaching the upper limits of their ability to
raise revenue. Tax reforms, they say, will enable states
to increase their annual budgets sufficiently to meet higher
education's needs.

The debate is theoretical. As a staff report to the Ad-
visory Commission on Intergovernmental Relations con-
cluded: "The appraisal of a state's fiscal capacity is a
political decision [that] it alone can make. It is not a
researchable problem."

Ultimately, in short, the decision rests with the tax-
payer.

Voluntary private gifts: Gifts are vital to higher
education.

In private colleges and universities, they are part of the
lifeblood. Such institutions commonly budget a deficit,
and then pray that it will be met by private gifts.

In public institutions, private gifts supplement state
appropriations. They provide what is often called "a
margin for excellence." Many public institutions use such
funds to raise faculty salaries above the levels paid for by
the state, and are thus able to compete for top scholars.
A number of institutions depend upon private gifts for
student facilities that the state does not provide.

Will private giving grow fast enough to meet the grow-
ing need? As with state appropriations, opinions vary.

John J. Schwartz, executive director of the American
Association of Fund-Raising Counsel, feels there is a
great untapped reservoir. At present, for example, only
one out of every four alumni and alumnae contributes to
higher education. And, while American business corpora-
tions save an estimated $300 million to education

in 1965-66, this was only about 0.37 per cent of their net
income before taxes. On the average, companies contrib-
ute only about 1.10 per cent of net income before taxes
to all causes well below the 5 per cent allowed by the
Federal government. Certainly there is room for expan-
sion.

(Colleges and universities are working overtime to tap
this reservoir. Mr. Schwartz's association alone lists 117
colleges and universities that are now campaigning to
raise a combined total of S4 billion. )

But others are not so certain that expansion in private
giving will indeed take place. The 46th annual survey by
the John Price Jones Company, a firm of fund-raising
counselors, sampled 50 colleges and universities and found
a decline in voluntary giving of 8.7 per cent in 12 months.
The Council for Financial Aid to Education and the
American Alumni Council calculate that voluntary sup-
port for higher education in 1965-66 declined by some
1.2 per cent in the same period.

Refining these figures gives them more meaning. The
major private universities, for example, received about
36 per cent of the SI. 2 billion given to higher education
a decrease from the previous year. Private liberal arts
colleges also fell behind: coeducational colleges dropped
10 per cent, men's colleges dropped 16.2 per cent, and
women's colleges dropped 12.6 percent. State institutions,
on the other hand, increased their private support by
23.8 percent.

The record of some cohesive groups of colleges and
universities is also revealing. Voluntary support of eight
Ivy League institutions declined 27.8 per cent, for a total
loss of $61 million. The Seven College Conference, a
group of women's colleges, reported a drop of 41 percent.
The Associated Colleges of the Midwest dropped about

o

n the question of federal aid, everybody seems
to be running to the same side of the boat.

A college president

5.5 per cent. The Council of Southern Universities de-
clined 6.2 per cent. Fifty-five major private universities
received 7.7 per cent less from gifts.

Four groups gained. The state universities and colleges
received 20.5 per cent more in private gifts in 1965-66
than in the previous year. Fourteen technological insti-
tutions gained 10.8 per cent. Members of the Great Lakes
College Association gained 5.6 per cent. And Western
Conference universities, plus the University of Chicago,
gained 34.5 per cent. (Within each such group, of course,
individual colleges may have gained or lost differently
from the group as a whole.)

The biggest drop in voluntary contributions came in
foundation grants. Although this may have been due, in
part, to the fact that there had been some unusually large
grants the previous year, it may also have been a fore-
taste of things to come. Many of those who observe
foundations closely think such grants will be harder and
harder for colleges and universities to come by, in years
to come.

Fearing that the traditional sources of revenue may
not yield the necessary funds, college and uni-
versity presidents are looking more and more to
Washington for the solution to their financial
problems.

The president of a large state university in the South,
whose views are typical of many, told us: "Increased fed-
eral support is essential to the fiscal stability of the col-
leges and universities of the land. And such aid is a proper
federal expenditure."

Most of his colleagues agreed some reluctantly. Said
the president of a college in Iowa: "I don't like it . . . but
it may be inevitable." Another remarked: "On the ques-

tion of federal aid, everybody seems to be running to the
same side of the boat."

More federal aid is almost certain to come. The ques-
tion is, When? And in what form?

Realism compels this answer: In the near future, the
federal government is unlikely to provide substantial
support for the operating expenses of the country's col-
leges and universities.

The war in Vietnam is one reason. Painful effects of
war-prompted economies have already been felt on the
campuses. The effective federal funding of research per
faculty member is declining. Construction grants are be-
coming scarcer. Fellowship programs either have been
reduced or have merely held the line.

Indeed, the changes in the flow of federal money to the
campuses may be the major event that has brought higher
education's financial problems to their present head.

Would things be different in a peacetime economy?
Many college and university administrators think so.
They already are planning for the day when the Vietnam
war ends and when, the thinking goes, huge sums of fed-
eral money will be available for higher education. It is no
secret that some government officials are operating on
the same assumption and are designing new programs of
support for higher education, to be put into effect when
the war ends.

Others are not so certain the postwar money flow is
that inevitable. One of the doubters is Clark Kerr, former
president of the University of California and a man with
considerable first-hand knowledge of the relationship be-
tween higher education and the federal government. Mr.
Kerr is inclined to believe that the colleges and universi-
ties will have to fight for their place on a national priority
list that will be crammed with a number of other pressing

c

olleges and universities are tough. They have
survived countless cataclysms and crises, and one
way or another they will endure.

A college president

problems: air and water pollution, civil rights, and the
plight of the nation's cities, to name but a few.

One thing seems clear: The pattern of federal aid must
change dramatically, if it is to help solve the financial
problems of U.S. higher education. Directly or indirectly,
more federal dollars must be applied to meeting the in-
creasing costs of operating the colleges and universities,
even as the government continues its support of students,
of building programs, and of research.

In searching for a way out of their financial difficul-
ties, colleges and universities face the hazard that their
individual interests may conflict. Some form of com-
petition (since the institutions are many and the
sources of dollars few) is inevitable and healthy. But one
form of competition is potentially dangerous and de-
structive and, in the view of impartial supporters of all
institutions of higher education, must be avoided at all
costs.

This is a conflict between private and public colleges
and universities.

In simpler times, there was little cause for friction.
Public institutions received their funds from the states.
Private institutions received their funds from private
sources.

No longer. All along the line, and with increasing fre-
quency, both types of institution are seeking both public
and private support often from the same sources:

The state treasuries: More and more private insti-
tutions are suggesting that some form of state aid is not
only necessary but appropriate. A number of states have
already enacted programs of aid to students attending
private institutions. Some 40 per cent of the state ap-
propriation for higher education in Pennsylvania now
goes to private institutions.

The private philanthropists: More and more public
institutions are seeking gifts from individuals, founda-
tions, and corporations, to supplement the funds they
receive from the state. As noted earlier in this report,
their efforts are meeting with growing success.

The federal government: Both public and private
colleges and universities receive funds from Washington.
But the different types of institution sometimes disagree
on the fundamentals of distributing it.

Should the government help pay the operating costs of
colleges and universities by making grants directly to the
institutions perhaps through a formula based on enroll-

ments? The heads of many public institutions are inclined
to think so. The heads of many low-enrollment, high-
tuition private institutions, by contrast, tend to favor pro-
grams that operate indirectly perhaps by giving enough
money to the students themselves, to enable them to pay
for an education at whatever institutions they might
choose.

Similarly, the strongest opposition to long-term, fed-
erally underwritten student-loan plans some envisioning
a payback period extending over most of one's lifetime
comes from public institutions, while some private-college
and university leaders find, in such plans, a hope that
their institutions might be able to charge "full-cost" tui-
tion rates without barring students whose families can't
afford to pay.

In such frictional situations, involving not only billions
of dollars but also some very deep-seated convictions
about the country's educational philosophy, the chances
that destructive conflicts might develop are obviously
great. If such conflicts were to grow, they could only sap
the energies of all who engage in them.

IF there is indeed a crisis building in American higher
education, it is not solely a problem of meeting the
minimum needs of our colleges and universities in
the years ahead. Nor, for most, is it a question of
survive or perish; "colleges and universities are tough,"
as one president put it; "they have survived countless
cataclysms and crises, and one way or another they will
endure."

The real crisis will be finding the means of providing
the quality, the innovation, the pioneering that the nation
needs, if its system of higher education is to meet the
demands of the morrow.

Not only must America's colleges and universities
serve millions more students in the years ahead; they
must also equip these young people to live in a world that
is changing with incredible swiftness and complexity. At
the same time, they must carry on the basic research on
which the nation's scientific and technological advance-
ment rests. And they must be ever-ready to help meet the
immediate and long-range needs of societj ;e\er-responsi\ :
to society's demands.

At present, the questions outnumber the answers.

How can the United States make sure that its col-
leges and universities not only will accomplish the mini-
mum task but will, in the words of one corporate leader.

N.

othing is more important than the critical and

knowledgeable interest of our alumni. It cannot

possibly be measured in merely financial terms.

A university president

provide "an educational system adequate to enable us to
live in the complex environment of this century?"

Do we really want to preserve the diversity of an
educational system that has brought the country a
strength unknown in any other time or any other place?
And, if so, can we?

How can we provide every youth with as much
education as he is qualified for?

Can a balance be achieved in the sources of higher
education's support, so that public and private institutions
can flourish side by side?

How can federal money best be channeled into our
colleges and universities without jeopardizing their inde-
pendence and without discouraging support either from
the state legislatures or from private philanthropy?

The answers will come painfully; there is no panacea.
Quick solutions, fashioned in an atmosphere of crisis, are
likely to compound the problem. The right answers will
emerge only from greater understanding on the part of
the country's citizens, from honest and candid discussion
of the problems, and from the cooperation and support of
all elements of society.

The president of a state university in the Southwest told
us: "Among state universities, nothing is more important

than the growing critical and knowledgeable interest of
our alumni. That interest leads to general support. It
cannot possibly be measured in merely financial terms."

A private college president said: "The greatest single
source of improvement can come from a realization on
the part of a broad segment of our population that higher
education must have support. Not only will people have
to give more, but more will have to give."

But do people understand? A special study by the
Council for Financial Aid to Education found that:

82 per cent of persons in managerial positions or
the professions do not consider American business to be
an important source of gift support for colleges and
universities.

59 per cent of persons with incomes of S10.000 or
over do not think higher education has financial problems.

52 per cent of college graduates apparently are not
aware that their alma mater has financial problems.

To America's colleges and universities, these are the
most discouraging revelations of all. Unless the American
people especially the college and university alumni
can come alive to the reality of higher education's im-
pending crisis, then the problems of today will be the
disasters of tomorrow.

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.

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 1968 by Edi-
torial Projects for Education, Inc. All rights
reserved; no part may be reproduced w ithout
the express permission of the editors. Printed
in U. S. A.

DENTON BEAL

Carnegie-Mellon University

DAVID A. BURR

The University of Oklahoma

MARALYN O. GILLESPIE

Swarthmore College

CHARLES M. HELMKEN

American Alumni Council

GEORGE C. KELLER

Columbia University

JOHN I. MATTILL

Massachusetts Institute

of Technology

KEN METZLER

The University of Oregon

RUSSELL OLIN

The University of Colorado

JOHN w. paton

Wesleyan University

ROBERT M. RHODES
The University of Pennsylvania

STANLEY SArLIN

New "i'ork University

VERNE A. STADTMAN

The University of California

FREDERIC A. STOTT

Phillips Academy. Andover

FRANK J. TATE

The Ohio State University

CHARLES F. WIDMAYER

Dartmouth College

DOROTHY F. WILLI VMS

Simmons College

RONALD A. WOLK

The Carnegie Commission on
Higher Education

ELIZABETH BOND WOOD

Sweet Briar College

CHESLEY WORTH1NGTON
Brown University

CORBIN GWALTNEY

Executive Editor

JOHN A. CROWL

Associate Editor

WILLIAM A. MILLER, JR.

Managing Editor

The Class
of 1972 and
Black Cat

At reception are Leslie Schooley 72; Kay White 72; Virginia Crane 72; Tina
Brownley '69, President of Student Government; Ann Worthy |ohnson '38,
Director of Alumnae Affairs; Linda Story 72; Lou Frank '69, Judicial Council
Chairman; Catherine Wilson 72. Freshmen are daughters of alumnae.

)f action caught during Black Cat skit.

Class of '69's faculty spon
lead parade.

Senior Raggedy Anns pose with faculty sponsors, President Alston,
and young mascot, Mary Kathleen Brown, daughter of sponsor
Michael Brown.

Freshman
Activities

Freshman alumnae daughters Nancy Weav-
er, Beth Cathey, Betsy Laseter, Louise Hardy
meet Social Council President, Minnie Bob
Mothes.

Dean Carrie Scandrett '24 greets a freshman' 1
mother and father

Assistant Dean Mollie Merrick Dean C. Benton Kline meets parents at an

assures Mr and Mrs. Raymond informal coffee following a special orienta-

lones that Sharon lones 72 tion program for freshmen parents.
will have a good year.

On Freshman Registration Day new stl
"Rebekah Kci Room "

tents are enteitained in

THE ACNES SCOTT

%

DEATHS

Faculty

Mildred Lamb Lindsay (Mrs. Carl W.), summer

1932

Frances Arnold, November, 1967.

Frank Daniel Wood, father of Virginia Wood

Maude Morrow Brown (Mrs. Calvin S-), former
chairman of the Department of Ancient Lan-
guages, May 3, 1968.

Institute

Levis Coley Owens (Mrs. Marvin F.), December, 1935

1967.

Corrine Cotten Hodges (Mrs. T. S.), mother of

Marian Hodges Anthony '29, July 20, 1968. Allgood, April 16, 1968.

Lucy Durham Coss (Mrs. John H.), date unknown.

Anna Green Barry (Mrs. R. E.), October 24, 1968.

-|g-|rj A. L. King, lather of Eliza King Paschall, Sept

9, 1968
James Noble Shryock, husband of Martha Brenner
Shryock, June 28, 1968. 1941

Helen Gilmer Lifsey (Mrs. J. H.), |an -4, 1968.

1920

Crawford Shealy, husband of Lurline Torbert
Shealy (deceased), date unknown.

Mis Walter Hurt Cargill, 5r , mother of Mary
-J925 Cargill. Nov. 30, I967.

Dr I S Hall, lather of Carolyn Hall Medley,
Mrs. Marshall Pope, mother of Julia Pope and summer 1967.

Letty Pope Prewitt '29, recently. -Mr F. P. Robinson, lather ol Betty lane "Robin"

1946

Robinson Boykin, Feb 24, 1966.

1927

Bascombe Britt Higg.ns, husband of Katharine 1949

Cilliland Higgins, Sept., 1968.

Lucia Nimmons McMahon (Mrs. Davidl, tall

1967.

Mrs Richard Lee Beale, mother of Classell Beale

Smalley '47 and "Easy" Beale McCaughey, Sep-

September 9, 1968
-)928 Brown M. Hamer, father of Margaret Louise

Hamer Floyd, July 12, 1968.
Mrs. H. S. Harper, mother ot Dorothy Harper
Nix, March 5, 1968.
Janet Lauck MacDonald, |uly 17, 1968. 1951

F. M. Akers, father of Gail Akers Lutz, lune 20,

1929 1968.

Joseph Lynch Anthony, husband of Mar.an Dr Henr y c J one '-' li > lher ol Am V J ones Mc "

Hodges Anthony, August 11, 1968. Grecvy, winter, I967

1930 1955

Mrs. William F. Dunbar, mother of Augusta Jane Davidson Tanner (Mrs. Terrell B.), Sept. 7,

Dunbar, October 8, 1968. 1968.

Worthy Notes

Farewells and Greetings Mark the Fall of '68

A secret well kept on a woman's college campus is an
unbelievable event. It happened at Agnes Scott this fall
when Dean C. Benton Kline's resignation, a decision made
many months ago, was announced.

The resignation was effective January 1, 1969, when Dr.
Kline assumed duties as professor of theology and dean of
the faculty of Columbia Theological Seminary in Decatur.
Because he will be next door and will continue to teach
some of his philosophy courses at Agnes Scott, the wrench
of "losing" him is not as severe as it might be.

But there is a feeling of grief, of personal loss, among
us on this campus. Because Ben Kline, aside from his
sensitive and competent administrative work as dean of
the faculty and his superb teaching, formed the kinds of
relationships with others in the college community which
are irreplaceable.

This was particularly true in his contacts with students.
Only he (and, perhaps, his wife, Chris) know about the
numberless hours he spent counselling individuals (and
groups of) students. A student might go to him with an
"academic" problem (somehow, in current student par-
lance Dean Kline was not part of "The Establishment"
I would guess because he could listen so splendidly and
did not have to say "no") and find herself pouring out to
him all sorts of personal worries and frustrations. In short,
Ben Kline lent the talents that make up his personality to
supporting the growth of young women at Agnes Scott.

Students can say what they feel about Dean Kline better
that I can. Here is the lead editorial from The Profile
(student newspaper) of November 15, 1968. titled "Poly-
nesia":

"Polynesia and his friends. The phrase from the
1967 Junior Jaunt faculty skit is a good way to de-
scribe the affection between Dean of the Faculty
C. Benton Kline and Agnes Scott students. It cap-
tures both the lightness and solidarity of the relation-
ship.

"When he announced his resignation to assembled
students Tuesday night, a number of girls gasped
audibly. In those gasps were held the years of personal
relationships he had had with us. Memories of annual
April Fools Day tricks, the sound of his voice read-
ing the lists of names at Honors Day Convocation,
and heaps of sodden Kleenex's full of tears that must
have been shed in his office will stay with him and
with us.

"The loss of Dean Kline is primarily personal. As
Dr. Alston said after the Tuesday night meeting, the
machinery of the college "will never miss a stroke."
Dean Kline did his job well and his successors will
carry on in the same vein. This we are assured of and
can be thankful for.

"The only void left will be the personal one, empty
of Dr. Kline the man, the friend. But we're really
lucky Columbia Seminary is only a bike ride away.
He will not go out of our lives completely. And seniors
were lucky enough to have him speak at their Inves-
titure.

"We're lucky in another way also. We have Miss
Gary and Mr. Brown to get to know better now. And
in the years to come we'll find others to play pranks
on, to lead us and to comfort us."

So, instead of saying farewell to Dean Kline, let's say
"aloha" which in Hawaii can mean a greeting as well as a
farewell. And let's speak a special greeting to two faculty
members who move into the Dean of the Faculty's Office
for the remainder of the academic year: Dr. Julia Gary,
associate dean, who becomes acting dean; and Dr. Michael
Brown, associate professor of history, who will occupy
Miss Gary's former quarters.

Farewells of another kind will be in order in June
when, as most of you are aware, three of Agnes Scott's
"key" people retire: Dean of Students Carrie Scandrett
'24, Librarian Edna Hanley Byers, and Chairman of the
Art Department Ferdinand Warren. We can say "aloha"
to them also, greeting them as new neighbors.

We spent September and October welcoming the class
of 1973, 230 strong, the second largest freshman class in
the history of the college. For them the Alumnae Associa-
tion revamped its "alumnae sponsor" program, naming it
"Alumnae Associates" and entertaining freshmen and par-
ticipating alumnae at a brunch on a Saturday morning in
October following "Black Cat."

My most special greetings I reserved for the two new
members of the Alumnae Staff. They are: Mary Cargill
'46, office manager, and Anne Diseker Beebe '67, assist-
ant to the director for fund raising. We are back in elegant
offices come to see us!

f\rv*.C*J'V.VW ^Anrv^M^v. '3t

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

The Class of 1969 marches into Gaines Chapel for their Investiture.

Jhncs

ALUMNAE QUARTERLY

WINTER 1969

FRONT COVER: Tina Brownley '69, President of Student
Government, finds a most rare moment for relaxation
and reading. She says (see article, p. 2), "I personally
suspect that Student Government is the greatest sapper
of academic vitality on this campus."

THE ALUMNAE QUARTERLY VOL. 47 NO. 2

CONTENTS

Agnes Scott's Third Dean of Students 1

A Usual, If Painful Phenomenon

Student Malcontent Tina Brownley '69 2

Adaptation, Adaptability . . . And Something
More John A. Tumblin 7

A Mind to Work Waights Henry 10

"Our Room" Has Been Face-Lifted

Martha Dennison '17 14

The Agnes Scott Newsletter

Virginia Brewer, News Director, ASC 17

Class News Anne Diseker Beebe '67 21

PHOTO CREDITS

Front Cover, p. 3, Billy Downs, Back Cover, pp. 22, 31 Carl Dixon
Associates, pp. 7, 9, 14, 15 Staff Photos, pp. 24, 33 Morgan Studios,
pp. 28, 29 Eric Lewis, p. 27, Wide World Photos

Ann Worthy Johnson '38 Editor
Barbara Murlin Pendleton '40 Managing Editor
John Stuart McKenzie, Design Consultant
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

^

Agnes Scott's Third Dean of Students

Miss Roberta K. Jones has been named dean of stu-
dents at Agnes Scott College. She succeeds Miss Carrie
Scandrett. who retires in June, having served as dean
of students for 3 1 years.

Miss Jones will join the Agnes Scott staff on August
1 and will become the third dean of students in the
college's eighty year history, following Miss Nanette
Hopkins, dean for 49 years, and Miss Scandrett.

Miss Jones has been associate dean at Valdosta State
College for the past two years and was formerly on the
staff of the dean of students at Ohio State University,
where she was director of a coeducational residence
hall. She was on the dean's staff at the University of
Georgia for six years.

In announcing the appointment of Roberta Jones.
President Wallace M. Alston said, "I am impressed
with the fact that Miss Jones combines youth with

maturity to a remarkable degree. Her preparation con-
sists of both academic achievement and practical experi-
ence in her chosen profession. I am convinced that she
will make a significant contribution to the lives of our
students at Agnes Scott."

The daughter of Lt. Col. (ret.) and Mrs. Virlyn Y.
Jones, now of Athens, Georgia, Miss Jones studied and
traveled in the Orient and in Europe before taking her
A.B. degree at the University of Georgia. She holds an
MA. degree in student personnel administration from
Ohio State University.

The new dean's professional memberships include
the National Association of Women Deans and Coun-
selors, the American Personnel and Guidance Associa-
tion, the American College Personnel Association, the
Georgia Association of Women Deans and Counselors,
and the American Association of University Women.

ALUMNAE QUARTERLY / WINTER 1%9

"Resolution of both the traditional traumas and the unique personal
calamities of growing up rests ultimately with the individual
and the other individuals to whom she may go for help."

A USUAL, IF PAINFUL PHENOMENON -

In the past few months we have all been inundated
with the type of political oratory which Robert Ben-
diner describes as ". . . those grandiloquent outpour-
ings, which credit one political sect with genius, patriot-
ism, courage, and defense of the American home while
holding the other responsible for wars, crime, early
frost, and the Colorado beetle." The only thing certain
at this point is that we are in for ever so much more of
this fare for the next few months, and so I'll spare you
all the aspects of the usual rah-rah rhetoric. We know
our purpose; I can safely assume that we are all here
because we care for Agnes Scott for various reasons
and because we feel that Student Government can make
some kind of a contribution to life at our College for
after all, judging from past experiences, nobody comes
to "Retreat" simply for a comfortable, relaxing exten-
tion of summer vacation.

Since this will be the next-to-last time that I can
address Student Government and freely express my own
personal opinions, and since the last time will be when
I turn this marathon operation over to my successor
next spring, when our attempt at realizing the actual
from the potential will be over and done. I want to
speak of what I would like to see us accomplish or at
least begin through our collective kinesis.

Every new Student Government begins in the spring
with the proverbial efficiency of the new broom, but
somehow in the fall as we exert all our energy in wel-
coming the freshmen and extolling the virtues of Agnes
Scott to them, we seem to grind to a halt and lose the
impetus of the spring beginning which was driving us
toward confrontation of basic problems of life at Agnes
Scott. Now don't get me wrong I think the orienta-
tion of freshmen, the striving to incorporate new stu-
dents into our community, is one of Student Govern-
ment's most important endeavors. What I am saying is
that even as we pursue our work in introducing the
College to its newest inhabitants, we must continue the
tasks we began in the spring. Even as we convey to the

freshmen the enthusiasm and deep feeling we have for
Agnes Scott, we need to let them know, subtly, that
they are stepping into a situation that is not static but
is constantly being studied and changed to meet the
needs of students. Freshmen need to be made aware not
only that we love this College and this way of life, but
also that we are continually trying to make it even
better.

At this moment I'd like us to think about one of the
things we began working on last quarter, the pervasive
discontent and dissatisfaction at Agnes Scott so com-
pellingly unsettling that in the spring faculty, students.
and administration joined to form a committee named
the "Committee on the Problem" (COP) to work on
this. The catch, sad to say, is that no one really knows
what the problem is. And yet we can trace its course
through the school year.

Obscured in the hustle-bustle of the school's opening
and the happiness at being back with friends and return-
ing to ever-promising prospects, this uneasiness, un-
happiness surfaces briefly about the middle of fall quar-
ter, to be partially assuaged by Thanksgiving homecom-
ings, and to be well-covered with bright anticipations
of Christmas, which offers a by-this-time welcome
chance for a new beginning in January. But with the
advent of winter quarter, with no Thanksgiving and no
Christmas, and with the bleak weather, the problem
plagues various people in many different ways, and
each winter quarter at Agnes Scott becomes increas-
ingly to be considered the "Winter of our discontent."

Spring blooms forth, bringing with its weather im-
provement hopes of change, expectations of a "differ-
ent" next vear with a new Student Government. One
feels that perhaps the old guard exits just in time. But
this vear main of us are to be the old guard, and I want
us tii exit not just crawling out exhaustedlv thankful
that it's all over, but to leave with the knowledge that
we have tried to face and grapple with the essential
dissatisfactions on this campus. How can this cycle of

THE ACNES SCOTT

By TINA BROWNLEY

Student Malcontent

uneasiness and unhappiness which appears as regularly
as the blight in middle fall quarter and grows to cli-
mactically epidemic proportions in winter quarter be
dealt with?

Now, before you dismiss all this as over-dramatiza-
tion, 1 want to say that I realize that this discontent
does not affect everyone at Agnes Scott. Perhaps it has
never hit you personally but I doubt that there is a
person in this room who hasn't seen some close friends
of hers suffer this experience. I don't feel this malaise
is a death blow, but 1 do believe it is crippling and
demoralizing to both the individuals involved and by
association to the campus as a whole; 1 think the un-
happiness is wide-spread enough to make it a legitimate
concern of Student Government and of every sensitive
person at Agnes Scott.

The problem could be generated from one or both
of two sources: 1 ) the individual student, or 2) the
environment. Let's take the individual first. Historically,
students have always been restless; as a Stanford pro-
fessor writes in Saturday Review:

Students have always been difficult to live with . . .
Medieval students rioted, dumped garbage on pass-
ersby, wrote erotic or ribald poems and read them on
church steps . . ., coerced their professors and occa-
sionally killed one. Colonial college students rioted
about food, stole, took pot shots at university presi-
dents, protested infringement of their private lives
. . . Nineteenth-century college students took sides
over the Civil War and demanded a voice in aca-
demic governance. Twentieth-century students signed
the Oxford Peace Pledge, joined in the Spanish Civil
War, rioted over food, violated the Eighteenth
Amendment, and experimented with sex.
The alienation and unhappiness of youth are peren-
nial themes in literature; W. Somerset Maugham poign-
antly expresses the feeling in portraying one of his
characters:

He did not know how wide a country, arid and pre-
(Continued on next page)

About The Author: Martine W. Brownley from Clemson,
S. C. is President of Student Government at Agnes Scott
this year. Her ability to face academic and social questions
both fairly and squarely, her attractive personality and con-
cern for others have enabled her to function as an incom-
parable student leader. Tina is a member of Mortar Board,
is now engaged in the Independent Study program and has
just been elected to Phi Beta Kappa.

ALUMNAE QUARTERLY/ WINTER 1969

Student Malcontent

(Continued)

cipitous, must be crossed before the traveller through
life comes to an acceptance of reality. It is an illusion
that youth is happy, an illusion of those who have
lost it; but the young know they are wretched, for
they are full of truthless ideals which have been in-
stilled into them, and each time they come in contact
with the real they are bruised and wounded . . . they
must discover for themselves that all they have read
and all they have been told are lies, lies, lies; and
each discovery is another nail driven into the body
on the cross of life,

So, given historical and literary perspective, student
malcontent can be accepted as a quite usual, if painful,
phenomenon.

1 think there is not any question that the personal
discontent of individual students plays a part in the gen-
eral problem at Agnes Scott. Nothing is as infectious as
dissatisfaction, and being as closely associated and inter-
dependent as we are in our community, we cannot help
but care and worry if one of our fellows is unhappy.
So what can Student Government do for individual
problems? Actually, nothing much as a group, except
perhaps offer opportunities such as CA's "Cabin Dis-
cussions," for free exploration of the commoner ob-
stacles encountered in college life. Only as individuals
responding to other individuals can we help, and this
interaction is strictly a personal and private matter.
Resolution of both the traditional traumas and the
unique personal calamities of growing up rests ulti-
mately with the individual and with other individuals
to whom she may go for help.

Now to the environment. Having already artificially
disengaged the individual from her surroundings to
take a close look at her, I ask you to forgive me as 1
again artificially divide the environment into the aca-
demic area and the social domain with social including
all community functioning and interacting not strictly
related to the academic. As far as academic activities
are concerned, discontent in this area seems minimal.
Channels are wide open here, and students can respond
and are responded to; the Committee on Academic
Problems has proven most energetic in effecting desired
changes. Given that no one can hope to personally re-
spond to and like every single teacher and course she
encounters, academic affairs at Agnes Scott are rela-
tively satisfactory to everyone. Granted, there is pres-
sure. Unless the content of courses is sharply decreased,
little can be done to lessen the work load. Also, much
of the pressure here is the personal pressure the indi-
vidual places or brings on herself. This is generally

going to be applied no matter what the situation. The
one constantly aspiring to achieve never rests, and the
procrastinator always will wait for the last-minute
pile-up.

And so, finally turning to the social sphere of the
Agnes Scott environment, we come face-to-face with
the Honor System, the set of procedures governing our
interactions with each other and with those outside the
Agnes Scott community. I did not refer to the Honor
System when reviewing academics, because it is gen-
erally felt that the Honor System functions quite effec-
tively in this area. The social sphere presents a different
picture.

Two statements from a National Student Association
study of honor systems seem to sum up the Agnes Scott
problem: 1 ) "An Honor System can function properly
on a campus only as long as the students actively accept
and respect its standards"; and 2) "When the legislative
body of a college institutes laws which are not com-
monly respected, it is natural for a part of the student
body to view the entire system as a police action."
There is no question that a sizable segment of the
Agnes Scott student body is not accepting some of the
social standards deliniated in the Honor System. Student
Government in my three years here has. with notable
exceptions, skirted the major centers of discontent in
the social sphere and in addition has shown itself in-
creasingly powerless to deal with groups or individuals
known as flagrant rule-breakers.

Abuse of Honor System

I used to think that Student Government was simply
ignorant of various abuses of the Honor System, but
now 1 realize the facts. Student Government knows per-
haps even more than the average student about just
where infractions are taking place; but the "I'll do it.
deny it, and just try to stop me" student attitude becom-
ing more widespread prevents action, either rehabilita-
tive or retaliative. This is the attitude of Agnes Scott
students who would never consider cheating or stealing:
who would not smoke in undesignated areas, because
they realize that most of the Smoking Policy is to pro-
tect buildings from fire rather than to keep students
away from cigarettes; but who drink, and proclaim that,
if caught, they will deny everything, because they deeply
believe that a state law with forces detailed to arrest
infractors has no place in an Honor System where rules
are enforced by individual consciences.

As one writer notes. "When a man feels that he is
living in somebody else's world, he withdraws from it
into a world that he can control. He gi\es the other
world lip service but he does not care for it." It is always
easier to destroy than to create, to disregard and ignore

THE *C\ES SCOTT

rather than to face and challenge, and much of our stu-
dent body, having dismissed working for changes as
fruitless and wasted effort, have retreated to do as they
please in certain areas.

One novelist has written: ". . . the real trials of life
are not the great tragedies. Not these, but the small
vexations that come back over and over." Small vexa-
tions incorporated into rules become a nuisance; small
vexations incorporated into rules incorporated into a
system resting on personal integrity, the core of one's
being, become a true burden for the individual. I have
three objections to the way the Honor System is func-
tioning today: first, petty rules are providing a scape-
goat for those whose personal problems stand at the
core of their difficulty; second, constant controversy
generated over parts of the Honor System is interfering
with academic endeavor on this campus, and third, and
most important, the Honor System's present functioning
is in too many cases hurting rather than helping indi-
dividual development.

Rules as Scapegoats

First, rules as scapegoats. I have said that some of
the problem here stems from personal troubles of indi-
viduals. Too many people who are simply dissatisfied
with themselves now turn to the rules as a too-conveni-
ent scapegoat. "If I could only do so-and-so, then I'd
be happy" runs the plaintive cry. The truth, of course,
is that no matter what the student could do, she would
be unhappy, because she is carrying her unhappiness
within. By attributing discontent to the environment,
students escape from facing essential unhappiness with-
in themselves. I have said Student Government in gen-
eral cannot make any mass moves to settle individual
problems; it can, however, remove certain of the small
frustrations which in some cases amplify the original
problems to unbearable degrees. Removal of such vexa-
tions would insure that rules would not provide con-
venient substitutes for true difficulties.

Second, interference with the academic. G. A. Miller
writes, "Unfortunately the American ideal of the good
mixer somehow become dominant over the American
ideal of individualism; intellectual excellence became
second in importance to life adjustment." Far too much
of the effort expended on this campus goes toward con-
stant discussion and reiteration of the same old frustra-
tions. (I personally suspect that Student Government
is the greatest sapper of academic vitality on this cam-
pus.) The more time we spend in constant meetings
hashing over but never doing anything about the same
old problems, the less time is left for study.

The frustration generated as we try to deal with prob-
lems engendered by an Honor System outmoded in

several areas is tremendous; and frustration is not only,
in the words of Louis Auchincloss, "the hardest thing in
the world for a woman to make attractive," but it is
also a real barrier to effective living and working. Let a
Student Government member go to Rep Council, attend
a committee meeting, talk to a few people about the
general topic discussed, and when she finally sits down
late at night to study, the average soul is too tired, dis-
turbed, discouraged, stirred-up, or just plain mad to do
any worthwhile work. Let's deal with the small vexa-
tions and frustrations so that our environment can be
conductive for those wishing to pursue academic goals
to do so. Those who now want to study almost have to
completely disregard Student Government and disen-
gage themselves from campus problems to have peace
of mind, a prerequisite for satisfying study.

Finally, detrimental effects on individuals. The most
important purpose of our Honor System, secondary
even to the System's importance in regulating commun-
ity functioning, is its role in developing and strength-
ening the character of the individual student. Yet, when
many students face regulations they cannot believe in,
but are bound by their personal honor to uphold, im-
possible situations result. Some uphold although they
do not accept or respect; others abandon the whole sys-
tem in disgust; some obey parts and forget the rest. It
stands to our collective shame that the most important
lesson many learn at Agnes Scott is how to rationalize
honor. Those who obey are frustrated; those who do
not obey are even more harmed, for as George Eliot
writes, "The yoke a man creates for himself by wrong-
doing will breed hate in the kindliest nature . . . ." Those
who disobey do not believe that they are doing wrong,
but they know the community would disapprove their
actions; this sense of disparity, plus the hypocrisy neces-
sary to continue living outside rules at least nominally
accepted by those around them, places a burden on
students which certainly breeds resentment, dissatisfac-
tion, and unhappiness.

Guidelines for Individuals

I realize that some restrictions on the individual are
necessary for insuring a safe, effectively functioning
community. It is unfortunate but true that the great
unfettered individual went out with the Achaeans;
Homer centered the greatest work of western literature
on Achilles, but our society today would court-martial
him. Nevertheless, within the necessary parameters of
community living, each individual should be allowed
the maximum of personal freedom. What we need is a
set of guidelines adhered to by a majority of the student
body, and then we need to make these regulations stick.
(Continued on next page)

ALUMNAE QUARTERLY/ WINTER 1969

Student Malcontent

(Continued)

With sensible rules accepted and respected by the stu-
dent body. Student Government could in conscience
stand for complete enforcement.

To make changes will require tolerance. Some ele-
ments at Agnes Scott, found perhaps more in the
student body itself than in the administration or faculty,
do not wish to relinquish their supposed hold over the
lives of others. Students hesitate even to allow freedom
of dress to their fellow students, much less freedom of
action. The only answer to this kind of attitude is
succinctly stated by Camus: "There can be no question
of holding forth on ethics. I have seen people behave
badly with great morality and I note every day that
integrity has no need of rules."

Freedom in the Social Sphere

Whether or not we want to give the student greater
freedom in the social sphere, all around us the trend is
being set. I call your attention to the following:
Colleges . . . are not churches, clinics, or even
parents ... It is when the institution claims too
much that it becomes suspect. And it is when an
institution attempts to regulate beyond what is
necessary to achieve its limited educational goals
that it becomes vulnerable. Whether or not a stu-
dent burns a draft card, participates in a civil
rights march, engages in premarital or extra-
marital sexual activity, becomes pregnant, attends
church, sleeps all day, or drinks all night is not
really the concern of a collegiate institution, as an
educational institution. When colleges regulate
such behavior, as main do, they are by implication
taking responsibility for developing patriotism, one
system of social standards, one system of health
standards, and one religious stance activities
which more properly are the province of other so-
cial institutions.

This is not to say that such matters may not be
of concern to an institution or that it cannot deal
with them. Hut if they be of concern, it should be
an educational concern even a curricular one.
Instruction in sex hygiene, ethics, law, or health
is appropriate. Requiring a specific kind of be-
havior is no more appropriate than a requirement
that all who finish a course in American govern-
ment vote for the Democratic party.
No. not Columbia's Mark Rudd, nor Berkeley's Maim
Savio. That was Dr. I ewis B. Mayhew, president o( the
uncontiovcisi.il American .Association for Higher Edu-
cation.

Please be exactly clear on what I mean. I am not
saying no rules. I, personally, strongly dislike the chaos
of an unregulated person or group. 1 am not saying
have no care or concern for the lives of your fellows.
Our Christian commitment, the bedrock on which
Agnes Scott was founded, makes such concern a vital
part of our heritage. 1 am not screaming for riot and
revolution. But what 1 am urging is an honest, realistic
assessment of our Honor System. Long ago Socrates
defended the conduct of his life by saying. "The unex-
amined life is not worth living for a man." and it is time
for close scrutiny of our way of life. As one author
notes. "Systems can run for a long time and seem
healthy. Systems are no better than men; both have a
built-in inability to know what saps their vitality. All
too often a man. or a system, fails to realize that vital-
ity is going until it is gone. Every now and then there
comes a time for stock-taking." Moves for change
should be carefully thought out and responsibility made
through existing channels, as long as these channels re-
main as effective as they have been. Gradual alterations
are the best and most lasting. But at the same time I
do not minimize the urgency of the situation. "Time"
magazine's summation of the world situation reflects
the surging impulse of our times, which even Agnes
Scott is feeling in a way:

Everywhere is sweeping a vast yearning for new
freedoms and fulfillments .... In this heated situa-
tion, old institutions are too often archaic and un-
responsive to change. Instead of plunging forward
with history, the Kremlin fears the Czech disease
of freedom. The Vatican is impelled to ban the
pill. Congress rejects effective gun regulation.
Whatever the issue or nation, something loosely
called "the establishment" resists aspiration and
innovation.

Reform is Difficult but Necessary

So. in the end it's up to you all. for Student Govern-
ment leaders can onl) do what you want: it is we who
in the end are in the truest sense followers. This Stu-
dent Government has instituted two big changes the
Dormitory Sign-out System and the Reorganization of
Rep Council but these were actually the work of Zolly
and the 1967-68 Student Government; in what Thomas
Hard) calls "the ill-judged execution of the well-judged
plan of things." we simph put the final official stamp
o( approval on then- work. Our own work lies ahead.
Reform is always a difficult, usually thankless, task: re-
form, however, is also necessarily a part of the move
from the potential to the actual. How much you are
prepared to do to effect this kinesis is yours to de-
termine.

THE ACNES SCOTT

Adaptation, Adaptability. . .
And Something More

By JOHN A. TUMBLIN

When I was growing up some of
my best friends were turtles, and
monkeys, and dogs. Though I never
really knew one, I was fascinated
by some lions I met in a zoo and by
wolverines of whom I had only read
in nature books. I would have en-
joyed being friends with a lion, but
wolverines are said to be incapable
of friendship.

Some of my best friends still re-
mind me of animals, and a college is
a veritable menagerie. Just look at
the faculty in this light: there are
basset hounds, and airdales, and
shaggy Labrador retrievers. Why
is it that most of them remind me of
dogs? There are sophomores who
are like turtles, and cocker spaniels,
and gazelles, and squirrels, and
colts, and wonderful combinations
of several species at once. I've seen
a few lionesses on the campus in my
day: cool, proud, strong, killer types
. . . killers who can also relax, and
purr, and be friendly-playful like an
overgrown cat. I don't think I've
met any wolverines during my years
here, although I could be mistaken.
Since I've never known a non-
human wolverine I might not recog-
nize the real essence of wolverine-
ness. But I've been told that they are
relatively small, few in number, ex-
tremely strong, and obsessively de-
structive. They are said to enjoy eat-
ing carrion, to kill what they don't
intend to use, to destroy what other
animals have laid in store, and to
pollute what they can't destroy so
that others cannot use what is left
when they are finished. There are
some terribly aggressive animals in
this college, and I'm glad that there
are, but there aren't any wolverines
as far as I can tell.

Editor's Notl: Dr. Tumblin is back from
a year's leave, complete with mustache
and pipe. Sophomores asked him to ad-
dress their parents, and this article is
edited from the delightful talk he gave
during Sophomore Parents' Week End in
February.

Animal-watching is fun, be it in
the Okefenokee Swamp or on this
campus. To do it effectively one
must know and understand some-
thing of what the habitat is like, and
that is one reason for inviting par-
ents to become participant observers
from time to time. You will notice,
dear parents, that in spite of what
your daughter says when she phones
for fifty dollars in order to escape
for a week-end at Suwanee, this
habitat is not like a zoo. It is better
described by the title, though not by

the content, of Mary McCarthy's
book. The Groves of Academe.

There are lines of demarcation
between our grove and other eco-
systems, and territories within it
have been hacked out both by cus-
tom and competition. But there are
no fences, no iron bars. Some of its
inhabitants spend their academic
lives hidden in the dark cool re-
cesses; others use it only as a ref-
erence point and place of rest from
which to explore environments be-
yond, and many regularly cross
back and forth on the bridges that
link it with what they like to call
"the world outside."

I've been in this grove for eight
years, now, and find it a fascinating,
surprisingly complex habitat. So are
its many individuals and classes of
inhabitants. As a participant ob-
server I must be careful to compare
continually what I think I see with
what other observers report about
this and similar habitats. We ask
each other questions and exchange
sage answers which are then modi-
fied by new observations and ob-
servers. Are students changing? Of
course they're changing, in many
ways; that's what education and de-
velopment are all about. Are stu-
dents revolting? Sure, they're revolt-
ing, in both senses of the word, at
times. Are they insensitive? No,
they're not insensitive! They fairly
bristle with nerve-endings attuned
to every kind of experience that is
human. And their heightened sensi-
tivity is goading many of us back
into a new examination of the fun-
damental values, (which they may
express in novel ways), out of which
the whole rationale of liberal arts
(Continued on next page)

ALUMNAE QUARTERLY /WINTER 1%9

Adaptation

(Continued)

colleges arose. Students on another
woman's college campus, last fall,
fearful that their brand-new Presi-
dent would not understand this as-
pect of their lives, because he is a
famous mathematician and former
director of automation research for
IBM, first reacted to him with cold-
ness. But they "turned on again"
and gave him a standing ovation
when he outlined his ideals for a
college in humanistic terms that in-
cluded the following statement: "If
a college has to have a motto today,
it ought to be 'feel.' " I'm not sure
I know what he meant, but they
loved it. They're sensitive all right!
Are they smart? Gads; many of
them are so bright it's downright
frightening'

Turtles versus Monkeys

When I sort out the many de-
scriptions and questions about the
kinds of people we have on campus
today, two stacks of them stand con-
siderably higher than the rest. This
would seem to indicate that these
stacks contain either pronounced
characteristics in the student popu-
lation or an exaggerated concern
on the part of the observers, or
both. I think it's both. Now. one
stack of descriptions 'concerns says,
in essence, that students are distress-
ingly conforming, pliable, accepting,
adjusted to the following of un-
changing rules of rather dull and
unamaginative games. They're tur-
tles' The other pile of observations '
concerns states, basically, that stu-
dents arc undisciplined, pcrsonalis-
tie. selfish, segmented, and so hell-
bent on individualism thai they
won't cooperate with any program,
including programs of non-coopera-
tion' They're undisciplined monkeys!

How could one possibly reconcile
these points of view when they seem
so absolutely contradictory? Are the
observers crazy, or incompetent'.' If
the\ are . . . we might as well close
up shop, for some keen minds have
analyzed it this way. Is it that some

students are turtles and others are
monkeys? That is part of the an-
swer, but not all of it, by any means.
As I see it. both kinds of statement
are partly true, and there is reason
to be thankful that they are.

Change in Two Directions

In working toward a resolution of
this seeming paradox, let's go back
to a consideration of non-human
animals, and be guided by the in-
sights of a group of younger anthro-
pologists at the University of Michi-
gan. (Cf. Marshall Sahlins and El-
man Service (eds. ) Evolution and
Culture.) These men have noted
that in the evolution of living crea-
tures, change takes place in two di-
rections, or in two ways. One direc-
tion is adaptation to a limited en-
vironment, by specialization. The
other is toward a more complex,
sophisticated animal, not especially
adapted to any one environment,
but able to function in a variety
of settings.

In the first of these ("the improve-
ment of chances for survival bv
adaptation) the emphasis in the evo-
lutionary process is on conformitv.
plasticity, and the kinds of adjustive
changes that produce organisms cap-
able of surviving and prospering bv
effectively using the resources of a
given environment, as it is. Success,
in this context, is to be judged in
strictly relative terms, relative to
that one. particular environment,
without reference to what the organ-
ism might do in other, perhaps more
challenging, situations. In this sense
a turtle is a highly successful animal.
He is admirably suited for meeting
the limited set of problems he faces
where he lives and. as a conse-
quence, has survived for hundreds
of years. But a concomittant of
adaptation is stabilization, or if we
use a value-laden term, stagnation.
Good turtles don't learn to climb
trees like squirrels, or fly like birds:
their lives are much less filled with
anxiety than a monkey's, but as Pro-
fessor Harlow of the Universitv of
Wisconsin demonstrated here Wed-
nesday night, they also miss out on
a lot of interesting experiments.

Our Michigan anthropologists

call special attention to the second
manner in which evolutionary
change occurs. Along with the ap-
pearance of animals who are more
and more adapted to limited envir-
onments there appear new types,
evolutionary breakthroughs, who
harness more energy, are more mo-
bile and engage in more complex
motions, have more parts and sub-
parts, and need more complex ner-
vous systems to regulate and coordi-
nate their kind of increased intricacy.
End-products of this kind of change
have, in T. H. Huxley's words, "all-
round adaptability." They can op-
erate in a wider variety of environ-
ments and are less bound by a par-
ticular one. but they may actually
have less chance of surviving in a
limited setting than their specifically
adapted cousins. Monkeys, when
compared with turtles, are clearly
seen to be the higher, adaptable
form.

Risks in Evolutionary
Breakthroughs

Now it is important that we
neither damn the turtles and praise
the monkeys, nor vice versa. Both
are successful, in their own way.
and both kinds of change they rep-
resent are necessary to the life-sys-
tems in which they function. Within
a species, fascinating varietv is pro-
vided by adaptation, but extreme
adaptation, from the life-systems
standpoint, is non-progressive. Evo-
lutionary breakthroughs for the total
system occur by innovative, non-
adjustive. initially deviant behavior.
There are always risks in these
breakthroughs, for the adaptive new-
individuals as well as for the life-
systems of which they are a part. (It
might be said incidentally, that one
can usefully apply this same theo-
retical approach to social systems,
such as colleges, instead of to their
members. The groves of academe
are also equilibria and mixtures of
turtle-like adaptation and ape-like
adaptability and more.)

But back to individual animals.
The superficial parallels with in-
habitants of the grove is quite obvi-
ous, of course. One occasionally
sees some well-adapted turtles

THE 4CNES SCOTT

among sophomores; they are so
good at being daughters that they
can't seem to become classmates; or
so well adapted at being Scotties
that it may be very difficult for
them to become women. On the
other hand one notices some who
are so infuriatingly adaptable that
they can't really become committed
to anything. By comparison with the
turtles these monkeys are so ener-
getic, so individualistic, so curious
about so many things, that they can
no more engage in any kind of co-
operative, concerted, regulated ef-
fort than they could fly by flapping
their arms but that they may be
quite ready to try.

The parallels I have just drawn
are really more caricatures than
characterizations, for they are ap-
plicable in only a very few cases.
My animal friends are clearly adapt-
ed or adaptable, but their human
counterparts are something more
than that. They are capable of
changing both ways at the same
time, for one thing. Furthermore,
I've observed the majority of them
exercising conscious choices, on the
basis of values and goals they are
quite capable of articulating, to be
adaptable in activities to which close
friends adapt, or to commit them-
selves with self-denying energy and
single-minded purpose to causes

from which their roommates, under
no pressure, remain comfortably
aloof. I've see them tough plan-
ning and carrying out the destruction
of a target but hardly ever wan-
tonly cruel. I've seen a great deal
of behavior in support of justice,
in the acting out of kindness, with
unassuming uprightness.

I'm glad that in this grove ani-
mals don't have to be either turtles
or monkeys, but can be turtlemonks,
and monketigers, and eaglemice.
And for a few years, anyhow, 1 hope
it won't be inhabited by a wolverine.
Although I might learn to like one
as a student friend, I wouldn't want
either of my sons to marry one!

Dr. Tumblm lea

alter his Sophomore Parents' Week End speech.

ALUMNAE QUARTERLY / WINTtR 1%9

'All normal people get
discouraged at times. The
forces against which we do
battle often appear to be
completely overwhelming,
but . . . we can do what we
are determined to do.' 7

. . . A Mind

One of the most influential theolo-
gians of our day has been Dr. Paul
Tillich. He was born in the little town
of Schonfliess, Germany, in the year
18S6. Schonfliess is one of the old
walled towns of Prussia. Even in his
early years Paul Tillich was aware of
the walls which seemed to give him a
sense of claustrophobia. He would
leave the town to get out in the open
spaces and would run across the
meadows or walk into the woods. He
felt that within the walls his mind and
spirit could not be free. This came to
symbolize the spirit of this man. As
a great scholar and teacher he spent
his life trying to set others free from
narrow misconceptions of religion.

Ironically enough, he left Schon-
fliess to go to Berlin in order to have
the privilege of living in the great free
and open city. Today it is impossible
to think of that vibrant metropolis
without again thinking of a wall. The
Russians put it there. It is a scar upon
the escutcheon of a great city to sym-
bolize the deep and uglv divisions be-
tween men and their ideologies.

Walls seem to play a vital part in
the life of man. Robert Frost, the pa-
tron saint of Agnes Scott, has written,
"Something there is that doesn't love
a wall and wants it down." Being a
meliorist, however, that great poet
could not take a biased point of view,
but had one to say in that some poem.
"Good fences make good neighbors."

I have lived in New England where
there were rock fences or walls be-
tween the fields of the farmers. Their
fields were originally strewn with
stones. They had to do something with
them, so they used them as land di-
viders. The same is true in Scotland
and in Israel. I also have visited

walled cities. I have been to Germany
several times, but have not seen the
Berlin Wall. It is evident that there
are good walls and bad walls. The
difference is not in the walls but in
the men who build the walls. Robert
Frost said that the stone walls of New
England make good neighbors. The
construction of the Berlin Wall was a
nonverbal statement that the Com-
munists will not have people of the
West as their neighbors.

2400 years ago a man by the name
of Nehemiah, who was a cupbearer
to the Persian king, Artaxerxes I, re-
turned to the destroyed city of leru-
salem to undertake the rebuilding of
the walls of that city. They had been
torn down by the armies of the Baby-
lon king. Nebuchadnezzar. Jerusalem
was the city of Nehemiah's ancestors.
He knew that it could never be a safe
city with a strong civil government,
free economic enterprise, domestic
tranquility, cultural activity, and un-
hampered worship in its own temple
with the protection of a wall. During
its construction he was constantly
harassed by his enemies. His memoirs,
which are in the Bible, have cryptic
insertions that indicate why that wall
was finally completed. One entry says,
"The people had a mind to work."
When his detractors tried to get him
to stop the work in order to have a
discussion about the wall, he gave an
answer also noted in his memoirs, "I
am doing a great work and cannot
come down." Triumph is noted with
the additional entry. "And so we built
the wall." The completion of this sig-
nificant task enabled the prophet,
Ezra, to see a fulfillment of his dreams
in the reconstruction of the temple.
It did even more than that, however.

It revitalized the Hebrew race itself,
making it a pure ethnic division even
unto this day.

In this discussion today I want to
emphasize for you the particular
frame of mind without which Nehe-
miah and the people of Jerusalem
never could have built that wall. With-
out this same frame of mind we shall
never be able to protect, nurture, and
project the basic institutions and move-
ments which are vital to our way of
life. The home, the school, the church,
the law. the government, economic
enterprise, social amelioration, all
draw their rock and mortar from the
faith, the attitudes, the motivations,
the industry, of the people.

Indecision is one of the chief ene-
mies that confronts us all. both leader-
ship and people. It is well for us to
recall that when 300 years ago John
Bunyan wrote Pilgrim's Progress, he
was confronting his people with these
same ideas. He presented to them his
chief character. Christian, saying, "I
dreamed and behold I saw a man
clothed with rags standing in a cer-
tain place, with his face from his own
house, a book in his hand, and a great
burden upon his back. I looked, and
saw him open the book, and read
therein: and as he read he wept and
trembled: and. not being able longer
to contain, he broke out with a la-
mented cry, saving. 'What shall I
do? - "

What serious person in our day.
looking upon the massed array of pub-
lic problems and issues in immediate
confrontation does not raise the cry.
"What shall 1 do?" Ours is a world of
cause and effect, of resources and de-
velopments, of means and ends. We
operate under inexorable laws. The

THE ACNES SCOTT

to Work

resources available to us are material,
intellectual, spiritual, emotional, but in
every case man has to begin with
himself. If he is to be equal to his
opportunities and responsibilities, he
must engage in self-analysis to under-
stand both his powers and his limita-
tions. Then he must look outward to
see what there is to augment his pow-
ers.

In literary discussions we often
quote at this juncture Alexander
Pope, who two and a quarter centuries
ago said, "The proper study of man-
kind is man." This, of course, comes
from his Essay on Man, and we need
to read the oft-quoted line at least in
a considerable portion of its context.

"Know then tliyself. presume not

God to scan:
The proper study of mankind is

man.
Plac'd on this isthmus of a middle

state.
A being darkly wise and rudely

great;
With too much knowledge for the

skeptic side.
With too much weakness for the

stoic's pride;
He hangs between, in doubt to

act or rest;
In doubt to deem himself a god

or beast;
In doubt his mind or body to pre-
fer;
Born but to die. and reasoning but

to err;
Alike in ignorance, his reason

such.
Whether he thinks too little or too

much:
Chaos of thought and passion all

confused;

By WAIGHTS HENRY

Still by himself abus'd or dis-

ahus'd;
Created half to rise, and half to

fall-
Great lord of all things, yet a prey

to all;
Sole judge of truth, in endless er-
ror hurl'd;
The glory, jest, and riddle of the
world!"

We may smile when we hear man
characterized as the glory, jest, and
riddle of the world, but certainly
man is all three. Alexander Pope sees
man as restrained, not by the lack of
any resources at his command, but by
his own doubts. It is well for one to
ask. as does Christian in Pilgrim's
Progress, "What shall I do?" It is only
by inquiry that we begin to initiate a
program that puts Telstar in its place,
or accomplishes the transplantation of
vital organs in a human body. But
the questioning must not become a
crystallized status.

An Englishman said to an Ameri-
can. "You Americans have a habit
that we simply cannot abide. You
answer every comment that we make
with another question." The Ameri-
can looked at him and said, "Is that
so?" Along with any question that is
raised there must be what Nehemiah
termed "a mind to work." In this re-
gard his framework of reference was
faith in God, confidence in himself,
and the assurance that his purposes
were valid.

The lack of faith, or the loss of it,
constitutes the greatest tragedy in hu-
man life. In either case, a verbal de-
nial of God is not required. If one
fails to see, or refuses to see, God at
work in the life of the world, he be-

About the Author: Dr. Waights
G. Henry, Jr. president of LaGrange
College, delivered this address on
Honor's Day at Agnes Scott in Oc-
tober, 1968. A Yale graduate, he has
been president of the Georgia Foun-
dation for Independent Colleges and
has served on committees of the
Southern Association of Colleges
and of the Association of American
Colleges.

ALUMNAE QUARTERLY /WINTER 1%9

A Mind to Work

(Continued)

comes for practical purposes an athe-
ist. His world view, therefore, is jaun-
diced. I enjoy reading Thomas Car-
lyle. A hundred years ago he poured
forth from his home on Cheyne Row
in London thoughts that came to in-
fluence a great number of his fellows.
He was not only facile with his pen.
but eloquent in conversation. How-
ever, he rarely finished any conversa-
tion without giving attention to either
one of both of his two major themes,
which were moral collapse and politi-
cal decay. He failed to see that Eng-
land was going through a great histori-
cal metamorphosis and that out of the
struggles of working people who were
disfranchised by the middle class in-
dustrialists through the nefarious Re-
form Bill of I 832. the English people
were coming of age and British law
would ultimately be the foundation of
freedom, not only for England, but
for a great part of the world.

A revolution broke out in I S4S in
England. The English Common Law
was ad lusted to give not only a voice
to British people, but to set a pattern
that has made a difference in the voice
of the common man around the world.
Not the least of the influences was the
unobtrusive influence of Jeremy Ben-
tham, a great student of legislative
methods, who said. "The way to be
comfortable is to make others com-
fortable. The way to make others com-
fortable is to appear to love them.
The was 1 to appear to love them is to
love them in reality." The end result
of the working and thinking of Jeremy
Bentham was economic and political
freedom for the English people. He
was a man of faith. A point of view
that is steeped in pessimism can never
accomplish a high purpose. People
do not respond to negatives. They re-
spond to positives. God is not pessi-
mistic. If He were, we would likely not

be here. Martin Luther once made the
statement that if he were God he
would long ago have swept man from
the face of the earth. But God. you
see, is not a pessimist. Therefore they
who believe in God must not be pessi-
mists.

There are many illustrations to
prove that the psalmist was right when
he said, "They that wait upon the
lord shall renew their strength, they
shall mount up with wings as eagles."
Some of you may know Dr. and Mrs.
James Turpin. He is a graduate of the
School of Theology at Emory Univer-
sity as well as of the Emory Medical
School. He married Martha William-
son, who attended Duke University
and was a gradtiate of Agnes Scott. I
knew them both when they were young
people at Camp Glisson. After grad-
uating from the Medical School he
served his internship and residency
and went to southern California to en-
gage in his practice. He found him-
self waiting upon increasing numbers
of Spanish speaking patients, many
of whom were unable to pay for the
services. The very fact of the vastness
of the need made Dr. Turpin feel that
he should leave this place and go lo
another where there was no medical
aid available for the people. He and
Martha therefore went to Hong Kong
and established a clinic on a junk
anchored in the harbor, supported by
businessmen, professional men. phar-
maceutical houses, and general philan-
thropy. Dr. Turpin inaugurated a fine
medical practice for the water people
of Hong Kong. Other doctors and
nurses wanted to work with him. He
therefore turned the program over to
them and went down to Singapore, and
then to Vietnam where other medical
centers have been established bv him.
His is one of the most romantic sto-
ries in modern medicine. He and

Martha are still voting have have
much to give. Theirs is an unshakable
faith in God. This faith is their chief
resource. They believe in John Wes-
ley's directive. "Do all the good you
can. to everyone you can. in everv
place you can. at every time you can.
in every way you can."

Along with faith in God one must
have confidence in himself. This is not
narcissism. It is not conceit. It is the
recognition that a person is made in
the image of God and therefore should
love, create, and contribute. All nor-
mal people get discouraged at times.
The forces against which we do battle
often appear to be completely over-
whelming, but generally speaking, we
can do what we are determined to do.

Korean Student's Confidence
This I saw graphically illustrated in

the life if a voting Korean student
who came to LaGrange College. She
was once seated on a bench on the
Quadrangle with an open book in her
lap. In her hand was a small English-
Japanese dictionary. When she found
a word she did not understand in
English, she looked it up in this Japa-
nese dictionary and then transposed
that into her Korean thinking. I asked
her what she was reading. She said
she did not know. I inquired if she
understood the content of the chapter
on which she was working. She said
she did not. I asked if she understood
the paragraph that she was reading.
She said she did not get the messsage
I asked if she understood the sentence
that she was now reading. She said
she did not vet understand all of it.
There was genuine suffering written
on this young lady's face. She had
come here to get an education and she
was determined that she would do il.
I aler on 1 read in a student literarv
magazine a poem written bv her on

THE AGNES SCOTT

the subject of the moon just before
daybreak. In it she described the lone-
ly appearance of the thin outline of
one quarter of the moon in a waning
phase. She said it was symbolic of
her own condition, so thin was its
outline that it gave no illumination to
the heavens. She felt that her life was
like that. The students in reading it
thought that the poem was an expres-
sion of moodiness or melancholia. I
knew what it meant. This girl had
stayed up night after night into the
wee hours of the morning, and even
into daybreak in an effort to dig from
textbooks and collateral readings the
assignments that had been given to
her. Later on she went to Cornell to
work on a doctorate. Today she
teaches in a Medical College in Seoul.
She attends international conferences
representing her government in a par-
amedical field. She sent me a book
in Korean, on an opening page of
which I found a dedication to me and
to the late Kendall Weisiger, of At-
lanta, because said she. we had be-
lived in her and were confident that
she was capable of accomplishing her
goals. It helps to have others believe
in us. It is even more important that
we believe in ourselves. Nehemiah
did and as a result Jerusalem was
rebuilt.

Projection and Perpetuity

It is not only important that we be-
lieve in God and ourselves, we also
have to believe in what we are doing.
What we do is a projection of our-
selves. Some wise man has said that
you never make footprints on the
sands of time sitting down. Another
added that often in church you hear
people singing, '"Standing on the
Promises" and they are only sitting
on the premises. One has to know

that what he is seeking to do is right
and good and that he has only one
lifetime in which to do it and do it
right. The inference here is not for us
after we have graduated from college
or university and have hung a shingle
over our places of business. The im-
plication is very strong for the stu-
dent. You are putting stones into
the walls of protection and perpetuity
right now. When Nehemiah under-
took to construct the wall at Jerusa-
lem, he was laughed at by a man
named Sanballat, who told him that
if he did build his wall it would be
so weak that a fox. in jumping over
it, would knock it down. We are not
in school to build that kind of a wall.
We are here to find ourselves, to fur-
nish our minds, to strengthen our pur-
poses, to sharpen our directives, to
balance our perspectives, to increase
our skills, to enhance our value to
other people, to evolve a reasonable
and workable faith in short, to fab-
ricate a life. These are not merely
lofty aims, they are directly tied in
with the nitty-gritty of everyday ex-
perience. The way in which one under-
takes the job at hand is a reflection of
his philosophy with reference to all
things.

Small Events and New Perceptions

Sometimes a relatively small event
triggers us into a consciousness of
what life is all about. This past year
we heard a student speak at a college
Assembly in which he gave an account
of a relationship that had unexpected
implications. Along with about seventy
other students he volunteered to coach
a Negro child in the public schools.
After a couple of sessions with his
protege he was fully convinced that
he had made a vast mistake. He felt
that he had been assigned a fool. The

little boy, though twelve years of age,
could hardh read his own name. He
seemed to know nothing. The college
student sought to get the boy to call
him by his first name rather than to
call him Mister. Finally the boy
learned to use the first name. So re-
luctant was the college student to deal
with his charge that he twice failed to
meet an appointment with him, con-
fessing that it was because he simply
did not want to see the boy. On the
other hand, the little boy never failed
to meet his appointments. As the year
wore on, the boy improved in his aca-
demic skills. He demonstrated a great
eagerness for knowledge; he respond-
ed well to commendations. In the
spring the college fraternities were to
be pitted against one another in intra-
mural baseball. The fraternity asked
this young man to pitch. He reluctant-
ly declined saving, "I can't come. I
have to coach a student in the after-
noons." At the end of the school year
the college boy had a farewell session
with his protege. It was an emotion
packed moment. The college student
reported to the Assembly, "The great-
est thing that has happened to me in
my years at college has been a little
Negro boy." The Academic Dean
later observed that the college stu-
dent's work had improved through the
vear, whereas previously he had been
somewhat aimless in his attitudes and
behavior. Life seemed to him to take
on a new dimension as the months of
the school year progressed. All of us
need something to shake us alive to
the possibilities about us. When we
do wake up we become a Paul Tillich,
a Nehemiah, a Jim Turpin, a Jeremy
Bentham. a somebody. Then, as Rob-
ert Frost says in his poem of the two
roads diverging in a yellow wood, the
choice of the right one makes all the
difference.

ALUMNAE QUARTERLY/ WINTER 1%-)

"The Tulip Room, please . . ."
How many alumnae have made
this request in reserving a room at
our Alumnae House! Now the tulips
have departed but not without a
struggle two extra days of work-
men's time were required to steam
them, part of the wallpaper, off the
walls.

Augusta Skcen Cooper, Isabel
Dew and I were attending the '68
Alumnae Luncheon when we first
heard of plans to redecorate parts
of the Alumnae House, including
our '17 "Tulip Room." As we left
the dining hall, we were distressed,
because we feared we were losing
our room.

"Our room" began to be ours in
June, 1947, at our 30th reunion. We
were grieved by the recent death of
our Life President, Mary Eakes
Rumble, and wanted to do some-
thing as a memorial. Then, too, we
felt this was a milestone reunion and
we wanted to do something for the
College. We all loved the Alumnae
House. Those of you who take it as
much for granted as, for example,
Buttrick Hall, can't understand how
wonderful it was to have a place of
our own. After all these years it is
still a delight to us oldsters.

Class of '17 Accepts Project

These feelings came together in
a suggestion from someone that we
furnish, as a memorial, one avail-
able room with a private bath. At
that time all the bedrooms in the
House were furnished only with ne-
cessities and even some of them
were cast-offs! After much discus-
s ; on and many misgivings, the Class
of '17 accepted the project and ap-
pointed a committee composed of
Augusta, elected at that meeting as
our second president, Willie Belle
Jackson McWhorter, and Jane Har-
well Rutland, to make plans to do
the room over "from scratch."

Before we could begin a letter-
campaign to our members for nec-
essary money, Dr. McCain request-

"Our Room" Has

By MARTHA

ed that we postpone our efforts until
after the completion of the College
Fund Campaign, then about to be-
gin. In appreciation of our willing-
ness to cooperate, he promised to
advance us $1,000 to be taken
from our expected pledges to the
campaign.

Authorization was not given to
the College Business Office to ad-

vance the money until October
1949. Control of furnishing the
room was given our committee by
the Alumnae Association in August.
1950.

By this time prices had advanced,
and the amount which had seemed
adequate earlier, to do the room as
we wished, had to be very carefully
used. The original plan to have a

THE ACNES SCOTT

Been Face -Lifted

DENNISON '17

well-known decorator do the actual
work had to be abandoned, since
those decorators consulted could do
only a meager job for the money
vailable. The Committee, consist-
ing now of only Augusta and Willie
Belle (Jane had moved to Chicago),
felt they could stretch it further by
using their own good taste and such
help as they could glean from maga-

zines, visits to decorators' offices
and stores, and discussions with
knowledgeable persons. About half-
way through the project, Willie
Belle, who had worked with Au-
gusta over every decision, had to
withdraw. Augusta was left to com-
plete the details alone and needed
someone with whom to discuss
many items; she used the services of

Miss Morgan, from Rich's Inc.
decorating department. Rich's had
been very helpful with many prob-
lems, and Miss Morgan proved to be
a cooperative and kind consultant.

Augusta's reports to the class of
the Committee's search for bargains,
begging reductions from merchants,
shopping from place to place for
such things as prices and matched
colors, indicate an appalling amount
of headwork, footwork and time.
Each item of furnishing, down to
wash-rags in the bathroom, was
carefully chosen. Other class mem-
bers helped with presents, cash do-
nations, and service. Our dear
Georgiana White Miller, now de-
parted, embroidered the 19 17 mono-
grams on the sheets, pillow cases
and towels. But the responsibility
fell upon Augusta, our new presi-
dent. Finally, it was completed and
presented to the College on Feb-
ruary 1, 1951. It was introduced to
our class and other alumnae at our
reunion in June, 1951.

Dr. McCain Praises Efforts

Many letters were sent to Aug-
usta, praising its beauty, comfort
and attention to details. One from
Dr. McCain, dated September,
1951, tells "Dear Miss Augusta, I
never cease to marvel at the effici-
ency with which you handle every
assignment which you take for the
College .... I had occasion not
long ago to look at the 1917 room,
and I was much pleased with all that
has been accomplished through
your personal efforts and sacrifice.
It is the only room on the campus
which I would regard as showing our
best taste in providing comfort for
a guest."

Since 1 95 ! this room has been the
Class of '17's headquarters at re-
unions or individual's overnight-
visits to the College. We loved it as
our home at Agnes Scott. Now we
feared we were losing it. After fret-
ting about it for several days, we
(Continued on next page)

ALUMNAE QUARTERLY /WINTER 1%9

"Our Room'

(Continued)

decided to talk with Ann Worthy
Johnson '38, Director of Alumnae
Affairs, and find out just what the
plan was. She was surprised at our
worry and assured us that the room
would always be "ours" and that as
many as possible of our things
would be retained in it. She ex-
plained that today the College has
funds for care of the Alumnae
House and, as the 1917 Room had
become shabby, after eighteen years
of hard use, it was planned to have
a Decorating Co. (Ray Lang, Inc.,
in Atlanta) redecorate it. Another
company, an office-supply one
(Ivan Allen, Inc., Atlanta) was
working with her to redesign com-
pletely the space for the Alumnae
Office.

Thus reassured, we took a real
look at our room. We had known it
needed some refurbishing, but now,
we had to admit, it needed a face-
lifting as much as did some of us.
The once gay and bright tulips
against muted grey background had
faded. The grey, with nearly
twenty years' accumulation of dust,
had darkened, and the whole effect
was black far from that of the
Springlike freshness of the proud
day when the room was first com-
pleted. We agreed it needed rejuve-
nation.

"New Look" is Completed

Several times during the past year
1 checked progress with Ann
Worthy, since 1 wanted to report to
you on the "new look." The work
went slowly and was not completed
until after the 1968-69 school year
began. Still I put off going to see
it possibly because I'm a natural
procrastinator, but also possibly be-
cause I didn't want to realize that
our room was "gone." Finally, one
afternoon recently I visited the
Alumnae House.

Mrs. Margaret Dowe Cobb x-'22,
House Manager, received me most
graciously and showed me first the
general changes.

The one-time, tiny "Alumnae
Office" to the right of the entrance
has been made into a small, attrac-
tive parlor; the living and dining
rooms have been cleaned and bright-
ened (but still look familiar); back
of the dining room has been cons-
tructed a small, fully-equipped, all-
electric kitchen. The old kitchen
pantry, and "tea-room" have been
made into offices for the staff of the
Alumnae Association. Ann Worthy's
office, part of the former kitchen,
is beautiful, with wood panelling,
book shelves, lovely drapes and car-
pet. Throughout these offices, car-
pets, accoustical-tile ceilings, wal-
nut-stained filing cabinets, and an
overall new lighting system help our
Alumnae Staff be more efficient, as
they carry on the myriad details of
Alumnae Affairs for us! The up-
stairs excluding the '17 Room, has
not been changed too much except
for re-doing and entirely re-equip-
ping the "general bathroom"
which has hard, hard usage over the
years since 1922, when the Alumnae
House was built!

Room Rests One's Soul

"Our doors" were closed, and
while Mrs. Cobb opened the outer
one, I looked at the bathroom. It
has not been changed much (the
plan for new equipment was drop-
ped, temporarily, since the general
bathroom required much more
money than expected). However,
walls and tiles in "our" bathroom
are clean, and there are new, fluffy
white curtains with greenish-gold
ruffles at the window. The room it-
self was dark when the inner door
was opened, because the new heavy
drapes were drawn. I waited in the
doorway as Mrs. Cobb opened the
drapes. The late afternoon sunlight
drifted in. blending the room's
colors to such a perfection of unity
that "my heart stood still." The
colors are all goldish-greenish
the essence of springtime caught
by an artist into a bedroom of such
peace and serenity that just to step
into it gives rest to one's soul.

The walls are covered with pale-

cream fabric of the texture of raw
silk. The curtains are yellow-green
brocade, lined with off-white sateen,
and the deep cornice-boards are
covered with the brocade. There is
a new "antique gold" rug. Graceful,
low spool headboards have been
added to the twin beds. (If you like
to read yourself to sleep, as I do.
they look very inviting for propping
against!) The new bedspreads are
gold, with a slight greenish cast.
(Our old ones have long since be-
come impossibly shabby and have
been replaced twice! ) Our desk,
with its chair newly reupholstered in
green, is there in the same loca-
tion, and on it is our guest book in
which guests have been signing since
1951. Our dresser (with our porce-
lain Chinese lady and other do-
dads) is in its accustomed place.
The gold-framed mirror over it has
been refinished the mirror itself
had become pock-marked.

1917 Room Awaits You

Two new, very comfortable arm
chairs, upholstered in green with a
gold stripe have been added. These
are on either side of a beautiful
parquetry table, which holds a large,
new lamp. A new reading lamp has
also been placed on the small table
between the two beds. Over the
armchairs, on the long side-wall, are
two large pictures of Italian country-
sides, framed in antique gold. Over
the beds are four smaller prints of
English countrysides. These pictures
have touches of rose and blue along
with their gold and green, which
help warm up the color scheme and
keep it from being too monotonous.

So much for details! Tulips are
gone, but our room isn't! (Ann
Worthy, by the way, says a brass
plate will be put on the door de-
signating 19 1 7 as the orignal fur-
nishers of the room.) But the feel
of the New 1917 Room 1 cannot
describe that you must get for
yourself. So keep reserving "our"
room and we hope from henceforth
that everyone will request, as we.
members of the Class of '17. always
have, "The S e v e n t e e n Room,
please" and sweet dreams to you!

Requesting a favorite number, Social Council members Minnie
Bob Mothes (center), Margaret Gillespie, Lily Comer and dates
chat with orchestra leader Larry Dixon at the bandstand.

Flowers and formals added to the festivity, as the first dance of
the week end took place in the ballroom of Atlanta's Progressive
Club.

^jnes Scott:

NEWSLETTER

Spring 1969

FOR RISING SENIORS

Admissions Committee Outlines
Schedule for Early Decision Plan

Approximately one-fifth of Agnes
Early Decision Plan, which involves
credentials through the junior year, and
of the senior year.

Juniors who are interested in the
plan will take College Board examina-
tions (SAT and three achievement
tests) this spring or July. Those who
did not take the March series should
register at least three weeks in advance
in order to take the tests on May 3 or
July 12. Full details may be obtained
from the school counselor or the Agnes
Scott catalogue.

Students who file on the Early De-
cision Plan certify that they will not
place an application elsewhere until
notified of the action of the Agnes
Scott admissions committee. They ob-
tain applications on or after September

Scott's freshman class enters on the
junior year testing, good academic
a single choice of college by early fall

1, file them between September 15 and
October 15, and hear from the admis-
sions committee ( and the scholarship
committee, if financial aid has been
requested) by December 1. Those who
are accepted are not required to take
additional examinations in the senior
year.

The December 1 notification date
permits students not accepted on Early
Decision to file applications elsewhere
and to make arrangements to take
January College Boards. They are also
free to leave their applications at Agnes
Scott for consideration with Regular
Plan applicants in the spring.

Dance Bands and Dates
In Winter Spotlight

The arrival of several hundred men
and a busload of musicians ushered in
the social highlight of last quarter, Mid-
Winter Dance Week End.

Sponsored by Social Council, the
plan to hold dual dances in late Janu-
ary during the semester break for many
colleges allowed dates to come from
most schools in the southeast, and some
from greater distances. Several dress
uniforms from West Point and An-
napolis added dash to the Friday night
formal held in the ballroom of the
Progressive Club in Atlanta, where the
orchestra of Larry Dixon was on stage.
For breaks from the dance floor there
were elegantly decorated tables in an
adjoining room, where talk held sway
with long-time friends from home, as
well as with newer acquaintances from
neighboring Emory University, Georgia
Tech and the University of Georgia.

An informal dance at the DeKalb
Armory on Saturday night changed the
pace, with a performance by "The
Showmen" followed by dancing to the
music of a popular combo, "Wellston
Junction."

General Motors
Scholarship Offered

Agnes Scott will participate in the
General Motors Scholarship Plan for
1969-1970 with the award of a four-
year scholarship to a member of the
incoming freshman class, preferably one
who is interested in the physical sci-
ences or mathematics. The GM Scholar
will be selected by the college's scholar-
ship committee and will receive an
award of from $200 to $2,000 per year,
depending on financial need.

Students Will Travel in
English History Course

A course in the Social History of
Tudor and Stuart England, to be taught
in England, will inaugurate an Agnes
Scott summer study abroad program
in 1970. Under the direction of Dr.
Michael J. Brown, associate professor
of history at Agnes Scott and a native
of England, approximately twenty-three
rising juniors and seniors will spend
six weeks in selected historical sites
that include London, Exeter, Oxford,
Warwick, Chester, and Edinburgh.

The course will consist of several
hours each weekday spent in lectures,
discussion groups, historical tours, read-
ing, and research. Week ends will be
free. Distinguished British historians
already committed as guest lecturers
are Professors J. Hurstfield. University
College. University of London; J. Scar-
isbrick. Queen Mary College, Univer-
sity of London; and A. L. Rowse, All
Souls College, Oxford. Their topics in-
clude law and law courts in Eliza-
bethan England; art, music and archi-
tecture of the period; and the royal
court in the sixteenth and seventeenth
centuries. The course will carry credit
of seven quarter hours and will cul-
minate in a research paper to be sub-
mitted at the beginning of the 1970
fall term.

The summer study abroad program
is designed to conform to academic
standards of the college, and, at the
same time, to provide students an op-
portunity to know other lands and peo-
ple in a way that cannot be duplicated
in a distant classroom or on a summer
tour. The English history course plan-
ned for 1970 is expected to be the fore-
runner of other courses taught in areas
related to their fields of study.

The College Calendar

MARCH 1
2:30 p.m.

MARCH 5
11:30 a.m.

MARCH 8-14

MARCH 15-25

APRIL 1
8:15 p.m.

APRIL 2-3

APRIL 8
8:15 p.m.

APRIL 9
11:15 a.m.

APRIL 12

APRIL 17
8:15 p.m.

APRIL 23
11:30 a.m.

APRIL 25
8:15 p.m.

APRIL 24-26

APRIL 28
8:15 p.m.

APRIL 29-
MAY 7

MAY 1
8:15 p.m.

MAY 4
2-5:00 p.m.

MAY 14
11:30 a.m.

MAY 15-17
8:15 p.m.

MAY 21

JUNE 8
11:00 a.m.

4:30 p.m.

Speech and Drama Showcase: Children's Theatre Production, "The Sticky
Pot" by alumna Nancy Kimmel Duncan. Blackfriars Theatre, Dana Fine
Arts Building.

Lecture: John Portman, architect for Dana Fine Arts Building. Topic:
Creative Architecture Today.

Examination Week.

Spring Holidays.

Concert: Agnes Scolt College-Harvard University Glee Clubs. Robert Shaw,
guest conductor. Symphony Hall, Atlanta Memorial Arts Center.

Campus visitor: Dr. Celeste Uhlrich, professor of physical education, Uni-
versity of North Carolina at Greensboro; University Center in Georgia
Visiting Scholar in Physical Education.

Installation of student government officers for 1969-1970.

Lecture: Dr. Klaus Mehnert, professor of political science, Institute of
Technology, Aachen, West Germany, and guest professor, University of
California at Berkeley. Topic: Europe After the Invasion of Prague.

Phi Beta Kappa Convocation. Speaker: Dr. Klaus Mehnert. Topic: Restless
Youth in West and East.

Presentation of Sophocles' "Antigone," a new verse translation by Anne
Allen, Agnes Scott senior. Blackfriars Theatre, Dana Fine Arts Building.

Mortar Board Convocation.

Spring Concert: Agnes Scott Dance Group.

Junior Jaunt: Campus-wide charity drive.

Concert: The New York Pro Musica. John White, director.

Course Selection Week.

Spring Concert: Agnes Scott Glee Club.

Opening of Exhibit: Works by Ferdinand Warren, N.A., professor of art,
Agnes Scott College. Dalton Galleries, Dana Fine Arts Building.

Convocation speaker: Bishop H. L. Higgs, Bishop of Hull, England.

Blackfriars Play. Blackfriars Theatre, Dana Fine Arts Building.

Awards Convocation.
Community Picnic.

Baccalaureate Service. Guest minister: Dr. H. E. Finger, Jr., Resident
Bishop, Nashville Area, United Methodist Church.

Eightieth Commencement.

Self-Scheduling Format Introduced for Exam Week

This year, Agnes Scott students are
taking winter and spring quarter ex-
aminations on a timetable that they
have each set for themselves, as a self-
scheduled exam system comes to the
campus in response to students who
"wanted it badly" and faculty who be-
lieve that it may relieve some exami-
nation tensions.

Recommended by the student-faculty
Committee on Academic Problems, the
exam format was approved on a two-
quarter trial basis by the Agnes Scott
faculty and the Student Government
Representative Council.

Under the new program, each stu-
dent chooses from the exam week's
twelve testing periods the time when
she will take each of her examinations.
She files her schedule in an adminis-
trative office and delivers to each of
her professors a special envelope in
which the examination questions are
lo be enclosed and returned to a cen-
tral location. Immediately before each
sell-determined exam period, she picks
up her envelope, writes her exam in
one of several designated classrooms,
and returns it to an appointed location.

The paper work and shuffling of

some 3.500 envelopes needed to carry
out the individualized plan makes it
necessary for each student to assume
major responsibility in all aspects of
self-scheduling: she must determine her
entire schedule four weeks in advance
of exam week, must adhere to this
schedule unless illness prexents. must
report at the proper time for the proper
examination, and must abide by the
honor system in not discussing any
exams during the exam week. The stu-
dents have indicated that they are more
than willing to take these responsibili-
ties in exchange for the new program.

THE ACNIS scon

Sophomore

Parents

Enroll

For a Week End

The Sophomore Class planned a va-
ried week end of events for their par-
ents who came to Agnes Scott in early
February for SPWE, the sponsoring
class's catchword for Sophomore Par-
ents' Week End. Here, some of the 300
visitors mingle outside Presser Hall
after a special convocation, and later,
parents of students in Miss Cox's physi-
cal education class watch the classroom
work-out. "Her Infinite Variety," an
original review, lived up to its name
in a production staged in the Dana Fine Arts
Theatre, and a candlelight finale climaxed the
Dolphin Club's production, "A Splash Into

Disneyland." The parents were also entertained
at a luncheon in their honor, and President and
Mrs. Alston hosted a dessert-coffee.

Students Become Tutors of Campus Employees

In a program unique among colleges
in the Atlanta area, a group of Agnes
Scott students are tutoring employees
on their own campus.

"I think it's wonderful. Things come
to me now that I didn't think I could
pronounce," says Oscar Zimmerman,
who has studied with his tutor, Mil-
dred Hendry, since last fall. An em-
ployee of the Agnes Scott mail room,
he is one of seventeen college em-
ployees who meet with their individual
tutors every week and practice their
emerging reading and writing skills
through homework assignments.

Knowing how to tutor was the major
hurdle in getting the project under way.
This was overcome when Mrs. D. Kirk
Hammond, Executive Director of Lit-
eracy Action Foundation, Inc. of Met-
ropolitan Atlanta, came to the campus
to lead a workshop, training volunteers
via the Laubach method.

Cheryl Granade. a junior whose
home is Atlanta, and Jane Todd, a
senior from Gastonia, N. C, organized
the training sessions for campus volun-
teers as a service function of the cam-
pus Christian Association. Thirty Agnes
Scott girls became certified tutors as a
result of the workshop.

The Laubach method systematically
increases the pupil's reading skills until
he qan master the seventh grade level,

the proficiency needed to read a daily
newspaper.

At Agnes Scott the tutors bought
Laubach teaching manuals, and the
Student Government Association pro-
vided funds to buy books for students.

Summing up her tutoring experi-
ences, Mildred Hendry, a senior from

Agnes Scott senior Mildred Hendry tutors
Oscar Zimmerman in the college mail
room.

Cocoa, Florida, sees Oscar Zimmer-
man's progress as her greatest enjoy-
ment in teaching him to read. "He can
sound out words now, rather than sim-
ply recognize combinations of letters
that he had known before. He is com-
ing right along in building from words
to phrases, sentences and ideas."

The Atlanta Constitution recently
commended the Agnes Scott girls for
their work in the program. The edi-
torial ended by saying "Good looks and
good works a hard combination to
beat."

Alumnae Are Honored

Two Agnes Scott graduates were
among five outstanding women recent-
ly recognized by the annual Woman
of the Year awards in Atlanta.

Mrs. Hugh M. Dorsey, Jr., was
named Woman of the Year in Arts
for 1968, and Dr. Betty Edwards is
Atlanta's Woman of the Year in the
Professions.

Mrs. Dorsey and Dr. Edwards join
the ranks of thirteen other Agnes Scott
alumnae and four Agnes Scott faculty
members honored in one of the five
categories. Two of the fifteen alumnae
have held the title of Atlanta's Woman
of the Year.

ALUMNAE QUARTERLY /WINTER 1%9

Symposium Puts
Emphasis on
Other Nations

A symposium on developing nations,
made possible by a grant from the S&H
Foundation, Inc., brought speakers to
the campus in February to discuss the
aims of governmental, business and
academic programs in Asia, Africa and
Latin America, the reactions of the
peoples of these areas to outside aid,
and the progress and prospects for the
future of the world's poorer countries.

Among guest speakers was the Depu-
ty Administrator of the U.S. Agency
for International Development, Ruther-
ford M. Poats, whose daughter is a
sophomore at Agnes Scott.

The academic sector was represented
by David Bronheim, Director of the
Center for Inter-American Relations.
D. W. Brooks, chairman of Cotton
Producers Association, spoke on agri-
cultural cooperatives, and the role
of business was also represented by
Graeme G. Kirkland, Far East Co-
ordinator for Corn Products Company.

The program for the two-day Sym-
posium included informal student-par-
ticipant gatherings, sessions of individ-
ual addresses and panel discussions,
open to the public, and classroom visits
by the guest speakers.

Art Professor to
Come from England

Sir John Rothensiein, art critic, au-
thor and former director of the Tate
Gallery in London, has been appointed
visiting professor of art history at
Agnes Scott for the fall quarter, 1969,
and will leach a course on history and
criticism of painting and sculpture in
Britain, emphasizing the late 19th and
20th century.

Sir John came to the United States
and taught for a year at the Univer-
sity of Kentucky, after completing his
graduate work at Oxford University.
He moved to the University of Pitts-
burgh for a year before resuming his
career in England, and was director ol
the Tate Gallery from 1938-1964. A
Commander of the Order of the British
Empire, Sir John was knighted b\
Queen Elizabeth in 1952.

Lady Rothenstein, the former^-Eliza-
beth Kennard Smith of Kentucky, will
accompany her husband during his
residency at Agnes Scott.

Although far from Iran, Lulu is "at home"
in a fencing class.

Fencing Is Her Sport

"Fast and accurate." is Saphura Sa-
favi's description of an expert fencer.
"Lulu" speaks of the sport from her
vantage point as the women's national
fencing champion of Iran for 1967.
Now eighteen years old and a first-

year student at Agnes Scott, Lulu be-
gan her climb to the championship six
years ago, and a bench mark along the
way was her competing in the jun-
ior Olympics held in her hometown,
Tehran. She had both Italian and Hun-
garian fencing masters as her private
tutors after she was selected by the
Federation of Iran to receive special
coaching. French, one of several lan-
guages in which Lulu is fluent, was the
common language of the student and
her foreign masters.

At one point, horseback riding al-
most nosed out fencing as Lulu's main
athletic interest. She explains that a
fencer must keep up an alternate sport
since "your right side will develop
more than your left if you don't." She
came to love riding, but has not "put
away fencing" as she was once tempted
to do.

Lulu is an example of self-discipline
and training to aspiring classmates in
their physical education class. She often
helps the instructor in demonstrations
of form and use of equipment, and is
also an assistant instructor in weekly
sessions at the Decatur Fencina Club.

Campus Extends to State Capitol

Two Agnes Scott seniors, both po-
litical science majors, are working in
the State Capitol as intern aides to a
legislator.

For several hours each day when
the Georgia House of Representatives
is in session, Margaret Green of Char-
lotte, North Carolina, and Kit Mc-
Millan, of Albany, Georgia, are in
the office of Kiliaen V. R. Townsend,
Republican 115th District Representa-
tive and minority whip. As well as run-
ning errands and handling general of-
fice work, the aides are called upon
to research proposed bills in which the
representative is interested and to sub-
stitute for him in committee meetings.

Under a program of directed study
in her major department. Margaret
will receive college credit for her work
in the legislature, when supplemented
by required reading and a paper.

Representative Townsend was the
guest of a political science class on
campus last fall, and the idea of using
college students as aides developed
from that meeting. Margaret and Kit
run on a tight schedule between cam-
pus and Capitol, but both find their
work enjoyable and educational. Kit
commented. "It's wonderful to work

for a person like Mr. Townsend. who
is so involved. He makes you feel a
certain respect for the lawmaking proc-
ess." Margaret enjoys the many peo-
ple she meets as an aide, and expects
her experience to be helpful in what-
ever field she decides to enter after
graduation.

Music for Maclean

A new pipe organ has been ordered
for Maclean Auditorium in Presser
Hall. Being built by the Schlicker
Organ Co.. Inc. in Buffalo. New York,
the Two Manual and Pedal Tracker
Organ is the "type that flourished in
the Baroque period when the organ was
literally the king of instruments." ac-
cording to Raymond J. Martin, pro-
tcssor of music.

Being built b\ highly specialized
craftsmen who represent the "last ves-
tige of the old medieval guilds." the
new classical organ will hopefully be
delivered by next fall. Professor Mar-
tin sa\s. The Schlicker will join three
other organs on campus, a four-manual
Austin "romantic" in Gaines Chapel
and Iwo practice organs, in offering
variety for both sounds and the tech-
niques of organ artistry.

DEATHS

Faculty

I C Tart, treasurer of the college for 48 years
January 28, 1969,

Institute

Thyrza Simonlon Askew, lanuary 27, 1969

Rena Cook Brandon Lawson (Mrs. Harley Fleet

wood), lune, 1968,

Alice Fisk Sanders (Mrs. Henry D.), October 2

1 968.

Anna Green Barry (Mrs. Robert Edwin), October

1968

Mary Bynum larnigan Rodman (Mrs. Hugh), De

cember 29, 1968

Maude Medlock Christian (Mrs. W. H.), Novem

ber 10, 1968

May Ragland Dobbins (Mrs. W. E.), lanuary

1969

1911

Roland Burrhard, husband of Eleanor Coleman
Burchard, May 6, 1968,

1914

Roberta Florence Brinkley, lune, 1967 after an
extended illness.

1918

Samille Lowe Skeen (Mrs. |ohn U, November,

]9b8

1919

Agnes Wiley Marshall (Mrs. Alfred M.), mother
of Lisa Marshall Simkins '46, Nov. 17, 1968,

1921

Kirk Thernn Hnlley, husband of Marguerite
Cousins Holley, Jan 20, 1969,

1923

Neal Morgan, husband of Lucile Little Morgan,
Sent 10, 1968. Lucile Little Morgan, Dec. 13.

1968

1926

Ralph Paris, husband of Edythe Coleman Paris.
Dec 23, 1968.

1929

Charles Carter, father ot Sara Carter Massee '29
and Annette Carter Colwell '27, February, 1969
William Dickson, son of lean Lamont Dickson,
Nov, 3, 1968.

1931

E, L Duke, Sr,, father of Helen Duke Ingram
and Frances Duke Pughsley '33.

1932

Mildred Hall Cornwell (Mrs. W. D.), December
23. 1968,

1932

Mr W S Taffar, father of |ura Taffar C
Rudene Taffar Young '34 Dec. 11. 1968.

1937

Mrs. C D Cabaniss. mother of Dorothy Cab-
aniss lohnson, November, 1968.
Alice Taylor Wilcox (Mrs. Robert), Feb. 25. 1969.
William Thompson III. son of Mary Jane Tigert
Rivas, November 3. 1968 of injuries received in
a motorcycle accident.

1938

Charles Chalmers, father of Jean Chalmers
Smith. November, 1968.

1940

fiances Octavia Batv. mother >i Evelyn Bah
Landis, November 24. 1968

1945

Mrs Emmie Matthews Higgins mother of Emily
Higgins Bradlev. Dec. 17, 1968.

1946

Robert Peacock, Jr., 15-year old son of Stratton
Lee Peacock Ian, 26, 1969 of a cerebral hemor-
rhage suffered at football practice.

Mrs lohn W. Weinschenk mother
Weinschenk Mundy, June 13, 1068.

1947

Charles Alfred Jones, father of Rosemary Jones
Cox 47 Beth lones Crabill '48. and Lucy Ellen
lones '67. |an , 1969.

1948

I M Griffin, father of Rose Mary Griffin
\\ ikon March 3, 1969.

1951

Mis C H Hud-,- Nanq Lou Hud-

son Irvine. Feb 10, 1969.

1952

Dr William Crowe, Ir. lather ot Catherine
Crowe Dickman lanuary I

1966

Mrs Maty Hayes Kiker mother of loan klker.
October 22 1968.

THE AGNES SCOTT

Worthy Notes

M Why Do You Keep Sending Me Fund Appeals?"

Almost all of my career days (no fair guessing how
many!) have been involved with some kind of fund rais-
ing. Prior to returning to Agnes Scott in 1954-55, I worked
for eleven years with the American National Red Cross.
During eight of those years I had responsibility for fund-
raising in numerous Red Cross chapters and Red Cross
wrote the community fund-raising primer.

This experience is one of the reason's I am employed
as director of alumnae affairs at my Alma Mater. In the
majority of the better institutions of higher education in
this nation, the words "alumnae/i" and fund-raising are
synonymous.

Perhaps you will allow me one broad definition, based
on what I've learned in this field. Among homo sapiens
are two kinds of people: those who enjoy fund raising,
and those who endure it. (This classification is not original
with me. but I can cite numberless examples.) I belong to
the former group and those of you who belong to the
latter will immediately conclude that I am sick, sick, sick!

One kind of fund raising that I've neglected is for my-
self. Oh, to be endowed like an institution wouldn't it be
"loverly"? (And my name, "Worthy," is a natural.) If I
were so endowed, I'd like to take a couple of years' leave-
of-absence and do real research on women and fund-
raising. It is fascinating.

But sitting right here at my desk I can do some research,
for among my "dailies" are letters, phone calls, constant
conversations from many of you who believe, quite sin-
cerely, that "a college like Agnes Scott" should not "stoop
to" sending numerous fund appeals to alumnae.

Please believe me when I say, just as sincerely that I
do not know all the answers to fund-raising questions. I
do know, though, that Agnes Scott will not continue to be
"like Agnes Scott" without adequate financial support from
its only family, its former students. And another hoary
adage is true: alumnae do not give without being asked.
Maybe alumni do? (My male counterparts on other college
campuses say "not so".)

So, I'll try to put into perspective the Alumnae Associa-
tion's fund-raising program, designed to produce annual
income for Agnes Scott College. I can rejoice in the fact
that for the first time in the fifteen years I've had direct
responsibility for alumnae fund raising, we have a pro-

gram on a sound organizational basis, with potential for
growth and refinement that it illimitable.

The reason I can say this is the involvement of alumnae
in the program. There are over 800 alumnae serving as
volunteer solicitors, and hearty thanks are due them indi-
vidually and collectively. Most classes have a Class Chair-
man. She asks a number of her classmates to serve as Class
Agents (each agent writes to a maximum of ten class-
mates).

There is also a volunteer General Chairman, Sarah
Frances McDonald '36; a Special Gifts Chairman, Betty
Lou Houck Smith '35, and an "Honor Guard" Chairman.
Mary Wallace Kirk '11. (The Honor Guard is composed
of those classes which have celebrated their 50th reunions
and which do not have individual Class Chairmen.)

The annual program is divided into two parts, or phases.
First, in the fall is the "Special-Gifts" phase. Letters are
sent, over Betty Lou's signature, to some alumnae asking
for specific amounts of money, from $50 to $1000 or
more. A "follow-up" letter is mailed in January.

During the fall also Class Chairman are getting their
classmates organized. In February the chairmen assign
classmates to Class Agents, and the second phase, or "gen-
eral solicitation" begins in March, when the agents write
their ten classmates for gifts. The Fund Year runs from
July 1 to June 30.

The Alumnae Office, in support of the work volunteers
are doing, mails, during the general solicitation, three small
brochures, printed pieces, to inform alumnae about the
College's financial needs. These are not "another appeal"
they are supportive information. A final piece is mailed
in June.

There are myriad mechanics involved in the program.
May I beg your understanding of these. We try. on campus,
not to solicit any alumna who has contributed. But the
exigencies of both frail office equipment (and frail human
beings!) must be faced. The margin for error is always
there, and a time lag in processing gifts and sending the
next mailing piece is inevitable.

fVrvtuC^vOcW <^W*w_ *3T

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

Wro EcU-i b H!

x$

ungues

ALUMNAE QUARTERLY

SPRING 1969

I I

>Jj ^1

>''/.'*#''''

COVERS: On the front, All
Saint's College at Oxford is
a beautiful panorama as
caught on camera from St.
Mary's Tower. On the back,
"The High" is Oxford's
busiest thoroughfare.

THE ALUMNAE QUARTERLY VOL. 47 NO. 3

CONTENTS

Edna Hanley Byers Retires 1

Education at Oxford: "Effortless Superiority" Mary L. Boney 2

Let's Keep the Generation Gap Discernible Virginia Suttenfield '38. M.D. 8

Trustees Commend Dean Carrie Scandrett 13

Agnes Scott's Space Age Honor Guard Adelaide Cunningham "11 14

Class News Anne Diseker Beebe '67 16

PHOTO CREDITS

Front and Back Covers, pp. 3, 4, 5, 6 and 7 Mary Boney, pp. 1, 13, 18,

21 and 25 Billy Downs, pp. 16 and 22 Virginia Brewer.

Ann Worthy Johnson '38 Editor
Barbara Murlin Pendleton '40 Managing Editor
John Stuart McKenzie, Design Consultant
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

Mrs. Byers
friend."

with alumnae over an autographed photo of Robert Frost, her "faithful

College Librarian, Indefatigable Frostiana Collector, Honored

The extensive collection of Frostiana at Agnes Scott has been named the Edna
Hanley Byers Collection, in honor of the college librarian who retired in June from
a career which led her to become a "faithful friend" of the late poet Robert Frost.
Gifts from Robert Frost of first editions and other original material form the
nucleus of the collection, which Mrs. Byers and others began in 1945 after the
poet's third visit to the college. Frost endeared himself to the college and the com-
munity, making twenty visits to the campus before his death in 1963. With the
care of Mrs. Byers, whom Frost called "my faithful friend and indefatigable col-
lector," the collection of Frostiana has become one of the most respected in the
country.

ALUMNAE QUARTERLY /SPRING 1969

ABOUT THE AUTHOR: Mary Boney, Professor of Bible at ASC, holds the Ph.D. degree from
Columbia University. She came to ASC in 1949 and is an Elder in the Decatur Presbyterian
Church. During July of 1968 she attended the American Summer School at Mansfield
College, and in the fall she attended lectures at Mansfield, Trinity and Oriel Colleges at
Oxford. The article below shows her keen insight into life at Oxford.

At Oxford, Hertford Q
Bridge looks toward Sir
Christopher Wren's
Sheldonian Theater.

"The English never scrap anything that works, they just add new elements as needed."

fwiwot Oxford

"Effortless Superiiwfaj

;/

By MARY L. BONEY

The term that comes to mind when I think of educa-
tion at Oxford University is the phrase that may have
been coined for that place: "Effortless superiority."
While no one who has been there only briefly can "tell
it like it is" (or even "as it is"! ), I can try to share what
I observed.

For three weeks last summer and for twelve weeks
in the autumn I was in that 800-year-old university
among some 10,000 students. I lived during the sum-
mer session in a residence hall of Mansfield College,
a Congregational institution that was the first "free
church" establishment to be given status in the uni-
versity community. During the fall I lived for two
weeks at Halifax House, a graduate center just across
the street from where penicillin was discovered, and
then during the "Michaelmas Term" on Victoria Road
in the North Oxford community of Summertown. Here
1 was the "lodger" of the Assistant Bursar of Mansfield,
a native Oxonian who was good enough to share not
only her home with its central heating but also her
friends and her knowledge of the surrounding country-
side.

The Principal of Mansfield College allowed me to
have an affiliate relationship there, which meant that

I could be a part of Mansfield's "Senior Common
Room." This privilege includes the opportunity of din-
ing at "High Table" in "the Hall." where the civilized
practice of taking time for conversation before, during,
and after meals in the company of the senior members
of the college community is a refreshing experience.
An American is impressed with the solemnity of the
evening meal: undergraduates stand, in their short
gowns, while their be-robed elders file in; the Principal
pounds the gavel, and a student intones the blessing
in latin all under the surveillance of the ubiquitous
portraits on the walls. Although much is made of the
"class distinction" between the "Junior Common
Room" (consisting of undergraduates) and the "SCR."
there is a unity of spirit in which the younger and the
older are considered together as "members of the
college" and "members of the university." with each
group fulfilling its own function and respecting that of
the other.

During the eight-week Michaelmas Term I attended
seven lectures a week in fixe different colleges and had
the privilege of reading in four libraries that had theolo-
gical books. (My particular work was concentrated in
biblical study and theology.) (Continued)

THE ACNES SCOTT

YlMk

m

Entrance to Christ Church Gardens (I.) and Christ Church Col-

(Continued)

1 suppose you have to be born in England to under-
stand the educational system. In fact, there seem to
be many systems. The English never scrap anything
that works; they just add new elements as needed.
When I would try to find something in our system with
which to compare their "O" (for ordinary) level
examinations, or their "A" (advanced) levels, it was
like the directions a man gave for getting to Boston:
You can't get there from here.

But it is easy to see that higher education as we
know it is not as widespread there as it is in our country,
and everyone who goes to a college or university has
been sifted through terrific competition. While this is
particularly true of their ultra-Ivy League of "Ox-
bridge," it is also the case at the so-called "red brick"
universities, and now at the burgeoning "plate-glass"
colleges where contemporary priorities are reflected
in the judgment that these institutions contain more
"quant" than "Kant." It must be added that there
is increasingly more emphasis on the scientific dis-
ciplines at Oxford and Cambridge, although it still
seems to be true that the humanities maintain their
lead. 1 shall try to describe, briefly, the three major
areas, as I saw them, that compose education at Oxford:
the university, the tutorial system and student life.

If you go to Oxford and look for "the university,"
you won't find it, for it is made up of colleges which
are scattered around a city of 100,000 people. There
are some buildings which all the colleges use in com-
mon, such as Sir Christopher Wren's Sheldonian
Theater, where official meetings take place, and the
Examination Schools, where testing is done for degrees.
There is the University Chest, which is a sort of central
treasury; and in personnel there are the Vice-chancellor
and two Proctors. But responsibility is so diffused that

it is difficult for disgruntled students to find enough
concentrated authority to picket!

There are twenty-four colleges for men, five for
women, five co-ed, five "Permanent Private Halls." and
eleven other institutions. Representatives of these bodies
elect a Hebdomadal Council, which governs in some
matters; other decisions are made by the "Congrega-
tion." which consists roughly of what we would call
"joint faculties" in an American university: and still
others by the "Convocation," which includes the ap-
proximately 30,000 individuals all over the world who
hold advanced Oxford degrees. (It was the Convocation
that voted on the person to fill the chair of Poetry while
I was there; students vigorously promoted the Russian
poet Evtushenko.)

Each college has its own head, though there are
many titles used. There's the "President" of Magdalen,
the "Warden" of All Souls, the "Dean" of Christ
Church, the "Provost" of Oriel the "Rector" of Exeter,
the "Master" of Balliol. the "Principal" of Brasenose.
as examples. To be a full-fledged college, an institution
must be governed by its "fellows." who would be the
equivalent of our faculty members, plus administrative
officers, with no outside controlling board. Each college
is built around a quadrangle, and most of them still
have gates which may be closed at night. Stories still
abound of the ingenuity of young men in getting back
into the college after hours. One alarmed mother is said
to have written to the head of a college: "Sir. did you
know that there are forty-seven ways of getting into
your buildings after the gates are closed' 1 What are
you going to i.\o about this' 1 " The reply was: "You are
mistaken. Madam; there are fifty-three ways of getting
into this college after the gates are closed, and I am not
going to do anything about it." The unflappable spirit

THE *GNES SCOTT

i Oxford

lege (r ) are beautiful ancient settings for the contemplative life.

of this reply is typical of the calm perspective with
which Oxford seems to operate.

I attended two ceremonial occasions in the Sheldonian
Theater: a matriculation and a graduation. Both cere-
monies were conducted in Latin, with translations of
what was going on thoughtfully provided for spectators.
Full academic regalia is worn (in spite of chalk scrawls
on the pillars outside, "Gowns are for clowns"). Vic-
torian regulation decreed black hose, headgear, and
skirts for women students, but no mention was made
of the length of skirts, so today's crop of co-eds appear
in the minniest of mini-skirts; and at least one of the
lady principals was not exactly letting hers trail the
floor! Ceremony seems to be taken seriously and casu-
ally at the same time. Everyone is expected to know
his Latin; but no one was upset when it was discovered
that a long-haired male had been matriculated with the
St. Anne's College women.

For centuries Oxford was a man's world; but in the
nineteenth century societies for women began being
given the status of colleges and were accepted as an
integral part of university life. Two of the women's
colleges I visited, St. Anne's and St. Hugh's, have about
300 resident women each. The pressure for co-education
at Oxford is mounting in the men's colleges there as
it is in this country; financial considerations will prob-
ably be the chief factor slowing down the process of
change.

When Henry II called home English students who
were studying in Paris, they came to Oxford and began
the monastic schools, with young monks gathering
around older ones. So the Oxford tradition of a tutorial
system dates back to the twelfth century. The idea is to
surround eager young scholars with able older ones
and let the young "catch" learning by exposure, much

as one catches a cold. Because of the caliber of older
and younger students attracted there, the system usually
works. (Because of the weakness and frailty of human
nature, it does not always work. )

A student admitted to one of the colleges for his
first degree must decide, as he "goes up," the field in
which he will read, and all his work is centered in that
area. The pattern of liberal arts familiar to us, in which
a broad spectrum of the humanities and the sciences
are included in a bachelor's degree, does not apply there.
Students start specializing at an earlier stage than in
the States.

Each young person is assigned to a "moral tutor,"
a senior member of the college who is his special guide
in planning his academic program and anything having
to do with the way he can live at Oxford and do his
best work. If this tutor is not an authority in the par-
ticular field in which the student is to work, he arranges
for the young person to get specific guidance from a
qualified person, perhaps in another college. Although
there is great flexibility, most of the students I saw
were meeting their tutors once a week and were writing
papers to be read and reviewed at each conference
time. This weekly paper is the most relentlessly demand-
ing part of an undergraduate student's life.

In trying, inevitably, to find analogies with our edu-
cational system, we would want to think of a tutor as
a "faculty member." But since their major function is
to spend time in personal conferences, with individuals
or groups, most tutors do not give formal lectures. And
as "fellows" responsible for governing their college,
they are somewhat in the category we would consider
"administration" also. They are the core and the gadfly
of the learning process. Those I came to know were
(Continued on next page)

ALUMNAE QUARTERLY / SPRING 1%9

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"One must promise not to kindle a flame in Old Bodleian

Library."

(Continued)

generous with their time and were unfailingly cordial to
an American who really had no claim on them at all.

A student usually works first for a B.A. degree which
involves extensive examinations at the end of three
years, made up and graded by persons other than his
tutors; or a B. Litt., which means, in addition to ex-
aminations, the writing of a paper. After he completes
his first degree, if he continues doing scholarly work
during the next seven years he may be awarded an
M.A. (for a fee of about $25!) The highest degrees
awarded are the doctorates which have more extensive
requirements.

The difficulty of getting away from our American
presuppositions is evident in that we might think of
early concentration in a particular field as narrowing.
But the depth and breadth of the study that goes into
whatever subject a student chooses, coupled with his
high motivation and self discipline, means that a person
doing a B. Litt. on a thirteenth century bishop will
end up with a broad and extensive education. He will
be literate and articulate in many areas.

In the tutorial system lectures have a distinctive but
not a primary place. They are given by dons who have
something to say, attended by those who want to hear
what they have to say. Some lectures are geared toward

ikutto

the exams students will take in certain fields; some
are going to become chapters in books, and represent
the research which the lecturer is doing currently. (A
few lectures announced are not actually given, because
no one shows up to listen! ) Students, in consultation
with tutors, may try out several lectures at the beginning
of a term, dropping some that they do not find helpful
as weeks go on, and continuing with others. Statements
made by the professor, no matter how provocative,
usually go unchallenged during the lecture hour, a
practice which does not quite prepare an Oxford pro-
fessor for visits to American campuses. This is not to
say that the lecturer is dogmatic; but it is to say that
he is allowed to make this case usually without interrup-
tion. His statements may be taken apart in tutorials
and in other discussions. Lectures begin at approxi-
mately five minutes after the hour, when the professor
strides in, black gown trailing, and they are concluded
at about five minutes before the next hour. Distances
between the colleges and the short period between lec-
tures add up to much hurrying, afoot and on bicycle,
through the narrow streets and lanes of the town.

Because all work amounts to independent study,
rooms in residence halls are mostly singles: bedroom-
study combinations, "bed-sitters." as they are called.
The long periods between terms at Oxford do not mean
play time but are the weeks when students do some of
their hardest and most concentrated work.

Books may be checked out of college libraries for
use in students' rooms; but in the main Oxford library,
the Bodleian, books and manuscripts must be used in the
reading rooms where seats are understandably at a
premium. The Bodleian is one of the libraries with
"copyright privileges," which means that it receives,
free, a copy of every book printed in Britain. To secure
permission to use this library one must have a recom-
mendation and must promise not to "kindle a flame
in the premises," a rule left over from the days when
monks endangered manuscripts as they read by candle-
light.

It was particularly interesting to watch the style of
student life at Oxford, apart from their main concentra-
tion with studies. One of the most intriguing features
was the "wall newspaper." The stony face of Balliol
College on Broad Street was usually full of aphorisms:
"Berkeley said. Oxford was an idea in the mind of God.
Help God forget it." "Alcohol is a solvent: people are

THE AG\ES SCOTT

iQxfor}

the solution." "Karl Marx is a fink." (The porters
were kept so busy cleaning the walls that someone
finally wrote, "Remember Belshazzar." ) And on the
side of New College ("new" in 1379, that is!) there
appeared, "Balliol walls are a bourgeois concept" and
"Aphorisms are the death rattle of revolution." In the
summer of 1968 there appeared such widely divergent
suggestions as "Reinstate LBJ" and "Smash capitalism."
"Che lives" and "Victory to the NLF" appeared often.

Five revolutionary societies in Oxford combined and
from time to time would give out mimeographed ma-
terial and try to have demonstrations. But there is so
much freedom at Oxford (and the tutorial system as-
sures each undergraduate of unrestricted access to the
ear of at least one adult ) that most of the students let
the revolutionaries alone. When a small group of them
decided that All Souls, a college consisting entirely of
"fellows," should open up its facilities to undergrad-
uates, they picketed outside with placards that made
much of the fact that the warden's name happened to
be "Sparrow," implying that he was responsible for the
death of Cock Robin, and citing Luke 12:7. At the
height of their vigil, one of the fellows, A. L. Rowse
(who has lectured at Agnes Scott on several occasions)
came out and addressed the group. "Who are you
middle-class young people, and what are you doing
here?" A youth retorted, "Who are you. and what have
you ever done?" To which Dr. Rowse replied, "I am
A. L. Rowse. and I have written thirty books, none of
which you have read, nor have you written any yourself.
Now begone from here and get to work."

So far as I could tell, the entire population stops
in the morning for "elevenses" (usually "white" coffee)
and in the afternoon for tea. Pubs are favorite meeting
places and have their own charm: among them the
Turf, which one reaches through a labyrinth of walls;
the Bear, where the walls are lined with the tips of
neckties cut off former patrons; and the Trout, a de-
lightful place along the Thames River.

The dramatic societies produce excellent plays; the
debating society is active. On the playing fields you can
watch soccer and rugby football; on the Isis River,
rowing races. "Soul" music is performed by such groups
as the Mindbenders.

The student magazine reflected the fact that some
issues are universal. In the last publication I saw, the
lead article was on "The Problem of Loneliness at

Gargoyles of St. Mary's grimace down from the Tower.

Oxford." An interview reported a visitor as saying,
"Oxford is too pure. Life's just not like that." An edi-
torial about students living in unregistered "digs" ac-
cused the administration of being slow in making
changes in rules. And the wisdom of the young is to be
recognized in a letter from a "Fresher": "We are not
so simple as to believe that we can get through three
years of University without having to work at some-
thing that seems at first both boring and useless."

The architecture and atmosphere of Oxford are a
constant reminder of the ecclesiastical origins of the
university. It was the love of learning as nurtured by the
church of Jesus Christ, on the foundations of a Hebrew
and Greek heritage, that began the search for truth
there and in many other places, including Agnes Scott
College.

From what I could observe, working together at Ox-
ford are able and diligent junior and senior members
of an academic community, unselfconsciously con-
cerned with widening the horizons of their minds to
be of use to society, with an integrity that may be taken
for granted. I did not feel that such an environment was
strange.

"Effortless superiority" only seems to be effortless.
Superiority demands constant, dedicated effort.

ALUMNAE QUARTERLY / SPRING 1%9

Lets Keep the Generation Gap Discernible

By VIRGINIA SUTTENFIELD '38, M.D.

When I see a television commercial
based on the advice to American wom-
en to "use our product and even teen-
agers won't be able to distinguish you
from vour daughter." I sometimes
wonder how many women believe that
such a goal is desirable, and how many
men would prefer two daughters to
the usual arrangement of a family with
an easily discernible generation gap.

To solve the conflicts which in-
evitably arise between two genera-
tions within a family, when adolescent
members are reaching for adulthood.
by eliminating the differences creates
more problems than are solved. Even
further, to solve the conflicts by be-
coming a teen-ager oneself robs the
adolescent member of the family of
anywhere to go, of anyone to emu-
lute. To use the teen-ager's language:
"the adult cops out." For me just to
say that the adult members of a family
should continue in their roles as adults
is not enough. I will try to convey
my reasons for thinking so and some-
thing of my frame of reference which
may be helpful in understanding why
1 think so.

Where are our adolescents going?
Geographically, they are going fur-
ther, faster, and more frequently than
our generation did. And they have the
means to go with little expenditure of
energy on their part, so that the ul-
timate aim is one of having pleasurable
experiences in places far from home.
Often they are going without adults
although those same easily accessible
means are just as available to adults
as to adolescents. I know of one group

who got up very early on a recent
Saturday morning to join their friends
for a two-hour bus ride to a ski area,
four or five hours of skiing, some
lunch somewhere, sometime, and then
a two-hour bus ride back home. The
only adult necessary was the one who
drove the bus. Even he might have
been left behind except that we have
laws which say that a person must
have reached a certain age before he
is to be entrusted with driving a bus.
Those two hours on the bus were
probably anx'ous ones for most of the
youngsters. They were watchful of
one another even while singing lustily,
or talking animatedly, or just jostling
around. They were concerned about
who was sitting next to whom, who
had enough nerve to say what to
whom or to do what to whom, who
was living up to their expectations of
each other, and who was letting them
down. There may even have been
some discussion about parental atti-
tudes and actions; but. mostly, they
were self-consciously concerned with
themselves. Most of them, in that two-
hour bus ride, were making psycholog-

ABOUT THE AUTHOR: Virginia Sutten-
field graduated from ASC in 1938, and
then from Georgia Medical College. She
has done extensive background wmk in
psychiatric hospitals and clinics She i--
now in private practice in child psychia-
try, and makes her home in Stamford,
Conn.

ical progress on the way to becoming
adults.

These are Fairfield County. Con-
necticut youngsters whose parents are
available to them in many settings
for interaction between the genera-
tions; parents who are mindful that
their children ha\e enough opportuni-
tv to establish themselves firmly with-
in their peer group: parents who have
nurtured them through many crises,
who breathed a sigh of relief when
the bus left, and began worrying about
them a half-hour later, hoping they
would have a good day and half-fear-
ful that something might go wrong.
You never know. For most of the
parents when the youngsters got back,
there were few words to convey what
had gone on. The majority of the
actual conversations would have
sounded prettv inane had they been
recorded. Although these children
have been taught to be verbal, few
of them can accurately describe their
feelings or can put into language for
their parents what such a day means
to them. Such matters are for Eng-
lish compositions or for the favored
relative or friend who is interested
enough and uninvolved enough not
to threaten the teen-ager with ex-
posure as he tries to de'ireate himself.

Psychologically, today's adolescents
are trying; to go the same place the
older generation was trving to go
when they were adolescents. They are
trying to become adults. They are
looking over the opportunities which
our society presents them, opportuni-
ties for becoming certain kinds of

THE ACNES SCOTT

Much adolescent activity is directed to-
ward testing one another.

adults. The careers available to them
today are within the same categories
as twenty-five years ago, inasmuch
as we are still in a scientific-indus-
trialized society. The specializations
which have emerged within the last
twenty-five years cause parents to
gasp with their complexities and their
vast potential yet unexplored.

Parents have to keep their com-
posure while they encourage children
to prepare for such things as com-
puter programming, when the par-
ents may not understand the new
math, or for atomic research, or world
politics, or organ transplants. (For
comparison twenty-five years ago these
career categories would have been:
comptometer operation, bio-chemical
or molecular research. Politics in any
form was so frowned upon as a career
choice it would probably not have
appeared in the listing. Neurosurgerv
would have been the daring medical
specialty then. ) Nowadays the ethics
of transplanting an organ from one
human to another is being discussed,
whereas the technical knowledge is
accepted as worthwhile, and poten-

ALUMNAE QUARTERLY / SPRING 1%9

Parents work wonders when they keep the
boundaries between the generations as clear as
they can.

tially may lead to even greater pos-
sibilities not now known.

I dare say that our adolescents
would like to have more indication
from the older generation as to what
we think about these career oppor-
tunities, or why we are spending so
much on exploring outerspace, when
so many of our citizens abhor the pros-
pects of spending their lives in dead-
end jobs. They certainly want clear
indications from their parents of what
the most important goals to put their
energies toward attaining are. They
welcome serious discussion of the
ethics involved in the choices they
are making. They don't want to be
caught napping and later on discover
that their lives have been spent mean-
inglessly.

Many of our youngsters are involv-
ing themselves in services to others.
They may sign up for volunteer work
in the hospital or boys' club because
it will look good on the resume they
will be sending to colleges a few
years from now, but they quickly find
there are rewards in service to others
which no one told them about. They
find out money isn't everything. But,
knowing how much money has meant
to the older generation who lived
through a depression, they are re-
luctant to talk about these inner feel-
ings. Sometimes I think they may
even feel sorry for us, sorry that we
have worked so hard to build an af-
fluent society for them!

Today's teen-agers are following in
the footsteps of those young adults
who, about ten years ago. began

dropping out of college to spend a
year "thinking things over," or to
roam aimlessly and wait for some di-
rection to take shape in their lives,
or just to wait awhile. Most of them
(Continued)

Mom and Dad may not recognize them-
selves in their first-grader's drawings.

Generation Gap

(Continued)

found reasonable answers to their
questions and have gone forward into
adulthood and parenthood.

But they started a questioning which
is far from finished. They dared to
look at our values, our ultimate aims,
and our ways of attaining those aims.
They established a trend of looking
at what they were getting before buy-
ing it. This process leads logically in-
to open protest for those who think
they are getting cheated in life. Many
of our not-at-all-deprived youngsters
have been joining in the protest. Per-
haps they are trying to tell ns some-
thing about brotherhood. The younger
generation really seems to want every-
body to have a chance to live a mean-
ingful life. And not alone. They want
companionship with depth, excite-
ment, loyalty, generosity, and con-
sideration. Much of their activity is
directed toward testing one another
for just these qualities. Furthermore,
it parents keep the generation gap
clearly discernible, they can help ado-
lescents reach their goal of full adult-
hood.

From the point of view of the par-
ent, let's review what they have
contributed in the past fifteen years.
For those of you who are parents,
particularly mothers, perhaps a look
at what you have done already with-
out question will give insight into
those areas which now cause you
concern, even anger, when your chil-
dren reach adolescence.

By your constant devotion and con-
sistent attitudes towards your infants,
you have taught them that you are
trustworthy, that the piece of the
world they know as theirs is one
which can be counted on to have
meaning and continuity. You even
conveyed a sense of style and laid
the groundwork for a religious orien-
tation. By this I mean that, very
early, young children get a sense of
knowing whether their parents be-
lieve that everything comes from the
parent, or whether there is humility
about maintaining a common faith
which has been proudly passed on
from one generation to the next. You
have conveyed by the very quality
of your handling whether your in-
fant was welcomed to the family, and
he very soon discovered what his

place was within the family and how
to bring you closer or how to send
you away. Your anxieties were also
communicated to the infant; and if
the periods of anxiety were not too
long or too intense, they were not
likely to interfere with the develop-
ment of hasic trust so important for
the first stage of a person's life.

When your child began to yvalk.
>ou were proud of his accomplish-
ment and probably let your mother
know at the earliest opportunity. The
child was proud, too, and quickly
learned that walking could get him
towards something he wanted to
reach as well as to get him away
from what he didn't like. Climbing
was something else again. Mothers
are not so happy about children
climbing onto things, or pulling things
down onto themselves. To watch your
child gain motor skills was not all
pleasure, hut any parent would be
worried if her child did not develop
them.

Then young children learn to hold
on to what they like and let go yvhat
they do not. And there is a per-
plexing ambivalent stage during which
both child and parent arc confused
about what to hold onto and what
to let go. (If this ambivalence sounds
similar to indecisiveness of teen-agers,
\ou will agree that there is an ele-

W^

ment of recapitulation of earlier
stages passed through in the com-
plexity of adolescence.) When your
child was learning motor skills you
were careful to guide his movements
in such a way that he would not get
discouraged in perfecting those skills
while learning where you would al-
low him to apply them. Your de-
lineation of limits at that stage was
reassuring, to say nothing of being
lifesaving. Even a very young child
learns the wisdom of not running out
into the street, or of not climbing
onto the bookshelves because of
danger of bodily harm.

When you stop to think about it.
you may marvel at the complexity
of the message you conveyed to your
child. In effect, you and your hus-
band said to your child in a way
that reached the very core of his
being: "We love you, we want you to
learn to live with us. we are proud of
your accomplishments, we want you
to stay out of harm's way, and we
want you not to get discouraged bj
our restrictions on your movements."
And you conveyed all this to your
child without producing deep shame.
By so doing, you established your
child's rightful dignity. This led to
his readiness to live in a family where
some order has been established and
in which he could expect to enjoy

THE AGNES SCOTT

some individuality within a structure
which continued to care for his basic
needs.

He was by that time ready to
tackle the outside world, which, at
that stage meant learning to cope
with whatever other youngster was
available as a playmate. Many of you
purposely chose his playmates by
enrolling your child in a carefully
selected nursery school. Your child
learned not only to cope with other
children but also to take pleasure in
planning activities with them, in ag-
gressively getting them to agree with
him. or at least to take turns choos-
ing what they would do together.

Also, many of your children had
to deal with jealousy over a baby
in the family and to come to some
peace with the fact that Mother was
no longer exclusively at the older
child's disposal. You. meanwhile.
were learning that you could trust
your child to act predictably even
out of your sight. This is to say that
the beginnings of true conscience
were established by the time you
could comfortably leave your child
to play unsupervised with another
child for half an hour.

While the conscience is forming
(and it is not complete until late in
adolescence), it seems to me that the
coalition of the two parents is of the

utmost importance. Often it is dis-
agreement over the way the child
shall be brought up which allows dif-
ferences in the parents which were
only vaguely hinted at before, to sur-
face. When your child was in nur-
sery school, you, as parents were
balancing out between you your rela-
tive strengths and weaknesses as in-
dividuals and forming a coalition
which would ready your child for
formalized education. You were grati-
fied to hear from your child's teacher
that he was eager to learn, willing
to share, interested in class projects,
able to profit from example set by
others. You glowed with understand-
able pride when your child said he
wanted to grow up to be just like
you. You may not have recognized
yourself in the crayon portrait he
drew in first grade, but you praised
him and pinned it up for all to see
and comment!

Subsequent development of these
themes took place so rapidly that
you may have forgotten just how it
came about that your child began
to notice what other fathers did for
a living, how they spent their spare
time, how their table manners com-
pared, to name but a few of the
areas which interest a child when
he begins to move beyond the core
of the family. Self-consciousness about

differences or weakness in the pa-
rental coalition puts the child at a
disadvantage. He may become overly
constricted, or overly obedient, or
suspicious and evasive. He, or more
precisely, she may set herself up as
a self-righteous moralist like Lucy of
the Peanuts cartoon strip who has
a consultation booth to sell advice
to other children.

The most damaging result to the
child of weakness in the parental
coalition is confusion over sexual
identification. In order for each child
to be secure within himself about
his se\ and about later expectations
when he reaches biological maturity,
each must grow up in a family where
both parents are present, where they
have respect for one another, where
their expectations of each other are
realistic, where they unselfconscious-
ly show affection for one another, and
where they agree on important basic
ideals. It is also nice if they can al-
low each other to make a mistake
now and then without being covered
with sarcasm. And there are certainly
times when openly expressed anger is
appropriate in response to thoughtless
lack of consideration or unjustified
displacement of emotions.

A girl learns from both her mother

and her father what it is like to be

(Continued)

ALUMNAE QUARTERLY / SPRING 1%9

Generation Gap

(Continued)

a woman, and to be married, and
what she can expect of men. A boy.
in the same sense, learns from both
parents what his role can be as a
mature man. When either of the
parents degrades the other in the
eyes of the child, the child may give
up completely trying to emulate his
parent or give up ever expecting to
succeed in an adult world. He may
resort to rages, or phobias, or any
of the other forms of sickness indi-
cating maladjustment.

When the coalition is strong be-
tween the parents, the child can enter
his next phase vigorously and can
apply great energy to the task of
learning in a systematic way what
school has to offer. He can begin
learning fundamentals of technology,
so important in our world. We are
never really amazed to hear that a
ten-year-old boy can fly a plane be-
cause he learned how from a comic
book. We expect that sort of careful
attention to details from our young-
sters. What we need to be aware of
is that it is frustrating to them that
they cannot apply their technical
knowledge immediately. But by the
time a child finishes grade school.
he will begin to realize with accuracy
what the world has to offer, and he
may begin to think about his career.
Of course we would not hold him
to the choice he makes at age eleven,
as he may make a more discriminating
one later, but the choice at eleven
will not be based on the attractive-
ness of the uniform, or the immediacy
of results. He can now think and
project himself into future maturity.

What the mother, or father, was
doing while the child was in ele-
mentary school may not have seemed
very significant. It was to a large
extent talking, explaining, answering
questions, clarifying what was ex-
pected. Many of the important ex-
changes took place while you were

chauffeuring your child to this and
that worthwhile activity. The chauf-
feuring situation is often fairly rou-
tine, and it is a time which the child
can count on to have your attention
for bringing up questions important
to him. Those times he often remem-
bers with pleasure.

When the elementary school years
have not gone well for a child, he
enters adolescence with a conviction
of inferiority which is difficult to
reverse. He may be convinced also
that decisions are all based on preju-
dice, and that what he does (no mat-
ter what) would not make any dif-
ference inasmuch as he is inferior and
doomed to failure.

When childhood has gone right,
when his family remains strong and
intact, the child will enter adolescence
with the expectation that he will take
his rightful place in adult life based
on his efforts and his unique qualifi-
ties as an individual. And he will ex-
pect his parents to continue to repre-
sent for him the older generation.
This does not mean that he will not
challenge the firmness and the sound-
ness of the parental coalition. Any
healths youngster does a lot of testing
the limits. You, as a parent, may
be weary of the struggle at times.
But if sou keep your own role clear,
even if you stumble, the adolescent
will give you a hand, or give you a
rest, or in some other way let you
know that he wants you clearly to
remain the parent. When he comes
to the point of breaking away, he
will help sou to knoss that he is
establishing a nesv generation, not
trying to "break up" the older genera-
tion.

Let me sa\ from ms experience
as a clinician who treats both chil-
dren and adults, the generation gap
is inevitable in a healthy family. And
ms best ads ice to sou sounds simple:
keep the boundaries betsveen the two
generations as clear as you can.

THE ACNES SCOTT

rp

stees Commend Dean Carrie Scandrett

In the autumn of 1920, Miss Carrie
Scandrett entered Agnes Scott as a
freshman. From that day to this, with
the exception of one year immediately
following her graduation, she has
heen an integral and organic part of
this college four years as a student
and forty-four years as a member of
the administration, making a total
of forty-eight years at Agnes Scott.

As an undergraduate. Miss Scan-
drett displayed the energy which has
characterized everything she has done.
Most students are content to major in
only one discipline, but not Carrie
Scandrett. She majored in both Latin

and chemistry and while doing so was
president of Student Government, a
singer in the Glee Club, and a member
of the varsity hockey team, to name
just a few of her activities. In the
Silhouette for 1924, her fellow-stu-
dents wrote as follows:

Dick is, without doubt, the most
popular and best-loved girl in the
college. If Agnes Scott can keep
on having student government
presidents like her, the greatness
of the college is assured.
Graduating from Agnes Scott in
1924. Miss Scandrett spent one year
working with the Y.W.C.A. In 1925

she returned to her alma mater to be-
come secretary to the dean, a post
which she filled until 1931 when she
became assistant dean. In 1938 on the
retirement of Miss Nannette Hopkins,
Miss Scandrett was named Agnes
Scott's first dean of students, a post
from which she is retiring at the end
of this academic session.

It is as dean of students for thirty-
one years that Carrie Scandrett has
been a major influence in determining
the excellent college that Agnes Scott
is. Indeed, it is not too much to say
that she has touched more young peo-
ple constructively and determinatively
than has anyone else who has ever
heen at Agnes Scott. Miss Scandrett
has always been available twenty-
four hours a day, seven days a week.
Every student has been her individual
concern, and in countless ways, many
of which these young women have
never been aware of. Miss Scandrett
has sustained and helped them.

Dean Scandrett's duties have been
legion. No area of Agnes Scott's life
has escaped her notice, her attention,
and her care. She has been the guide
and stay of students; she has encour-
aged and counselled faculty mem-
bers, and she has undergirded the ad-
ministration with a strength and in-
tegrity that defy description and an-
alysis. Devotion to duty, an abhor-
rence of sham and hypocrisy, a direct-
ness of approach, an unerring sense
of propriety, unbounded energy and
ingenuity these are a few of the
characteristics of this distinguished
woman.

Now as Dean Scandrett retires from
active se;vice to Agnes Scott, the
Board of Trustees registers its lasting
appreciation of and for her. Indeed,
so great is Agnes Scott's debt to Carrie
Scandrett that it can only be acknowl-
edged, never repaid. Ours, as a Board
of Trustees, has been the good fortune
to come to the Agnes Scott scene con-
currently with this lady. We give
thanks that we have had this privilege.

ALUMNAE QUARTERLY /SPRING 1%9

Agnes Scott's Space Age Honor Guar<

By ADELAIDE CUNNINGHAM '11

Today, when the trend is for youth not to trust those
over thirty, those alumnae, like me, who are "oldsters"
especially appreciate the Alumnae Association desig-
nating our group as "The Honor Guard." (I'll tell the
truth: when you are over thirty, you don't trust your-
self! I read that in Saturday Review, so I trust it.)

The older woman, in the Space Age, what is she
like, in body, mind, and spirit? What are her oppor-
tunities' 7 How is she using her talents, her training in
today's world? Science has shown us how to take bet-
ter care of our bodies, hence to live longer. Statistics
prove that women live longer than men. For example,
of the fourteen members of my class, 1 91 I, nine are
living. Two are unmarried, and of the seven who mar-
ried, six have outlived their husbands. Our minds have
been developed by the opening of doors formerly
closed to the education of women, by easier and faster
methods of travel, and by the miraculous media of elec-
tronic communication. In spirit, we have been quick-
ened by new opportunities for service; by spirit I mean
an inspiring or animating principle, such as pervades
thought, feeling, or action.

As alumnae of Agnes Scott, we are the products of a
great college whose history parallels that of the Space
Age. I shall name a few milestones. 1891, Decatur Fe-
male Seminary, founded in 1889, becomes Agnes Scott
Institute. 1903, the Wright brothers fly the first powered
airplane in history, near Kitty Hawk, N.C. One of
Robert Frost's poems, "Kitty Hawk," written in 1953,
recalls the year 1 894 when he stood here
Off on the unbounded
Beaches where the whole
of (he Atlantic pounded

Neither you nor I

Ever thought to fly.

Oh. but fly we did,

literally fly.
1906, Agnes Scott, now an accredited college, confers
the B.A. degree upon five members of the graduating
class. 1927, Charles Lindbergh makes the first non-stop
airplane flight from New York to Paris.

1931, the Agnes Scott Alumnae Association, after
studying programs for alumni education in twenty-four
colleges and universities, conducts an alumnae week-
end, our first experiment in continuing education. 1932.
Amelia Earhart makes the first aerial crossing of the
Atlantic by a woman. 1963, Valcntina Tereshkova,
first woman cosmonaut, flies in space. December, 1968,
Apollo 8 orbits the moon "the most daring excursion
in the history of human endeavor," wrote Kenneth

Weaver in the National Geographic for February.
March 13, 1969, Apollo 9 astronauts return safely
after a space flight that brings America one step nearer
to a moon landing. February. 1969. Agnes Scott offers
to alumnae "The Winter Continuing Education Pro-
gram" with an added "Special for Spring. Astronomy
for Astronaughts."

Today, just as the number of older people has in-
creased, so also have the opportunities for older peo-
ple. Meeting our needs are Medicare. Medicaid, homes
for the retired, part-time employment, and recreation.
For women there have been gains in securing equal
status with men in government, social legislation, busi-
ness, and the professions. Since technology now per-
forms many tasks formerly requiring physical strength,
we are now free to do much with our minds. Agnes
Scott has taught us how to learn and to continue learn-
ing all our lives. She has developed in us an awareness
of the beauties of the earth and its wonders: she has
given us a knowledge of the peoples on the earth, with
an understanding of the needs of many of them.
Through great teachers we have been inspired with
the ideal of service.

The NASA program is a stimulus for the mind and
spirit. Robert Frost was prophetic in these lines, which
are also from "Kitty Hawk":

Don't discount our powers;

We have made a pass

At the infinite.

Made it as it were.

Rationally ours.
The entire space program originates in the mind of man.
In a press conference for the three members of the
Apollo 8 crew, broadcast on television, Captain Frank

THE ACNES SCOTT

Borman said, "Exploration is the essence of the
human spirit. To pause, to falter, to turn our back on
the quest for knowledge, is to perish." We await the
achievement of the three goals for the NASA pro-
gram: to land men on the moon, explore the planets,
and learn more about conditions on the earth.

"In the beginning God created the heaven and the
earth." These words took on new meaning when we
heard them read by the astronauts more than a hundred
thousand miles away, as they saw "the good earth"
floating in that eternal silence. Later, in the press con-
ference, William Anders said that the view of our earth
impressed them with the one-world idea. Archibald
MacLeish saw in their thoughts the coming of a new
era when "man may at last become himself" and we
may see ourselves as "brothers who know now they
are truly brothers." In an era of instant communica-
tion and total involvement with what is happening to
everyone all over the world, this dream may be closer
to reality than ever before.

In our Agnes Scott Atlanta Alumnae Club programs
this year we have seen how our alma mater is adapting
herself to the changing needs of the Space Age. At our
January meeting Sylvia Chapman '64, assistant to the
dean of students, spoke of current students wanting re-
forms now. Some of these same students are tutoring
seventeen college employees, conducting a voluntary
program for the educationally deprived. This project,
and I quote from an editorial in the Atlanta Constitu-
tion, January 22, 1969, "is the result of cooperation
among the Christian Association on the campus, the
Student Government Association, and the Literacy Ac-
tion Foundation, Inc., of Metropolitan Atlanta."

The close association between Agnes Scott and the
greater Atlanta urban community is seen also in the
following statistic: fifteen alumnae and three members
of the faculty have won Atlanta's "Woman of the
Year" award. One of these, Sarah Frances McDonald
'36, an outstanding attorney in Decatur, also spoke
at our January alumnae club meeting. One former
member of the faculty, Dr. Catherine Sims, now dean
of the faculty at Sweet Briar College, received the
honor twice: in 1946 as WOTY in Education; in 1956,
in Civic Service.

Our third speaker in January, Adele Dieckmann
'48, nationally known Atlanta authority on sacred
music, is the daughter of Emma Pope Moss Dieck-
mann '13, one of those in the Honor Guard to whom
we pay especial tribute today, for they have succeeded
in the dual role of homemaker and career woman. One
has only to read the Class News in the Quarterly to see
that alumnae, their children, and grandchildren are
leading happy, useful lives all over the world.

I shall name a few others among the first graduates
who are still active. My classmate, Mary Wallace
Kirk '11 has enriched the lives of many through her
artistic and literary talents. She has been a trustee of
Agnes Scott for more than fifty years, and is this year

serving as Honor Guard chairman in the Alumnae
Annual Fund Campaign. Lizzabel Saxon '08, did her
first teaching in Agnes Scott Academy, then the
preparatory department of the College. She taught later
in the Atlanta high schools until her first retirement in
1953. During ten more years of teaching in her home
town of Calhoun, Ga., she was made Teacher of the
Year and later, Star Teacher. She has won a Master's
degree from Columbia University and attended eight
summer schools from Ohio to Mexico. Lizzabel is now
tutoring and supply teaching, and the hair on that Phi
Beta Kappa head is still coal black!

Mildred Thomson '10 has written a book. Prologue,
describing her thirty-five years of service in a state-
wide program in Minnesota for the mentally retarded.
The National Association for Retarded Children gave
Mildred its first award. And Janie McGaughey '13 has
also written a book, On the Crest of the Present, about
her twenty-seven years as executive secretary for
Women's Work in the Presbyterian Church, U.S. She
holds an honorary doctorate from Southwestern at
Memphis and is the first woman in Georgia to be or-
dained an elder in her church.

Numberless alumnae are homemakers, and many
who are wives and mothers are also career women,
finding satisfaction and happiness in activities outside
the home. There are those whose children are married,
who engage in rewarding work in "the world." For the
educated woman of today, horizons are unlimited. In
the January, 1969 AAUW "Journal" there are two
articles on this subject. I quote from the one by Helen
Marie Casey. She says of the educated homemaker,
"With love and the strength of her vision she can bring
into being a very special kind of beauty."

Last fall our first club program in the series was on
the Space Age Child. Recently on television Astro-
naut Lovell spoke of his Space Age baby, whose toys
are rockets, not guns. I should like to tell you of an-
other Space Age baby, one who lives in Athens, where
her father is professor of sociology in the University of
Georgia. She is Margaret Louise Alston, the namesake
and great-grandchild of our own Margaret Wright
Alston Acad., who is here today to be the next pro-
gram speaker. Perhaps one day this little girl will
enter Agnes Scott College, and in the twenty-first
century, she may become one of the women to make
a better America and a better world. You remember
how Tennyson's Ulysses exhorts his mariners:

To follow knowledge like a sinking star
Beyond the utmost bound of human thought.

Old age hath yet his honor and his toil.
Death closes all; but something ere the end,
Some work of noble note may yet be done
Not unbecoming men who strove with gods.

May I update these last two lines and predict

Much work of noble note will yet be done

Not unbecoming women who went to Agnes Scott.

ALUMNAE QUARTERLY /SPRING 1969

DEATHS

Faculty

1927

Elizabeth Crigler, former chemistry professor,
March 11. 1969.

Emma May Laney, Professor of English, March
25, 1969 (Her brother is Frank M. Laney, 1723
Autumn Ave . Memphis, Tenn 38112)

Institute

Eileen Cober, May 17, 1969
lulia Stokes, April 11, 1969

Academy

Lida Ramsay, March, 1967.

1912

Hazel Murphy Elder (Mrs. C. Durham), March
11, 1968.

1913

Earl C Steele, husband of Edlena Gillespie
Steele, August, 1968.

1916

Clarence Inzer, former lieutenant governor of
Alabama, husband of Alice Weatherly Inzer,
December, 1967,

1917

(Catherine Lindamood Cattlett (Mrs. Richard),

February 23, 1969

1919

Sam E. Levy, husband of Annie Silverman Levy,
December 26, 1968.

1921

lulia McCullough McMichael (Mrs. Robert L.),
February 5, 1969.

1922

Grace Anderson, April 23, 1969.

1923

Carrie Sloan Allison White (Mrs. Seibern), Aug

ust 31, 1968.

Milton Edward Miller, husband of Lib Norfleet
Miller, April 12, 1969.

1928

Marguerite Lake Miller (Mrs. |. E.), March 14,
1969.

1931

Dr Haywood S Bartlett, husband of Elmore
Bellmgralh Bartlett, April 1, 1969.

1932

Mrs Benjamin F Duke, mother of Mary Duke
Hess, April 27, 1969.

loe R Morrison, husband of Etta Mathis Morri-
son, March 18, 1969.

1937

Mrs I. A Tilly, mother of Mildred Tilly, March,
1969

1941

losephine Cates, November 22, 1968, of pneu-

Margaret Falkinburg Myers (Mrs. Vance A.),

August, 1968.

1943

Alice Steadman McMurphy (Mrs. Marion), Feb-
ruary 14, 1969

1946

LaNelle Wright Humphries (Mrs. A. A.), May 9,
1969, of brain tumor.

1948

Legh Scott, father of Margaret Scott Cathey,
February 28, 1969.

1950

Mrs Louise W Mitchell, mother of Miriam
Mitchell Ingman, March 24, 1969.

1956

Mrs K. L. Greenfield, mother of Sallie Green-
field Blum, May 6, 1969.

Worthy Notes

An April Evening Was Devoted to Carrie Scandrett

Happiness was the word for Miss Scandrett's Reception.
Wish you could have been there every one of you. 'Twas
a great and gala evening, that April Friday, and through-
out there flowed a current of warmth, of love, for a person,
for a college, for one another.

I can try to delineate the events of the recognition of
Carrie Scandrett, but I shall not attempt to describe the
feeling it just happened, and one had to be a part of it
to understand it.

Major kudos for the who'e affair go to Miss Nancy P.
Groseclose, who was its major domo. Last year President
Alston asked her to chair a committee to make plans for
honoring Dean Scandrett who would retire in June, 1969.
Serving on the "CS Recognition Committee'" with Miss
Groseclose (biology faculty member and close friend of
Dick's) were: Jane Meadows Oliver (Mrs. Carl) '47,
president of the Alumnae Association; from the faculty
Mr. Joe Frierson and Miss Roberta Winter '27; from the
student body, Miss Mary Gillespie '69, and Miss Mary
Chapman '69; from the administrative staff Mr. W.
Edward McNair, director of public relations, Miss lone
Murphy, assistant dean of students, and I as director of
alumnae affairs.

In my checkered career not just at Agnes Scott I have
been a member of numberless committees. (I recall a Red
Cross staff meeting in which I said, "I am 'met out', I just
don't think I can stand another committee meeting." My
supervisor replied, "Ann Worthy, if you can find another
way to get the Red Cross job done, please let me be the
first to know!") Being a member of the CS Recognition
Committee proved to be a joy, not a chore. Nancy Grose-
close saw to it that meetings were few but that the myriad
details dovetailed.

We determined early to have a reception for Dick on
the Friday night of Alumnae Week End, April 1 1 , and to
gather enough money for a special gift, perhaps a new car
to replace her vintage 1953 one. And we determined,
naively, that these plans would be kept secret from Miss
Scandrett. (I can now ask her forgiveness for numerous
"little white lies".)

As putting plans into action gained momentum, so did
ideas. When the entire Agnes Scott family alumnae,

faculty and staff, students, trustees get going on some-
thing for a person as beloved as Dick, there is no stopping
us! (Why didn't someone ask us to put a man/woman on
the moon ten years ago?) Letters for her to keep, money
for a color TV set as well as a car, and best of all, the
establishment of The Carrie Scandrett Fund for the college
leapt from idea to actuality. By action of the trustees, in-
come from this fund will be used for student activities,
thus perpetually honoring a lady who has literally given
her life to students.

Dick, herself, wanted in all honesty nothing to be done
for her on the occasion of her retirement. But she weather-
ed well that April evening. Alumnae came, from California
to New York; Dick looked lovely (see p. 13); John Flynt,
former head waiter in Rebekah Dining Room, rang the
old bell, and the new Walter's Hall terrace floor was a
gracious setting for an informal, easy reception.

A current student said, "I didn't realize so many people
loved Miss Scandrett" (some current students think of her
only as an "austere authority"). One alumna said, "I've
been back on campus many times, in official and unof-
ficial positions, and I've never before experienced this
kind of 'togetherness'."

Dick won't buy her new car till she returns, perhaps a
year hence, from a visit with her sister (Ruth Scandrett
Hardy '22 and her husband, John, on the Isle of Man).

Dick's reception was a nice preamble to Saturday, main
day in Alumnae Week End. I will report in the next issue
on that day, but let me now give you a quote from a 50th
Reunion class member who could not come: "I saw the
picture of Elva (my older sister) taken at her fiftieth at
Wellesley and the camera caught what might be called a
small disaster. A few of the 'girls' were on canes, one was
in a wheel chair and some appeared to be holding others
up. So my suggestion is to have a dance at which only
slow minuets are permitted and ask all the young interns
at Emory to come on over and softly glide the ladies across
the floor. Do give this some thought!"

Aywv.Ow.VW ^W*v- 3T

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

c n

V' (.,.,

SUMMER 1969

Front and Back Covers: With changes on campus seeming to occur daily, it may
be comforting to know that Agnes Scott's magnificent magnolias still stand tali and
stately Front: Ellen Gilbert 71, daughter of Marion Derrick Gilbert '36; back
lanet Allen 70, Sally Moore 71 and Ellen.

THE ALUMNAE QUARTERLY VOL. 47 NO. 4

CONTENTS

New Academic Dean is Old Acquaintance 1

Space-Age Career Women 2

A Dean is Feted During Alumnae Weekend 7

The Agnes Scott Fund 1968-69 8

Who's in Charge? Editorial Projects for Education 15

The Academic Kaleidoscope Dean Julia T. Gary 31

Class News Shelia Wilkins Dykes '69 33

Photo Credits

FRONT AND BACK COVERS, p. 1, Chuck Rogers, pp. 2, 4 Kerr Studio, Inc
pp. 7, 41 Billy Downs, pp. 34, 43 Van Buren Colley,
p. 37 Fred Powledge

Ann Worthy Johnson '38 Editor
Barbara Murlin Pendleton '40 Managing Editor
John Stuart McKenzie, Design Consultant
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and
Summer by Agnes Scott College, Decatur, Ga. Sec-
ond class postage paid at Decatur, Georgia 30030.

New Academic Dean is Old Acquaintance

Dr. Julia T. Gary's appointment as dean of the faculty was confirmed by Agnes
Scott's Board of Trustees at their May meeting. Dr. Gary had been serving as
acting dean since January, when Dean C. Benton Kline, Jr. resigned to become
associated with Columbia Theological Seminary.

A native of Henderson, N.C., Dean Gary holds the B. A. degree from Randolph-
Macon Woman's College, the M. A. from Mount Holyoke and the Ph.D. in
chemistry from Emory University. She has done special study at the Oak Ridge
Institute of Nuclear Studies, Tufts University and at the University of Illinois.
She is a member of Phi Beta Kappa.

Dr. Gary has taught at Randolph-Macon, Mount Holyoke and Emory. She
came to Agnes Scott as assistant professor of chemistry in 1957, was named as-
sociate professor in 1960, assistant dean of the faculty in 1962 and associate dean
in 1967.

In announcing Miss Gary's selection, President Alston said, "The action of
the Board in naming Miss Julia Gary as dean of the faculty assures the Agnes
Scott community of continued academic leadership of superior quality. Dean Gary
is admirably prepared for the responsibilities of the dean's office." (See her article
on p. 31)

ALUMNAE QUARTERLY/ SUMMER 1969

Space Age Career Women

Sarah Francis McDonald '36, an attorney in private practice, brings us up to date on

M

Women in the Legal Profession

Y remarks to you about
the space age career woman I have
divided into these areas: the need;
the opportunity; the facts; the chal-
lenge; the responsibility, and the hope.
I shall only be able to touch on each
area, but perhaps I can give you a
few ideas which you may explore
further.

First of all, the need is apparent,
and is growing every day, for more
women to join the labor force. The
enormous growth in our population,
explosion in our economy and stag-
gering federal spending have created a
situation of virtually full employment
today. The factors 1 have just men-
tioned will bring about even greater
shortages in the labor force in the
next decade.

Women already constitute a large
proportion of the total working pop-
ulation. Fifty percent of all women in
the age group of 45 to 55 are em-
ployed, and another interesting fact is
that 50% of women in the United
States are married before the age of

Sarah Frances McDonald '36

twenty-one. We can deduce, then, that
a high percentage of the working
women are married, and that many in
the higher age group must be reenter-
ing the working force. Many women
do work only part time and. of course,
this is one of the problems with pro-
fessional women which I will discuss
later. The trend today is for more
women to work a larger part of their
lives and drop out of the labor force
for shorter periods to marry, have chil-
dren or for other reasons.

Let us look now at the opportunity
for women in the professions. The
girls in law school today tend to be at
or near the top of their classes, so we
see a very high quality of women go-
ing into law. Another thing I have
noticed is that many of them are per-
sonally attractive. The space-age ca-
reer woman is quite a different person
from the low heeled, sternly suited,
stringy haired, professional of the
"olden" days not so very long ago!
Law firms today are recruiting actively
to find the most outstanding members
of law school classes. They are scan-
ning students' records; they are hav-
ing them come to meet the members
of the firm, their families and friends
and are giving them a real third de-
gree, not only about their abilities but
about their personal and social habits.
I have had several senior members of
large law firms tell me that they spend
as much time as they can on activities
with the young recruits, had them in
their homes, watched their manners,
observed how much they drank, how
they conducted themselves in every
area.

In a relatively short period, we have
seen an overcrowded field change into
one in which lawyers are in short sup-
ply I am sure that the same is true in
other professions. I think back to only
a few years ago, when young lawyers

were beating the bushes trying to find
a spot to hang their shingle. All of us
then went into law knowing that we
were going to have a five-year starva-
tion period. I recall one young lawyer
coming in to see Mr. Burgess, with
whom I shared offices, about going in-
to practice in Decatur. Hugh Burgess
told him to come on out but that we
had so many lawyers here already we
were representing each other! At that
time we probably had twenty-five or
thirty lawyers. Today we have about
150 members of our bar.

One other feature of opportunity is
the higher income a woman in the
professions may expect today. I am a
product of the depression days and
must admit that I am staggered by the
starting salaries for young lawyers
fresh out of law school who don't
know anything about the practice of
law. A few of the really affluent firms
are starting the young man and, occa-
sionally, a young woman at SI 2.000 a
year. I am reminded of one of the
older members of our Decatur-DeKalb
Bar who said that in the early days of
his practice, a lawyer was lucky when
he made a $5.00 fee and a few more
smaller ones. So. there is today a wide
choice for women in selecting stimu-
lating and challenging positions.

Let's take a look at a few of the
facts about women in professions. The
professional schools. I understand, are
all over-crowded. They have limited
openings for those seeking to enter the
schools. The competition for these
spots is very high indeed, so the first
hurdle a woman has to get over is
actually getting into a professional
school. 1 would like to call your atten-
tion to the problems of Deans of pro-
fessional schools. When the chances
are 50-50 only that women will work
full time in a profession, while the
chances that men will do so are bet-

THE AGNES SCOTT

ter than 90%, the Deans usually
choose the men. They tend to discour-
age women applicants because they
look at such facts, and they are cer-
tainly inclined to use the limited fa-
cilities for those who will give full
time to the profession. They also know
what happens when the women seek
affiliation with law firms, and that
there still are problems in this area.

What do law firms say when women
apply? The firms generally are reluc-
tant. They say that women are poor
risks, in that they will drop out of
the profession or be interrupted in
their careers because of marriage, or
birth of children, or because women
will be moving about with their hus-
bands. These are valid considerations
for Deans of schools and also for firms
considering employing women, be-
cause the cost of education is so high,
and the time and effort that someone
has to expend in training the young
members of the profession is enor-
mous. The dollars and effort are going
to be placed where the best produc-
tivity over the long term can be ex-
pected. The bets. I am afraid, have
been on the men.

I will mention, also, a few of the
real reasons I have learned which in-
dicate why law firms don't employ
women very readily. I understand that
some of the firm members' wives ob-
ject to the close working relationship
of their husbands with these attractive
females. Some social problems are
created in a virtually all male firm situ-
ation, and another reason, which sur-
prised me a great deal, is that the
young lawyers object far more stren-
uously to women lawyers than do the
older ones. Perhaps they have had the
sting of being outdistanced by the
women in law school (and I think it
is a fact that men do not like to be
beaten in anything by a woman.)

There is, in my judgment, invalidity
in some of the reasons assigned by law
firms for not employing women. A
woman who has gone through the
grueling training is quite likely to stick
with it. Even though some women do
have to move about with their hus-
bands in this transient society, I think,
generally, they are more stable work-
ers than men. I will tell you a funny
conversation I shared recently. We
were discussing women lawyers one
night and there was a young male
lawyer present. He voiced long objec-
tions to women lawyers, culminating
in, "Why, I would no more get women

trained in than they will move." This
was hilarious because the young male
lawyer had changed law firms three
times in three years and was about to
make another move!

Another fact which you might be
interested in is the trend to group
practice, and the firms are getting
larger and larger. One of the reasons
for this trend is that through group
practice, we can share the high cost of
operation and, with hope, pull down
our overhead. Then, there is also the
trend to specialization, because the
law is getting more and more com-
plex and requires a high degree of
expertise in handling many problems.

Personally, I would not want to be
a part of a large firm. I think one
would get lost in the herd, and clients,
I find, are not too fond of this, be-
cause the personal touch is often times
lost. I understand that when women
are employed by large firms, they are
often assigned routine or menial tasks
and are not given the same challeng-
ing work that is assigned to men. This
is purely second-hand information, but
I am told that the pay is often less for
a woman in a professional job with a
corporation or in an association of
attorneys.

It is not an easy task to combine a
full-time career with a family, since
the demands on a professional per-
son's time and energy are staggering.
I honestly believe that it takes a spe-
cial kind of man to work with and
encourage his wife to fulfill herself in
any profession.

This brings me to the challenge to
professional women today. The need
is so great for more qualified women
in the professions that people who are
concerning themselves with this prob-
lem believe ways will be found to help
women fulfill their natural and im-
portant roles as wife and mother in
duality with their roles as profession-
als. To accomplish this, certain changes
will be required. First, there must be
a change in the basic attitudes of So-
ciety. When I was appointed as a
member of the Governor's commission
on the status of women, a friend of
mine remarked that she knew the best
way to upgrade the status of women
and that was to change the care and
feeding of little boys. I was discussing
recently the employment of women in
Atlanta law firms with a male attor-
ney friend of mine, and he said that
his law firm had summed up their
objections to bringing women into

their firm in one word: hormones. Be-
fore we can expect any real change in
the attitudes of Society, I believe that
women will have to prove themselves
and convince the men that they are
good bets and will be as stable as the
men professionals.

Another change which will be re-
quired is that more flexible arrange-
ments will have to be made by the
educational institutions for female
married students, and for graduate
students or those embarked upon in-
ternships when they are interrupted in
their studies by marriage or birth of
children. Facilities will have to be de-
vised for continuing the education
(and retraining) of those who have
been away because of child bearing.

Another necessity for women pro-
fessionals, particularly for those who
are married and are mothers, is for
trained homemakers to come into the
home to keep it and to care for the
children.

Also, changes in income tax laws
seem imperative. The present tax laws
are not conducive to encouraging a
husband and wife to be in the high in-
come brackets, because the combined
income of a husband and wife creates
enormous tax liabilities.

Granted that such sweeping changes
are possible, where does the space-age
professional woman's responsibility
lie? There is much talk today about
equal rights but far too little about
equal responsibility. I believe that if
women accept the expensive education
in the professional schools where open-
ings are limited, and if they go on to
accept their training by experienced
professionals with whom they are
associated, then I think they have a
distinct responsibility to be contribut-
ing members of their chosen profes-
sions with reasonable time out for
marriage and child bearing.

The great hope I have I will share
with you. It is based on the fact that
women, themselves, are understand-
ing more about themselves and their
special problems. Women will be aim-
ing higher and finding more interest-
ing fields in which to use their full pot-
ential. Actually, qualified women who
have proven themselves are just as
much in demand as men are.

One of the good law schools here
recently promoted a seminar with At-
lanta law firms on the problem of the
hiring of women attorneys, and at-
tempts were made to educate the men

(Continued)

ALUMNAE QUARTERLY /SUMMER 1969

Adele Dieckmann '48, Director of Music at Atlanta's Trinity Presbyterian
Church, helps us take a stride toward understanding (if not accepting)

Contemporary Church Music

M brought you a little "moon
music" this afternoon in honor of the
space age. This is electronic music
played by a "synthesizer" expressly for
a recording, not a live concert; the title
is "Silver Apples of the Moon" (a
line taken from a poem of Yeats which
reflects the unifying idea of the com-
position, and it was composed by
Morton Subotnick. (Recording: None-
such H-71174).

Having set the stage with perhaps
the newest medium in music, I would
like to talk to you first about the
experimental forms in church music
at present. We might divide the mat-
erial into the jazz and pop idiom, and
the computer idiom. The first thing
to note is that these experiments are
all serious. The most outstanding
recent example of a serious jazz com-
position for church use is that of Dave
Brubeck. He has just written an
oratorio called "The Light in the Wild-
erness." It consists of passages of
choral music and solos using the words
and the life of Jesus from the four
Gospels to present its central message
of the brotherhood of man; these pass-
ages are set apart by Dave Brubeck's
own jazz improvisations. (Recording:
Decca Album DX5A 7202). The work
was given its premiere in Cincinnati
on February 29, 1968, with other per-
formances in Denver during the sum-
mer, in Texas and in North Carolina.
Dave Brubeck has retired from touring
with his jazz group and says he will
compose in the years ahead. How well
received this oratorio is in the long
run. we shall have to wait to see; it is
interesting and significant. The jazz
here is first rate and has integrity.
Many of the other jazz efforts with

Ade

Dieckmann '48

which we are supposed to be taken
have not been first rate jazz and have
already not stood the test of time and
repeated hearings.

We ought not to leave this area
without a comment on rock and folk
idioms. Have you heard the Electric
Prunes' rock setting of a mass text?
(Reprise label S-6275) Many find
their conception of the meaning of this
text and its liturgical significance a
very insensitive rendition, but there are
those who would defend it. Have you
heard one of the itinerant minstrels
who has been touring from coast to
coast with wife and guitar singing in
churches such songs as are recorded
on his disc "Cool Livin' '"? ( Avant-
Garde label: 107) I refer to John
Ylvisaker who has been trained in very
creditable music departments of the
mid-West. He would bid us throw-

away the hymnbooks and forget the
past, because only contemporary ex-
pressions are what we need today. (See
his article in Dimensions, Sept., 1968:
"Instant Worship"). I find all of this
very disturbing, personally, and I think
it is time the churches examined care-
fully what is being sung in the rock
and folk idioms and not just swallow
it as the newest (therefore good?)
thing. Listen to this Ylvisaker text for
the song "The Man and His Dog:"

Once I had a mangy old cur but
I taught him how to bow and call

me sir:
And when I went for a walk out in

the park
I knew he'd protect me in the dark:

(punctuated with rhythmic uh's!)
He's a big one, kind of pretty,
I call him my old man.

Well, one day I was feelin' kinda

mean
'Bout all I could do was to sit and

scream
When I spied my old man out in the

yard
I give a whistle good n'hard
He come a-runnin'
And I seen him comin'
You know I give that mangy old dog

a boot
With the meaty part of my right foot
He give a velp and I sav "Hev."

but
The stupid mutt didn't run away:
He just stood there lookin' sad and

lonely
Made me feel kind of nervous.

Well, that exercise was real good
I knew the ole bov understood

Women in the Legal Profession (continued

and to persuade them to venture into
this field.

Those women who have a serious
desire to make a profession a career
will, I believe, soon be more able to
recognize their innate abilities and
talents and to choose a career in which
the hours can be flexible, so that one

( continued )

can combine her working life with her
family responsibilities.

How can men be helped to under-
stand?

Finally, sex discrimination is not the
"bugaboo" it once was for the career
woman. It has been my observation
that the successful professional woman

has little trouble with discrimination.
She is too busy. One learns to accept
small prejudices without any loss of
dignity. Men will make grimaces and
generalizations about women profes-
sionals, but they not only accept, they
truly welcome individual women in the
professions.

THE ACNES SCOTT

'Cause when you get to feelin' upset
and mean

You've got to let off just a little
steam

It's nice to have a dog around the
house

Well I told you he would under-
stand

He come up and lick me on the hand

No greater love hath any man

Than he'd give a pat whenever he
can

I pat him man's best friend true
to the end.

Or consider these words from the song
"Cool Livin' ":

When I go to church

I hear the preacher sayin'

The Lord absolves and forgives you

when you pray;
But I don't know much about this

cosmic business
Of heavenly arithmetic that adds up

to forgiveness.
But it's a cool cool livin'
When a man lives forgiven.

Absolution what a word!

I can't get near it

It's got to come clear

For a guy like me to heai ;

But if I'm human

I guess I need salvation

Not the kind that keeps me on pro-
bation

Ah! It's cool cool livin'

When a person lives forgiven.

The spirit of other songs on the
"Cool Livin' " disc seems to me frankly
blasphemous at times. One, for exam-
ple, itemizes "That's what I don't like
about Jesus." The churches seem not
to hear what some of this material is,
and it is disturbing to find young peo-
ple spending so much time with it.

The computer is a very new tool
for musical use and still highly ex-
perimental both as to the production of
sounds and generic forms. The nota-
tion itself often becomes a graph rath-
er than staves with notes. The type
of tone that electronic music uses is
basically the same as that found in
electronic organs which have proved
so poor for choral accompanying, for
leading congregational singing, and for
playing organ literature. (And what
else is an organ for?) How much of an
influence this field will have remains
to be seen. The organist is, indeed,
threatened in a sense, if a computer
can be programmed to replace him.
But if the computers which are em-

ployed to this end are no more ac-
curate than the ones in Atlanta stores
which calculate my charge accounts,
organists need not fear: they can come
much closer to playing the right notes!
One effort in this area might be inter-
esting to cite: Richard Felciano's
Glossalalia. This is a fifteen minute
work for electronic tape, solo voice,
and string bass; it is about the speak-
ing in tongues. (Published by World
Library of Sacred Music). We will
undoubtedly see much more experi-
mentation along this line, and we can
only wait to see what real effect this
medium will have on all areas of
music.

Along with these experimental forms
there is still much more repertory of a
traditional vein. There is a great
amount of poor composition being
published (and unfortunately bought!)
today. But on the very positive side is
the significant artistic work being
done, namely that of Benjamin Britten
whose "War Requiem" was heard this
fall in Atlanta as well as his "Rejoice
in the Lamb." The American, Daniel
Pinkham, is another outstanding exam-
ple. The situation is far different now
from what it was two hundred years
ago, however, when composers were
turning their entire effort to church
music. Now they write for the concert
world, and the church receives oc-
casional masterpieces.

The profession of church music has
in our century been given a stimulus
by the founding of schools of church
music. Union Theological Seminary in
New York had the first, founded about
1925 by Dr. Clarence Dickinson. Since
that time there have been a number of
others, in conjunction with a seminary
or with a university. To name a few
outstanding departments today we
might mention Eastman School of
Music of the University of Rochester,
Northwestern University in Evanston.
and the University of Michigan. The
point is that many musicians have gone
into church music as a full time oc-
cupation; and women are as success-
ful as men, in general. It is a pleasant
field to be in, despite the fact that
church employment is probably the
least secure of any.

The common tie which we three al-
umnae who are speaking today have
in our three different fields is that we
minister to people who are under
different degrees of stress. The person
needing legal counsel, the student seek-
ing help for some problem, and the
church member attending a worship

service all are living in an age when
everything is under question, and not
just under question, but under aggres-
sive, impolite, irrational attack. The
South seems at present spared from
the restless upheavals of the North,
West and mid-West, but they may
come. More than one church music
conference in the last year, when
posing the question as to what the
future of church music is, has found
itself facing the question of what is
the future of the church. Opinion
among the national leaders is con-
tradictory; how can local situations
fail to be confused?

It is time, then, to ask the question:
"What validity has there been and is
there now in the fine church music of
the past?" The current mood of some
of the rebellious elements is to over-
look the past and attend only to the
contemporary, but surely in no field
has this ever been a rational approach.
It is an unbalanced approach, an ir-
responsible one, and narrow. But at the
same time we may not attend only
to the past, excluding the contempo-
rary, for the same reasons. The under-
standing and knowledge of every age
sheds light upon every other.

Validity in fine church music stems
first from the fact that it has the
means of enhancing worship in a way
the other arts cannot. It can express
most completely for the worshippers
unbounded praise, deep sorrow, or
sturdy affirmation by its mystical,
indefinable action on participants or
listeners. Music has the power of
catching people up in its mood and
message; when wedded to a text it
has the power to convey added mean-
ing to the words. Luther, you recall,
placed music next to theology in im-
portance for the church. The life of
worship is one of the prime reasons
for the existence of the church, and
this fact must not be lost in our per-
spective.

Validity in fine church music stems
secondly from the fact that it adds a
delightful form of beauty to our lives,
and beauty is necessary, not optional,
for a whole life. Further, church music
is a form which many of us can help
to create. Not all people can be instru-
mentalists, but many can sing. And
this "many" includes all ages, from
children on up. If we only participate
as "active listeners" we are helped in
attitudes and understanding. For with
beauty come some of the eternal truths
which give direction to our lives and
perspective to our living.

ALUMNAE QUARTERLY /SUMMER 1969

s

Sylvia Chapman '64, assistant to the Dean of
Students at ASC, gives us a glimpse of

The Pace of the Current Campus

hortly after witnessing the De-
cember landing of the Astronauts who
encircled the moon, one of my col-
leagues suggested that we might soon
have a "moon policy" at Agnes Scott
one which would consider requests
for extra days at vacation times for the
students who wish to spend their
holidays on the moon. At first it
seemed fantastic, and yet upon hear-
ing that we have already had some
students to fly over for a weekend in
Europe, it did not seem so farfetched
after all. So, we may have sign-out
cards with "Destination: the Moon"
"ere long!

It is not just forthcoming moon trips
which indicate the effects of the Space
Age on college students and on faculty
members and administrators. One al-
ready feels the pressures such a highly
technological, rapidly changing age
has on college campuses.

Much pressure results from the
constantly increasing amount of in-
formation to be learned or at least
to be exposed to. Also we have greater
access to information through the
availability of books and various highly
developed means of communication,
through unlimited opportunities to
travel, and through an abundance of
the thing which makes possible both
the opportunity to pursue education
and the availability of materials:
money.

One feels the competitiveness in-
tensified by the Space Age in colleges
for several reasons: perhaps a desire
to excel but more likely a pressure
felt because of the increasing neces-
sity to go to graduate school, by a
desire to be offered the best job, in
order to avoid the draft, or perhaps
to keep one's scholarship.

We also notice quite a difference in
the level of experience today's students
have. More and more of them have
traveled extensively here and abroad
and many have already had varied
work experience. It is obvious that
they are accustomed to life in an
affluent society now some want to
bring to Agnes Scott a Honda or a
horse in addition to a car!

The pace of the Space Age college
campus is faster not only in terms of

Sylvia Chapman '64

the quantity of material to be covered
but also in the number of off-campus
lectures, field trips and the like stu-
dents are encouraged and/or expected
to pursue. In an attempt to broaden
a student's education and as the result
of faster transportation, colleges pro-
vide more lectures and outside-the-
classroom opportunities for students.
This is good, and yet it does add to a
student's load.

With the critical approach to learn-
ing which we stress at Agnes Scott
comes the critical look at the campus
which students make. Their demands
follow. Today's demands are accom-
panied by the insistence on their being
met. and done NOW!

There is also more legal action
taken against colleges and universities
today which brings added responsibili-
ty and a great deal of pressure on the
administrators and faculty members.
For example, a student who was re-
jected from four colleges to which he
applied for admission filed a suit in
which he demanded the right to see
the confidential reports supplied by
former teachers, because he thought
that something which had been written
must have been discriminatory.

These are just a few of the factors
involved in the several types of unrest
which are rampant on campuses to-
day. Since many factors in the world
beyond the campus affect this student
generation's attitudes and actions, un-
rest is liable to continue for some time.

Br-**

'

.**

)ean is Feted during

Alumnae
Week End

"Since I am still lacking in the
money department, and suppose I will
so remain, the least I can do for dear
old ASC is to donate a little labor to
supplement my small donation. I'll
be happy to do what I can about get-
ting out the mail."- 1932 Agent

"Please excuse this note on the back
of your letter .... but want to let you
know I'm planning to add $250 some-
time during December to the scholar-
ship fund I have begun in memory
of my father .... I do plan to in-
crease the fund during the next few
years." 1923 Agent

"My husband has been in graduate
school, and our income has been
somewhat limited .... We do want
to support Agnes Scott with annual
contributions, and we'll make pro-
vision in our budget as soon as that
is possible." 1960 Class Member

The Agnes Scott Fund
1968-1969

Annual Giving Program Financial Report
July 1, 1968 June 30, 1969

ANNUAL FUND CAPITAL FUND*

UNRESTRICTED

RESTRICTED

Paid

No.
Con-
tributed

or
Pledged

Amount
Con-
tributed

or
Pledged

Paid

Pledged

Paid

Pledged

No.

Amount

No.

Amount

No.

Amount

No.

Amount

No.

Amount

2,724

99,894.56

Alumnae

2,643

82,047.47

105.00

1

25.00

79

16,717.09

1

1,000.00

Parents
and

Friends

127

21,407.50

2

1,525.00

6

5,474.42

32

40,677.60

1tT

69,084.52

Foun-
dations

27

27,543.29

5

10,387.84

2

400,600.00

34

438,531.13

Business
and

Industry

see

below

15,790.31

see
be-
low

17,648.50

See
below

33.438.81

Scandrett
Fund

6,009.00

6,009.00

Total

2,797

146,788.57

2

1,630.00

12

IS, 887. 26

113

481,652.19

1

I 000 00

2,925

646,958.02

'Capital contributions reflected in this report are new gifts receiv- "The gifts from business and industry have been received primari-
ed since July 1, 1968, not payments on pledges made prior to Iv through the Georgia Foundation for Independent Colleges, Inc.
this date.

Alumnae participation: 31% of all alumnae, grad-
uates and non-graduates, contributed in 1968-69.
This is a record number.

Average gift: $37.00

To help you interpret this report: 1. The Agnes Scott
Fund is composed of all contributions to the college
within a given fiscal year, July 1 June 30. 2. Gifts
to an established capital fund, i. e. The Ellen Doug-
lass Leyburn Fund, are shown in the "Capital Fund"

columns. 3. Gifts shown under "Annual Fund Un-
restricted" go to support the current academic op-
erating budget, i. e. to faculty salaries. Gifts under
"Annual Fund Restricted" were designated bv the
college administration to cover non-budgeted spe-
cial current expenses. 4. The Scandrett Fund was
established this year with surplus money from con-
tributions made for a gift to Dean Scandrett at her
retirement. Income will be used for student activ-
ities.

THE ACNES SCOTT

"Your letter is lovely, even to the
matching stamp! My appreciation of
your efforts as Special Gifts Chairman
is sincere. I hope others can double
their '68 gift, something my fixed
pension prevents my doing."- 1921
Chairman

"I just recently found out that since
1962 Agnes Scott has not restricted
students by race, etc. and, indeed,
there are Negro girls in the student
body now. The increase in my contri-
bution reflects simply my appreciation
of ASC taking this step." 1954
Agent

"How in the world can people be
made to realize the importance of giv-
ing generously to the Agnes Scott
Fund? Naturally, all contributions are
appreciated, but 1 just know that many
can do much, much more if they
wished." 1940 Chairman

The Agnes Scott Fund Report
By Alumnae Glasses

Julyl

1968

-June 30,

1969

Percentage

Percentage

Number

of Class

Number

of Class

Class

Contributed

Contributing

Amount

Class

Contributed

Contributing

Amount

Honor Guard*

113

15

$1,593

1941

56

35

1,729

1912

17

63

456

1942

44

29

1,424

1913

16

50

475

1943

38

28

1,155

1914

16

30

387

1944

45

29

1,199

1915

12

**

1,596

1945

52

34

1,320

1916

23

U

1,002

1946

60

35

2,746

1917

26

**

1,367

1947

51

31

1,418

1918

16

**

2,370

1948

61

39

1,486

1919

26

31

1,468

1949

52

30

1,605

1920

24

29

789

1950

42

28

1,171

1921

66

51

1,454

1951

49

28

1,301

1922

30

28

1,001

1952

56

34

1,425

1923

47

33

1,628

1953

50

38

775

1924

34

25

2,000

1954

39

27

1,417

1925

46

35

1,506

1955

59

39

1,271

1926

48

36

1,417

1956

67

41

1,332

1927

55

34

2,996

1957

64

36

1,807

1928

47

37

2,432

1958

64

36

2,275

1929

59

35

6,139

1959

68

38

1,113

1930

44

29

1,636

1960

69

37

1,077

1931

43

39

3,935

1961

88

48

1,820

1932

43

54

3,757

I962

68

34

1,169

1933

40

30

1,915

1963

52

26

1,704

1934

47

38

3,065

1964

39

20

694

1935

38

n

3,973

1965

49

24

810

1936

44

(1

1,943

1966

39

18

775

1937

45

36

1,306

1967

50

27

570

1938

49

33

1,465

1968

50

25

452

1939

51

36

1,459

1969

2

52

1940

49

30

1,773

The Honor Guard is composed of Classes Institute through
1911 and 1915, 1917 and 1918. Percentage of Class Contributing
figure is not available for these classes because they were con-
tacted as a group by the Honor Guard Chairman, Mary Wallace
Kirk '11.

ALUMNAE QUARTERLY / SUMMER 1969

Special Gift Groups -1968- '69 Agnes Scott Fund

The Tower Circle is the group of donors of $1000 or more.
Colonnade Club is the group who gave $500 or more.

Quadrangle Quorum is the group who contributed $250
or more. The Mainliners is the group who donated $100
or more.

TOWER CIRCLE

Ruth Anderson O'Neal '18
Mary Duckworth Gellerstedt '46
Diana Dyer Wilson '32
Martha Eskridge Ayers '33
Betty Fountain Edwards '35
Louise Hollingsworth Jackson '32
Betty Lou Houck Smith '35
Chopin Hudson Hankins '31
Ruth Hunt Little '37
lsabelle Leonard Spearman '29
Marie Simpson Rutland '35
Ruth Thomas Stemmons '38
Julia Thompson Smith '31
Mary Warren Read '29
Margaret Weeks '31
Violet Weeks .Miller '29
Mary West Thatcher '15
Colonnade Club
Sarah Flowers Beasley '24
Ethel Freeland Darden '29
Elinor Hamilton Hightower '34
Quenelle Harrold Sheffield '23
Sue Lile Inman '58
Julia Mulliss Wyer '29
Anne Patterson Hammes '54
Hyta Plowden Mederer '34
Margaret Powell Flowers '44
Carrie Scandrett '24
Virginia Shaffner Pleasants '30
Augusta Skeen Cooper '17
Olive Weeks Collins '32
Catherine Wood Lesourd '36
Bella Wilson Lewis '34
Louise Woodard Clifton '27
Quadrangle Quorum
Mary Amerine Stephens '46
Dorothy Brown Cantrell '29
Helen Gates Carson '40
Cama Clarkson Merritt '50
Patricia Collins Andretta '28
Sally Cothran Lambeth '29
Mildred Cowan Wright '27
Betsy Dalton Brand '61
Sister Davis Luchsinger '48
Mary Freeman Curtis '26
Annie Laura Calloway Phillips '37
Maryellen Harvey Newton '16
Victoria Howie Kerr '24
Mary Keesler Dalton '25
losephine Larkins '39
Jean McAlister '21
Sarah Frances McDonald '36
Jane Meadows Oliver '47
Blythe Posey Ashmore '58
Celetta Powell Jones '46
Elizabeth Pruden Fagan '19
Hayden Sanford Sams '39
Virginia Sevier Hanna '27
Lulu Smith Westcott '19
Virginia Suttenfield '38
Lily Weeks McLean '36
The Mainliners
Susan Abernathy McCreary '61

Gail Akers Lutz '51
Virginia Allen Potter '17
Ann Anderson Bailey '45
Ruth Anderson Stall '45
Jeannette Archer Neal '22

Atlanta Alumnae Club
Emily Bailey '61
Frances Bailey Graves '63
Martha Baker Wilkins '46
Agnes Ball '17
Betty Bates Fernandez '43
Mary Beasley White '36
Lucille Beaver '46
Ulla Beckman '54
Margaret Benton Davis '57
Leone Bowers Hamilton '26
Helen Boyd McConnell '34
Frances Brannan Hamrick '49
Frances Breg Marsden '41
Barbara Brown Fugate '40
Bettv lean Brown Ray '48
Hazel Brown Ricks '29
Penny Brown Barnett '32
Sabine Brumby Korosy '41
Alma Buchanan Brown '16
Omah Buchanan Albaugh '16
Helen Burkhalter '22
Bettina Bush Jackson '29
Evelyn Byrd Hoge '24
Joan Byrd '61

Laura Caldwell Edmonds Inst.
Virginia Cameron Taylor '29
All ie Candler Guy '13
Jean Chalmers Smith '38
Sylvia Chapman '64
Lillian Clement Adams '27
Alberta Coldwell Barrett '58
Eleanor Compton Underwood '49
Freda Copeland Hoffman '41
lean Corbett Griffin '61
Stokey Cumming '63
Catherine Currie '47
Labelle David Lance '52
Romola Davis Hardy '20
Lucille Dcnnison Keenan '37
Eileen Dodd Sams '23
Agnes Scott Donaldson '17
losephine Douglas Smith '25
Eugenie Dozier '27
Madelaine Dunseith Alston '28
Susan Dyer Oliver '42
Frankie Enzor '00
Mary Lois Enzor Bynum '13
Margaret Erwin Walker '42
Emy Evans Blair '52
Lib Farmer Brown '45
Isabel Ferguson Hargadine '25
Frankie Flowers Lomason '58
Mary I ram is Ault '40
Louise Franklin I Kingston '41
Marian Franklin Anderson '40
Carolvn Fuller Hill '45
Katherine Geffcken 49

Philippa Gilchrist '23

Frances G i 11 1 land Stukes '24

Sarah Glenn Boyd '28

Lucy Goss Herbert '34

Patricia Gover Bitzer '58

Caroline Gray Truslow '41

Sail ie Greenfield Blum '56

Juanita Greer White '26

Carol Griffin Scoville '35

Jo Ann Hall Hunsinger '55

Sarah Hall Hayes '56

Goldie Ham Hanson '19

Harriet Hampton Cuthbertson '55

Elizabeth Harvard Dowda '44

Julia Harvard Warnock '44

Ray Harvison Smith '16

Mary Hays Babcock '49

Swanna Henderson Cameron '43

Helen Hendry Lowrey '57

Ann Henry '41

Ann Herman Dunwody '52

Tina Hewson '48

Louise Hill Reaves '54

Peggy Hippee Lehmann '34

Mary Hood Gibson '55

Bertha Hudson Whitaker '11

Nancy Huey Kelly '49

Eleanor Hutchens '40

Corinne Jackson Wilkerson '24

Elaine Jacobsen Lewis '29

Elizabeth Jefferson Boyt '62

Dorothy Jester '37

Marv Wallace Kirk '11

Susan Kirtley White '45

Pearl Kunnes '27

Margaret Ladd May '25

Henrietta Lambdin Turner 15

Helen Land Ledbetter '52

Caroline Lingle Lester '33

Laurie Looper Svvann '44

Isabel Lowrance Watson '34

Harriet Lurton Major '49

Ruth MacMillan lones '27

Lady Major '48

Edith McGranahan SmithT 29

Caroline McKinney Clarke '27

Virginia T. McLaughlin '20

Catherine Mock Hodgin '26

Elizabeth Moore Bohannon 43

Lutie Moore Cotter (deceased) '40

Nancy Moorer Cantey '38

Brownie Nash Reece '33

Scott Newell Newton 45

Carolyn Newton Cum 66

Charlotte Newton '21

lanet Newton '17

Reese Newton Smith 40

Fannv Niles Bolton 31

lila Norfleel Davis ?2

Alice Norman Pate '19

Frances O'Brien '34

leanne Osborne Gibbs 42

Evangeline Papageorge '28

Nina Parke Hopkins '35

Julia Patch Weston '42

Dorothy Peace Ramsaur '47

Virginia Prettyman '34

Ruth Pringle Pipkin '31

Louise Pruitt Jones '42

Claire Purcell Smith '42

Helen Ridlev Hartley '29

Louise Roach Fuller '17

Helen Robarts Seaton '52

Betty Robinson Boykin '46

Rosalie Robinson Sanford '23

Lebby Rogers Harrison '62

Lorenna Ross Brown '47

Ruby Rosser Davis '43

Barbara Rudisill '65

Hazel Scruggs Ouzts '41

Frances Sells Doss 52

Betty Sharpe Cabaniss '52

Margaret Sheftall Chester '42

Marv Shew maker '28

Virginia Skinner Jones '50

Robbie Shelnutt Upshaw '56

Ann Shires Penuel '57

Gene Slack Morse '41

Ruth Slack Roach '40

Florence Smith Sims '13

lulia Smith Slack '12

Cissie Spiro Aidinoff '51

Emik Stead '27

Carol Stearn> Wey 12

Jean Stewart Staton '46

Belle Ward Stowe Abernethv '30

Frances Tennent Ellis 25

Marv Louise Thames Cartledge '30

Miriam Thompson Felder 32

Marjorie Tippins Johnson '44

Tomma\ Turner Peacock '41

Elinor Tvler Richardson '39

Edna Volberg Johnson '28

lulia Walker Rogers '21

Pauline Waller Hoch 55

Elizabeth Warden Marshall '38

Kittv Warren Ball '51

Washington. D. C. Alumnae Club
Virginia Watson Logan '38
Nancy Wheeler Doole\ 57
*\nne Whitfield '57
Laura Whitner Dorses J5
Kathryn Williams Lesley 36
Ann Williamson Campbell '50
Frances Wilson Hurst 57
Lynn Wilson He\\\ard '32
Raemond Wilson Craig '30
Sandra Wilson 65
Roberta W intei 2~
Mane Woods Shannon 51
lac Woolfolk Mathes 35
Marv Ben W right Erwin 25
losephine Young Sullivan 44
Louise Young Garrett 38
Susan Young Eagan 06
Jane Zuber Garrison 54

The Heart of the Matter is...
Alumnae Glass Chairmen and Agents, 1968 -'69

GENERAL CHAIRMAN:

Sarah Frances McDonald '36
SPECIAL GIFTS CHAIRMAN:
Betty Low Houck Smith '35
HONOR GUARD CHAIRMAN:

Mary Wallace Kirk '11

1912

Carol Stearns Wey, Chrm.
Agents:

Antoinette Blackburn Rust
Julia Pratt Smith Slack
Ruth Slack Smith

1913

Janie McGaughey, Chrm.
Agents:

Kate Clark

Emma Pope Moss Dieckmann

1914

Annie Tait Jenkins, Chrm.
Agents:

Bertha Adams
Linda Miller Summer

1916

Mary Bryan Winn, Chrm.
Agents:

Laura Cooper Christopher
Nell Frye Johnston
Evelyn Coode Brock
leanette Joyner Locke
Louise McGuire Plonk
Jane Rogers Allen

1919

Goldie Ham. Hanson, Chrm.
Agents:

Blanche Copeland Jones

Bess Ham Harmon

Alice Norman Pate

Mary Katherine Parks Mason

Lulu Smith Westcott

1920

Virginia T. McLaughlin, Chrm.
Agents:

Julia Reasoner Hastings
Eunice Legg Cunn
Lois Maclntyre Beall
Marjorie Moore Macaulay
Margaret Winslett

1921

Sarah Fulton, Chrm.
Agents:

Myrtle Blackmon
Thelma Brown Aiken
Eleanor Carpenter
Lois Compton Jennings
Marguerite Cousins Holley
Elizabeth Floding Morgan
Mary Olive Gunn Summers
Helen Hall Hopkins
Sarah McCurdy Evans

Charlotte Newton
Margaret Wade
Ellen Wilson Chambliss
1922
Agents:
Mary Barton
Elizabeth A. Brown
Eleanor Buchanan Starcher
Cama Burgess Clarkson
Helen Burkhalter Quattlebaum
Eunice Dean Major
Dinah Roberts Parramore
Harriett Scott Bowen
Ruth Elizabeth Virden
Alice Whipple Lyon

1923

Beth McClure McEachy, Chrm.
Agents:

Clara May Allen Rienero
Eileen Dodd Sams
Helen Faw Mull
Philippa Gilchrist
Emily Guille Henegar
Elizabeth Hoke Smith
Eloise Knight Jones
Jane Knight Lowe
Lucille Little Morgan
Mary Stewart McLeod
Martha Mcintosh Nail
Eugenia Pou Harris
Rosalie Robinson Sanford
Frances Stuart Key
Mary White Caldwell

1924

Evelyn Byrd Hoge, Chrm.
Agents:

Elizabeth Askew Patterson
Helen Lane Comfort Sanders
Frances Gilliland Stukes
Augusta Guerry Smith
Victoria Howie Kerr
Barron Hyatt Morrow
Corrine Jackson Wilkerson
Nonie Peck Booth
Polly Stone Buck

1925

Mary Ben Wright Erwin, Chrm.
Agents:

losephine Douglass Smith
Isabel Ferguson Hargadine
Lucille Cause Fryxell
Eunice Kell Simmons
Mary Stuart Sims McCamy
Charlotte Smith
Sarah Tate Tumlin
Frances Tennent Ellis
Eugenia Thomson Akin
Christine Turner Hand

1926

Allene Ramage Fitzgerald, Chrm.
Agents:

Ellen Fain Bowen
Margaret Bull

Louisa Duls
Mary Freeman Curtis
Eleanor Gresham Steiner
Blanche Haslam Hollingsworth
Helena Hermance Kilgour
Mary Knox Happoldt
Elizabeth Little Meriwether
Nellie Richardson
Susan Shadburn Watkins
Margaret Tufts
Rosalie Wooten Deck

1927

Louise Lovejoy Jackson, Chrm.
Agents:

Jo Bridgman

Lillian Clement Adams

Mildred Cowan Wright

Venie Belle Grant Jones

Mary Rebekah Hedrick

Katherine Houston Sheild

Elsa Jacobsen Morris

Elizabeth Lilly Swedenberg

Elizabeth Lynn

May Reece Foreman

Evelyn Satterwhite

Emily Stead

Elizabeth Vary

Margie Wakefield

1928

Pat Collins Andretta, Chrm.
Agents:

Sally Abernathy
Virginia Carrier
Nancy Crowther Otis
Sarah Currie Harry
Louise Geeslin Brosnan
Sarah Glenn Boyd
Irene Lowrence Wright
Mary Bell McConkey Taylor
Jane McCoy Gardner
Virginia Norris
Evangeline Papageorge
Margaret Rice
Elizabeth Roark Ellington
Ruth Thomas Stemmons

1929

Esther Nisbet Anderson, Chrm.
Agents:

Martha Bradford Thurmond

Lucile Bridgman Leitch

Hazel Brown Ricks

Ethel Freeland Darden

Betty Gash

Elise Gibson

Marian Hodges Anthony

Hazel Hood

Charlotte Hunter

Elaine Jacobsen Lewis

Mary Alice Juhan

Geraldine LeMay

Edith McGranahan SmithT

Elizabeth Moss Mitchell

Josephine Pou Varner

Helen Ridley Hartley
Mary Warren Read
Violet Weeks Miller

1930
Jo Smith Webb, Chrm.
Agents:

Katherine Crawford Adams
June Maloney Officer
Frances Messer
Emily Moore Couch
Lynn Moore Hardy
Carolyn Nash Hathaway
Margaret Ogden Stewart
Martha Stackhouse Grafton
Belle Ward Stowe Abernathy
Mary Louise Thames Cartledge
Harriett Williams
Raemond Wilson Craig

1931
Louise Ware Venable, Chrm.
Agents:

Ruth Etheredge Griffin
Marion Fielder Martin
Dorothy Grubb Rivers
Chapin Hudson Hankins
Elise Jones

Jane McLaughlin Titus
Katherine Morrow Norem
Fanny Niles Bolton
Ruth Prmgle Pipkin
Katharine Purdie
Elizabeth Simpson Wilson
Martha Sprinkle Rafferty
Cornelia Taylor Stubbs
Martha Tower Dance
Margaret Weeks
Ellene Winn
Elizabeth Woolfolk Moye

1932

LaMyra Kane Swanson, Chrm.
Agents:

Virginia Allen Woods
Penny Brown Barnett
Louise Cawthon
Mary Dunbar Weidner
Louise Hollingsworth Jackson
Elizabeth Howard Reeves
Flora Riley Bynum
Jane Shelby Clay
Louise H. Stakely
Lovelyn Wilson Heyward

1933

Gail Nelson Blain, Chrm.
Agents:

Willa Beckham Lowrance
Nell Brown Davenport
Porter Cowles Pickell
Virginia Heard Feder
Lucile Heath McDonald
Margaret Loranz
Tish Rockmore Lange
Mary Sturtevant Bean
Marlyn Tate Lester

Alumnae Glass Chain

1934

Mary McDonald Sledd, Chrm.
Agents:

Sarah Austin Zorn
Alae Risse Barron Leitch
Helen Boyd McConnell
Nell Chamblee Howard
Pauline Cordon Woods
Lucy Coss Herbert
Kathryn Maness Nelson
Margaret Massie Simpson
Ruth Moore Randolph
Rossie Richie Johnston
Louise Schuessler Patterson
Mary Sloan Laird
Mable Talmage
Johnny Mae York Rumble

1935

Mary Green Wohlford, Chrm.
Agents:

Vella Behm Cowan
Dorothea Blackshear Brady
Marian Calhoun Murray
Carolyn Cole Cregory
Sarah Cook Thompson
Mary Lillian Deason
Fidesah Edwards Alexander
Frances Espy Cooper
Nell Pattillo Kendall
Grace Robinson Hanson
Amy Underwood Trowell

1936

Dean McKoin Bushong, Chrm.
Agents:

Catherine Bates
Meriel Bull Mitchell
Mary Comely Dwight
Marion Derrick Gilbert
Sara Estes
lean Hicks Pitts
Frances James Donohue
Augusta King Brumby
Adeline Rountree Turman
Emily Rowe Adler
Marie Townsend
Sarah Turner Ryan
Lilly Weeks McLean

1937

Kathleen Daniel Spicer, Chrm.
Agents:

Eloisa Alexander LeConte
Cornelia Christie Johnson
Jane Estes

Annie Laura Galloway Phillips
Mary Gillespie Thompson
Fannie Harris Jones
Barton Jackson Cathey
Kitty Jones Malone
Rachel Kennedy Lowthian
Mary King Critchell
Frances McDonald Moore
Virginia Stephens Clary
Vivienne Trice Ansley
Evelyn Wall Robbms

1938

Jean Barry Adams Weersing, Chrm.
Agents:

Martha Brown Miller
Margaret Douglas Link
Jane Gutherie Rhodes
Mary Anne Kernan
Ellen Little Lesesne
Mary Primrose Noble Phelps
Alice Reins Boyd
Joyce Roper McKey
Mary Smith Bryan
Virginia Suttenfield
Anne Thompson Rose
Mary Nell Tribble Beasley
Elizabeth Warden Marshall
Virginia Watson Logan
Elsie West Meehan
Louise Young Garrett

1939

Mary Hollingsworth Hatfield, Chrm.
Agents:

Catherine Farrar Davis
Elizabeth Furlow Brown
lacqueline Hawks Alsobrook
losephine Larkins
Flora MacGuire Dukes
Lou Pate Koenig
Julia Porter Scurry
Mamie Lee Ratliff Finger
Hayden Sanford Sams
Miriam Sanders
Aileen Shortley Whipple
Mary Frances Thompson
Elinor Tyler Richardson
Mary Ellen Whetsell Timmons

1940

Helen Gates Carson, Chrm.
Agents:

Frances Abbot Burns

Elizabeth Alderman Vinson

Grace Anderson Cooper

Anna Margaret Bond Brannon

Anne Enloe

Annette Franklin King

Marian Franklin Anderson

Mary Evelyn Francis Ault

Mary Lang Gill Olson

Jane Knapp Spivey

Nell Moss Roberts

Katherine Patton Carssow

Nell Pinner Wisner

Mary Reins Burge

Ruth Slack Roach

Edith Stover McFee

Henrietta Thompson Wilkinson

1941

Patti Patterson Johnson, Chrm.
Agents:

Mary Stuart Arbuckle Osteen
Martha Boone Shaver
Frances Breg Marsden
Sabine Brumby Korosy
Gentry Burks Bielaski
Lucile Gaines MacLennan

Helen Hardie Smith
Betsy Kendrick Woolford
Julia Lancaster
Marcia Mansfield Fox
Louise Meiere Culver
Martha Moody Laseter
Valgerda Neilson Dent
Lillian Schwencke Cook
Tommay Turner Peacock
Ida Jane Vaughan Price
Montene Melson Mason

1942

Betty Medlock Lackey, Chrm.
Agents:

Martha Arant Allgood
Anne Chambless Bateman
Edith Dale Lindsey
Dale Drennan Hicks
Susan Dyer Oliver
Margaret Erwin Walker
Margaret Hartsook Emmons
Mary Kirkpatrick Reed
Caroline Long Armstrong
Claire Purcell Smith
Mary Seagle Edelblut
Margaret Sheftall Chester
Marjorie Simpson Ware
Jane Taylor White
Olivia Wite Cave

1943

Mary Anne Atkins Paschal, Chrm.
Agents:

Sue Barker Woolf

Alice Clements Shinall

Joella Craig Good

Betty DuBose Skiles

Helen Hale Lawton

Leona Leavitt Walker

Sterly Lebey Wilder

Anne Paisley Boyd

Ruby Rosser Davis

Clara Rountree Couch

Margaret Shaw Allred

Susan Spurlock Wilkins

Pat Stokes Barnes

Helen Summerour Zimmerman

1944

Katherine Philips Long, Chrm.
Agents:

Claire Bennett Kelly
Kay Bisceglia Shangler
Louise Breedin Griffiths
Jean Clarkson Rogers
Mary Louise Duffee Philips
Elizabeth Edwards Wilson
Quincy Mills lones
Margaret Powell Flowers
Anne Sale Weydert
Betty Scott Noble
Marjorie Smith Stephens
Robin Taylor Horneffer
kathervne Thompson Mangum
Elise Tilghman
Marjorie Tippins Johnson
Betty Vecsey

1945

Barbara Frink Allen, Chrm.
Agents:

Bettye Ashcraft Senter
Elizabeth Carpenter Bardin
Betty Davis Shingler
Elizabeth Espey Walters
Martha Jean Gower Woolsey
Elizabeth Gribble Cook
Emily Higgins Bradley
Eugenia Jones Howard
Dorothv Kahn Prunhuber
Bettie Manning Ott
Scott Newell Newton
Ceevah Rosenthall Blatman
Julia Slack Hunter
Wendy Whittle Hoge

1946

Mary Duckworth Gellerstedt, Chrm.
Agents:

Mar, Lillian Allen Wilkes
Martha Baker Wilkins
Mary Ann Courtenay Davidson
Nancy Hardy Abberger
Bonnie Hope Robinson
Elizabeth Horn Johnson
Ruth limbert Griscom
Mildred McCain Kinnaird
Marv McConkey Reimer
Jane Anne Newton Marquess
Anne Noell Wyant
Celetta Powell Jones
Anne Register Jones
Louise Reid Strickler
Dorothy Spragens Trice
Sally Stephenson Marshall
Marguerite Toole Scheips
Maud Van Dvke Jennings

1947

Eleanor Callev Storev. Chrm.
Agents:

Marie Adams Corners
Elizabeth Andrews Lee
Glassell Beale Smalle\
Dale Bennett Pedrick
Charlotte Clarkson Jones
Virginia Dickson Phillips
\nne Eidson Owen
Marianne Jeffries Williams
Rosemarv lones Cox
Margaret McManus Landham
Jane Meadows Oliver
Virginia Owens Mitchell
Ellen Rosenblatt Caswell
Lorenna Ross Brown
lune Thomason Lindgren
Bett) Turner Marrow

1948
Tee-Toe Williams Roan, Chrm.
Agents:

Virginia Andrews Trovillion
Marv Alice Compton Osgood
Carolyn Louise Cousar Pattison
Edna Claire Cunningham Schoolev
Susan Daughertv

n and Agents 1968- '69

Nancy Geer Alexander

Kathleen Hewson

Caroline Hodges Roberts

Marianna Hollandsworth Donnell

Amanda Hulsey Thompson

Beth Jones Crabill

Betty Kitts Kidd

Lady Major

Harriet Reid

Anna Clark Rogers Sawyer

Rebekah Scott Bryan

Judith Anne Woodward Simmons

Marian Yancey Carroll

1949

Martha Ann Board Howell, Chrm.
Agents:

Mary Jo Ammons Jones
Susan Bowling Dudney
Lee Cousar Tubbs
Helen Crawford White
Betsy Deal Smith
Anne Faucette Niblock
Mary Hays Babcock
Nancy Huey Kelly
Henrietta Johnson
Joan Lawrence Rogers
Harriet Lurton Major
Lynn Phillips Mathews
Dorothy Quillian Reeves
Charlsie Smith Harris
Edith Stowe Barkley
Doris Sullivan Tippens
Martha Warlick Brame
Harriotte Winchester Hurley

1950

Jessie Hodges Kryder, Chrm.
Agents:

Jessie Carpenter Holton
Betty Crowther Beall
Dorothy Davis Yarbrough
Helen Edwards Propst
Dot Medlock Bond
Gretta Moll Dewald
Jean Osborn Sawyer
Pat Overton Webb
Vivienne Patterson Jacobson
Joann Peterson Floyd
Polly Anne Philips Harris
Sally Thompson Aycock
Isabel Truslow Fine
Mary Louise Warlick Niblock

1951

Marjorie Stukes Strickland, Chrm.
Agents:

Dorothy Adams Knight
Gail Akers Lutz
Betty Averill Durie
Charity Bennett Stelling
Anna DaVault Haley
Sally Dickert Conlin
Virginia Feddeman Kerner
Ellen Hull Keever
Page Hutchison Lay
Amy Jones McGreevy
Jeanne Kline Brown

Jean Longino Hiler

Jimmie Ann McCee Collings

Sarah McKee Burnside

Julianne Morgan Garner

Elaine Schubert Kester

Jenelle Spear

Cissie Spiro Aidinoff

1952

Betty Sharpe Cabaniss, Chrm.
Agents:

Charlotte Allsmiller Crosland
Ann Boyer Wilkerson
Barbara Brown Waddell
June Carpenter Bryant
Betty Cheney Watkins
Landis Cotten Gunn
Clairelis Eaton Franklin
Emy Evans Blair
Shirley Ford Baskin
Kitty Freeman Stelzner
Phyllis Galphin Buchanan
Susan Hancock Findley
Betty Moyer Keeter
Ann Parker Lee
Helen Jean Robarts Seaton
Jackie Simmons Gow
Lorna Wiggins
Sylvia Williams Ingram

1953

Mary Anne Garrard Jernigan, Chrm.
Agents:

Allardyce Armstrong Hamill
Frances Blakeney Coker
lane Dalhouse Hailey
Susan Dodson Rogers
Frances Ginn Stark
Betty Ann Green Rush
Sarah Hamilton Leathers
Carol Jacob Dunn
Anne Jones Sims
Sarah Leathers Martin
Belle Miller McMasters
Lilla Kate Parramore Hart
Anne Thomson Sheppard
Vivian Weaver Maitland
Mary Wyatt Chastain

1954

Lois Dryden Hasty, Chrm.
Agents:

|une Broxton
Lucy Doyle Brady
Elizabeth Ellington
Julia Grier Storey
Genevieve Guardia Chenault
Louise Hill Reaves
Jacquelyn Josey Hall
Mitzi Kiser Law
Mary Lou Kleppinger Lackey
Pat Patterson Hammes
Selma Paul Strong
Sue Purdom Arnall
Joan Simmons Smith
Joanne Varner Hawks

1955

Carolyn Crawford Chestnutt, Chrm.
Agents:

Carolyn Alford Beaty
Georgia Belle Christopher
Helen Fokes Farmer
Letty Grafton Harwell
JoAnn Hall Hunsinger
Ann Hanson Merklein
Jo Hinchey Williams
Hannah Jackson Alnutt
Mary Alice Kemp Henning
Tunshy Kwilecki Ausband
Peggy McMillan White
Lib McPheeters Yon
Louise Robinson Singleton
Agnes Scott Willoch
Pauline Waller Hoch
Margaret Williamson Smalzel

1956

Louise Rainey Ammons, Chrm.
Agents:

Ann Alvis Shibut

Paula Ball Newkirk

)une Gaissert Naiman

Harriett Griffin Harris

Sarah Hall Hayes

Louise Harley Hull

Nancy Jackson Pitts

Jane Johnson Waites

Peggy Jordan Mayfield

Alice Ann Klostermeyer Erwin

Virginia Love Dunaway

May Muse Stonecypher

Robbie Shelnutt Upshaw

Nancy Thomas Hill

Sandra Thomas Hollberg

1957

Margaret Benton Davis, Chrm.
Agents:

Elizabeth Ansley Allan
Frances Barker Sincox
Betsy Crapps Burch
Sally Forester Logue
Margaret Foskey
Anise Gann Roberts
Catherine Girardeau Brown
Marian Hagedorn Briscoe
Helen Hendry Lowrey
Margie Hill Krauth
Suzanne McGregor Dowd
Margaret Minter Hyatt
Jackie Murray Blanchard
Mary Oates Burton
Jean Porter Myrick
Jackie Rountree Andrews
Penny Smith
Emily Starnes Gibbs
Anne Terry Sherren

1958

Langhorne Sydnor Mauck, Chrm.
Agents:

Anne Blackshear Spragins
Mary Ann Campbell Padget
Jean Clark Sparks

Betty Cline Melton

Hazel Ellis

Patricia Gover Mitzer

Nancy Grayson Fuller

Libby Hanson McLean

Sara Heard White

Nancy Holland Sibley

Lea Kallman Griffin

Carolyn Magruder Ruppenthal

Martha Meyer

Blythe Posey Ashmore

Caroline Romberg Silcox

Frances Sattes

JoAnn Sawyer Delafield

Harriet Talmadge Mill

Margaret Woolfolk Webb

1959

Jane King Allen, Chrm.
Agents:

Archer Boswell Parsons
Mary Clayton Bryan DuBard
Leoniece Davis Pinnell
Caroline Dudley Bell
Betty Edmunds Grinnan
Marjorie Erickson Charles
Trudy Florrid van Luyn
Betty Garrard Saba
Carolyn Hazard Jones
Jane Kraemer Scott
Martha McCoy
Eleanor Lee McNeill
Mildred Ling Wu
Scotty Maddox Gaillard
Leah Mathews Fontaine
Runita McCurdy Goode
Mary Moore

Sara Lu Persinger Snyder
Caroline Pruitt Hayes
Annette Teague Powell

1960
Dianne Snead Gilchrist, Chrm.
Agents:

Angelyn Alford Bagwell

Mildred Braswell Smith

Nancy Duvall

Louise Florance Smythe

Myra Glasure Weaver

Katherine Hawkins Linebaugh

Frances Johns

Betty Lewis Higginbotham

Julia McNairy Thornton

Caroline Mikell Jones

Anita Moses Shippen

lane Norman Scott

Emily Parker McGuirt

Laura Parker Lowndes

Mary Pfaff Dewees

Mary Jane Pickens Skinner

Martha Starrett Stubbs

Sybil Strupe Rights

Carolyn West Parker

1961

Anne Broad Stevenson, Chrm.
Agents:

Alice Boykin Robertson

"I shall be glad to contribute as a
"Mainliner" again this year and will
send my contribution in January."
1930 Agent

"I am enclosing my check for $50.-
00, as I promised. I had hoped to make
it more, but this election almost swept
me clean, trying to help candidates
who needed money." 1915 Class
Member

"I hope that I will continue to b<
one who writes to others in her clas;
in regard to annual giving to Agnes
Scott." 1955 Agent

"I am so glad we have alumnae who
still love Agnes Scott enough to give
of their busy, valuable time in service
to her. The busiest ones seem willing
to serve most." 1930 Chairman

"Not for heating and lighting. Please
designate for faculty salaries." 1940
Class Member

"I teach in a Title I school; so any
money I have is readily spent on stu-
dents. But I do not want to keep the
class from a 100%." X-1940 Class
Member

Alumnae Glass Chairmen and Agents 1968- '69

lean Brennan
Betsy Dalton Brand
Lucy Maud Davis Harper
Margaret Bullock
Harriett Elder Manley
Alice Trazer Evans
Hope Gregg Spillane
Kay Cwaltney Remick
Sarah Helen High Clagett
Ellen Hines Smith
Patricia Holmes Cooper
|o Jarrell Wood
Martha Lambeth Harris
Mildred Love Petty
Nina Marable
Ann McBride Chilcutt
Anne Modlin Burkhardt
Mary lane Moore
Ann Peagler Gallagher
Betsy Shepley Underwood
Page Smith Morahan
Mary Ware

1962

Lebby Rogers Harrison, Chrm.
Agents:

Sherry Addington Lundberg
Susan Alexander Boone
Vicky Allen Gardner
Sue Amidon Mount
Pat Flythe Koonts
Peggy Frederick Smith
Sue Grey Reynolds
Ian Heard Baucum
Betty Hopkins Stoddard
Betsy Jefferson Boyt
Beverly Kenton Mason
Ellen Middlebrooks Davis
Lana Mueller lordan
Dot Porcher
loanna Praytor Putman
Marjorie Reitz Turnbull
Carol Rogers Whittle
Kayanne Shoffner Massey
Margaret Shugart Anderson
|o Allison Smith Brown
Mary Stokes Morris
Bcbo Walker Reichert

1963

Mary Ann Gregory Dean, Chrm.
Agents:

Patricia Allen Dunn

Virginia Allen Callaway

Willette Barnwell Payne

Nancy Butcher Wade

Stokey Cumming

Nancy Duvall Hargrove

Susie Favor Stevens

Maggy Harms

Sandra Johnson Barrow

Lucy Morcock Milner

Linda Plemons Hack

Sally Rodwell Whetstone

Nancy Rose Vosler

Colby Scott Lee

Cottie Slade

Kaye Stapleton Redford

Nell Tabor Hartley

Rosslyn Troth Zook

Margaret Van Deman Blackmon

Cheryl Winegar Mullins

Deedie Withers Estes

1964

Laurie Oakes Propst, Chrm.
Agents:

Betty Alvis Girardeau

Sue Aspinall Sebastian

Brenda Brooks

ludy Eltzroth Perryman

Anne Foster Curtis

Garnett Foster

ludy Hollingsworth Robinson

Betty Hood Atkinson

Susan Kapple Corzatt

Lynda Langley Burton

Martha MacNair

Caryl Pearson King

Anne Pennebaker Arnold

I ib Singley Duffy

Judy Stark Romanchuk

loh-Nana Sundy Walker

Becky Vick Glover

Lynn Weekley

Suzanne West Guy

Margaret Whitton Ray

Ruth Zealy Kerr

1965

Peggy Bell, Chrm.
Agents:

Barbara Adams Hillard
Becky Beusse Holman
Sally Blackard
Margaret Brawner
Nancy Carmichael Bell
Kitty Coggin
Helen Davis
Patsy Gay Nash
Kay Harvey Beebe
Angela Lancaster
Judith Lazenby
Marilyn Little
Lib Malone Boggs
Marcia McClung Porter
Margaret Murphy Ellis
Anne Schiff
Catharine Sloan
Carol Sutton
Sue Taliaferro Berts
Lelia Taylor Brown
Sarah Timmons Patterson
Carol Wilson Owens

1966

Susan Thomas, Chrm.
Agents:

Judy Ahrano

Bev Allen Lambert

Marilyn Breen

B. J. Brown

Eleanor Cornwell

Carol Davenport Wood

Marganne Hendricks Price

Linda Lael

Alice Lindsey Blake

Ginger Martin Westlund

Sonja Nelson Cordell

shorn O'Neill Bassett

Peggy Porter

Linda Preston Watts

Virginia Quattlebaum Lanev

Lucy Scoville

Louise Smith Nelson

Martha Thompson

Sarah Uzzell

Ruth Van Deman Walters
Patty Williams Caton

1967

Norma Jean Hatten, "Chrm.
Agents:

Marilvn Abendroth Tarpy

Judv Barnes Crozier

Suzanne Campbell McCaslin

Anne Davis

Joan Gunter McCawley

Helen Heard Lowrey

Becca Herbert Schenk

Betty Hutchison Cowden

Pam Logan Bryant

Dav Morcock Gilmer

Diana Oliver Peavy

Sally Pennigar Twine

Florence Powell

Ann Roberts

Vicki Wells Reddick

1968

Vicki Justice, Chrm.

Agents:

Pat Bell

Jean Binkley

lo Callaway

Susan Clarke

Lvnn Cook

Ethel Ware Gilbert

Libba Goud

Nina Gregg Bush

Lucy Hamilton Lewis

Alice Harrison Dickey

Marilyn Johnson Hammond

Elizabeth Jones

Adele Josev

ludy King

Rebecca Lanier Allen

Gail Livingston Pringle

Mar\ Ann McCall Johnson

Vicky Plowden

Linda Poore

Kath\ Stafford Phillips

Ann Teat

Christ\ Theriot Woodfin

\ancv Thompson

lane Weeks Arp

THE *G\ES SCOTT

Who's

in
Charge ?

A Special Report

Trustees . . . presidents . . .faculty . . . students, past and present:
ivho governs this society that we call 'the academic community"?

The cry has been heard on many a campus
this year. It came from the campus neigh-
borhood, from state legislatures, from cor-
porations trying to recruit students as em-
ployees, from the armed services, from the donors of
funds, from congressional committees, from church
groups, from the press, and even from the police:
"Who's in charge there?"

Surprisingly the cry also came from "inside" the
colleges and universities from students and alumni,
from faculty members and administrators, and even
from presidents and trustees:
"Who's in charge here?"

And there was, on occasion, this variation: "Who
should be in charge here?"

Strange questions to ask about these highly
organized institutions of our highly organ-
I ized society? A sign, as some have said, that
our colleges and universities are hopelessly
chaotic, that they need more "direction," that they
have lagged behind other institutions of our society
in organizing themselves into smooth-running,
efficient mechanisms?

Or do such explanations miss the point? Do they
overlook much of the complexity and subtlety (and
perhaps some of the genius) of America's higher
educational enterprise?

It is important to try to know.

Here is one reason:

Nearly 7-million students are now enrolled in
the nation's colleges and universities. Eight years
hence, the total will have rocketed past 9. 3- million.
The conclusion is inescapable: what affects our col-
leges and universities will affect unprecedented
numbers of our people and, in unprecedented
ways, the American character.

Here is another:

"The campus reverberates today perhaps in
part because so many have come to regard [it] as
the most promising of all institutions for developing
cures for society's ills." [Lloyd H. Elliott, president
of George Washington University]

Here is another:

"Men must be discriminating appraisers of
their society, knowing coolly and precisely what it is
about society that thwarts or limits them and there-
fore needs modification.

"And so they must be discriminating protectors
of their institutions, preserving those features that
nourish and strengthen them and make them more
free." [John W. Gardner, at Cornell University]

But who appraises our colleges and universities?
Who decides whether (and how) they need modify-
ing? Who determines what features to preserve;
which features "nourish and strengthen them and
make them more free?" In short:

Who's in charse there?

Who's in Charge I

The Trustees

By the letter of the law, the people in
charge of our colleges and universities are
i the trustees or regents 25,000 of them,
according to the educated guess of their
principal national organization, the Association of
Governing Boards.

"In the long history of higher education in
America," said one astute observer recently,

Copyright 1969

by Editorial Projects for Education, I

"trustees have seldom been cast in a heroic role."
For decades they have been blamed for whatever
faults people have found with the nation's colleges
and universities.

Trustees have been charged, variously, with
representing the older generation, the white race,
religious orthodoxy, political powerholders, business
and economic conservatism in short, The Estab-
lishment. Other critics among them orthodox
theologians, political powerholders, business and
economic conservatives have accused trustees of
not being Establishment enough.

On occasion they have earned the criticisms. In
the early days of American higher education, when
most colleges were associated with churches, the
trustees were usually clerics with stern ideas of what
should and should not be taught in a church-related
institution. They intruded freely in curriculums,
courses, and the behavior of students and faculty
members.

On many Protestant campuses, around the turn
of the century, the clerical influence was lessened
and often withdrawn. Clergymen on their boards of
trustees were replaced, in many instances, by
businessmen, as the colleges and universities sought
trustees who could underwrite their solvency. As
state systems of higher education were founded, they
too were put under the control of lay regents or
trustees.

Trustee-faculty conflicts grew. Infringements of
academic freedom led to the founding, in 1915, of
the American Association of University Professors.
Through the association, faculty members developed
and gained wide acceptance of strong principles of
academic freedom and tenure. The conflicts eased
but even today many faculty members watch their
institution's board of trustees guardedly.

In the past several years, on some campuses,
trustees have come under new kinds of attack.

At one university, students picketed a meeting
of the governing board because two of its members,
they said, led companies producing weapons used in
the war in Vietnam.

On another campus, students (joined by some
faculty members) charged that college funds had
been invested in companies operating in racially
divided South Africa. The investments, said the
students, should be canceled; the board of trustees
should be censured.

At a Catholic institution, two years ago, most
students and faculty members went on strike be-
cause the trustees (comprising 33 clerics and 1 1 lay-

men) had dismissed a liberal theologian from the
faculty. The board reinstated him, and the strike
ended. A year ago the board was reconstituted to
consist of 15 clerics and 15 laymen. (A similar shift
to laymen on their governing boards is taking place
at many Catholic colleges and universities.)

A state college president, ordered by his
trustees to reopen his racially troubled campus, re-
signed because, he said, he could not "reconcile
effectively the conflicts between the trustees" and
other groups at his institution.

How do most trustees measure up to
their responsibilities? How do they react
to the lightning-bolts of criticism that,
by their position, they naturally attract?
We have talked in recent months with scores of
trustees and have collected the written views of
many others. Our conclusion: With some notable
(and often highly vocal) exceptions, both the
breadth and depth of many trustees' understanding
of higher education's problems, including the touch-
iness of their own position, are greater than most
people suspect.

Many boards of trustees, we found, are showing
deep concern for the views of students and are going
to extraordinary lengths to know them better. In-
creasing numbers of boards are rewriting their
by-laws to include students (as well as faculty
members) in their membership.

William S. Paley, chairman of cbs and a trustee
of Columbia University, said after the student out-
breaks on that troubled campus:

"The university may seem [to students] like just
one more example of the establishment's trying to
run their lives without consulting them. ... It is
essential that we make it possible for students to
work for the correction of such conditions legitimate-
ly and effectively rather than compulsively and
violently. . . .

"Legally the university is the board of trustees,
but actually it is very largely the community of
teachers and students. That a board of trustees
should commit a university community to policies
and actions without the components of that com-
munity participating in discussions leading to such
commitments has become obsolete and unworkable."
Less often than one might expect, considering
some of the provocations, did we find boards of
trustees giving "knee-jerk" reactions even to the
most extreme demands presented to them. Not very
long ago, most boards might have rejected such

The role of higher education's trustees often is misinterpreted and misunderstood

As others seek a greater voice, presidents are natural targets for their attack

demands out of hand; no longer. James M. Hester,
the president of New York University, described the
change:

"To the activist mind, the fact that our board
of trustees is legally entrusted with the property and
privileges of operating an educational institution is
more an affront than an acceptable fact. What is
considered relevant is what is called the social
reality, not the legal authority.

"A decade ago the reaction of most trustees and
presidents to assertions of this kind was a forceful
statement of the rights and responsibilities of a
private institution to do as it sees fit. While faculty
control over the curriculum and, in many cases,
student discipline was delegated by most boards
long before, the power of the trustees to set university
policy in other areas and to control the institution
financially was unquestioned.

"Ten years ago authoritarian answers to radical
questions were frequently given with confidence.
Now, however, authoritarian answers, which often
provide emotional release when contemplated, some-
how seem inappropriate when delivered."

asa result, trustees everywhere are re-exam-
/% ining their role in the governance of

/ ^ colleges and universities, and changes
_. m seem certain. Often the changes will be
subtle, perhaps consisting of a shift in attitude, as
President Hester suggested. But they will be none
the less profound.

In the process it seems likely that trustees, as
Vice-Chancellor Ernest L. Boyer of the State Uni-
versity of New York put it, will "recognize that the
college is not only a place where past achievements
are preserved and transmitted, but also a place
where the conventional wisdom is constantly sub-
jected to merciless scrutiny."

Mr. Boyer continued:

"A board member who accepts this fact will
remain poised when surrounded by cross-currents of
controversy. . . . He will come to view friction as an
essential ingredient in the life of a university, and
vigorous debate not as a sign of decadence, but of
robust health.

"And, in recognizing these facts for himself, the
trustee will be equipped to do battle when the
college and implicitly the whole enterprise of
higher education is threatened by earnest primi-
tives, single-minded fanatics, or calculating dema-
gogues."

Who's in charge? Every eight years,
on the average, the members of a
college or university board must
provide a large part of the answer
by reaching, in Vice-Chancellor Boyer's words,
"the most crucial decision a trustee will ever be
called upon to make."

They must choose a new president for the place
and, as they have done with his predecessors, dele-
gate much of their authority to him.

The task is not easy. At any given moment, it has
been estimated, some 300 colleges and universities
in the United States are looking for presidents. The
qualifications are high, and the requirements are so
exacting that many top-flight persons to whom a
presidency is offered turn down the job.

As the noise and violence level of campus protests
has risen in recent years, the search for presidents
has grown more difficult and the turndowns more
frequent.

"Fellow targets," a speaker at a meeting of col-
lege presidents and other administrators called his
audience last fall. The audience laughed nervously.
The description, they knew, was all too accurate.

"Even in the absence of strife and disorder,
academic administrators are the men caught in the
middle as the defenders and, altogether too often
these days, the beleaguered defenders of institu-
tional integrity," Logan Wilson, president of the
American Council on Education, has said. "Al-
though college or university presidencies are still
highly respected positions in our society, growing
numbers of campus malcontents seem bent on doing
everything they can to harass and discredit the
performers of these key roles."

This is unfortunate the more so because the
harassment frequently stems from a deep misunder-
standing of the college administrator's function.

The most successful administrators cast diem-
selves in a "staff" or "service" role, with the well-
being of the faculty and students their central con-
cern. Assuming such a role often takes a large
measure of stamina and goodwill. At many in-
stitutions, both faculty members and students ha-
bitually blame administrators for whatever ails them
and it is hard for even the most dedicated of ad-
ministrators to remember that they and the faculty-
student critics are on the same side.

"Without administrative leadership," philosopher
Sidney Hook has observed, "every institution . . .
runs down hill. The greatness of a university consists

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* l'/v VvA* >fef i

FT/m's m Charge -II

The President

A college's heart is its faculty. What part should it have in running the place?

predominantly in the greatness of its faculty. But
faculties ... do not themselves build great faculties.
To build great faculties, administrative leadership
is essential."

Shortly after the start of this academic year,
however, the American Council on Education re-
leased the results of a survey of what 2,040 ad-
ministrators, trustees, faculty members, and students
foresaw for higher education in the 1970's. Most
thought "the authority of top administrators in
making broad policy decisions will be significantly
eroded or diffused." And three out of four faculty
members said they found the prospect "desirable."

Who's in charge? Clearly the answer to that
question changes with every passing day.

With it all, the job of the president
has grown to unprecedented propor-
tions. The old responsibilities of lead-
ing the faculty and students have
proliferated. The new responsibilities of money-
raising and business management have been heaped
on top of them. The brief span of the typical presi-
dency about eight years testifies to the roughness
of the task.

Yet a president and his administration very often
exert a decisive influence in governing a college or
university. One president can set a pace and tone
that invigorate an entire institution. Another presi-
dent can enervate it.

At Columbia University, for instance, following
last year's disturbances there, an impartial fact-
finding commission headed by Archibald Cox traced
much of the unrest among students and faculty
members to "Columbia's organization and style of
administration":

"The administration of Columbia's affairs too
often conveyed an attitude of authoritarianism and
invited distrust. In part, the appearance resulted
from style; for example, it gave affront to read that
an influential university official was no more in-
terested in student opinion on matters of intense
concern to students than he was in their taste for
strawberries.

"In part, the appearance reflected the true state
of affairs. . . . The president was unwilling to sur-
render absolute disciplinary powers. In addition,
government by improvisation seems to have been
not an exception, but the rule."

At San Francisco State College, last December,
the leadership of Acting President S. I. Hayakawa,

whether one approved it or not, was similarly de-
cisive. He confronted student demonstrators, prom-
ised to suspend any faculty members or students
who disrupted the campus, reopened the institution
under police protection, and then considered the
dissidents' demands.

But looking ahead, he said, "We must eventually
put campus discipline in the hands of responsible
faculty and student groups who will work coopera-
tively with administrations . . . ."

Who's in charge? "However die power
mixture may be stirred," says Dean
W. Donald Bowles of American Uni-
versity, "in an institution aspiring to
quality, the role of the faculty remains central. Xo
president can prevail indefinitely without at least
the tacit support of the faculty. Few deans will last
more than a year or two if the faculty does not
approve their policies."

The power of the faculty in the academic ac-
tivities of a college or university has long been recog-
nized. Few boards of trustees would seriously con-
sider infringing on the faculty's authority over what
goes on in the classroom. As for the college or
university president, he almost always would agree
with McGeorge Bundy, president of the Ford Foun-
dation, that he is, "on academic matters, the agent
and not the master of the faculty."

A joint statement by three major organizations
representing trustees, presidents, and professors has
spelled out the faculty's role in governing a college
or university. It says, in part:

"The faculty has primary responsibility for such
fundamental areas as curriculum, subject matter
and methods of instruction, research, faculty status,
and those aspects of student life which relate to the
educational process.

"On these matters, the power of review or final
decision lodged in the governing board or delegated
by it to the president should be exercised adversely
only in exceptional circumstances. . . .

"The faculty sets the requirements for the degrees
offered in course, determines when the requirements
have been met, and authorizes the president and
board to grant the degrees thus achieved.

"Faculty status and related matters are primarily
a faculty responsibility. This area includes appoint-
ments, reappointments, decisions not to reappoint,
promotions, the granting of tenure, and dismissal.
. . . The governing board and president should, on

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questions of faculty status, as in other matters where
the faculty has primary responsibility, concur with
the faculty judgment except in rare instances and
for compelling reasons which should be stated in
detail.

"The faculty should actively participate in the
determination of policies and procedures governing
salary increases. . . .

"Agencies for faculty participation in the govern-
ment of the college or university should be estab-
lished at each level where faculty responsibility is
present. . . ."

Few have quarreled with the underlying reason
for such faculty autonomy: the protection of aca-
demic freedom. But some thoughtful observers of the
college and university scene think some way must be
found to prevent an undesirable side effect: the
perpetuation of comfortable ruts, in which individ-
ual faculty members might prefer to preserve the
status quo rather than approve changes that the
welfare of their students, their institutions, and
society might demand.

The president of George Washington University,
Lloyd H. Elliott, put it this way last fall:

"Under the banner of academic freedom, [the
individual professor's] authority for his own course
has become an almost unchallenged right. He has
been not only free to ignore suggestions for change,
but licensed, it is assumed, to prevent any change
he himself does not choose.

"Even in departments where courses are sequen-
tial, the individual profe'ssor chooses the degree to

Who's in Charge III

The Faculty

--c

Who's in Charge IV

The Students

which he will accommodate his
course to others in the sequence.
The question then becomes: What
restructuring" is possible or desirable
within the context of the professor's
academic freedom?"

nother phenomenon has af-
fected the faculty's role
in governing the colleges
and universities in recent
years. Louis T. Benezet, president
of the Claremont Graduate School
and University Center, describes it
thus:

"Socially, the greatest change that
has taken place on the American campus is the pro-
fessional ization of the faculty. . . . The pattern of
faculty activity both inside and outside the institution
has changed accordingly.

"The original faculty corporation was the univer-
sity. It is now quite unstable, composed of mobile
professors whose employment depends on regional
or national conditions in their held, rather than on
an organic relationship to their institution and even

less on the relationship to their administrative
heads. . . .

"With such powerful changes at work strengthen-
ing the professor as a specialist, it has become more
difficult to promote faculty responsibility for edu-
cational policy."

Said Columbia trustee William S. Paley: "It has
been my own observation that faculties tend to as-
sume the attitude that they are a detached ar-
bitrating force between students on one hand and
administrators on the other, with no immediate
responsibility for the university as a whole."

Yet in theory, at least, faculty members
seem to favor the idea of taking a greater
part in governing their colleges and
universities. In the American Council on
Education's survey of predictions for the 1970's,
99 per cent of the faculty members who responded
said such participation was "highly desirable" or
"essential." Three out of four said it was "almost
certain" or "very likely" to develop. (Eight out of
ten administrators agreed that greater faculty par-
ticipation was desirable, although they were con-
siderably less optimistic about its coming about.)

In another survey by the American Council on
Education, Archie R. Dykes now chancellor of the
University of Tennessee at Martin interviewed
106 faculty members at a large midwestern univer-
sity to get their views on helping to run the in-
stitution. He found "a pervasive ambivalence in
faculty attitudes toward participation in decision-
making."

Faculty members "indicated the faculty should
have a strong, active, and influential role in de-
cisions," but "revealed a strong reticence to give the
time such a role would require," Mr. Dykes re-
ported. "Asserting that faculty participation is es-
sential, they placed participation at the bottom of
the professional priority list and deprecated their
colleagues who do participate."

Kramer Rohfleisch, a history professor at San
Diego State College, put it this way at a meeting of
the American Association of State Colleges and
Universities: "If we do shoulder this burden [of
academic governance] to excess, just who will tend
the academic store, do the teaching, and extend the
range of human knowledge?"

The report of a colloquium at Teachers College,
New York, took a different view: "Future encoun-
ters [on the campuses] may be even less likely of

resolution than the present difficulties unless both
faculty members and students soon gain widened
perspectives on issues of university governance."

Who's in charge? Today a new group
has burst into the picture: the col-
lege and university students them-
selves.
The issues arousing students have been numerous.
Last academic year, a nationwide survey by Educa-
tional Testing Service found, the Number 1 cause
of student unrest was the war in Vietnam; it caused
protests at 34 per cent of the 859 four-year colleges
and universities studied. The second most frequent
cause of unrest was dormitory regulations. This
year, many of the most violent campus demonstra-
tions have centered on civil rights.

In many instances the stated issues were the real
causes of student protest. In others they provided
excuses to radical students whose aims were less the
correction of specific ills or the reform of their col-
leges and universities than the destruction of the
political and social system as a whole. It is impor-
tant to differentiate the two, and a look at the
dramatis personae can be instructive in doing so.

at the left the "New Left," not to be con-
/% fused with old-style liberalism is Stu-

/ ^ dents for a Democratic Society, whose
JL. m leaders often use the issue of university
reform to mobilize support from their fellow students
and to "radicalize" them. The major concern of
sds is not with the colleges and universities per se,
but with American society as a whole.

"It is basically impossible to have an honest
university in a dishonest society," said the chairman
of sds at Columbia, Mark Rudd, in what was a fairly
representative statement of the sds attitude. Last
year's turmoil at Columbia, in his view, was im-
mensely valuable as a way of educating students
and the public to the "corrupt and exploitative"
nature of U.S. society.

"It's as if you had reformed Heidelberg in 1938,"
an sds member is likely to say, in explanation of his
philosophy. "You would still have had Hitler's
Germany outside the university walls."

The sds was founded in 1962. Today it is a loosely
organized group with some 35,000 members, on
about 350 campuses. Nearly everyone who has
studied the sds phenomenon agrees its members are
highly idealistic and very bright. Their idealism has

'Student power' has many meanings, as the young seek a role in college governance

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Attached to a college (intellectually,

led them to a disappointment with the society
around them, and they have concluded it is corrupt.

Most sds members disapprove of the Russian
experience with socialism, but they seem to admire
the Cuban brand. Recently, however, members re-
turning from visits to Cuba have appeared disil-
lusioned by repressive measures they have seen the
government applying there.

The meetings of sds and, to a large extent, the
activities of the national organization, generally
have an improvisational quality about them. This
often carries over into the sds view of the future.
"We can't explain what form the society will take
after the revolution," a member will say. "We'll
just have to wait and see how it develops."'

In recent months the sds outlook has become in-
creasingly bitter. Some observers, noting the escala-
tion in militant rhetoric coming from sds head-
quarters in Chicago, fear the radical movement soon
may adopt a more openly aggressive strategy.

Still, it is doubtful that sds, in its present state of
organization, would be capable of any sustained,
concerted assault on the institutions of society. The
organization is diffuse, and its members have a
strong antipathy toward authority. They dislike
carrying out orders, whatever the source.

FAR MORE INFLUENTIAL ill the long run, UlOSt
observers believe, will be the U.S. National
Student Association. In the current spectrum
of student activism on the campuses, leaders
of the nsa consider their members "moderates," not
radicals. A former nsa president, Edward A.
Schwartz, explains the difference:

"The moderate student says, 'We'll go on strike,
rather than burn the buildings down.' "

The nsa is the national organization of elected
student governments on nearly 400 campuses. Its
Washington office shows an increasing efficiency
and militancy a reflection, perhaps, of the fact that
many college students take student government
much more seriously, today, than in the past.

The nsa talks of "student power" and works at it:
more student participation in the decision-making
at the country's colleges and universities. And it
wants changes in the teaching process and the
traditional curriculum.

In pursuit of these goals, the nsa sends advisers
around the country to help student governments
with their battles. The advisers often urge the
students to take their challenges to authority to the

emotionally) and detached (physically), alumni can be a great and healthy force

courts, and the nsa's central office maintains an
up-to-date file of precedent cases and judicial
decisions.

A major aim of nsa this year is reform of the
academic process. With a $315,000 grant from the
Ford Foundation, the association has established a
center for educational reform, which encourages
students to set up their own classes as alternative
models, demonstrating to the colleges and univer-
sities the kinds of learning that students consider
worthwhile.

The Ford grant, say nsa officials, will be used to
"generate quiet revolutions instead of ugly ones"
on college campuses. The nsa today is an organiza-
tion that wants to reform society from within,
rather than destroy it and then try to rebuild.

Also in the picture are organizations of militant
Negro students, such as the Congress for the Unity
of Black Students, whose founding sessions at Shaw
University last spring drew 78 delegates from 37
colleges and universities. The congress is intended
as a campus successor to the Student Nonviolent
Coordinating Committee. It will push for courses on
the history, culture, art, literature, and music of
Negroes. Its founders urged students to pursue their
goals without interfering with the orderly operation
of their colleges or jeopardizing their own academic
activities. (Some other organizations of black students
are considerably more militant.)

And, as a "constructive alternative to the disrup-
tive approach," an organization called Associated
Student Governments of the U.S.A. claims a mem-
bership of 150 student governments and proclaims
that it has "no political intent or purpose," only
"the sharing of ideas about student government."

These are some of the principal national groups.
In addition, many others exist as purely local or-
ganizations, concerned with only one campus or
specific issues.

Except for those whose aim is outright dis-
ruption for disruption's sake, many such
. student reformers are gaining a respectful
I hearing from college and university ad-
ministrators, faculty members, and trustees even
as the more radical militants are meeting greater
resistance. And increasing numbers of institutions
have devised, or are seeking, ways of making the
students a part of the campus decision-making
process.

It isn't easy. "The problem of constructive student

participation participation that gets down to the
'nitty-gritty' is of course difficult," Dean C. Peter
Magrath of the University of Nebraska's College of
Arts and Sciences has written. "Students are birds
of passage who usually lack the expertise and
sophistication to function effectively on complex
university affairs until their junior and senior years.
Within a year or two they graduate, but the ad-
ministration and faculty are left with the policies
they helped devise. A student generation lasts for
four years; colleges and universities are more
permanent."

Yale University's President Kingman Brewster,
testifying before the National Commission on the
Causes and Prevention of Violence, gave these four
"prescriptions" for peaceful student involvement:

Free expression must be "absolutely guaran-
teed, no matter how critical or demonstrative it
may be."

Students must have an opportunity to take
part in "the shaping and direction of the programs,
activities, and regulations which affect them."

Channels of communication must be kept
open. "The freedom of student expression must be
matched by a willingness to listen seriously."

The student must be treated as an individual,
with "considerable latitude to design his own
program and way of life."

With such guidelines, accompanied by positive
action to give students a voice in the college and
university affairs that concern them, many observers
think a genuine solution to student unrest may be
attainable. And many think the students' contribu-
tion to college and university governance will be
substantial, and that the nation's institutions of
higher learning will be the better for it.

"Personally," says Otis A. Singletary, vice-chan-
cellor for academic affairs at the University of
Texas, "my suspicion is that in university reform,
the students are going to make a real impact on the
improvement of undergraduate teaching."

Says Morris B. Abram, president of Brandeis
University: "Today's students are physically, emo-
tionally, and educationally more mature than my
generation at the same age. Moreover, they have
become perceptive social critics of society. The re-
formers among them far outnumber the disrupters.
There is little reason to suppose that ... if given
the opportunity, [they] will not infuse good judg-
ment into decisions about the rules governing their
lives in this community."

W%4

I P Hi L jf I tfi m li ij ) | ^Mk

t

ML.

^M

M/

Who's in Charge?

Ideally, a Community

As far as the academic community is concerned,
** Benjamin Franklin's remark about hanging to-
gether or hanging separately has never been more
apt. The desire for change is better expressed in
common future-making than in disputing who is in
and who is out or how far.

John Caffrey, American Council on Education

A college or university can be governed well only by a sense of its community

Who's in charge? Trustees and ad-
ministrators, faculty members and
students. Any other answer any
authoritarian answer from one of
the groups alone, any call from outside for more
centralization of authority to restore "order" to
the campuses misses the point of the academic
enterprise as it has developed in the United States.

The concept of that enterprise echoes the European
idea of a community of scholars self-governing,
self-determining teachers and students sharing the
goal of pursuing knowledge. But it adds an idea that
from the outset was uniquely American: the belief
that our colleges and universities must not be self-
centered and ingrown, but must serve society.

This idea accounts for putting the ultimate legal
authority for our colleges and universities in the
hands of the trustees or regents. They represent the
view of the larger, outside interest in the institu-
tions: the interest of churches, of governments, of the
people. And, as a part of the college or university's
government, they represent the institution to the
public: defending it against attack, explaining its
case to legislatures, corporations, labor unions,
church groups, and millions of individual citizens.

Each group in the campus community has its own
interests, for which it speaks. Each has its own
authority to govern itself, which it exercises. Each
has an interest in the institution as a whole, which
it expresses. Each, ideally, recognizes the interests of
the others, as well as the common cause.

That last, difficult requirement, of course, is
where the process encounters the greatest risk of
breakdown.

"Almost any proposal for major innovation in the
universities today runs head-on into the opposition
of powerful vested interests," John W. Gardner has
observed. "And the problem is compounded by the
fact that all of us who have grown up in the aca-
demic world are skilled in identifying our vested
interests with the Good, the True, and the Beautiful,
so that any attack on them is, by definition,
subversive."

In times of stress, the risk of a breakdown is
especially great. Such times have enveloped us all,
in recent years. The breakdowns have occurred, on
some campuses at times spectacularly.

Whenever they happen, cries are heard for
abolishing the system. Some demand that campus
authority be gathered into the hands of a few, who
would then tighten discipline and curb dissent.

Others at the other end of the spectrum demand
the destruction of the whole enterprise, without
proposing any alternatives.

If the colleges and universities survive these
demands, it will be because reason again has taken
hold. Men and women who would neither destroy
the system nor prevent needed reforms in it are
hard at work on nearly every campus in America,
seeking ways to keep the concept of the academic
community strong, innovative, and workable.

The task is tough, demanding, and likely to con-
tinue for years to come. "For many professors,"
said the president of Cornell University, James A.
Perkins, at a convocation of alumni, "the time re-
quired to regain a sense of campus community . . .
demands painful choices." But wherever that sense
has been lost or broken down, regaining it is
essential.

The alternatives are unacceptable. "If this com-
munity forgets itself and its common stake and
destiny," John Caffrey has written, "there are
powers outside that community who will be only
too glad to step in and manage for us." Chancellor
Samuel B. Gould, of the State University of New
York, put it in these words to a committee of the
state legislature:

"This tradition of internal governance . . . must
at all cost be preserved. Any attempt, however
well-intentioned, to ignore trustee authority or to
undermine the university's own patterns of opera-
tion, will vitiate the spirit of the institution and, in
time, kill the very thing it seeks to preserve."

Who's in charge there? The jigsaw
puzzle, put together on the preced-
ing page, shows the participants:
u-ustees, administtators, professors,
students, ex-students. But a piece is missing. It must
be supplied, if the answer to our question is to be
accurate and complete.

It is the American people themselves. By direct
and indirect means, on both public and private
colleges and universities, they exert an influence
that few of them suspect.

The people wield their greatest power dirough
governments. For the present year, through the 50
states, they have appropriated more than S5-billion
in tax funds for college and university operating
expenses alone. This is more than three times the
$1.5-billion of only eight years ago. As an expression
of the people's decision-making power in higher

Simultaneously, much power is held by 'outsiders 7 usually unaware of their role

education, nothing could be more eloquent.

Through the federal government, the public's
power to chart the course of our colleges and uni-
versities has been demonstrated even more dramat-
ically. How the federal government has spent
money throughout U.S. higher education has
changed the colleges and universities in a way that
few could have visualized a quarter-century ago.

Here is a hard look at what this influence has
meant. It was written by Clark Kerr for the
Brookings Institution's "Agenda for the Nation,"
presented to the Nixon administration:

"Power is allocated with money," he wrote.

"The day is largely past of the supremacy of the
autocratic president, the all-powerful chairman of
the board, the feared chairman of the state appro-
priations committee, the financial patron saint, the
all-wise foundation executive guiding higher educa-
tion into new directions, the wealthy alumnus with
his pet projects, the quiet but effective representa-
tives of the special interests. This shift of power can
be seen and felt on almost every campus. Twenty
years of federal impact has been the decisive in-
fluence in bringing it about.

"Decisions are being made in more places, and

Who's in Charge V

more of these places are external to the campus."
The process began with the land-grant movement
of the nineteenth century, which enlisted higher
education's resources in the industrial and agri-
cultural growth of the nation. It reached explosive
proportions in World War II, when the govern-
ment went to the colleges and universities for
desperately needed technology and research. After
the war, spurred by the launching of Russia's
Sputnik, federal support of activities on the campuses
grew rapidly.

M

"illions of dollars every year went
to the campuses for research. Most of
it was allocated to individual faculty
members, and their power grew pro-
portionately. So did their independence from the
college or university that employed them. So did
the importance of research in their lives. Clearly
that was where the money and prestige lay; at

The Public

Illustrated by Jerry Dadds

many research-heavy universities, large numbers of
faculty members found that their teaching duties
somehow seemed less important to them. Thus the
distribution of federal funds had substantially
changed many an institution of higher education.

Washington gained a role in college and uni-
versity decision-making in other ways, as well.
Spending money on new buildings may have had no
place in an institution's planning, one year; other
expenditures may have seemed more urgent. But
when the federal government offered large sums
of money for construction, on condition that the
institution match them from its own pocket, what
board or president could turn the offer down?

Not that the influence from Washington was
sinister; considering the vast sums involved, the
federal programs of aid to higher education have
been remarkably free of taint. But the federal power
to influence the direction of colleges and uni-
versities was strong and, for most, irresistible.

Church-related institutions, for example, found
themselves re-examining and often changing
their long-held insistence on total separation of
church and state. A few held out against taking
federal funds, but with every passing year they
found it more difficult to do so. Without accepting
them, a college found it hard to compete.

T

he power of the public to influence the
campuses will continue. The Carnegie
Commission on Higher Education, in
its important assessment issued in Decem-

ber, said that by 1976 federal support for the
nation's colleges and universities must grow to
$13-billion a year.

"What the American nation now needs from
higher education," said the Carnegie Commission,
"can be summed up in two words: quality and
equality."

How far the colleges and universities will go in
meeting these needs will depend not basically on
those who govern the colleges internally, but on the
public that, through the government, influences
them from without.

"The fundamental question is this," said the
State University of New York's Chancellor Gould:
"Do we believe deeply enough in the principle of
an intellectually free and self-regulating university
that we are willing to exercise the necessary caution
which will permit the institution with its faults
to survive and even flourish?"

In answering that question, the alumni and
alumnae have a crucial part to play. As former
students, they know the importance of the higher
educational process as few others do. They under-
stand why it is, and must be, controversial; why
it does, and must, generate frictions; why it is,
and must, be free. And as members of the public,
they can be higher education's most informed and
persuasive spokesmen.

Who's in charge here? The answer is at once
simple and infinitely complex.

The trustees are. The faculty is. The students are.
The president is. You are.

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.

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 1969 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.

WILLIAM S. ARMSTRONG

Indiana University

DENTON BEAL

Carnegie-Mellon University

DAVID A. BURR

The University of Okluhuma

MARALYN O. GILLESPIE

Swarthmore College

WARREN GOULD

George Washington University

CHARLES M. HELMKEN

American Alumni Council

GEORGE C. KELLER

Columbia University

JACK R. MAGUIRE

The University of Texas

JOHN I. MATTILL

Massachusetts Institute
of Technology

KEN METZLER

The University of Oregon

RUSSELL OLIN

The University of Colorado

JOHN W. PATON

1 1 'esleyan University

ROBERT M. RHODES

The University of Pennsylvania

STANLEY SAPLIN

New York University

VERNE A. STADTMAN

The Carnegie Commission on
Higher Education

FREDERIC A. STOTT

Phillips Academy, Andovcr

FRANK J. TATE

The Ohio State University

CHARLES E. WIDMAYER

Dartmouth College

DOROTHY F. WILLIAMS

Simmons College

RONALD A. WOLK

Brown University

ELIZABETH BOND WOOD

Stoeet Briar College

- CHESLEY WORTHINGTON
CORBIN GWALTNEY

Executive Editor

JOHN A. CROVVL

Associate Editor

WILLIAM A. MILLER, JR.

Managing Editor

The Academic Kaleidoscope 1968-69

by Mia T.Gary

Editor's Note: We asked Dr. Gary, as she assumed her duties as Dean of the Faculty,
to write an article for the Quarterly to accompany the special nationally edited one,
"Who's in Charge?" (pp. 15-30). She here gives alumnae a glimpse of the exciting
revisions and new programs in Agnes Scott's academic existence. Julia says: "We
must keep that which is superior and attempt to rectify that which is less than our
best. I invite your criticism, your suggestions, and your help."

When one is forced, as I have been in recent months,
to look at students and faculty, at curriculum and com
munication, from a new vantage point, one becomes
more critical of weakness and simultaneously more
appreciative and protective of those things which are
our strengths. One would be intellectually blind to say
that Agnes Scott is perfect or to say that we here at the
College live in an environment which is free of disagree-
ment and unrest. It would likewise be shortsighted to
fail to see the progress and constructive changes which
are at work on the campus. The 1968-69 year was a
good one. In spite of the drastic changes in personnel
which took place, work at the College moved in a
positive direction. New things have appeared and will
continue to appear in the academic life of the College
and it is about these things that I wish to tell you.

A more vocal and participating faculty has emerged.
Faculty meetings have seldom been filled with such
lively discussion on a multitude of subjects as in recent
months. The local A.A.U.P. (American Association
of University Professors) chapter has concerned itself
with a variety of issues from faculty handbooks to
college finances. Individuals and departments have
continued to strive for integrity and excellence in the
academic existence.

Student leadership has reached a peak which will
be difficult, though not impossible, to maintain. Leaders
have concerned themselves with constructive change in
keeping with more liberal trends. They have been able,
however, to keep a sane perspective, placing academic
pursuits in the position of importance. The president of
Student Government Association graduated with a 3.00
average, the highest attainable, the chairman of Judicial
Council gained admission to medical school, and the
president of Athletic Association was admitted to law
school.

Certainly one of the most significant areas for study
and improvement is in the area of communication. Our
efforts in this direction are evidenced by two joint
faculty-student committees, both of which have now
become standing committees of the faculty. The Com-
mittee on Student Problems (COSP) is chaired jointly

by Mrs. Miriam Drucker, Professor of Psychology,
and Bebe Guill, a senior English major from Greenville,
S.C. The Committee on Academic Problems (CAP)
functions in like manner in the area of academic life.
Co-chairmen are Miss Kathryn Glick, Professor of
Classics, and Martha Harris, a senior math major from
Winston-Salem, N. C. Both committees have a mem-
bership of faculty and students, the students slightly
outweighing the faculty in number. The Dean of Stu-
dents is a member of COSP and the Dean of the Faculty
is a member of CAP. In both of these groups, an open
exchange of ideas and freedom of discussion on the
part of faculty and students allow the consideration of
any topic. Both committees can and do send recom-
mendations to Representative Council of student gov-
ernment and to the faculty. From these committees
has come some of the most constructive legislation of
the past few years.

The five-day class week has survived its first year.
Students and faculty alike rejoice in the freedom of
Saturday mornings and in the decrease of several sorts
of pressure that this freedom brings. (Administrative
offices remain open on Saturdays.)

The two-year test period for the "pass-fail" election
of courses ended in June. At the final meeting of the
faculty for the 1968-69 session, the faculty and Aca-
demic Council, acting on a recommendation from CAP,
adopted a ten-hour maximum of pass-fail selection on a
permanent basis. Students have generally elected pass-
fail courses in disciplines removed from their own field
of specialization and have generally maintained the same
quality of work as in courses elected on a regular-grade
basis. Juniors and Seniors may now venture into many
academic areas without feeling the concern of competing
with those who are majoring in a given area.

Also during 1968-69, new regulations for class at-
tendance were formulated by a joint faculty-student
committee and were adopted by the faculty in the
spring. Students are given more responsibility in this
area with fewer absolute restrictions. The new regula-
tions deal with generalities and contain fewer details
than the older ones adopted more than a decade ago or

ALUMNAE QUARTERLY /SUMMER 1969

The Academic Kaleidoscope 1968-69

even older, more stringent ones which many of you
may recall.

The fate of student self-scheduling of examinations
is undecided as this issue of the Quarterly goes to the
press. This controversial experiment, adopted for the
winter and spring quarters of the 1968-69 session,
allows a student to schedule her own examinations
within the framework of a specified period of time
and certain noted hours. Faculty members are freed
from the distribution of their own examinations but
assist at a central distribution center for those students
who have scheduled examinations at a particular time.
Students may thus fit a schedule to their own particular
talents and to their own feelings of pressure during the
period. The Honor System is put to a severe test but
has survived nobly. CAP will send a recommendation to
the October meeting of the faculty concerning the future
of examination schedules, and some action will be taken.

An increasing interest in and demand for study
abroad has prompted two new areas of investigation.
For a number of years, Agnes Scott students have
participated in junior year abroad programs sponsored
by American colleges and universities. These have
primarily been students with special interest in French,
German, and Spanish. Increasingly more students in
English wish an experience in a British university where
junior year abroad programs are essentially non-existent.
It is difficult, in some cases impossible, for a transient
foreign student to gain admission to the well-established
British universities. During the summer of 1969. Mr.
Jack Nelson, Associate Professor of English, went to
Great Britain to acquaint some of these universities
with the quality of the Agnes Scott program and to
attempt to establish an informal relationship with them,
enabling some of our best students to spend a profitable
junior year in England. His trip is viewed with optimism
and expectation. During the 1969-70 session, three
juniors will be in France, one in Germany, two in Spain,
and three in England. Several others will be traveling
independently.

In the summer of 1970, Agnes Scott will venture into
the field of study abroad. An experimental program,
directed by Mr. Michael Brown, Associate Professor of
History, will allow about twenty-five students to study
the social history of Stuart and Tudor England in the
surroundings in which the events took place. Mr. Brown,
a native of England, will lecture to students and has
arranged for several notable British historians and
political figures to join the group and discuss their fields
of specialization. The group will spend most of the

six-week period in London, Exeter, Oxford, Warwick,
and Chester. Students will also visit Edinburgh, and free
weekends will allow them to explore the surrounding
region and to pursue their own areas of interest. Some
of their free time will, no doubt, be used to gather
information for the required research paper. The course
will carry seven hours of academic credit. Mrs. Brown
will accompany the group.

Several other departments have done or are doing
revisions and new programs. Financed by a grant from
the S. and H. Foundation's Lectureship Program, a two-
day seminar entitled Developing Nations was held in the
winter of 1969. The seminar brought to the campus
authorities in the areas of government, international
studies, and business and was vitally connected with
the inter-departmental seminar on Developing Nations
conducted during the 1967-68 aad 1968-69 sessions.
A recent revision of course offerings in sociology places
greater emphasis on social research, both method and
analysis, and gives attention to such relevant material
as that dealing with urban society and social welfare
institutions. A matching grant from the National Science
Foundation to the Department of Chemistry will enable
expanded course offerings. This grant, coupled with
two grants received by Miss Alice Cunningham, As-
sistant Professor of Chemistry, will provide for an
increasingly large number of instruments for teaching
and research. Not only are students doing research
during the regular term, but, during the summer of 1969.
two students conducted research on the campus under
Miss Cunningham's direction. Professor John Tumblin.
Chairman of the Department of Economics and Sociol-
ogy, and Assistant Professor of Economics Renate
Thimester received grants to participate in the Faculty
Development Seminar on South Asia held at Syracuse
University. The second phase of the two-year program
involves a study tour to India in the summer of 1970 by
all participants.

In the fall of 1968. the College began a program of
orientation for parents of freshmen. An enthusiastic
response from parents and our own estimate of the value
of the program encouraged us to provide a similar
program in the fall of 1969. Parents have the oppor-
tunity to hear about the College from the president and
the two deans and to meet student leaders.

Prior to lauching an intensive program of self-study
in the fall of 1971. for the Southern Association of
Colleges and Schools, our accrediting agency, we must
have a serious evaluation of educational objectives and
of faculty and curriculum needs for the next decade.
We must keep that which is superior and attempt to
rectify that which is less than our best. I invite your
criticism, your suggestions, and your help.

THE \GNES SCOTT

DEATHS

Institute

Alice Gibson Marshall (Mrs. Robert), lune 18,
1969 . ....

Lucia Goddard Hallyburlon (Mrs. Edward H.l,

Dec 12, 1968

Mary Lynn Hutchinson Beck (Mrs. Gordon),

May, 1969.

Fannie Kimmons Proudfit (Mrs. lohn), 1969.

Mabel Smith Home (Mrs. William A.), May, 1969

Academy

Sarah Ellis Mohl (Mrs. |ohn M.), 1968.

Mary Sull

1969.

1908

Whitley (Mrs. W. H.), March 30,

1967

1910

Almon Hooper Drane (Mrs. H. T.), May

1914

Gladys McKinnon Morgan (Mrs. |. O.), May, 1969.

1917

Isabel Dew, August 7, 1969

W L, Pinkston, father of Regma Pinkston, April
15 1969. A news story reported he always wanted
to live to be 105 and died on his 105th birth-
day!

1921

Iris larrell Morris, lune, 1969

lulia L. McCullough McMichael (Mrs. R. L., |r),

Feb 5, 1969

1922

Grace Anderson, April, 1969.

Carrie S. Alii
1968.

1923

White (Mr!

1926

Seibern), Sept. 1,

Carrie Augusta Graham, May 13, 1964 ol a sud-
den heart attack

1928

Harrison Agnew Birchmore, husband of Eliza-
beth Allgood Birchmore, August 31, 1968, from
a brain tumor.

Mr. A. Elwyn Johns, husband of Laurie Belle
Stubbs lohns, lune 21, 1969.

1933

lune E. lett Miller (Mrs.), date unknown

1934

lames Erskine Love, husband of Marguerite
lones Love, May 14, 1969 of a heart attack.

1935

Mrs F. A Shipley, mother of Isabel Shipley
Lamb, Dec. 25, 1968.

lames Z. Thompson, father of Mary Z Thomp-
son and Mildred Thompson Raven, March 29.
1969.

1938

Mrs Alhe Mae Dunn, mother of Doris Dunn
Si Clair and Martha Dunn Kerbv '41, Aug. 6,
1969.

1940

Leland C Carson, father of Helen Gates Carson,
lune 12, 1969

1941

losephine Cates, Nov 22, 1968

1942

lean Sheppard Barkuloo (Mrs. O. V |r.), Fehru
arv 2, 1966.

1946

Georgia's Chief lustice W. H. Duckworth,
father of Mary Duckworth Gellerstedt, Aug. 9.
1969.

1952

Wilbur H Curne, father of Kitty Currie Tuggle,
and Ruth Currie '59, winter, 1968. Harry I.
Tuggle,. husband of Kittv Currie Tuggle, July,
1959.

1956

Polhill ( "Rooky") Smith Bostain (Mrs. lames C),

August 4, 1969.

1962

Cynthia Craig Rester and 7-monlh old daughter.
Michelle, and mother. Mrs Raymond L. Craig.
Sr , lulv 6, 1969, m an automobile accident,

E Craig Parns. father of Susan Parris Sheffield,
lune 24, 1968.

Worthy Notes

The Inner Workings of the Inner Workings of the Inner Workings

The long hot summer in Georgia began for the staff in
the Alumnae Office with anticipation of the advent of new
addressing equipment. As the summer galloped by, and the
details of installing new equipment multiplied by the min-
ute, we began to have "sinking spells" rather than pleasant
anticipatory feelings.

The essence of the mammoth task is converting literally
thousands of alumnae records (plus records for other col-
lege administrative offices) to fit the new equipment. It
seems to be an interminable effort, a slow and tedious one,
but we are willing to worry it through: given the normal
margin for human error, we know we must not build in
mistakes at the beginning, if they can be avoided! Also, it
is necessary to keep records in the old system current until
the changeover is completed.

Anyone for volunteering to help? We demand concen-
tration and scrupulous attention to accuracy, and we offer
no money and long hours. Your reward would be sharing
great companionship. Barbara Murlin Pendleton '40. asso-
ciate director of alumnae affairs, is supervising this under-
taking (on the side this summer she had more major
surgery on a hip and a major wedding see 1940 Class
news.)

Anne Diseker Beebe '67, fund coordinator in the Alum-
nae Office, is responsible for the "dailies" of recording
changing, since her work in nurturing the Agnes Scott Fund
requires constant records' use. Anne has already launched
the 1969-'70 Fund, as those of you who are Class Chairmen
or Agents know (see the 1968-'69 Fund Report in this
issue).

While Barbara was hospitalized during July, Mollie
Merrick '57, assistant dean of students, "subbed" for her
and began the actual record changing. She was just the best
person we could have had, and we owe her hearty thanks
for starting us off on the right new systems track.

Also in July we welcomed Shelia Wilkins Dykes '69 (who
graduated June 9, married June 21, and came to work July
14) as secretary in the Alumnae Office. Shelia is fast mas-
tering the other office machines, is editing the Class News
for the Quarterly this is her first issue and is also learn-
ing to handle the new equipment. From Commencement 'til
Shelia came, Linda DelVecchio Owen '70 served as acting
secretary. She is a current student whom I term a remark-

able person, because she smoothly combines academic pur-
suits, marriage, and job.

When Mollie had to leave, the first part of August, to
return to her "real" position and help our Impressive new
dean, Robin Jones, we put out calls for help, had several
good people for the brief periods they could work (includ-
ing Kay Harvey Beebe '65 imagine the confusion of two
named Beebe in this small office!) and are now fortunate
to have Margaret Gillespie '69 who will see us over the
hump in the systems change. Her sister, Mary '69, will be
an assistant in biology this year, and it will be splendid to
have the Gillespie twins back on campus.

I have now introduced you to our "goodly company." I
have great trust in the combination of fine human beings
and the best mechanical equipment currently available, and
I can now look to a bright future for alumnae affairs at
Agnes Scott.

I must assure you that the new equipment is a major
investment of both time and money. Barbara and I have
spent two years investigating the whole field exhaustively,
reporting findings to President Alston, and making deci-
sions. The college will spend an estimated $16,000 to
$17,000 for it. If one of you would like to contribute this
sum as her gift to the 1969-'70 Agnes Scott Fund, please
feel free to do so!

We shall use the new equipment to serve alumnae bet-
ter. To illustrate our need of it, I'll share a note I received
last year:

Dear Ann Worthy,

Four times a year it gives me pleasure to receive

The Agnes Scott Alumnae Quarterly.

But the Fall '68 number, it grieves me to say.

Has filled my heart with great dismay.

The years go quickly enough, it would seem,

Without adding 20, and me still in my prime!

(pronounced "preem")
Page 8, column I, name number 33
Puts me in class of '37, erroneously.
Please put me in my class, of 1957,
And add my years to earth, not to heaven!

Thanks!

Margery DeFord Hauk '57

122512

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

-

For Reference

Not to be taken from this room