Agnes Scott Alumnae Quarterly [1969-1971]

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ALUMNAE QUARTERLY

FALL/ WINTER, 7969

Dr. Alston welcomes his
grandchildren, Charlotte and
Wallace M. Alston III
to the campus.

THE ALUMNAE QUARTERLY VOL. 48 NO. 1

CONTENTS

Welcome, Paul McCain 1

Relevance and Liberal Learning Dr. Marvin B. Perry, Jr. 2

Our Peaceful 'Revolution' Dusty Kenyon '70 7

Suggested Reading for Alumnae 11

jarring Juxtaposition in japan Sandy Prescott Laney '65 13

Class News Shelia Wilkins Dykes '69 16

Photo Credits

FRONT COVER, Eric Lewis, p. 17 Billy Downs, pp.
11, 18, 22, 24, 25, 26, 27, 28 THE SILHOUETTE,
pp. 12, 13, 14, 15 "THE SEAHAWK", U. S. Navy

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.
Secondclass postage paid at Decatur, Georgia 30030.

Welcome, Paul McCain,
To a New Position in Your Old Home

Paul Moffatt McCain grew up on the Agnes
tt campus, and the campus community is indeed
:eful to have him back as an integral part of the
ege. He served as president of Arkansas College
seventeen years and came to Agnes Scott "officially"
tember 1, 1969 as vice-president for development.

primary responsibilities are in the area of capital
d expansion.

^ son of James Ross McCain (Paul and Eleanor's
a student at Southwestern University, bears his
ndfather's name), he was graduated from Decatur
fs High, received his B.A. degree from Erskine
lege and earned his M.A. and Ph.D. degrees in his-
j at Duke University. He has taught at Darlington
ool, Brenau College and the U. S. Military Academy
West Point.

Arkansas College, under Dr. McCain's leadership,
ved to a new one-hundred acre campus, initiated
iperative programs with other colleges and universi-

ties, and completed a long-range expansion program,
including a new science building, library, dormitory
quadrangle, recreation building and million dollar
physical education building.

Paul is an elder in The Presbyterian Church, U. S.,
was chairman of the Presbytery's Council in the East
Arkansas Presbytery for three years and was also
chairman for three terms of the College Administration
Section of the Presbyterian Educational Association
of the South.

President Wallace M. Alston said, when he an-
nounced the selection of the new vice president for
development, "Agnes Scott is fortunate to have acquired
a person of the stature of Dr. McCain. Being an in-
dependent college supported entirely by gifts, invest-
ment income and tuition, the college will benefit from
Dr. McCain's successful experience at Arkansas Col-
lege, as well as from his background of academic and
administrative excellence." -a.

./WINTER 1969

Relevance and Liberal Learnim

By DR. MARVIN B. PERRY, JR.

President of Goucher College

Let me confess at the outset that my pleasure in
standing before you is tempered with no little trepida-
tion. It is not easy to know how to talk to young people
today that is, in "relevant" and convincing terms
even if one has been for a long time in education, and
especially if one is well on the downhill side of thirty!
There is not only the generation gap, but, as Oscar
Wilde said of his first trip to America, "there is also
the language barrier!" To undermine my confidence
still further, as I was working on these remarks last
week, I received some friendly but pointed advice from
the wife of an old friend, an Agnes Scott alumna who
had read in one of your publications that I was to be
here today. "Whatever you say," she wrote, "don't talk
down to Agnes Scott girls!"

I think I know enough of Agnes Scott, and its
splendid reputation, not to make that kind of mistake.
But I certainly do not consider myself an expert on the
education of women, despite the continuing apprentice-
ship I have had as the father of two daughters (who
will soon be entering college themselves). If I have
learned anything from this apprenticeship, it is that the
education or cultivation of women is expensive!
But it is also a delightful and rewarding, if sometimes,
baffling, experience. With good luck, I hope to stick at
it for a number of years to come!

It is significant, I think, that many of the most urgent
issues and problems in higher education today are local
manifestations of larger national, and even internation-
al, issues. Our current concern for the kind and quality
of today's education and its relation to our needs as
citizens and human beings is but one specialized

About the author: Dr. Perry holds the B.A. degree from
U. Va. and the M.A. and Ph.D. degrees from Harvard
Univ. He was Professor of English and Dean of Admis-
sions at U. Va. until 1967 when he became President of
Goucher. This is his Founder's Dav address at Agnes Scott
in 1969.

aspect of a larger concern, a universal desire of sen
and thinking men to find direction and meaning
evance," if you will) in their lives.

I shall not waste your time this morning in t
you what you already know and hear constantly-
ours is indeed a world of tumult and trouble, of
plexity and confusion, of rapidly accelerating and
revolutionary change in all areas of our society
least in the academic. To ring the changes again on
oft-repeated truisms is to run the risk of having
"tune me out" from the very beginning!

I do not mean to be indifferent or insensitive,
ever, to the nature of the times we live in. Althouj
eras in human history have been times of tumult
tension and change, ours is certainly, even by obje
standards, one of the most revolutionary and mo:

THE ACNES SCOTT ALUMNAE QUA

; in the pace of its change and the complexity of its
?lems. But we are not unique, and although ours
1 many ways a very different world from that of

years ago, the poet William Butler Yeats, writing
i, described our dilemma with prophetic power in
poem "The Second Coming."
ome of you will recall the lines:
Things fall apart; the center cannot hold;
lere anarchy is loosed upon the world,
'he blood-dimmed tide is loosed, and everywhere
Tie ceremony of innocence is drowned;
he best lack all conviction, while the worst
ire full of passionate intensity. . . ."
lur problem today, in all of its disjointed and frag-
ted manifestations, is still basically the universal

of the common human situation to maintain a
nee between change and order, to adapt to the
1 for change without disaster. It is only natural,
ever, that we in 1969, especially our young people,

the problem more compelling, more threatening,
e complex and baffling than ever before. For all
is the future seems confused, uncertain, menacing.
Paul Valery put it, wryly, "The trouble with our
:s is that the future is not what it used to be!"

The paradox of higher education

'he American educational enterprise today is a vast
costly network of multi-purpose systems, bewilder-
in their size, variety, complexity, and influence.
; also one of ironic paradox: at a time when Amer-
i education especially higher education enjoys
recedented prestige and influence, it is also under-
ig attacks rarely equalled for irrationality and vio-
:e in the American experience. Also paradoxical is
fact that, at a time of its greatest affluence when
; receiving a record share of our national wealth
effort, American education, particularly in its
ate or independent sector, faces the gravest financial
is in its history. As you know, and as I have already
cated, much of the turmoil and tension in our
x)ls and colleges reflect the general malaise and
fusion infecting our entire society, a manifestation in
area of education of our society's great wealth of
ins and techniques without any comparable clarity
unity of purpose.

"hose of us associated with colleges like Agnes
tt and Goucher are especially interested, of course,
he problems and prospects of the liberal arts college
in what such colleges can contribute to the kind of
cational programs and communities needed for the
decades of this violent and fast-changing century.
Vs for problems, two will be increasingly crucial for

private (or independent) liberal arts colleges: the
mounting cost of private higher education (at least
to the individual) and the expansion of public higher
education facilities. Today, for example, about two-
thirds of the more than seven million students currently
enrolled in two- and four-year colleges are in public
institutions. Although the total number of young people
in college has tripled in the last fifteen years, the private
colleges' share of the market has declined as the number
and quality of public institutions have increased. Put
bluntly, the challenge for us is this: does the private
liberal arts college offer an educational experience of
value today, and is it worth the increased financial sup-
port necessary to insure its survival?

In considering these questions, even briefly, it is per-
haps not presumptuous to ask just what we mean by
the fine phrase liberal arts education. Just what con-
stitutes a liberal arts education?

Concerns of a liberal arts education

In a very real sense, the liberal arts college, at its
best, has symbolized in America that humane and civi-
lized society we have sought to develop, enjoy, and
transmit, hopefully enriched in each generation. Ideally,
it is a true community of free, rational, responsible
inquiry; a community of justice, tolerance, and com-
passion, whose citizens (in Thomas Jefferson's words)
", . . are not afraid to follow truth, wherever it may lead,
not to tolerate any error so long as reason is left free
to combat it." It is a community which respects tradi-
tion and order but which welcomes experiment and
change.

At its best, and in simplest terms, the community
of liberal learning directs all its energies and activities
to inculcating in all its members students, teachers,
administrators an understanding and appreciation of
what it means to be a man (some of us would add "and
a child of God.") Its chief concern is with values rather
than information, with the strategy rather than the
tactics of human living. It seeks not only the recovery
and revitalizing of our human past but also seeks in its
members the capacity to survive, and even grow, with
change. Specifically, one of its missions, in an age of
specialization and professionalism, is to prepare stu-
dents for careers and professions which do not yet
exist but which will in the years immediately ahead.
Even the vocational and professional schools cannot
hope to keep abreast of scientific and industrial de-
velopments, for new knowledge and new techniques
are multiplying at a fantastic rate. As we have all
heard many times, ninety percent of all the scientists
(Continued on next page)

/WINTER 1%9

Relevance

(Continued)
who have ever lived are alive right now! Parenthetically,
may I suggest (as a humanist) that ninety percent of
all the painters, musicians, and poets who have ever
lived are now dead; and one of the great functions of
a liberal arts educations is to give them and their works
new and relevant life in each generation!

In speaking of the liberal arts college as in some
ways a symbol of the ideal human society, I do not
mean to suggest that the college or university com-
munity is merely our larger society in misrocosm. It is
not, nor should it be. In both its freedoms and its
responsibilities the educational community is unique
in our society. While acknowledging its obligations be-
fore the law, it has its own ethical code which it proper-
ly expects its members, both students and faculty, to
accept and honor as a condition of membership. It
must reserve the right to prescribe and administer these
conditions of membership, resisting all who attempt
to make it a mere extension of the city streets, a place
of propaganda and polemic, of indoctrination and
special pleading.

The college (or university) is above all a community
of learning, a community whose chief function is the
free and responsible search for knowledge and the
opening and enriching of men's minds in order that this
knowledge can be converted into wisdom for men's
use and enjoyment. Lively discussion, practical ex-
perience in so-called "real life" situations, activist de-
fense or advocacy of causes for human betterment
all these are properly a part of the total college ex-
perience, so long as they do not interfere with the col-
lege's ancient and basic obligation to maintain an
atmosphere where the exchange of ideas is rational and
constructive, not violent and irresponsible. In a demo-
cratic society, and in colleges and universities devoted
to freedom of inquiry, we are free to be wrong, and
even foolish, but we are not free to infringe on the
rights of others.

Student resentment

Let us look now, in more specific terms, at the
college, as opposed to the university or professional in-
stitution, in terms of its fitness and "relevance" as a
center for liberal learning.

First, it must be said that, ideally, the university, as
well as the undergraduate college, can certainly provide
the atmosphere and the resources for a genuinely liberal
education. But it must also be said, in my judgment,

that there are a great number of forces operating t(
upon our universities, especially the larger ones, whe
public or private, which work against the liberal
idea. Much of the current protest activity in our
leges today and it is centered in the large institut
is a resentment of the impersonal, fragmented,
dehumanized qualities which seem to charact*
especially our large, rapidly growing public universi
Students are increasingly resentful of the automatizz
of their education as it exists today in many of t
institutions. They want breadth, unity, humanism,
they are turning from over-specialization to such br
ly defined fields as literature, history, philosophy,
the social sciences. This movement extends to me
well as to women, but admittedly men feel more he;
the pressure to prepare for graduate and professi
training or for specialized areas of business. Stuc
are resentful, too, of what seems to them the overly i
and inflexible curricula which the large institutions
it hard to avoid. It is more difficult to experiment
programs and curricula when they involve thous
than when they involve only scores and can be re;
modified as experience may suggest.

Pressures and patterns of the large university

We hear much complaint, again chiefly in our la
public institutions, of the off-hand, uncaring atti
toward teaching, especially of undergraduates; of
absenteeism of senior professors involved around
world with research projects or consulting jobs w
leave them little time for contact with students
alone real teaching and advising. All too often,
hear that teaching is done chiefly by so-called Teac
Assistants, graduate students who are candidates
higher degrees and who are, themselves, harra
by problems of money and time. They may be c
petent and dedicated teachers; but they are usually
experienced and they are certainly not the "great mil
(the Nobel laureates, etc.) which university public
lations offices tell us draw eager students to their 1
centers of learning. I am not saying, of course,
all these conditions are widespread on every large
versity campus, or that small liberal arts colleges
immune from them. But I do say that our larger
versities, and they are increasingly our public ones,
much more subject to the pressures and patterns w'
make for fragmentation and rigidity, for faceless
personality, and for a preoccupation with research
allied activities at the expense of conscientious tei
ing. To point out some of these dangers is not to
pose productive scholarship and research or to denig
the tremendous importance of our great universities

THE AGNES SCOTT ALUMNAE QUART

iuate schools. But "publish or perish" is undeniably
way of academic life in all too many of our univer-
:s, often without much critical attention paid to the
jity of what finds its way into print.

"Graduate School syndrome"

'here has also been in recent years an increasing
>unt of applied or practical research by university
;onnel in the service of business or agencies of
ernment. The pressure on universities in this regard
been especially heavy, since they are more directly
olden to the public and to government, and the
stion of just how much "service" activity a uni-
,ity can, and should, sponsor, along with its teaching

pure research obligations, is increasingly a serious
. Certainly, it is difficult for a university to refuse
ly research money or facilities which seem to offer
1 prestige for the institution and opportunities to
3 ambitious professors happy with the kind of
arch activity which is a surer (and more profitable)
1 to academic success today than is classroom
hing.
Jut lest I be accused of undue bias in pointing

some of the obstacles to liberal arts education
:h seem endemic to our large universities by their
' size and nature, and by the kinds of pressures to
:h they are subject, let me turn now to some
sideration of our libera! arts colleges and their
)lems problems which are often products of the
e pressures felt in the universities and engendered
Dur complex, dehumanized, and mass-media ridden
The liberal arts college is not necessarily free
n the fragmentation and impersonality, and the
r teaching may afflict the larger university. It can
guilty of the same over-specialization, usually in
e imitation of its larger sister institutions, of the
e preoccupation with the immediate and the profit-
, of the same rigidity in resisting experimentation.

in general the forces in the university which tend
;xert a centrifugal pull on students and faculty
s the confusing diversity of its many programs,
nanifold research activities, its absorption in "ser-
activities for government and industry are
es which tend to be less powerful and compelling,
re they exist, in the undergraduate college,
'et these same forces which tend to work against
unity, individuality, and community of the educa-
al experience offered in our large, diversified uni-
ity complexes are, ironically, the very forces which
let many students to them and away from the
Her liberal arts colleges. The vast array of courses

bewildering variety of specialized fields and sub-

fields, the shining laboratories and expensive equip-
ment, emphasis in many quarters on training for
specific pursuits or skills all of these aspects make
a strong appeal to the student who is intent on prepar-
ing himself to compete successfully in our increasingly
complex, specialized, technological society. Such pres-
sures and appeals used to result in what was called
the "vocational" or practical bias; today the result is
apt to be what I call the "graduate school syndrome"
the compulsion to begin specialized training even before
graduate school in order to prepare not only for
graduate admission but for eventual practice of one
of the learned professions. This "vocational bias" or
"graduate school syndrome" is widespread today, what-
ever college catalogue rhetoric and college recruiting
publicity in praise of liberal education may suggest
to the contrary.

The pressures which induce these compulsions to
early specialization are understandable, but they are
in direct conflict with the methods and aims of the
liberal arts tradition. It is doubtful, for example, that
such supposedly practical, specialized training is really
the best or even an adequate preparation for
successful performance in the highly specialized roles
demanded by business and the professions today. For
there is inherent in specialization a curious self-limiting
factor. Training which is confined solely to mastering
a highly specialized activity creates the technician and

Breadth in the education of a specialist

not the man who can innovate or give to his particular
science or skill a new and original direction. In the
present state of learning and technology, the specialist
is our chief hope to advance knowledge and improve
practice, but originality is not stimulated by narrowness.
Narrowness impoverishes the mind and decreases that
originality and breadth of interest and curiosity which
is a chief stimulus to all forms of human creativity
and discovery. Accordingly, in the very interest of
specialization itself, it is necessary for us to provide
breadth in the education of a specialist. There are
encouraging signs today that recognition of this necessity
is increasing, not only among educators but also among
business executives and professional men. There seems
to be among many employers a genuine search for
young men and women educated in the liberal arts
tradition, who combine general intelligence, literacy,
breadth, and adaptability with specialized training. This
dual need, for both liberal learning and some degree
of training in vocational or professional skills, is one
of the great challenges to undergraduate education
today.

WINTER 1969

Relevance

(Continued)
I have not yet touched on another great challenge
to colleges like Agnes Scott and Goucher, that is to
liberal arts colleges for women. I refer, of course, to
the strong current tendency toward coeducation. I am
not prepared to argue that separate education for men
and women is ipso facto superior to coeducation; but
I am prepared to argue that no one type of under-
graduate education, whether it be separate or coeduca-
tional or coordinate, is in itself and by its nature best
for all of our young people. To argue, for example,
that coeducation is the best pattern for all seems to
me to deny at the outset that young people, all people,
are different and diverse and that the same educational
system is not the best system for all of them. I would
concede that in our times coeducation may appear
preferable to a majority of young people. But I am
convinced that there are a considerable number of
them, both men and women, who will find a richer and
more satisfying experience of learning and self-discovery
in an atmosphere which is free some of the time from
the boy-girl relationship of the typical coeducational
campus. For one thing, since young women mature
at an earlier age than do young men, it is possible for
the woman's college to offer an educational program
on a stronger intellectual level, one freed from some of
the vocational pressures necessarily felt by men students,
and one which stresses the unique and increasingly
significant role of leadership played by women, not
only in the home and community, but in business and
the professions. Finally, in the name of diversity itself
I think we can make a good case for our need for
different kinds of educational institutions in the Ameri-
can system. Certainly such diversity has been in the
past a major strength of American education, and
certainly much of this strength has been derived from
the experimental and individualistic character of our
private liberal arts colleges, not least our outstanding
colleges for women.

The case for the liberal arts college

But I must conclude. There is a powerful case to
be made for the kind of education which the American
liberal arts college, at its best, can offer. The case must
be made, as boldly and imaginatively as we can make
it; and it must be accompanied by a renewed dedication
to the task of seeing that the undergraduate experience
in education is indeed one that makes the most of
the liberal arts college's opportunities for individualized

teaching and learning, for broadly humane prog
of study, for imaginative experimentation, for
diversity in unity which is the hallmark of the
community of learning. Unless I am mistaken, tr
the kind of education which you, our best stud
are seeking. You are a searching generation of ui
graduates, and not only because you are a troi
generation. You are impatient and intolerant oi
hypocritical, the pretentious, the phony, even th
you yourselves sometimes display these very qual
But you are a student generation which is uncomprc
ing in its admiration of integrity, honesty, and
passion for human needs. If this student gener
sometimes seems to its elders to be short-sig
intolerant, over-confident, and too often incline
measure relevance only in immediate and peri
terms, these are faults which often have their roo
unselfish motives and high resolves.

Challenges of a liberal education

To free this gifted and concerned student gener
from the pressures of "the practical bias", the "grac
school syndrome", and the general materialism oi
acquisitive society, to help it to find a truly li
and liberating education, which can also be a thoroi
practical one. is the unique and challenging tas
our best liberal arts colleges. Only if our col
succeed in this task will they deserve to survive
prosper. I am convinced that they will succeed so
as they continue to welcome thoughtful innovation
orderly change, so long as they stress the primac
the teaching and learning function among all
members, so long as they seek to maintain a lea:
community which cherishes social and civic resp
bility as well as individual freedom. I am convi
that such colleges can continue to maintain st
faculties with the facilities, schedules, and sal
which will encourage conscientious teaching and
ductive scholarship free of the pressure of "publi;
perish." I am further convinced that such colleges
attract capable, inquiring students who seek oppor
ties for individual development, for educational
perimentation rooted in a strong academic tradi
for participation in a community of learning v
acknowledges a concern for more than mind alone,
a commitment to the search for abiding values
world of endless change.

This is the kind of future I would wish for
college and mine. Hazardous it may be, but it can
be rich and deeply rewarding. You at Agnes Scott
move into it with confidence and I wish you C
speed Thank you!

THE ACNES SCOTT ALUMNAE QUAR

Our Peaceful 'Revolution -
Towards Self-Fulfillment

By DUSTY KENYON '70

3E college session of 1968-1969, students across
:ountry and throughout the world demanded re-
s that would free them, both socially and academi-
, to allow for a more genuine intellectual experience
a more challenging approach to self-actualization.
form of this "student revolution" varied greatly

campus to campus, but a prevailing spirit one
:tive interest in the total educational contribution
le collegiate community lay at the heart of all
jlutionist" activities.

her Retreat address to all of those involved in
;nt Government at Agnes Scott (an address which
ared in the Winter, 1969 issue of the Alumnae
terly), Student Government President Tina Brown-
eferred to this "student malcontent" as a "usual,
inful phenomenon." She spoke perceptively of the
ms for unrest at Agnes Scott and suggested several

that our situation might be improved. Having
:ed out that "the personal discontent of individual

t the author: Dusty Kenyon '70 is President of Student
nment and has taken a leading role in campus af-
ince her freshman year when she was a member of
al Council, was a member of CA, and now is also
lent representative on the Committee on Academic
ms.

students plays a part in the general 'problem' at Agnes
Scott," Tina admitted that no legislated reforms could
cure this personal, internal frustration. "Student
Government," she stated, "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."

Under her strong leadership, Agnes Scott students
worked through the proper "channels" to effect im-
portant reforms, reforms which did "remove certain
of the small frustrations." The major change was in
our drinking policy. Because students are now no
longer held in double jeopardy if they break the Georgia
state law (although the college upholds the state law,
it does not enforce this law off campus but leaves that
duty to the public authorities), there is a much healthier
and more mature attitude toward drinking off campus.
Students are held responsible for their own actions,
as they should be. Another change was to allow sopho-
mores (juniors and seniors already had the privilege)
to receive permission from their parents to visit in
men's apartments. Sophomores also were given more
responsibility in the change of the chaperonage regula-
tions; this policy is now a guide-line for all upper-
classmen. The controversial dress policy was made
into a guide-line as well this allows for so much
more flexibility. Such reforms did alleviate a great
deal of the unnecessary frustration and friction within
the campus community without destroying our unique
atmosphere of trust and respect, as well as concern,
for other individuals.

Constructive reforms in the academic area also im-
proved our situation. The five-day week that was
proposed during the 1967-68 session by CAP, the
student-faculty Committee on Academic Problems,
was put into effect in September and proved to be a
great success. Faculty, administrators, and students
alike found that, with the longer weekend, some of
the pressure was released. Attitudes were healthier;
the quality of work improved. This same committee
devised a plan for students' self-scheduling of exams.

VINTER 1%9

Our Peaceful 'Revolution'

(Continued)
This was tried on an experimental basis for two
quarters and proved beneficial. The procedure has
been made permanent by a faculty vote of approval
this year.

These changes were all most constructive, but there
is still a great deal of room for improvement. The
social regulations are still very much a point of con-
tention. Students feel that they are respected for their
intellectual maturity but are not allowed the freedom
to act maturely in their "social" situation. At Pre-
Retreat this fall the student Board Presidents discussed
this problem at great length. As we talked about the
changes that seemed necessary, we realized that there
are some things at Agnes Scott which cannot and
should not be changed, some fundamental values and
standards which must be kept in order to preserve
the uniqueness of the college and to insure that all
changes will be made with some purpose, some direc-
tion. If reforms are meant to improve the college, to
make Agnes Scott an even finer institution than it is

now, then they must be made in accord with
fundamental values.

As we talked about rule changes, we soon be<
aware that there is something behind each rule
is so much more important than the rule itself,
often this "purpose" has been forgotten, and the
is then not seen in its proper perspective. It sei
to us so futile to begin to change little rules, to
away at the superstructure bit by bit. What we
now is a return to the basic ideals, those values v
have in a very real way made Agnes Scott what
today.

At Retreat, with all the Board members pn
we discussed objectively the "values" which make
community so unique and which work to maintai
high standards of academic integrity. We turne
one of the opening pages of the Student Handboc
page which most people skip in their haste to g
the "important" section concerning rules and re
tions) where the Agnes Scott purpose is stated in 1
of four principles. They are: 1) the emphasis on
intellectual attainment with scholarship centered ar
"the search for truth through the tradition of h
fearlessness of purpose, efficiency of performance

THE ACNES SCOTT ALUMNAE QUA

voidance of shams and short-cuts;" 2) the college's
Christian commitment, to enable the student "to develop
mature religious faith and to achieve integrity of
haracter;" 3) a concern for the physical well-being
>f all students, "since a sound body is essential for
lappiness and efficiency in an educational program;"
nd 4) an emphasis concerned with the development
>f one's social maturity, an opportunity for self-
ealization. Then comes this final statement: "Life at
Vgnes Scott should prepare the student to assume
esponsibility in the community in which she lives,
ioth now and in the future, and to maintain an educated
oncern for the world of today."

More academic changes needed

It is important that scholarship is put first; this is
. Christian college, not an academic church (there is
. big difference. ) Ideally this is a place where the
xcitement and the challenge of learning can be ex-
lerienced. The joy of intellectual endeavors should be
elt here and shared. Yet, this special academic spirit
if enthusiasm is somewhat stifled. There is too much
msy work, too little creativity, and not enough stimula-
on, especially in courses on the freshman and sopho-
lore levels. Good students are leaving, and most of
lem are not just looking for a brighter social life,
'here are some important changes being considered,
uch as the plan to give sophomores more flexibility
nth group requirements and allowing them to take
ome upper level courses. This will be a big help, for
3 many students two years seems too long a time to
/ait for "the exciting part" of our curriculum. But
ther areas must be studied, among them our program
f independent study. Why should this program be
vailable only to seniors, and then only to some seniors?
)ther students who want to study some subject in depth
:el frustrated there needs to be more flexibility in
le curriculum. Students taking four or five courses
nd that they can only manage to get the work done;
ley do not have time to enjoy their studies. This
pressure" problem seems to be an eternal one, but
ther systems (such as the straight quarter system and
le semester system, with variations) are being studied
'ith interest. There are other possible changes that
light alleviate some of this dissatisfaction.

Because some students are never able to find a
lajor in which they are genuinely interested, we need
i investigate the possibility of allowing students to
lake up their own major programs, with proper
ipervision, of course. The integrity of the curriculum
lust be maintained; yet, this system might provide

for the flexibility that students desire. And within the
courses themselves there is room for improvement.
The interrelation of courses within departments and
within the curriculum as a whole needs to be studied.
Materials and textbooks must be updated, in order to
assure that high school curricula are not duplicated
here. Although students certainly cannot dictate what
materials the professor should use, surely their con-
structive criticism and ideas ought to be heard and
considered.

It seems, too, that students should be more involved
in the procedure of hiring new faculty members and
personnel. We can offer a different insight one that
ought to be considered as helpful. This has already
been tried on a limited scale, and with great success.
But we should be used more. This would be valuable,
too, in that it would give majors a chance to contribute
something to their department. It would also give stu-
dents an opportunity to work with faculty members in
out-of-class situations. Our fine faculty have contributed
a great deal to this institution; the privilege of knowing
them as friends is one thing the students cherish most
at Agnes Scott.

Christian commitment at Agnes Scott

Now, when such changes are made when we are
able to do more independent study, to aid in the
selection of teaching materials, to help with the hiring
of new faculty members, then there should be little
trouble with class attendance, or with apathetic stu-
dents. Then, perhaps, the library will have to remain
open later in order to accommodate all of us; worth-
while lectures will be better attended, papers better
written and enjoyed! The educational purpose of this
college must be at the heart of every new reform.

The second stated purpose of the college involves the
Christian commitment of Agnes Scott. This commit-
ment needs to be defined and understood in contem-
porary terms. In his charge to the graduating class last
June, Dr. Alston stated that "this college stands for a
philosophy of education with God at the center." In
the past this "philosophy" has seemed directly to affect
the academics in only two ways: 1) that each student
be required to take a course in Biblical literature; and
2) that the faculty and administrative staff be able to
accept the principles of the Christian faith. And with
reference to the life of the campus community, this
commitment has meant that "Christian" standards be
maintained. But, are these the expressed ways in which
a Christian college should distinguish itself from a
(Continued on next page)

LL/ WINTER 1%9

Our Peaceful' Revolution'

(Continued)
non-Christian one? A great part of Agnes Scott's
"uniqueness" can be pin-pointed to this Christian
commitment. As students struggle to understand the
Christian faith, they find that they cannot express their
faith in the same terms as the older generation. They
do not ask that the commitment of the college be
changed, but rather that the expressions of this com-
mitment be made more relevant to the Agnes Scott of
today.

Religion has been linked with education for many
centuries. The intellectual spirit has been promoted
and protected by the Church, and the idea of the
collegiate "community of scholars" was developed by
clergymen. So, the Christian philosophy of education
is not a new approach. But, is the Christian commitment
promulgated by requiring one specific course? No.
Rather, every course ought to be taught with some end
recognized other than the communication of a certain
amount of material. Shouldn't every professor, whether
he be teaching the theory of functions of a complex
variable, romatic poetry, kinetic theory and statistical
mechanics, modern political thought, or the Hebrew
prophets, be equally involved with the universal study
of what Frankl called "man's search for meaning?"
For too long Christianity has been offered as only an
end to the search and not the search itself. This
Christian commitment ought to add excitement and
challenge to every course, rather than to make some
few so unpopular. It ought to increase the relevancy
of our entire curriculum, rather than to make for
boring courses.

Social rules studied

And in the social realm the rules and regulations
which direct our behavior within the campus community
and to some extent, within the greater community
this Christian purpose needs more desperately to
be redefined. Many of our so-called "Christian" stand-
ards are only the socially accepted values for young
Southern women of several decades ago. Students want
the opportunity to accept more responsibility for their
own actions. As in the academics, the college's Christian
commitment should be a boost, not a hindrance. Be-
cause we are a Christian community, there ought to be
far more trust and faith in the individual. We should
not be overly protected but allowed to take reasonable
risks for it is only in risking that one learns and
grows.

Recently a new committee (called SCRAP,
Special Commission on Rules and Policies) has be
organized to re-study our entire social code and reco
mend necessary changes. This group, consisting
nine students working with Dean Roberta K. Jon
has already begun to consider the "non-negotiables"
those things which make Agnes Scott so unique, a
to incorporate these things into a more general poli
regulating social behavior. Those values which se<
most important to preserve are the concern for 1
individual and for the college community. This groi
always in close touch with the rest of the student boc
and with the faculty and administration, is worki
from a positive, constructive point of view. They ho
to achieve a balance between community and individi
responsibility while allowing the freedom necesst
for the maximization of personal fulfillment. Our gn
hope is that the work of this committee will bring t
college's true values into focus.

Reorganization of the honor system

At the same time, a student committee is worki
to reorganize our honor system, in an endeavor
make it more relevant to today's campus. Stude:
feel that the standards which this system tries
uphold are now needlessly obscured by the "undi
brush" of rules that are necessary for community 1
but do not support the values of the college. In th
the responsibility for enforcing such regulations w
fall to some dorm council, and the Judicial Board v*
handle only those cases which relate to the "nc
negotiables."

In all of this reform, freedom and responsibility i
the concepts on which all our thoughts will hang. \
are working for changes because we feel sincerely tl
they will improve Agnes Scott. By freeing students
respect themselves more, students will respect t
institution even more than they do now. Change, th(
is not an end in itself, but a means towards our beco
ing the "whole woman" whom we joke about, t
who isn't really such a myth. In such a larger perspc-
tive, change becomes much more of an affirmati
step: the process of change in itself can be a learni
experience. It is in this spirit, then, that we hope
move this year. No more will we work for "what
can get," but for what we must get, in order to actual:
all of our potentialities, in order to develop the
human qualities for which this college stands, in ore
to preserve the academic integrity of this institutic
in order to make Agnes Scott even more unique th
it is now. What we say we stand for must be what '
do stand for. And we must demand that honesty.

THE ACNES SCOTT ALUMNAE QUARTEI

By popular demand,
we bring you

Some Suggested Reading

committee of students and faculty
dect a book each year which fresh-
en read before they enter and then
scuss as part of their orientation to
ie Agnes Scott way of life. For
J69-70. the book is Potok's The
hosen. The committee also gave
eshmen this list:
nowles: A Separate Peace
(a former Orientation book)
rankl: Man's Search For Meaning
(Orientation book for 1965-66)
[cCullers: Ballad of the Sad Cafe
(considered by this year's commit-
tee)

olkien: Lord of the Rings
(3 volume boxed set a fantasy)
gee: Morning Watch
(a new novel)

reen: To Brooklyn with Love
(considered by this year's commit-
tee)

'illiams: The Glass Menagerie
(a favorite past play presented by
the college drama group)
riedan: The Feminine Mystique
(used by some psychology classes)
irtre: No Exit & Three Other Plays
(No Exit is read in French classes)
ason: This Is Atlanta
(a guide to the growing city you'll
be exploring for four years!)
iseley: The Immense Journey
(Mr. Eiseley will lecture at the col-
lege this year)

For several years The Alumnae As-
ciation, in conjunction with the
iculty Committee on Alumnae Af-
irs, has offered The Continuing
ducation Program to alumnae, their
lsbands and friends in the Greater
tlanta area. Here are topics and
ading lists selected from these short
mrses:

DOLESCENTS, CENTER STAGE!
R. Lee Copple, Associate Professor
Psychology. A discussion group,
oking at the American institution of
lolescence through the eyes of con-
mporary playwrights. Paperback
litions of four plays will be used:

Anderson, Robert, Tea and Sympathy
(from Famous American Plays of the
1950s, Dell 249 1LE); Herlihy, James,
and Noble, William, Blue Denim
(Bantam A1957); Inge, William.
Dark at the Top of the Stairs (Ban-
tam A2164); McCullers, Carson, The
Member of the Wedding (Bantam
H2840).

THE AMERICAN NEGRO: FROM
SLAVERY TOWARD CITIZEN-
SHIP. Dr. John A. Tumblin, Jr.,
Professor of Sociology and Anthropol-
ogy. As seen by white Protestant
Americans, we inhabit America and
others live in groups. This course will
attempt to place American Negroes in
the context of changing patterns of
intergroup relations. Suggested read-
ing: Baldwin, James The Fire Next
Time (paperback); Coles, Robert, M.
D. "The Desegregation of Southern
Schools" (pamphlet); Logan, Ray-
ford The Negro in the United States
(paperback) Smith, Lillian Killers of
the Dream (paperback).

THREE CONTEMPORARY
AMERICAN NOVELISTS. Dr. Mar-
garet W. Pepperdene, Professor of
English and Chairman of the Depart-
ment. A study of the writings of
Flannery O'Connor, Katherine Ann
Porter and John Updike.
Suggested reading: O'Connor, Wise
Blood (Signet title, Three, Meridian,

$2.65) ; Porter, Pale Horse, Pale Rider
(The Old Order, Harvest, $1.35); Up-
dike. Couples (Crest, $1.25), and
Rabbit, Run (Crest, $.75).

CURRENT DEVELOPMENTAL
THEORIES IN PSYCHOLOGY, Dr.
Miriam Drucker, Professor of Psy-
chology. Suggested Reading: Erikson,
E. H, Childhood and Society, 2nd Ed.
New York, Norton and Co. 1963
(paperback, $1.25); Neill, A. S. Sum-
merhill: A Radical Approach to Child
Rearing, New York, Hart, 1960 (pa-
perback, $1.95); Skinner, B. F. Wal-
den Two, New York, MacMillan, 1960
(paperback, $1.65).

THE HISTORY OF CHRISTIAN
ART. Dr. Marie Pepe, Professor
of Art. A survey of Christian
architecture, painting, and sculpture
from the Early Christian Period to the
present. This course covers the Early
Christian, Byzantine, Romanesque,
Gothic, Renaissance, Baroque, and
Modern styles. Suggested Text: Cleav-
er, Dale, Art, an Introduction (Har-
court Brace, 1966) $3.95 (This paper-
back survey book contains bibliog-
raphies for each period discussed.)

MODERN AFRICA. Dr. Penelope

Campbell. Assistant Professor of
History and Political Science. A study
of the political, economic and social
problems confronting Africa south of
the Sahara. Text: Victor C. Ferkiss,
Africa's Search for Identity ( Meridian
Books M225. S2.65). Possible early
reading: Alan Moorehead, The White
Nile; Alan Moorehead, The Blue Nile;
Basil Davidson, The Lost Cities of Af-
rica; Hortense Powdermaker, Copper
Town; Changing Africa; Colin Turn-
bull, The Lonely African; Elizabeth
Marshall Thomas, The Harmless Peo-
ple; Basil Davidson. The African Slave
Trade (paperback), same book in
hardcover is Black Mother.

Ill WINTER 1969

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er snow heightens the delicacy of Japanese landscapes.

Jarring Juxtaposition in Japan

By SANDY PRESCOTT LANEY '65

Japan is truly a land of contrasts,
nd it is this that has made our ex-
eriences so very memorable. Leroy,
s are most people when they first
ome, was a little taken back by the
mallness of everything. Even Tokyo
as few really tall buildings which
ne expects in a city its size. I under-
tand that this is often deliberate plan-
ing in order to minimize damage
rom a major earthquake. It is also,
owever, due, I would think, to the
implicity of Japanese life: the art of
reating in order to impress rather

an express is not a natural charac-
:ristic of the culture.

The image which a foreigner has of
uaint little rock gardens and ponds
mid the traditional Japanese style
rchitectual design is totally shattered
uring his first few days in the coun-
:y. The beauty of Old Japan exists,
ut it is usually well hidden in a pri-
ate yard behind the stone walls sur-
ounding most homes. Sometimes, a

itary flower or a small garden is
just there." next to an unattractive

mberyard or squeezed between drab
partment buildings or factories. Of
ourse, away from the Tokyo area, the
ich verdancy of the country is over-
whelming. This Japan is undoubtedly
ne of the most beautiful spots in the
'orld.

Somehow, few people are prepared
ar the fact that the Kanto Plains the
rea in central Honshu around Tokyo
-is not the Japan about which the
Dur books are written. In the Plains
ver 409c of the population is living
t much the same predicament as that
f people in the New Jersey-New York
ldustrial complex. How correctly
ould one judge the entire United
tates after a similar exposure?

We had a very easy introduction to

>ur new life, found a house quickly,

nd soon after moving in, went on a

Climb-Mt.-Fuji" week-end. It is said

(Continued on next page)

iS^n- Sir**!

ML /WINTER 1969

An ancient pagoda thrusts its spire into the
heavens.

Shrines and carefully tended gardens

exist in the midst of major cities, (below, top)

Family-centered artisans still operate
in many towns. Here a boy puts a
finishing glaze on a Haniwa horse.

K- :.' '

Western dress is "in" for
modern Japan.

Japan

(Continued)

that a wise man climbs this magnifi
mountain once, and a fool will
twice. To describe a twelve-hour
perience briefly: I am no fool,
made it to the top in time for a t
majestic sunrise above the clo
which is surely the only satisfying
tification for the sheer torture of
climb. The pain of the walkin
accented every now and then by
sight of a four-year old child c
bent-over little old lady going
better pace than you.

Two days after this experience,
were awakened in the middle of
night by an overwhelming noise-
exploding stove, which had been
correctly connected by someone.
neighbors, including our landlord
could have prosecuted us, were j
kind although quite concerned,
cause fires in Japan can be catastn
ic due to the crowded living condit
and the flammable building mater
We were extremely fortunate to 1
been unharmed and to have had
furniture in the house.

The house had to be very sturd
have survived the explosion as we
it did. and, in fact, in this hou;
learned to accept earthquakes as, '
ally, just as mild a natural pheno
non as thunder and lightning. A
we had five in one day, howeve
checked every book on the sul
out of the library and proceedec
read with the theory that one is af
only of what one does not underst;
We don't seem to be having
many this year, but perhaps my fh<
was super successful or I have
become used to them.

Since April, 1969, we have livei
a brand new house which we
happened to discover during a Sa
day afternoon drive. Larger,

A spectacular view from a mountain top explains
Japan's call to the tourist as well as to its own
people.

anese and with a better view than

first house, it is almost the an-
I to a dream, (and one we couldn't
ird in the States!) We have a lovely
v of Tokyo Bay and a full view of

Fuji from atop our own little

untain. Our landlord and our neigh-

s are friendly and helpful, so much

that we honestly regret the day we

have to leave.

Ay job as Community Editor of
base magazine brings me into fre-
nt and regular contact with many
anese people. As a reporter and
itographer, I travel to various places
nterest in and around Tokyo, using
Japanese when I can, but more
:n than not meeting persons who
quite eager to use their English,
mmunication is often difficult, be-
se although most Japanese know
te English, fluency is seldom at-
led. This barrier is eased with my
ng my even worse command of
ir language. Unlike some Euro-
ns, Japanese are quite pleased when
gaijin" (foreigner) tries to learn
r most difficult language. My ex-
iences have been quite pleasant,

I find it very easy to agree with
:ral authors of books on Japan
: such Japanese good-naturedness is
te possibly a national trait.
^ have another two years in Japan,
ve leave when scheduled in June,
1. We can only hope that we are
wed to stay that long. My working
not only enabled us to enjoy Japan
"e, but has also made me hope to
lage a trip to Hong Kong and other
:s of the Far East even a trip
Jnd the other way on our way back
he States. Some people may say we

dreaming, but when one dream
come true, there lies the beginning
mother one. .

With traditional elaborate hair-do and
costume a young girl parades on a
down-town street.

Japan's rugged coastline is ex-
tremely diverse.

DEATHS

Faculty

odore M. Greene, former visiting professor
'hilosophy, Aug. 13, 1969. Dr. Greene and his
i died in a fire that destroyed their home
Christmas Cove, Maine.

Institute

Matilda Fleming O'Donald (Mrs. Edward),

26. 1969.
oil Weisiger, husband of Maury Lee Cowles
siger, August, 1969.

1910

Ired Thomson, July 26, 1969.

1913

y Enzor Bynum (Mrs. Levert D.), Oct. 6,

1914

Pearl Jenkins, mother of Annie Tait Jenkins,
11, 1969.

1917

uel B. McLaughlin, husband of Anne Kyle
aughlin, September, 1969.

1919

:el C. Reynolds, husband of Mary Brock Mai-
Reynolds, July 11, 1969.

1921

Twitty Dey (Mrs. W. T.), August 10, 1969.

1923

Almond Ward, Sept. 25, 1968, in an auto-
ile accident.

1924

le Chandler Bennett (Mrs. C. S.), Sept. 14,

1926

M. D. Huff, father of Hazel Huff Monaghan,
mer, 1969.

1927

J. T. Bledsoe, mother of Maurine Bledsoe
"lett, July, 1969.

1929

G. G. Dickson, husband of Jean Lamont Dickson,
July 5, 1969.

1932

George Jordan, husband of Margaret Ridgely
Jordon, Nov. 29, 1969.

1934

Mrs. Augusta A. Sloan, mother of Mary Sloan,
Sept. 7, 1969.

1936

Ann Packer Coffee (Mrs. Donald M.), March
27, 1967.

1944

W. J. Powell, father of Margaret "Bobbie"
Powell Flowers, Celetta "Lilla" Powell Jones '46,
and Georgia "Billie" Powell Lemon '49, summer,
1969.

1946

LaNelle Wright Humphries (Mrs. A. A.), May
11, 1969.

1947

Dr. Stacy H. Story, Jr., husband of Sweetie
(Eleanor) Calley Story, Aug. 19, 1969.

1949

C. S. Hays, father of Mary Elizabeth "Butch"
Hays Babcock, summer, 1969.
M. M. O'Sullivan, father of Ann O'Sullivan
Mallard, summer, 1969.

1950

Donn M. Baker, husband of Jean Niven Baker,
Jan. 2, 1969.

1955

Mrs. E. |. McMillan, mother of Peggy McMillan
White, June 7, 1969.

1959

Charles Edward Barber, husband of Charlotte
Caston 8arber, July 14, 1969.

Wayman J. Thompson, Jr., husband of Ann Rivers
Payne Thompson, Oct. 31, 1969.

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/WINTER 1969

Worthy Notes

ow Would You Help Students Come of Age in the Seventies?

nany colleges braced for goodness-knows-what at the
ining of this academic year, Agnes Scott opened the
(freshly painted during the summer) to its eighty-
session with the confidence that effective leadership
knowledgeable communication can form the corner-
s on which this college is building a sound community,
certain freshness characterized the campus atmos-
this fall, and there was anticipation of good things
>me from new leadership. We administration, alum-
faculty, students, trustees acknowledged a need for
ge in several areas of the college's existence, not for
ake of change itself, but to make a good college even
We share a new Dean of the Faculty, Dr. Julia
a new Dean of Students, Miss Roberta (Robin)
, our first Vice-President for Development, Dr. Paul
ain to say nothing of alert new faculty members
he largest freshman class in the collegp's history,
ley are rapidly disproving the old adage, "a new broom
ps clean". Instead of rushing in with startling innova-
they have spent the fall listening, almost beyond the
Df duty, to other administrators, to upperclass stu-
to faculty with years of service, to alumnae (young
over thirty!). They have been literally absorbing
s Scott, and kudos go to them for their patience and
haring themselves so thoroughly in long hours of
conversation.

estions to me this fall from alumnae center on one:
t are students thinking and doing about Agnes Scott?"
ise some underlying fear in the question or at
a need for reassurance that current students will not
away thoughtlessly the basic values, intellectual and
ual, which form the Agnes Scott heritage, as they seek
to make their environment more conducive to learning
Seventies.

ideal way to answer the question would be to ask
lae to come back to the college, in small groups, for
to listen to students and hear their concerns. One
members of The Tower Circle, had this opportunity
g two December days. One said, as she left, "I came
red to judge on the basis of twenty-five year old
ards. I go home prepared to praise these young
:n for their honesty, their integrity, their utterly
nsible search for the best way of life today for our

This year students have suspended the student-faculty-
administration Committee on Student Problems, COP
(its sister. Committee on Academic Problems, CAP, is
still most active), in order to activate the Special Com-
mission on Rules and Policies, SCRAP. Student Govern-
ment selected nine students to serve with Dean Jones on
this commission. (See article by Dusty Kenyon, President
of Student Government, pp. 7-10.)

SCRAP'S good intentions are to take a long and inten-
sive look at the whole of student life and come up with
the necessary guidelines for student behavior in relation-
ships with each other, with other individual human beings
on campus, and with the people who make up the Greater
Atlanta community. It is an awesome self-imposed task
for SCRAP and is being done instead of picking out a few
of the years-encrusted regulations in the Student Handbook
and attempting to change just them.

"It seemed to us so futile," Dusty says, "to begin to
change little rules, to hack away at the superstructure
bit by bit. What we need now is a return to the basic
ideals, those values which have in a very real way made
Agnes Scott what it is today." (Italics in last sentence
mine. ) This theme, and a twin one, the educational pur-
pose of the College, underlie SCRAP'S endeavors.

To put this in the perspective of another college, I
quote Dartmouth College's President John Sloan, who is
retiring after a quarter century in office. "More of today's
college students are aware of the gap between human
ideals and human performance than any college generation
I've ever known. . . . [Faculty members and administra-
tors] are going through a reeducation at the hands of
youths. . . . [The American male between 18 and 22 is]
crossing the last great threshold of change in his life
that comes from growth.

"Later he may become a little wiser or a little more
cautious. But those years biologically and psychologically
are the major change from a dependent boy to an in-
dependent man. and that is a tremendous educational
opportunity for us if we have insight. We've got to deal
with these fellows as men, not as boys."

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY. AGNES SCOTT COLLEGE, DECATUR, GEORGIA 3

Decatur, GA 30030

See Europe With The

AGNES SCOTT ALUMNAE TOUR
July 6 -July 27 1970

Visit the Passion Play at Oberammergau,
Vienna, Budapest, the Black Forest, Cruise
the Rhine River, see the Swiss Alps, and
London

German National Tourist Office

The tour price of $795 includes round-trip transportation from New York by
jet, accommodations, sightseeing and transfers in Europe, and almost all meals.
The services of a professional tour company, thoroughly familiar with European
travel, have been secured to make all the arrangements for us.

Tour members will receive full details on shopping, currency, packing and
other information to assist them with their preparations. We hope that many
will take advantage of this tremendous opportunity to travel with a congenial
group of fellow travelers. Send your reservation check ($125) now to the
Alumnae Office.

ALUMNAE QUARTERLY

WINTER, 1970

Hollister (Holly) Knowlton 70,
from Riverside, Conn, is one of
GLAMOUR magazine's Top Ten
College Girls. She competed with
274 national entries. Holly is doing
independent study in biology, is
editor of the 1970 Silhouette and
vice-president of Mortar Board.

THE ALUMNAE QUARTERLY VOL. 48 NO. 2

CONTENTS

The National Scene 1

"For Generation, Fruit and Comfort" Margaret W. Pepperdene 2

Intellectual Independence Sir John Rothenstein 6

Tape Recordings Available for Alumnae 9

What's So Different About a Scottie? Janice Johnston '71 10

Class News Sheila Wilkins Dykes, '69 14

Photo Credits

FRONT COVER, Eric Lewis, pp. 3, 26, Staff Photo,
p. 8 Virginia Brewer, p. 16 Carl Dixon, p. 17 Hugh Stovall,
Atlanta journal-Constitution, pp. 18, 25 Chuck Rogers
BACK COVER, Virginia Brewer, pp. 6, 8, 26 Floyd Jillson
LINE DRAWINGS, pp. 10-13, Calloway Cutler '71

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.

The National Scene

Introducing the "Newspage":
designed to help readers keep up in an eventful decade

Quiet Spring? In marked contrast to the wave
of student unrest they experienced last spring, the
nation's colleges and universities were fairly quiet
last semester. Observers wonder: Will the calm
continue in 1970 and beyond? There are signs that
it may not. Ideological disputes have splintered
the radical Students for a Democratic 'Society,
but other groups of radicals are forming. Much
of the anti-war movement has drifted off the cam-
puses, but student activists are turning to new
issues such as problems of the environment and
blue-collar workers. A nationwide survey of this
year's freshmen, by the way, shows them to be
more inclined than their predecessors to engage
in protests.

Enter, Environment: Air and water pollution,
the "population explosion," ecology those are
some of the things students talk about these days.
The environment has become the focus of wide-
spread student concern. "Politicization can come
Dut of it," says a former staff member of the
National Student Association who helped plan
a student-faculty conference on the subject.
'People may be getting a little tired of race and
war as issues." Throughout the country, students
have begun campaigns, protests, even lawsuits, to
:ombat environmental decay. Milepost ahead:
April 22, the date of a "teach-in" on the environ-
ment that is scheduled to be field on many
:ampuses.

Catching Up: Publicly supported Negro col-
eges, said to enroll about a third of all Negroes
in college today, are pressing for "catch-up"
'unds from private sources corporations, founda-
ions, alumni. Their presidents are telling prospec-
ive donors: "If you don't invest in these colleges
ind make it possible for Negroes to get an educa-
ion, you will be supporting them on the welfare
oils with your taxes." Coordinating the fund-
aising effort is the Office for the Advancement of
5 ublic Negro Colleges, Atlanta, Ga.

Nonresident Tuition: An Ohio woman married
i resident of California and moved with him to
hat state. When she enrolled in the state univer-
:ity there, it charged her $324 more per quarter
han it charged California residents. Unfair? The
voman said it was, and asked the courts to de-
:lare the higher fee unconstitutional. State courts
lismissed her challenge and now their judgment

has been left standing by the U.S. Supreme Court.
The decision suggests that an earlier ruling of
that court, which overturned state residence re-
quirements for relief applicants, does not apply to
higher education. Nearly 800,000 students are
thought to be enrolled in colleges outside their
home states.

Money Trouble: Many members of Congress
favor more federal funds for higher education,
but President Nixon balks at the notion. He
vetoed the 1970 appropriations bill for labor,
health, and education on grounds its was infla-
tionary, and the lawmakers failed to override him.
Further austerity is signaled by the President's
budget for 1971. He wants to phase out several
programs of aid to colleges and universities, hold
back on new spending for academic research,
rely more on private funds. In the states, mean-
while, the pace of public support for major state
colleges and universities may be slowing, accord-
ing to reports from 19 capitals. Overall, state ap-
propriations for higher education continue to
grow, with much of the new money going to
junior colleges.

Foundation Tax: Exempted for decades from
federal taxation, the nation's private foundations
must now pay the government 4 per cent of their
net investment income each year. Congress re-
quires the payment in its Tax Reform Act of
1969, which also restricts a number of founda-
tion activities. One initial effect could be a pro-
portionate cut in foundation grants to colleges
and universities. Foundation leaders also warn
that private institutions generally including those
in higher education are threatened by federal
hostility. The new act, says one foundation execu-
tive, reflects an attitude of "vast indifference" in
Washington toward the private sector.

Double Jeopardy: Should a college's accredita-
tion be called into question if it experiences
student disruption over an extended period of
time? In some cases, yes, says the agency that
accredits higher education institutions in the mid-
Atlantic states. Although it won't summarily re-
voke a college's accreditation because of disrup-
tion by "forces beyond its control," the agency
does plan to review cases in which an institution
suffers "prolonged inability to conduct its academic
programs."

'REPARED FOR OUR READERS BY THE EDITORS OF THE CHRONICLE OF HIGHER EDUCATION

For Generation, Fruit, and Comfor

By JANE W. PEPPERDENE

This address was given by Mrs. Pepperdene at the request of the class of 1970 at
Investiture this fall. She holds a B.S. degree from Louisiana State University, and
the M.A. and Ph.D. degrees from Vanderbilt University. Jane is Chairman of the
English Department at Agnes Scott.

Everyone knows that in recent months there have
been speeches, articles, and books too numerous to
count which try to understand and explain why col-
leges and universities are failing to engage let alone
hold the interest of the students in the life of the
mind. During the past half decade, college campuses
have been the scenes for every kind of action the
"in" action, like "sit," "lie," "teach", the "out" one,
like "dean," "president," "professor"; but the "book-
in" has not made the scene yet.

What strikes the listener to these speeches and the
reader of these books and articles is the distressing
realization that academic institutions have not only
failed to nurture the intellectual life but are instead
fostering a deadening intellectual apathy, if not an
outright anti-intellectualism. Especially is this true of
those colleges and universities which have allowed
themselves to be exploited by business, industry, and
government, or, even worse, by the kudzu growth of
academic professionalism. In fact, the Earlham stu-
dent, who casually referred to the "military-industrial-
university complex," suggests the most serious aspect
of this "applying of knowledge to lucre and profes-
sion," to use Bacon's vivid words: that the academic
institution, because it has turned so professional, has
become its own chief exploiter and fosterer of exploi-
tation and prostitutor of a university's traditional and
acknowledged aim to be a place of disinterested
learning.

Kenneth Keniston in a recent article in The Ameri-
can Scholar deplores just this emphasis on academic
expertise in higher education:

Throughout the 'intellectual' sector of
American higher education, the most intense
pressures are highly cognitive, narrowly
academic, and often quantitative. The tan-
gible rewards of American higher education
scholarships, admission to 'good' graduate
schools, remunerative fellowships and com-

munity acclaim go for a rather narrow

kind of cognitive functioning that leads to

writing good term papers, being good at

multiple choice tests, and excelling on the

Graduate Record Examinations.

This notion of learning pervades the whole ec

tional system. It is an attitude of mind not unre

to the demand that faculty publish anything at

price frequently at the price of quality, for vi

their colleagues pay in long hours of dull reai

more often at the price of class preparation,

which their students pay in equally long hour

boredom. Stanley Kiesel's poem, "Postgradu

gives us a glimpse into the class of such profes

reclining, as he says, "in the easy chairs of

minds," making their "prissy donation":

The air is ponderous with
Their overly-masticated words and dessicate<
Thoughts. The hours spent with them drag
Like barnacled anchors along a sea bottom.
Graduate students fall into the same pattern,
couraged by their professors to "publish and flou
they tend to think every seminar paper "some
publishable" and regard every idea as the "seed
book that is in them." (It is hard not to visv
graduate school these days as one large incuba
Having played this graduate game according to
they secure a position in a "good" university and j
on the tradition. One meets this professionalism
in the high schools where students are taught he
take College Board Examinations so that they
"get into the college of their choice" or how to
a paper on "Ode to a Nightingale" on the Adv
Placement Test that will earn college credit in En
Reading some of these papers, one sometimes ha
uncomfortable feeling that the writer has onh
most tenuous connection with the poem.

It is no wonder then that many university anc
lege students have become if not and- at least 10

THE ACNES SCOTT ALUMNAE QUA

:ctual. They see this kind of intellectual perform-
; for just what it is, "a performance," what Ken-
n calls a "role-playing of the worst sort ... an
n activity, acting on a stage in order to impress
:rs, a role played for the benefit of the audience."
i no wonder either that they have tried to find
t Howard Lowry once called "those significant
rs of the human imagination," which the academic
had promised but failed to provide, by turning to
:emporary political and social actions follow-
Eugene McCarthy or implementing the struggle
he black students to new experiences in human
tionships, from Woodstock to Lewisville, to dem-
rations against a war they think unjust and
loral, and to drugs that are said to offer "promise
iblivion, surcease, quietude, togetherness, or eu-
ria." They have sought what they call relevance
3st anywhere but in the academic life, so that the
i "student," a term I have always thought of
lesignating the community of those who gladly
i and gladly teach, has come to have a meaning
e political and social than intellectual.

owever, as of this fall, the revolution seems to
aking another turn. The student who has rebelled
nst "role-playing" in the narrowly professional
now finds himself swept into another kind of
mand performance, just as rigid and just as con-
ve to conformity as that of academic profession-
n. Anthony Burgess, writing about a tour of col-
campuses along the west coast last spring, says:

... I was struck by the courtesy, receptivity,
personableness and passion of the stu-
dents, although I was saddened and
bored by a certain conformity. As far
north as Simon Fraser University, and
as far south as Los Angeles, there was
little variation in the language and dress
of rebellion. . . . The materialistic il-
liberalism of the American bourgeoisie
is countered by the same weary icons
Che and Mao. A film Englishman is
recognized from his bowler and um-
brella; a real student has to look like a
combination of frontiersman and guru.
. . . When the gestures [of revolt] be-
come set, they are as familiar and lov-
able as Coca-Cola signs and just as
promising of rapture and uplift,
irding to Joseph Kraft's account of the situa-
at Harvard at the opening of this fall term, many
g people are becoming convinced that to be a
al is to follow the herd. Professor Henry May,
tig about the continuing crisis at Berkeley, sug-
there is some substance to this notion: When
group of revolutionaries at Berkeley calls a strike,
cs the university gate, or snake dances through

a class, other groups, he says, feel compelled to join
them. To remain aloof from any group is not an op-
tion, he adds; one thereby falls into another category,
"straight people." A young Radcliffe girl, probably
feeling trapped by the sterile professionalism on the
one hand and the demands of radical activism on the
other, told her faculty adviser, "The only way to be
truly independent is to read books."

So, we seem to have come full circle, back to the
place we started from some six years ago with the
students and the books. One can hope that the col-
leges and universities have learned something from
their "trip," and will indeed now know "the place"

for the first time." Whatever the mood of the verb
in the Radcliffe girl's statement, its proper mood is
imperative: read books! That surely is the mood of
the students; and they are addressing this imperative
to themselves and to those of us whose business is
books.

Even though Agnes Scott has not exactly been in
the middle of this academic fracas, we have not es-
caped it altogether, thank goodness. Your questions
about your life-in-learning here have been clear,
direct, and persistent. Without resorting to reaction
you have never lost sight of the real issue of the
student rebellion: the relevance of the education you
are getting. Even those of you who have urged the
value of activism in social and political movements
have not abandoned the books. You have continued
(continued on next page)

" For Generation, Fruit, and Comfort'

(continued)

to ask the question which you put again and again
at retreat: "How does what I am studying relate to
what needs to be done in the world outside college
in all the inner cities with all their poor, hungry,
and exploited?" Questions like these as well as those
more pointedly academic, concerning the relevance
and value of certain courses in the curriculum, have
been implicit with warning: we do not know how
the books we read relate to the lives we lead. Yet,
the warning has remained couched in the imperative,
also heard at retreat, "read books"!

This is the problem that has to be confronted by all
those who teach, in this institution and elsewhere,
unless the experiences of the last few years have not
been sufficiently chastening. Evasion, whether by the
ostrich stance (what problem?) or that of the pea-
cock (students just don't know enough they're cer-
tainly not as intelligent as I am probably shouldn't
even be in college), is no longer an option. Any
teacher of literature, for instance, knows from bitter
experience that much of what he tries to teach simply
does not get through to the students, that no matter
how much Lycidas means to him, how carefully he
presents the conventions of the pastoral elegy, how
meticulously he shows their relevance to the theme
and structure of the poem, he is apt to get just the
response I got last year from a very bright student
who answered my question about the poem's mean-
ing for them ( I was sure that the three days of
exegesis would evoke raptures of relevance) with
"I'm not going to buy that pie in the sky." One does
not have to reach back to period pieces for examples
just as revealing. Some of you will remember the
freshman English class where we were reading
Graham Greene's The Power and the Glory. When
the discussion lagged, to put it mildly, I decided to
get down to what you call the "nitty gritty" and asked
what a saint is. The answers were diverse and divert-
ing; the one I remember best was "someone who has
been dead 400 years." I thought that an interesting,
perhaps even salutary, number but the answer did
not get us very close to the nitty gritty.

Professor Paul McGlynn, in the current Modern
Language Association Newsletter, says that as far as

teachers of literature are concerned the solutio:
this elusive problem of relevance can be founc
recognizing two things: (1) that the "old or
has passed, that, as he puts it,

God as we knew him is dead as a myth for
the present college generation, on the same
shelf, likely, with the Lone Ranger and
Uncle Sam, Jack Armstrong, college songs,
and the Church of Your Choice. . . . The
Cold War generation, like primitive man,
has been born without a myth and so has
to make one. . . .
(2) He goes on to say that this generation can n
its own myth, for, in his words.

Even a generation born into the Cold War,

wooed by Mrs. Robinson, and reviled by

George Wallace has an ally at the very

heart of the poet's language: indeed, it is

the heart of that language. I mean, of

course, metaphor, the metaphysical spark

transcending the logic of grammar, physics,

human institutions, and even the logic of

logic, enabling men to find stars in eyes and

gold to airy thinness beat in lovers.

He concludes that while God may be dead for

present generation, metaphor does live and sug

that the skeptic test the latter assertion by liste

to Bob Dylan's lyrics or those of the Beatles.

One could perhaps quarrel with Mr. McGl;
pronouncement of the death of the old myth an<
almost facile call for a new one. It is not neces
though, for in his article he goes on to quarrel
himself, ending up with the admission that per
"the myth isn't dead, because the dialectic is si
going on." However, there can be no quarrel a
with his point that metaphor lives. There have
times during the past few years when one has
tempted to think that metaphor is all that is left,
that in itself is a great deal; for as long as the
metaphor there is bound to be myth. The meta
keeps filling the myth, any myth, turning loose t
sparks that renew its life. Metaphor is "the hea
language" and one reaches to relevance and reai
the level of meaning, demanded by the imper
"read books," if he touches the metaphor at
center of all that man has written about himse!
is metaphor that binds all times together and fill
gaps.

THE ACNES SCOTT ALUMNAE QUAR

Dne can begin with your metaphors, your songs.
;re are "all those lonely people" of Eleanor Rigby.
jre is the alienated singer of "Clouds":

I've looked at life from both sides now,
From win and lose and still somehow
It's life's illusions I recall
I really don't know life at all.

; image of the lonely man, the exile, is not es-
tially different from that being sung about 1200
rs ago, by a man who had also "looked at life
n both sides":

This lonely traveller longs for grace,
For the mercy of God; grief hangs on
His heart and follows the frost-cold foam
He cuts in the sea, sailing endlessly,
Aimlessly, in exile. Fate has opened
A single port, memory. He sees
His kinsmen slaughtered again, and cries:

"I've drunk too many lonely dawns,
Grey with mourning. Once there were men
To whom my heart could hurry, hot
With open longing. They're long since dead.
My heart has closed on itself, quietly
Learning that silence is noble and sorrow
Nothing that speech can cure. Sadness
Has never driven sadness off;
Fate blows hardest on a bleeding heart."

be wrecca, an exile, or angenga, one who goes
le, then as now is to be wretched and lonely and
tan. These are other names for man; thus, the
aphors meet and touch to meaning.

)r, one can start from the other end, with Beowulf,
i the metaphor of Heorot and discover a linking
: spans all created time. Heorot is Hrothgar's
it house, his mead-hall, the creative center of a
pie's life, made by that people and adorned with
r hands, to celebrate the order which the king has
ie and to shut out the night demons that threaten
iere in the bright hall men come together to honor
ti other with gifts, to listen to the song of the
o, to share the cup of friendship, to tell tales of
rage and bravery to celebrate the civilized,
itive virtues. The creativity imaged in Heorot is
l expanded, pushed back in time to include crea-
itself, when the minstrel sings in hall the account
that first creation, when "se AElmihtiga eorpan

worhte" (the Almighty wrought the earth), when He
made the "wlite-beorhtne wang" (the beautiful plain),
when he set "sunnan ond monan / leoman to leohte
landbuendum" (sun and moon as lights to light land-
dwellers) and adorned "foldan sceatas / leomum
and leafum" (the corners of the earth with limbs and
leaves), and created life in each of those who move
about quick. The metaphor of Heorot now turns
loose new meanings and one is aware, as Eliade says,
that

the creation of the world is the exemplar for
all constructions. Every new town, every
new house that is built, imitates afresh, and
in a sense repeats, the creation of the world.

The connections continue in metaphor when we read
a little story like "A Clean, Well-Lighted Place,"
where the house-Heorot has become a clean, pleasant,
well-lighted cafe, what Cleanth Brooks calls "some
little area of order which [man] himself has made
within the engulfing dark of the ultimate nothing."
There, the old man, (about whom the waiters in the
cafe talk) afraid of the dark, can sit and sip his
brandy and "perhaps . . . confront with some dignity
the invading disorder and even stare it down. . .
[for] the order and the light are supplied by him."
We have come from Heorot to Hemingway on the
metaphor of those clean, well-lighted places, images
of man's capacity to create and to keep the darkness
out.

We could go on, but there is no need. The impera-
tive "read books" calls for an act, itself creative, which
will go beneath the surface, where the irrelevancies
lie, to the center, where the meaning is. This kind of
encounter between the students and the books an-
swers your question: the books you read can have
everything to do with the lives you lead, both today
and that day not very far off when you leave Agnes
Scott. This kind of "book learning" can offer an in-
ner sustenance on which to draw in the inner city;
it must have relevance for all of us, as Bacon says,

that knowledge may not be as a courtesan,
for pleasure and vanity only, or as a bond-
woman, to acquire and gain to her master's
use; but as a spouse, for generation, fruit,
and comfort. ^

Intellectual Independence

By SIR JOHN ROTHENSTEIN

I first came to Agnes Scott in the fall of 1967 to
give a lecture. I knew that it was a highly respected
college for women, but nothing more. This was a
place, I immediately became aware, with a very
special character, but my visit was too short to allow
me to amplify my first impression. I was conscious of
particular pleasure, however, when some months
later, I received an invitation to pay a second and
rather longer visit the following fall. This second
visit sharpened my earlier impression but even though
I was here for several days it was still not long enough
to enable me to see much more than that this was an
extraordinarily friendly place. When, for instance, I
was walking in the direction of the dining hall, stu-
dents would ask me to sit with them at lunch or
dinner and in general kept a friendly eye on my com-
ings and goings. The conversation of the students 1
met was intelligent and amusing. The members of the
faculty were evidently dedicated scholars and teach-
ers. When shortly afterwards I received an invitation
from President Alston to spend this semester here, I
was delighted.

My original impression of prevailing goodwill was
still further heightened in the course of correspond-
ence with the President, Mrs. Pepe, Dean Gary, Mr.
Nelson, Miss Boney, and other members of the
faculty. The combined effect of all those contacts was
to make me feel, when I arrived 22 of September,
that it was almost like coming home.

I have now been here for seven weeks. During this
time all my earlier intimations as to the kind of place
that Agnes Scott was have been abundantly clarified
and confirmed, particularly that of the prevailing
goodwill. For instance, during this period, I have not
heard any one, either student or faculty member,
speak ill of any member of the College. On the con-
trary I have found a strong disposition to look for,
and to find, the best in their fellow human beings.
This, surely, is a rare state of affairs, especially in
an academy of learning and I speak with knowl-
edge of a fair number of them. It is a state of affairs
which, for all its virtues, no one would be likely to
impute to my own University. Were this happy state

Sir John in front of Dana . ,

THE ACNES SCOTT ALUMNAE QUAR

affairs no more than the product of benevolent
fferences, this would still be of some credit to
College, but it became quickly clear to me that
nothing of the kind.
t was, was it not, some historian of 18th or 19th
ury England who wrote that people would have
i as scandalized to see Christianity practised as
hear its dogmas questioned? At Agnes Scott
istianity is practised, and with an impressive con-
:ncy. Its dogmas are often questioned, but his-
ins are agreed, I think, that "the age of Faith"

more than a historical figment; that if any age,
ever numerous its saints and teachers, is scrutin-
, it is immediately apparent that it is an age of
bt almost as conspicuously as it is an age of faith.

antithesis of faith is indifference, not doubt; indeed
age when faith is deeply felt is also, by its very
ire, an age of doubt. Indifference does not doubt:
aes not care enough to give it the trouble,
/hat I have come most of all to admire in the
udes of the students here is their intellectual in-
:ndence, their determination to evolve their own
i of things. Many, perhaps most of them, have
ily traditional backgrounds. Inevitably the younger
ration feels compelled to reject certain of the
es inherited from its parents. Only today the
:ess, like the pace of life generally, is faster than
before: rejection is therefore apt to be more
cal as well as more rapid. The heavier threat to
objectivity of the attitudes being evolved on this
pus does not come, however, from early environ-
t or parental precept. It comes rather from the
lent among the entire student generation, which
cts not only the universities and colleges of this
ltry but of the world, even, though in a muted

1 those of communist countries also.

: this ferment had resulted in the evolution of any-
g approaching clearcut, comprehensive doctrines
would be relatively easy for students to evaluate,
y could either accept them or also they could
:t them. In fact no such doctrines have emerged,
instead a vast and infinitely confusing miscellany
leas ranging from the constructive to the frivolous,

many of them incompatible with one another. For
active on innumerable campuses are humanists, paci-
fists, maoists, guevarists, socialists, reformers, anarch-
ists people in fact of every colour in the left-wing
spectrum, except perhaps liberals. They are, indeed,
in agreement on two or three issues: freedom from
disciplinary restrictions, a greater measure of student
authority over academic affairs, and an end to the
war in Viet Nam, but I can think of no others which
command anything approaching universal support.
How little the current ferment has produced in the
way of coherent policies was exemplified by an inter-
view given last year to Tlu? New York Times by Mr.
Marcuse who is [or was] the guru of the student
militants. Well prepared, searching questions were
answered with a cautious evasiveness of a politician
speaking on the eve of an election.

Students are faced, then, not with comprehensive
policies but with a confusing complex of ideas in-
cubated in a pervasive climate of revolt, flaring oc-
casionally into violence.

The circumstance of this quiet campus being,
geographically, far removed from the main centres of
unrest, California, New York, and New England,
makes it, paradoxically, peculiarly susceptible to the
prevailing climate, in the way that even a whisper may
sound clearly in a quiet room.

The students here, however, seem to me to be
acutely aware of all the issues now being promulgated
and debated and to be considering each of them not
with a "traditional" or a "revolutionary" bias but on
what you believe to be its intrinsic merits.

The paramount value of such critical objectivity is

About the Author: Sir John Rothenstein was visiting
professor of Fine Art at ASC during fall quarter '69, and
the campus community will welcome him and Lady
Rothenstein back with open arms next fall. He was
formerly Director of The Tate Gallery. London and
Rector of the University of St. Andrew, Scotland and is
an Honorary Fellow of Worchester College. Oxford. The
most recent of his many books (which we commend to
you) are two volumes of autobiography. Summer's Lease
and Brave Day, Hideous Night. A third volume, Times'
Thievish Progress, will be published this spring.

Intellectual Independence f .

continued)

beyond question. Philosophers have extolled it down
the ages. I need only remind you of Plato's key dis-
tinction between knowledge and opinion episteme
and doxa and his conviction that to live by the latter
and by the mere customs of one's society is to live a
life that may be a good one but is more likely, in the
vicissitudes of time, not to be.

The circumstances that prevail in this decade of
the 20th century give it a very special value indeed.
It is one of today's paradoxes that so much is heard
about education, democracy, freedom, equality, em-
ancipation from constricting, even corrupting tradi-
tions, and the like about everything, indeed, which
on the face of it, should foster objectivity and inde-
pendence of mind that it is easy to be unaware that
these things are gravely threatened.

Were we to judge of the matter from what we see
on television, we hear on the radio or read in the
newspapers, we would be likely to form the impression
that, in the western world at least, the bright day of
intellectual liberty had dawned. But, as so often, ap-
pearances obscure the reality; as so often one tyranny
is overthrown only to be replaced by another, and by
a successor usually more insidious. So it has come
about that we today, having emancipated ourselves
from many of the cruder forms of tyranny, are sub-
jecting ourselves to others the more effective for
being less obvious.

The disposition of conform to the new forms of
tyranny is most succinctly described by the two words
"with it." To describe someone as "with it" even
though the expression has long since lost what little
freshness it originally had is to praise him or her
as wide open to the wind of change, or, more explicit-
ly, the wind of progress.

I am suggesting that public opinion in a free
society is exposed to quite special dangers. Unless,
therefore, a fair number of its citizens early form
the habit of making their judgments objectively and
independently, knowing what they are doing, this
society will cease to be free. What wise man was it
who said "freedom has to be won anew every day"?
In short, a free society does not provide freedom. It

and with his characteristic smile as he lectures

provides no more than the possibility of freedo
those who know what it is and are prepared to
themselves of it constantly, in season and out o
preferably out.

Universities and colleges have made a subst
contribution to the liberties we enjoy. The ind
dence, the ability to resist pressures, is essential
intellectual and a critical independence. But the
ical and independent intellect is high among the :
of any university or college worthy of the name
many talks with students have convinced me t'
is an ideal that is being realized to an impressiv
gree at Agnes Scott.

Having spoken mainly about you I would lil
way of conclusion to say a personal word.

Of the many achievements of the United
beyond comparisons by far the greatest is your
ranging and variegated complex of education,
other country is there a system that will bear
parison with it. I am, therefore, very proud to be
to have a part, however modest, in what is a b
icent and exciting adventure, and I am very h
that I have the privilege of doing so in a Colleg
which I have formed so intense an admiration
affection.

THE ACNES SCOTT ALUMNAE QUA

fould Your Club Like to Hear?

* Recordings by Faculty and Visiting Lecturers
ly be ordered through the Alumnae Office)

Continuing Education Lectures

1. The New Morality, (2 tapes), 1967

Dean C. Benton Kline, Mrs. Miriam Drucker,
Mrs. Jane Pepperdene, Mr. Kwai Sing Chang

2. The Theology of Paul Tillich, (3 tapes), 1967
Dean C. Benton Kline

3. Modern Intellectual History, (2 tapes), 1969
Miss Geraldine Meroney

faculty Members' Lectures

Dr. McCain: Founder's Day, 1958

"Men's Portraits" Founder's Day 1959
Mr. Theodore H. Greene: Honor Emphasis
Chapel 1964

Dean C. Benton Kline: Investiture "The Time
of Your Life"

Dr. Wallace Alston: "The Concept of the Self
in Contemporary Theology" 1962
Miss Roberta Winter: "Our Southern Accent"
Miss Janef Preston: Readings of Miss Preston's
Poetry, by Neva Jackson Webb '42 1969

Shelia Wilkins Dykes '69 and Margaret Gillespie '69, secretary
and Fund Coordinator at ASC prepare to make a tape recording.

'isiting Lecturers

. Mr. John Baillie: "Christian Interpretation of

History" 1959
. Mr. Charles P. Taft: "The European Common

Market: Threat or Opportunity" 1964
. Alice Jernigan Dowling (Mrs. Walter C.) ASC

'30: "Women of Conscience in a Changing

World"
. Symposium on the City (1967)

Hector Black "Poverty: Transition or Stagna-
tion"

Dr. Theodore M. Green "Ethos: The Implica-
tions of Mass Culture"

William Stringfellow "The Self in the City"

Panel Discussion "Suburbia: The Pressures of

Prosperity"

Dr. Trawick Stubbs
Rev. Douglas Turley

Panel Discussion "Politics: Power for Change"

Mayor Ivan Allen

Glenn Bennett

Rodney Cook

Mayor Jack Hamilton
Joe Perrin "Shapes of the City"
Gov. Carl Sanders "Profile of the City"

5. Mr. Roger Hazelton: "Love and Justice"

6. Messrs. Poats, Kirkland, Bonheim: Symposium
on Developing Nations

In most cases there is only one tape available for the
above lectures, so please return it to Alumnae Office
as soon as you have finished.

..

Whafe So Different About a Scotti

By JANICE JOHNSTON '71

"It is my opinion that dumb rich
girls from South Georgia come to
Agnes Scott as a type of finishing
school." Shocking??? Doubly so when
the quote comes from a man who
taught a course here at Scott.

The President of an Emory frater-
nity states that, "Whenever anyone
mentions Agnes Scott, all I can see is
a bunch of straight-laced old maids
sitting around in a circle deciding what
is proper and what isn't proper for
girls who should be making the deci-
sions for themselves." Yet this same
person says that he would rather date
Scott girls than Emory girls because
we are more "personable" and know
"how to appreciate men."

Exactly what is the Agnes Scott
Image around this area? How many
misconceptions do people have of the
college and why? It was my original
intention to write a small article for
the student newspaper here at Scott,
based on interviews with boys from
Tech and Emory concerning the
Agnes Scott Image. Because of the
willingness of the boys to talk and my
own growing interest and amazement
in the answers I was receiving (such
as the two quotes above), I decided to
expand the article to include inter-
views with faculty members and "the
man on the street."

When asked to discuss the ASC
image in Atlanta and elsewhere, their
own impressions of the girls they
taught, and some of the college's
problems, several of the ASC faculty
commented quite candidly.

Lee B. Copple, associate professor
of psychology, said he had found that
in other educational institutions, Agnes
Scott is held in a good deal of awe.
Copple went on to say that being held
in such awe could work to our dis-
advantage because the college seemed
unattainable to many.

He feels that the brightness of the
students that go here, if anything, is
exaggerated. Many mothers have told
him that there would be no use in
their daughters trying to go to Scott

since their SAT scores were not in
the high 700's. The customers, sales
ladies and shop owners I interviewed
in Decatur seemed to bear out what
Dr. Copple had said. In general, most
of these people felt that Scott was a
very "fine" school which had the
"elite in intelligence." Copple em-
phasized that he was proud to teach at
ASC and proud of the ASC image, but
he just wished it was more deserved
than it is.

The young businessmen in Decatur
had a high opinion of Agnes Scott's
academic reputation. However, most
of the men expressed the opinion that
a coed school was to be preferred over

"paranoid" Scotties?

an all-girls school. As one put it, "I
don't like the idea of a school not
being coed. The students at Agnes
Scott will get a false view of society,
since they are isolated from the op-
posite sex."

John A. Tumblin Jr., chairman of
the Sociology department at ASC, said
that "concerning the image of the
school as a whole, there still survives
a loading of the finishing school
myth."

Margaret W. Pepperdene, chair-
man of the English department, noted
that since the college has been here

Will the real

Scottie please stand up?

so long, and the area around i
not changed much through the
people in the area tend to judj
college from what they knew it
in the past. Thus, when people i
area get to know the students,
are sometimes shocked at the divi
now in such matters as religion
social rules.

Mrs. Pat Pinka, assistant prof
of English, says that people 01
tend to think ASC is a Presbyt
oriented school, and that there ha
been much effort to change thi:
age. I found this to be partici
true with all the elderly ladies I
viewed in Decatur. When one lad)
asked her impression of Agnes
she replied. "Well, you see my
I was reared a Presbyterian, so I
the utmost respect for any Presl
ian school." To the same que
another lady replied, "Even th
I am not a Presbyterian, many o
friends are, and I respect
Scott."

A classic reply came from the
old lady who said, "I'm sure /
Scott is a good school since it ii
by the church." This same lady
tinued, "My goodness, I am so tl
ful that there have been no riots
blood-shedding at Agnes Scott."
ing to keep a straight face, I ass
the lady that riots and blood-shec
were highly improbable at dear
Agnes.

THE ACNES SCOTT AlUMNAE QUAR

;ch fraternity men have definite
ions on the Agnes Scott Image
Scotties and were quite willing to
i openly when interviewed. In
ral, the comments were quite
(limentary. Sigma Nu, SAE, ATO,

and KA fraternities, in particu-
lad only nice things to say about
school and the girls. The boys
viewed were unanimous in their

on that academically, ASC was
itcellent, high quality school,
mcerning the social image of the
}1, answers such as "psuedo con-
tive," "real-refined prison for
" "status school for rich, southern
etc., were received. But the
ill impression held by the boys
summed up by a Phi Delt who

"things are finally beginning to

UP"

ong these same lines, a TKE corn-
ed "I don't think Scott has to
y about its reputation at least
mong the people who know Scott
Scott's progression in rules has
d the reputation and image. It
i you more like women instead of

girls." An ATO expressed his
on that Dr. Alston was a pro-
ive president willing to change
the times.

idently the shopowners and sales-
i in Decatur had noticed a dif-
ce in Scott girls, also. Although
: the remarks were prefaced by
nents on how polite and friendly
girls were, the conversation
ly wound up about the Big
ge which had taken place in Scot-
lis year. The first inkling of what
to come was the comment of a

lady in one of the stores, who
that the ASC image had gone
. in the past three years, but
;ularly this year.
; proceeded to say that she used
! able to spot a Scottie because
r neatness and well-dressed look,
re was a time when Scott girls

not allowed to wear slacks to
" she said, "but one day recently

came into the store barefooted!"

I900 l<37o?

Has ASC changed with the times?

According to this lady, the Decatur
shopowners have changed their image
of ASC girls because of the "odd balls"
who go around barefooted. As she put
it "One bad hitch-hiker ruins it all."

"Barefoot Betty" must have really
made the rounds in Decatur one day,
because many mentioned the "sight."
One saleslady said she was so in-
furiated at seeing an Agnes Scott girl
walk into the store barefooted that
she walked up to the girl and asked
her, "Does Dr. Alston know you are
not wearing shoes?" The Scottie re-
plied that she just felt like going bare-
footed that day and assured her that
Dr. Alston had no idea of her shoe-
less condition.

Another sales lady described a
"sloppy Scotty" that had come into
her store wearing a "worn-out pair of
blue jeans, shoddy shoes, no make-up,
dirty, stringy hair, an un-ironed blouse
and curlers." (I have yet to figure out
how the lady could have noticed the
"dirty, stringy hair" if it was in curl-
ers.)

A Decatur gift-shop owner com-
mented that "up to this year I could
spot a Scott girl. She always had on
hose or socks and was dressed neatly.
Now I can hardly detect them from the
traditional hippy. Some of them really
look raunchy." He then asked me if

I knew what he saw the other day and
knowing what was coming I said, "Oh,
did she come in here too?" "Yes she
did," he replied. "Can you believe a
Scott girl without shoes on?" The
owner of a record shop replied that
Scotties were "overdoing it in infor-
mality and looked like something off
14th street." (Atlanta's 14th St. area
is "Hippieville" now.)

A few shop owners were able to
see beyond bare feet. A jewelry-store
owner commented on the fact that
he could always spot a Scott girl, say-
ing that "the way the girls dress may
have changed in the past year, but so
have the styles. The Scott girls still
act like ladies, and that is what really
counts."

A dry-cleaner owner observed that
"many of the shopowners that had
been here a long time remembered
when Scott girls could not come to
town unless they had on high heels,
Sunday dress, gloves, etc. That's why
they find the change in dress so
shocking. The Scott girls couldn't be
expected not to change with the times
and styles, and they are just as stable
and sweet as always."

The one big gripe of fraternity men
concerning the rules at Scott was the
early curfew. As one Sigma Chi put it
"The 1:00 time limit is such a bad

"What's So Different About a Scottief

scene! It is so childish and Victorian
to round up the girls at such an un-
godly hour. The ridiculous curfew dis-
courages many boys from dating over
there." A Beta commented that "If
you go to a party that ends at 12:00,
it is really pushing it to get back at
1:00."

Another complaint voiced chiefly
by freshmen fraternity men was the
amount of red tape they had to go
through to get to their dates. "It was
like going through a parole board to
get my date" one freshman com-
plained. He went on to describe his
first traumatic date at Scott:

"I walked in the main building and
there stood this long line of boys wait-
ing to use the one measly phone in
the whole place. After waiting thirty
minutes for the phone I finally called
and told my date I was here. After
another thirty minutes she decides that
she will come down. Just as I begin
to calm down, and we are fixing to
leave the campus, my date starts
screaming something about how her
card is on IN instead of OUT. By
this time I was beginning to wonder if
my date was retarded or something. It
took another fifteen minutes for her

553

If they come in prudes, they

don't go out prudes." Mrs. Pepperdene

"The girls are very reserved, cold,
and too strict on kissing."

to go fix her damn card so we could
go. I wouldn't go through something
like that again for Raquel Welch." (A
note of explanation: Every boarding
student at Scott has a white card on
which she fills out how, when, and
where she is going for the evening.
The card is labeled OUT on one side
and IN on the other. When a girl is
going to leave the campus, she is sup-
ported to turn her card to OUT.)

The negative comments about Scot-
ties as dates seemed to follow a de-
finite pattern. Some of these were:

"Most of the fraternity dates at
another school because the girls are
freer morally, less intelligent and
know how to whoop it up."

"A Scott girl is the kind of girl who
says goodnight and means it."

"The girls tend to be too sophisti-
cated at times and cross over to where
they are snobbish."

"The girls are very reserved, cold,
too strict on kissing."

"Generally speaking Scotties are not
good dates on the first date. Being

sophisticated and conservative, it '
them longer to relax."

"Sophisticated, fun-loving girls
unfortunately not all action as f;
sex goes."

Along this same line. Dr. C(
added that he didn't know if he v
ed to change our being known as \
ish ( if we had such an image
prudishness is a synonym for 1
moral. He went on to say that if \
ishness meant not being human 1
so stuffy that you are embarrasse
hear a dirty joke, then it is just a

-C

"Real refined prison for girls

of immaturity in the girl and has I
ing to do with the college.

Expressing his opinion that
girls were not very friendly, Co
went on to say, "This snobbery
ception comes from my own obsf
tions of the girls on campus; they
look at you and through you." He
that this unfriendliness might be
to a little intellectual arrogance or
haps "girls think they shouldn't s
to strange males."

Going back to the fraternity I
some very positive statements a
Scotties were expressed. On KA

THE ACNES SCOTT ALUMNAE QUAR

aid that he had never dated any-
except at Scott since he had
at Tech because, "the girls are
ticated, fun-loving and intelli-
nough to be able to carry on a
;onversation." Another KA com-
d that "if there are any prudes
2, I have never been exposed to

SAE reported that his fraternity
le utmost r espect for Scott girls
ited at Scott more than any other
Another SAE commented that
jferred to date a girl who was
>ent. fun, and respectable. Sev-
vTO's said that they had dated
itt more than any place else be-
Scotties were "great dates."
tties were described as well-
ed girls and enjoyable dates by
fraternity men. They said also
Scott girls had been used as
girls by the fraternity "be-
we know the girls will conduct
elves in a lady-like manner and
ley will give the rushees a good
ision of the type of girls we like
e at our house."
as rather humorous to note that
sy, after spending twenty min-
ttting down the school and girls,
idmitted that he had lined up
vith Scott girls for the next three
ads. After I pointed out this
g contradiction, the boy said
igly, "Well, just because I cut
lown doesn't mean that I don't
to date them." Rather confus-
ih? An ATO ventured this ob-
on, "Although Scott girls catch
if kidding, when it comes down
ss tacks, the girls are admired
:spected I wouldn't date any-
else."

the end of his interview, Dr.
: made some very relevant corn-
concerning the Agnes Scott
He found ASC's major prob-
be the fact that she was always
* over her shoulder at other
i waiting for other schools to

set examples and never setting the
trends herself. He felt that we were
much too concerned about our Image
and too little concerned with qualities
we should be concerned with.

He stated. "There is nothing so dis-
illusioning to our students as to find
out that ther image of ASC was over-
sold. We should be concerned more
with being, rather than appearing to
be. and take our chances on public
understanding. The real questions
should be. do we win our own? Do
girls at Agnes Scott College really be-
lieve they are at a good place, regard-
less of what others think?"

Dr. Copple felt that, in a sense, the
reason that students are so concerned
with what schools like Tech and Em-
ory think of ASC is that our students
are not sure that ASC is superior to
others. He went on to say that it isn't
that we should ignore the opinions of
others, but that we should care more
about what we think of each other.

"This looking over the shoulder
shows immaturity and uncertainty over
what we are doing. There is an awful
paranoid flavor in judging ourselves by
the standards of others." Copple com-
mented. He said that others don't have
the right to define quality for us, and
in dealing with what others say about
us, we should ask ourselves, "How
right are they? Is ASC in fact like
that?"

One must conclude that although it
is fun to see yourself as others see you,
what is important ultimately is the
ability to see yourself. Nevertheless, I
think the Editor of the Emory
"Wheel," Emory's student newspaper,
summed it up nicely when he said,
"Scotties are endowed with a high de-
gree of intelligence and wit, quite ca-
pable of possessing an acid tongue or
purring charm. They are the epitome
of Southern sophistication undergirded
with a calculating coolness which pro-
pels them into the forefront of things."

DEATHS

Administration

Mr. P. |. Rogers, Jr., Business Manager, March 14,
1970

Institute

Lillian King Williams (Mrs. lames T.), Oct. 2,

1969.

Academy

Margaret Green, November, 1969.
Sarah Smith Hamilton, Dec. 25, 1969.

1906

Susan Young Eagan (Mrs. John ).), |an. 26, 1970.

1914

Ruth Blue Barnes (Mrs. Benjamin S., Sr.), January
14, 1970.

1921

Mary Wilson Underwood (Mrs. Fred N.), October

4. 1969.

1922

Thomas P. Crawford, husband of Anne Ruth
Moore Crawford, December 31, 1969.

1929

Virgil Bryant, husband of Ruth Hall Bryant, date

unknown.

Virgil Eady, husband of Susanne Stone Eady,

Nov. 24, 1969.

Lillian King Leconte Williams (Mrs. James T.),

mother of Lillian King Leconte Haddock, Oct 2,

1969.

1937

Mildred Tilly, Nov. 18, 1969.

1939

Catherine Ivie Brown (Mrs. Paul J., Jr.), Jan 4,

1970

1943

June Wright, mother of Kay Wright Philips, fan.
26, 1970.

1950

Bernadine Tracy Patterson, mother of Vivienne
Patterson )acobson, ]an. 17, 1970.

1953

Clark W. /ones, father of Anne Jones Sims and
father-in-law of Janie McCoy Jones, June, 1969.

1960

George R. Lunz, father of Betsy Lunz, Fall, 1969.

Worthy Notes

SCRAP" is Scrapped After a Superb Achievement

Some of the younger members of the Georgia General As-
lbly (the State's legislature) have spent numberless hours
ting a sorely needed new constitution for the State. Older
ids in that body have, so far, blocked the document,
rhat is an oversimplification of the situation, but the Gen-
1 Assembly might take a leaf from the SCRAP book at
nes Scott. During fall and winter quarters SCRAP. Special
mmission on Rules and Policies, an ad hoc committee of
ht students and Dean of Students Roberta K. Jones, studied
whole system of social rules and regulations. Their official
ort, released February 24, 1970, can form the backbone
a new "system" in which students in the Seventies can
dly live.

\s I write this, I've just come back from the March meeting
the Atlanta Alumnae Club, where Margaret Taylor '71,
retary of SCRAP, gave an honest, cogent description of the
nmission's research and conclusions. I only wish that each
you might have heard her. Alumnae who did were so
iressed that they gave SCRAP a unanimous vote of con-
:nce. (Margaret will write an article based on her speech
a future issue of the Quarterly.)

he said that one of the "fringe benefits" of the commis-
t's work was the opportunity for real dialogue among
nselves, with other students, faculty, administration,
nnae, students in other women's colleges and attorneys

psychiatrists in Decatur and Atlanta from whom they
ght advice.

lean Jones was co-chairman of SCRAP, and other mem-
i, besides Margaret Taylor were Bonnie Brown '70, co-
irman, Carolyn Cox '71, Marty Perkerson '72, Linda Story

daughter of Betty Nash Story X-'42, Betty Wilkinson '72,
ghter of Henrietta Thompson Wilkinson '40, and ex-
cio president of student government Dusty Kenyon '70 and
cial chairman Nancy Rhodes '70.

asic in SCRAP'S deliberations were two elements: constant
reness that Agnes Scott is above all an academic institution
the board goal of individual freedom within the framework
i sense of community they used a mammoth phrase to
:ribe this: "the maximization of human potential." They
ted with trying to define those ideals ("non-negotiables")
ch for eighty-one years students at Agnes Scott have held
dfast in campus life. They discovered that it took careful
king to put these essentials into words: "academic honesty,
ect for the property and rights of others, and a sense of
Unity."

They worked from an understanding of "the significant
qualities and goals of the college to some specific policies
which would be conducive to the growth of the individual
student in all areas of life, to the preservation of a community
spirit of mutual respect and concern, and to the maintenance
of the college's high academic ideals." Through all the "new"
policy statements runs the thread of each student's responsi-
bility for her social behavior just as she holds responsibility
for her academic performance.

SCRAP'S "policy on the use of alcoholic beverages" is a
good example of their clear thinking: ". . . Agnes Scott College
is committed to creating and maintaining a community at-
mosphere conducive to academic excellence. In order to sup-
port such an atmosphere, the college prohibits the possession
of alcoholic beverages in campus buildings and the use of
alcoholic beverages on the campus by students and their guests.
. . Her behavior on returning to campus should be in no way
disruptive to the academic community. . . . The student will
be held responsible for her own infractions and those of her
guests."

SCRAP felt it necessary to declare a policy "on the use of
illegal drugs," based on "the belief that the use of mind-alter-
ing drugs may lead to impaired judgment and reduced achieve-
ment." Possession and use of illegal drugs is strongly dis-
couraged, and infractions would subject a student to probation
or suspension, and a repeated offense would be grounds for
suspension or expulsion.

In another area of student life perhaps of major importance
to current students SCRAP recommended that "dorm clos-
ing time" on week nights be 12:00 midnight, on Friday and
Saturday nights 2:00 a.m. Further, spring-quarter freshmen
and upperclassmen could come back into dorms after closing
time (strongly encouraged to "sign out and in") with the co-
operation of the campus security force.

SCRAP policies (others will be reported later) have been
endorsed by "Rep Council," and are now in the hands of the
college's Administrative Committee, chaired by President
Alston. Though SCRAP is now dissolved as a committee, its
fruitful work will touch countless future students as they
experience their four years of Agnes Scott's way of life.

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

Mfr-A_As

IMS n&sscoh

COLLEGE LIBRARY

ALUMNAE QUARTERLY

SPRING, 1970

Gene Slack Morse '41 is
the newly elected presi-
dent of the Executive
Board 1970-71, The Agnes
Scott Alumnae Association.

THE ALUMNAE QUARTERLY VOL. 48 NO

CONTENTS

President of Class of '57 is New Trustee 1

Why A College Education? Catherine Marshall '36 2

In Defense of the University Arthur S. Link 6

Forty-Five Celebrates Its Twenty-Fifth 10

Challenges on Our Campuses Miriam Drucker 12

ASC 1970-1980 16

1980 Nationally 17

Fiftieth Reunion for Class of 1920 33

Class News Shelia Wilkins Dykes '69 34

Photo Credits

FRONT AND BACK COVERS, pp. 13, 35, 38, 39, 46
Bob Special, pp. 1, 3, 4, 37 Virginia Brewer, P. 40
Chuck Rogers, pp. 42, 45 J. Burns.

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.
Second class postage paid at Decatur, Georgia 30030.

resident of Glass of 1957 is New Trustee

Suzella Burns Newsome '57 was elected a trustee of
Agnes Scott College at the semi-annual meeting of the
Board of Trustees in May. Here are hearty congratu-
lations to you, "Sis," from the Alumne Association.

As a student, Suzella served on the Student Govern-
ment Executive Committee, was chairman of Lower
House and president of Mortar Board, and her class
chose her to be their life president. She won both the
tennis and archery championships and was in the May
Court.

She is the wife of the Rev. James D. Newsome,
Jr., minister of the First Presbyterian Church, Padu-
cah, Kentucky, and is active in numerous civic affairs
as well as in the ministry of her husband's church. Sis
and Jim have two daughters, Laura (10) and Carolyn
(8), and twin sons, Dick and Burns (6).

Mrs. Newsome becomes the seventh alumna who is
serving on the thirty-two member Board of Trustees.
The other alumnae include Mary Wallace Kirk '11,
Tuscumbia, Ala.; Mary West Thatcher (Mrs. S. E.)
'15, Miami, Fla.; Diana Dyer Wilson (Mrs. W. T.,
Jr.) '32, Winston-Salem, N. C; Catherine Wood Mar-
shall LeSourd (Mrs. L. E. ) '36, Boynton Beach,
Fla.; Mary Warren Read (Mrs. J. C.) '29, Atlanta,
Ga., and the immediate past president of the Alumnae
Association, Jane Meadows Oliver '47, Atlanta, Geor-
gia.

Another new trustee is Hansford Sams, Jr., Decatur,
Ga. He is the great grandson of Agnes Scott founder
George Washington Scott, the husband of Hayden
Sanford Sams '39 and the father of Adelaide Sams '69.

Why a College Education?

By CATHERINE MARSHALL '36

I do not know to what extent the events of the last
two weeks on other campuses the death of the four
students at Kent State University, the Washington
protest rally against Vietnam and Cambodia, the pre-
mature closing down of so many colleges and uni-
versities for the year have affected you at Agnes
Scott. But the question set for this talk long before
these campus upheavals, not only still holds, but
seems now more pertinent than ever: "Why A
College Education?"

The other evening my husband and I spoke on
the telephone with our daughter who is a junior at a
Mid-Western college. Out of several things we learned
that one word above all others is being bandied about
our campuses: the word "relevant." So the question
is, is a college education in a rather small, liberal
arts, woman's college, relevant for you in our crisis-
torn world?

My answer is, not only relevant but for some, im-
perative. Four years on a campus like Agnes Scott
can provide you with the time, the tools, the inspira-
tion, and the motivation to get some answers to those
most important questions, What is life all about? Who
am I? What are my unique talents? Why am I in the
world? Is there a God? (Or is God dead?) And how
can I be certain?

Either you are going to find who you are in-
cluding the answers to these basic questions or else
you will be pulled off by every siren voice which
suggests rioting across the campus and burning the
ROTC building if there is one or trying out the
Weatherman group and manufacturing home made
bombs, or sitting at the feet of the false prophets of
the Students for a Democratic Society. Or you can
listen to one radical who has just released a book
entitled Do It (by which he means, do anything you
please) and decide, as some did at UCLA in Los
Angeles recently, to hold the chancellor's wife a cap-
tive audience to watch them swim nude in her swim-
ming pool. Again, you may, as some are, try to find
"relevancy" by joining a group called "The Head-
quarters of World Happiness." They have shut down

classroom work in order to pass out 106,000 pi
of bubble gum "to promote peace and happiness.'

I predict that those who have stopped thinking
themselves enough to be led into such activities
soon decide that nothing works or is relevant, s
why bother? Many in that mood reach a state of
istential madness playing a game of Russian rou
with life, drinking deep draughts of a witch's brev
drugs, sexual promiscuity, and violence in the m
of Bonnie and Clyde and Easy Rider.

Of course in our society today there are many j
pie of all ages who are "lost", in the sense of ha
lost their way because they have never found ans\
to the meaning of life. Yet no other nation has i
a large percentage of its population going to uni
sities. Therefore, something is wrong: perhaps
schools have lost their way too.

Most of us have happily embraced the premises
our children are brighter than we, their parents;
modern schools are more advanced; that your gen
tion is educationally far ahead of other centuries,
are these premises really true?

My observation of the average high school and
average college (and Agnes Scott is admittedly
exception here) together with my reading especi
history, biography, and autobiography would ans
a resounding "No!" It is true that we Americans f
dribbled education around quantitatively. Yet
comparison between most students today and max
one of yester-year is simply ludicrous, with our <
tury on the losing side. So it may be past time that
stop deceiving ourselves about how great our schi
are, leave off the playing at our marbles, dolls,
toy soldiers syndromes in order to grow up edi
tionally.

For true education understands that none of
can possibly go into the future until we underst
something about the past and put our personal pres
in order. I submit to you the thesis that there is
better situation and climate in which you can :
answers to life's important questions than on a q
campus like this one.

THE ACNES SCOTT ALUMNAE QUART

About the Author: Catherine Wood Marshall LeSourd '36 is
best known as the author, Catherine Marshall. She credits
Agnes Seott with major influence in her life. She was on
campus in May for a meeting of the Board of Trustees and
delivered a lecture which she has summarized in this article.

n this connection, I want to try to summarize some
jghts from that remarkable interior autobiography
he late Swiss psychologist and psychiatrist C. G.
g, entitled Memories, Dreams, Reflections, pub-
;d posthumously. Here are some of Jung's con-
ions made toward the end of his life:
'irst, no man leaves this life with his work entirely
;hed. For example, Freud saw a part of the truth,
not all of it, and is even now being more than a
: discredited by fellow psychiatrists. Darwin saw
: of the truth, but by no means all. Woodrow
;on had a dream of world peace through world
inization, but was not able to implement it through
League of Nations.

o in every area of life the sciences, the arts,
tics there is unfinished work to be picked up

carried forward. In order to find out where other
l's work left off, we have to know about these men

women who have lived and died, assimilate some
heir thoughts, try to understand their conclusions,
s is where the liberal arts approach to education

is invaluable. It would be an impossible task, were it
not for the fact that the microcosm reveals the macro-
cosm: when we dive deeply enough into even one
man's life, doors open. Things happen within us. Un-
derstanding even one human being at a deep level
helps us to understand all men as well as ourselves.

Second. Jung concluded that no human being can
find himself and what is to be his work in the world,
if he cuts his roots with the past. Jung wrote:

Our souls as well as our bodies are com-
posed of individual elements which were all
already present in the ranks of our ancestors.
Body and soul, therefore, have an intensely
historical character. The less we understand
of what our fathers and forefathers sought,
the less we understand ourselves. Thus we
help to rob the individual of his roots and of
his guiding instincts. 1
For us this must mean that unless we are rooted in
history, we become hoboes in a friendless universe,
with no sense of belonging anywhere. Further, that in
order to make that necessary connection with the
past, we cannot downgrade and dare not pour con-
tempt on the men who have molded the best in our
world and our nation. We are always the losers in the
game of character assassination of the dead or the
living with the tarnishing, the lack of respect, or of
any reverence for life itself.

Moreover, we must create bridges to our individual
past, to our parents, even to our own personal inheri-
tance. You of the younger generation must help us
close the generation gap so that it will not become a
chasm. Dialogue must not break down between the
generations, else we shall then indeed have lost our
way.

Third, Dr. Jung concluded that there is no possible
way for civilization to go forward or indeed, not to
be annihilated except as enough of us find ourselves
and pick up the work of others where it left off and
carry it forward into the future.

So during your four years here at college, you have

l C. G, Jung. Memories, Dreams, Reflections, New York: Vintage Books,
1965, pp. 235, 236.

Catherine had a hectic schedule while
she was on campus, but she made time
for talks with students and with some
of her former professors. Here she greets
Dean-Emeritus S. Cuerry Stukes.

Why a
College
Education?

(continued)

herculean work to do. This crisis-age is no time to
recess universities. Rather, we should now be "hitting
the books" (as the cliche goes) as never before.

This brings me to a thought that has been haunting
me for several days now. Perhaps you remember that
after the Apostle Paul (formerly Saul of Tarsus) had
his amazing experience of the Road to Damascus, we
are told that he went off into the desert for three
years. Have you ever wondered what Paul was doing
during those three years? This man was an intellectual,
a scholar. I suggest to you that Paul was putting him-
self through a cram course four years crammed into
three, his personal version of a liberal arts education,
of reorienting his life and learning to the Christ whom
he had discovered to be alive. Paul had to find his
direction before he could go barrelling across the
Roman Empire to cut such a wide swath for Chris-
tianity that it would change the course of history.

How can I be so certain that you can get what you
need, the beginning of a real education at a place like
Agnes Scott? Very simply, because I did. Here, one
girl found her sense of direction for life.

There is time to tell you only a little. I came to col-
lege from an inferior high school in a grimy little town
in the eastern panhandle of West Virginia, where I
had dreamed of becoming an author. I was fortunate
not to be affluent and was, in fact, scarcely able fi-
nancially to make it to college and through the four
years. I say fortunate, because such lean circum-
stances automatically eliminated resistance to parents
and to the college as an institution. I was also forced

naturally and quickly to the sense of values that t
Hippies and the Yippies of today are trying to fi
artificially for example, that materialism is not i
portant.

The result was that I was grateful to be here,
1 know now that gratitude is fertile soil for the leai
ing process. My first big discovery came through
English term paper in the spring of my freshman ye;
We could choose from a list of authors, and I select
Katherine Mansfield, the short story writer born
New Zealand.

Through writing that one paper I discovered son
thing important about myself and who I was: tl
teen-age dream of someday being a writer, I knew
be an authentic dream. There was in me an unquenc
able desire to create on paper. It would be sixte
years from the Katherine Mansfield paper until t
door to the publishing world would open for me.
at that moment the rudder inside me was set
so quietly.

Over and over I tested out the direction of the ini
rudder during the remainder of my college days he
The accuracy with which it steered me was uncani
For example, while on this campus I wrote poet
and the bulk of it was that demanding form,
Shakespearean sonnet.

Now, I was not meant to be a poet. Yet unwittir
ly, I had stumbled on an important technique in leai
ing to write (hopefully) responsible, respectable, p
suasive prose. For in the years since then, I have re
comments by men like Professor Charles T. Copela

THE ACNES SCOTT ALUMNAE QUARTE

Dr. David McCord (the latter taught English at
vard for forty years) to the effect that there is no
ic training in writing like trying one's hand at poe-
In poetry one has to find the precise word. One's
jghts have to be placed in small compass as sharp
n arrow. Imagination has to come into play, or the
try is just blah. And discipline ah discipline!
'or me there were other dividends here, like having
represent the Debating Team in confrontations
1 men from Oxford, Cambridge, or the University
_ondon. Our speeches were criticized, sometimes
i apart, by Dr. George Hayes, then Head of the
;lish Department, and Dr. Philip Davidson, Head
he History Department. But we learned language,
:ten and spoken, as the valuable tool it is. And how
eful I am!

'ou could retort, "But you're seeing your college
s in rosy perspective, and things have changed
h" Yes, but some things never change: obscenity
i have become institutionalized, but that cannot
ige the towering beauty of "Shakespeare's universal
ruage." On many campuses, education may now
a bastard child, but that can never change the
d for real education. We can degrade liberty by
rpreting it as license, but true freedom still shines
the beacon light it is.

iut I cannot be too pessimistic, for through all the
ult. I can see some constructive things happening
Dur time: the light is being separated from the
fness. For several decades we have had much
kiness, a lot of greys in most areas of life educa-
, the church, international policy, peace-efforts,
"ality and sex, race relations, a faltering judicial
em. As of 1970, we as individuals, educational in-
ltions, and the nation have our backs against the
pipes of freedom fast deteriorating into anarchy,
buildings go up in flames and citizens die, we may
that we shall not save Sodom from the divine wrath
handing it over to the militants from Gomorrah,
o what do we believe in? Most of us will not "try
1" until we have tried all else. The old parable of
Prodigal Son is forever our story. Only when the
digal's belly was full of husks and his heart was
)ty and his world had collapsed, did he decide,
vill arise and go to my Father."
.ast week I had the privilege of getting to know
modern prodigal, Dr. Lambert Dolphin, a young
ifornia physicist, a specialist in ionospheric and
ce physics. In Dr. Dolphin's case the "everything
" he tried included science as a god, alcohol, a
choanalyst at twenty-five dollars an hour, LSD plus
Dhetamines. He even considered suicide and
ly God.

He was fortunate enough to make connection with
an unusually wise clergyman. Dr. Dolphin asked
exactly the kind of questions most of you would ask:
Why can't I discover God through reasoning? If there
is anything to Christianity at all, why is the world still
in such a mess?

The climax of this extraordinary interview came
when Dr. Dolphin realized that as a scientist he had
never made even the one experiement of asking God
if He did exist, please, to enter his life and reveal Him-
self. At that point, the minister asked the scientist,
"Would you like to become a Christian?"

"I'm not sure," was the reply.

"If you do want to become a Christian," the
pastor said quietly, "I'd like to be a witness to it."

The way that was stated told Dr. Dolphin that
touching reality was nothing the pastor could manipu-
late: this would have to be God acting all the way.

So the scientist did make that first experiment by
just a simple "letting go" of himself, then asking God
to enter his heart and take over his life. As some of
us might suspect, the Father came running down the
road to meet Lambert Dolphin.

Dr. Dolphin is now on a tour of campuses telling
high school and college students how far beyond
drugs Christ can take them in their longing for a
break-through.

I have just read Malcolm Muggeridge's Jesus Re-
discovered. The author is a Britisher who grew up in a
Fabian Socialist family where Socialism was taught
as a religion. For many years Muggeridge was editor
of Punch and retains a dry British sense of humor.
He is now a bold and articulate follower of Jesus
Christ.

It is my conviction that we cannot find ourselves,
our spirits and phyches according to Jung's three
points when we leave God out. But institutional
Christianity, including religion courses on many a
campus, is overdue for such rethinking and change in
order to be found of God. We need to recast the tre-
mendous truth of Christianity in new light, in a con-
temporary spirit.

Nor in my opinion, will a college like Agnes Scott
stand under the stresses to come, were we to follow
the course some of the eastern colleges have taken,
tagging along in a sort of a delayed reaction by a
decade or so. For some of these schools famous and
well-beloved are now virtually educational shambles.

My thoughtful conclusion is that on a campus like
this one you have an incredibly fine heritage. Cherish
it. Make the most of it. Relish the true intellectual
freedom you find here. I wish for each of you as much
joy as I discovered at Agnes Scott. j*.

In Defense
Of the University

By ARTHUR S. LINK

There does not seem to be any disagreement now-
adays about the plight of universities in the United
States. Permit me to interpolate to say that when I
use the term "university," I imply the meaning of the
Latin word universitatis and refer to all institutions of
higher learning, as much to colleges like Agnes Scott
and Davidson as to universities like Columbia and
Princeton. Everyone, from university presidents to
professors, preachers, editors, and members of con-
gressional committees, agrees that universities are in
the midst of a great crisis. Indeed, it does not require
much sophistication to know that something is funda-
mentally wrong in view of scenes of wild disorder and
destruction on campuses that flash across our tele-
vision screens with almost daily rhythm.

Everyone agrees that universities are sick, and the
only question now seems to be whether the disease will
be fatal. Certain spokesmen at a conference held at
the Woodrow Wilson School of Princeton University
on April 19, 1969, to discuss the plight of universities,
were not encouraging to those of us who continue to
hope for the survival of academia. Frangois Bourri-
caud of the Sorbonne averred that the great student
uprising in France in May 1968 had spelled the doom
of the liberal university in French society. A. Halsey,
Reader in Sociology at Nuffield College, Oxford Uni-
versity, thought that students themselves were ad-
ministering the coup de grace to universities dying
institutions by rejecting their claim to moral legiti-
macy.

There have been enough developments in the aca-
demic community during the past two or three years
to cause the most incorrigible optismist to wonder
whether there are grounds for confidence in the fu-
ture: the great French upheaval of 1968; the rioting
which cause the closing of all major universities in
Japan last autumn; and the continued domination of
universities by the army in Latin America, particularly
in Argentina and Brazil. Closer home, the academic
horizon has been darkened by the seemingly unending
strikes and disruptions at Berkeley, the great explo-

sion at Columbia in the spring of 1968, and the oi
breaks at Cornell and Harvard during the past ac
demic year, to say nothing of strikes, riots, and di
ruptions in countless other colleges and universiti<

Such upheavals have baffled all members of t
academic community because they are, insofar as
am aware, absolutely unprecedented. There simp
aren't any parallels in history. Universities, since the
beginning in their modern form in the twelfth ai
thirteenth centuries, have had to struggle for ind
pendence against the efforts of government and chur
to control and use them for their own purposes,
our own history, colleges and universities have alwa
had to struggle to obtain and maintain their freedoi
However, with few exceptions administrations, fact
ties, and students have traditionally combined in so
and usually indomitable phalanxes, and their long fig
constitutes a glorious chapter in the history of ma
kind's struggle for freedom.

There is a supreme if poignant irony in the prese
crisis of the university. Crisis has come at the ve
moment of the university's seeming triumph, when
all appearances it stands impregnable against all
ancient foes. How simple it would be if we could s
that the university's present difficulties were caused
ignorant boards of trustees, obtuse legislators a
scheming demagogues. Then we could all rally on
again to defend academic freedom, coud join hands
glorious battle without doubt about our motives or t
inevitability of our ultimate victory. But this is not t
kind of crisis we are caught up in. If we are hon
we have to say that boards of trustees, legislatur
and other institutions that support and legally cont
universities have been amazingly restrained and to
rant in the face of numerous provocations. No, c
crisis is from within. If anyone is sick, it is we oi
selves, not others.

However, we should be very careful in making c
diagnosis. Many developments during the past two
three years have been signs of health, not of sickne
in the academic community. The great tumult tl

THE AGNES SCOTT ALUMNAE QUARTE

it through the French universities, though set off
led by a small group dedicated to their destruc-

was in fact a ringing protest of students against
dible overcrowding and lack of almost any com-
ication between students and teachers, against a
m of higher education that was not only mass
ation in the worst sense but also education with-
i heart and soul. The Columbia rebellion was in
a widespread rebellion and not a small outbreak
:sely because so many students believed that Co-
>ia had ceased to be a true intellectual community
udents and teachers united in a common pursuit
uth. Nor should we be at all disheartened by the
ts of black students to find their rightful place
ig us. At times they have used methods that can-
?e condoned, indeed that are sometimes subver-
of the very life of the university. However, they

sought uniformly to change and in their eyes
m the university, not to destroy it. And so it has

across the United States. I daresay that 95 per
of student unrest and discontent has been caused
hat in less troubled times we would call healthy
istic rebellion against rules and regulations that
ted the integrity of the individual personality, the
isitivity of faculties and administrations to what
nts see as burning moral issues, and faculty neg-
of legitimate student needs.

is of course possible to conceive of a situation
hich the sickness of the university would prove
. If the alientation of students from faculty and
nistration were complete; if the faculty were
ly hostile to the society in which the university
tioned; if trustees lost all hope of peace and pur-
ful academic life then we might indeed see the
uction and despoiling of academia.
owever, such possibilities are highly hypothetical,
ersities will survive because modern civilization
1 not survive without them. It would not be possi-
o maintain the economic and social processes of
dvanced civilization without the technical skills

knowledge that only universities can supply,
ersities would have to be invented if they did not
. Even totalitarian regimes, obscurantist and para-
though they have usually been about most things,

realized this fact and have sought to control
srsities, not to destroy them,
niversities will survive, and it is really a waste of

to talk hypothetically about their destruction. It
uch more important to talk about the quality of
ligher educational institutions and life that we are
g to have in the future.

have to speak out of personal conviction at this
t: it would be meaningless for me to speak any

other way. I believe that the system of higher educa-
tion that we will need in the future is the system that
we now have improved, purified, and made serviceable
to an increasing number of people. Universities are as
much plagued by imperfection as any other human in-
stitution. They need reformation and improvement
constantly and unceasingly, and we would be unworthy
citizens of the great community of learning if we were
not constructive critics of that community.

However, in this time of racking turmoil and self-
doubt I think that we are obliged to say some em-
phatic words in defense of the university. From it
flows the knowledge that enables us to maintain an
incredibly complex civilization. In spite of its im-
perfections, the university is our chief source of cre-
ative self-criticism and self-renewal. Along with the
church, it is the chief fount of that small but indis-
pensable leaven of altruism without which we would
degenerate into a jungle-like existence. It is impossible
to imagine the continuation of artistic or professional
life on any significant scale without the university.
It is, in short, the chief source and present glory of
our civilization.

Let me be more precise and say a word about what
I think our present academic situation is. I think that
I can speak with some credibility. Not only am I en-
gaged full-time in the life of a single university; I am
also not unacquainted with students and teachers
across the country, and I think that I know something
about their ideals, ambitions, and concerns.

I think that the vast, overwhelming majority of the
academic community in the United States believes
deeply and profoundly in the modern liberal univers-
ity. I believe that they want to defend and preserve it.
However, they are very perplexed and troubled, and
in their bafflement they often do not know where to
turn or what to do.

I am not so presumptuous as to think that I can
suggest a panacea. For solutions to our present diffi-
culties we have to rely upon the collective wisdom,
which is very great, of the entire academic community.
However, I think that those of us who believe in the
modern university should at least speak out now, im-
perfect and inadequate though our contributions are.
But we should do more than speak. We ought to act,
to make plain beyond doubt that we mean to defend
and preserve this precious institution.

As I have said already, I believe strongly in the
fundamental health of the American academic com-
munity. I believe that the existence of most student
unrest is sure evidence that there is a lot of life left in
the university. I do not believe that any of our prob-
(continued on next page)

In Defense of the University

(continued)

lems are so serious that solutions to them cannot be
found. Our probelms are, it seems to me, in a funda-
mental sense two in number.

Our most pressing problem is the existence in our
midst of a tiny minority of students and faculty mem-
bers who are totally alienated from American society
and who see their mission as the destruction of the
institution with which they are most intimately con-
nected, that is, the university. Let us be absolutely
frank and open-eyed about the groups who constitute
the extremist element in our universities and colleges.
There is no excuse for being ignorant about them,
for they have been the subjects of intensive scholarly
analysis. They are the small minority most experts
say that they constitute no more than 5 per cent of
student bodies who for one reason or another are
totally alienated from society. Like most extremists,
they tend to be paranoic and to see life as one gigantic
conspiracy against them personally. In their scheme of
things, there is no place whatever for difference of
opinion, for all opinions different from their own are
errors, indeed heresies of the rankest sort. Historians
of this group all agree that they began in the early
1960's as philosophical anarchists who were rebelling
against society in the hope of substituting purified in-
stitutions for corrupt ones, but that they have become
during the past three years increasingly nihilistic and
dedicated to destruction for its own sake. It is this
element that has denied the moral legitimacy of
modern universities. It is this group who have in fact
been the catalysts and organizers of rebellion and
riots. By themselves, they are a hopeless and ridiculous
minority. They have succeeded only when they have
been able to exploit broad legitimate student dis-
contents.

I have heard a great deal of talk recently about the
fragility and vulnerability of the university; of how it,
being a community of reason, cannot rely upon force
for its self-preservation. This assertion, it seems to
me, is only partially true. Ideally, the university is a
community of totally selfless individuals, who live only
by reason and are united in a common quest of truth.
May it ever be so! However, the university is also a
human institution, plagued as much by original sin
and spoiled as much by pride, selfishness, and ego-
centrism as any other institution. Hence from their
very beginnings, universities have had to devise laws
and regulations for the government of all their mem-

About the Author: Dr. Arthur S. Link, foremost authoi
on Woodrow Wilson, gave Agnes Scott's Honor's I
address this year, from which this article is written,
is Edwards Professor of American History at Prince
University, has published numerous books in his fi
and is Editor-in-chief of The Papers of Woodrow Wils
Dr. Link's wife is Margaret MacDowell Douglas Link '

bers; and in the final analysis, these laws have re:
upon the civil authority. To give one illustrati
I am an historian. It is an unwritten rule that I n
be at least an honest historian who does not si
Should I be guilty of such theft, which we call pi
arism, I would be tried and summarily removed f
my position. And should I attempt to continus
exercise my academic functions, my university w<
if necessary use the police of Princeton to remove
from the campus.

Universities, as I said a moment ago, have n
operated without rules and regulations. Time

THE ACNES SCOTT ALUMNAE QUAR'

a boards of trustees, in conjunction with a few
inistrative officers, ran universities with iron
is, and professors and students were clearly sub-
nate to their authority. Then gradually in the late
teenth and early twentieth centuries professors

the right to share in if not completely make deci-
s concerning tenure, salaries, and curricula. At
same time, students were beginning to claim and
a share of the sovereign power in academia, par-
arly the power to determine infractions of the
i concerning honesty in examinations and written
c The most significant development of recent
s has been the well-known movement to widen
areas of student participation in decision-making
:ive to their own welfare.

think that it is fairly obvious that the time has
e systematically and comprehensively to re-order

restructure the government of universities. This
ur second problem, and it is all the more urgent
mse the hope for the future unity and peace of the
ersity lies in its solution. To be more specific,
ement by the overwhelming majority will give the
ersity an unassailable legitimacy both among its
ibers and in the outside world. Moreover, the new
:ture can and must permit the university to defend
f against those who would destroy it from within.
>f course I am not saying anything new or making
;xactly original suggestion. Universities all over
country, including Princeton, I am glad to say,
at this very moment engaged in the laborious
:ess of reordering their constitutions. However, I
Id suggest that any successful reconstruction of a
ersity community will have to give due regard to
following basic affirmations:
irst, that the distribution and exercise of power
st as important a question for the university as for
other institution. We deceive ourselves, indeed we
e possible the destruction of the university, if we
se to recognize that power is going to be exercised
iome individual or group in the academic com-
dty.

:cond, since this is true we should be careful to
ie and distribute power so that no single group
monopolize it, because in our present situation the

legitimacy of the government of the university
ves from the fact that all groups participate in it.

precise distribution of responsibility and power
of course vary from university to university. How-
, I think that it is safe to say that in most situa-
s the trustees should be given over-all responsi-
y for financial problems; that the administration
t organize and lead the common will of the aca-

demic community; that the faculty should have re-
sponsibility for the curriculum and all matters relating
to the integrity of the institution's degree and should
share control of appointments, tenure, and salary with
the administration; and that students should make all
fundamental decisions concerning their personal lives
and share with the faculty and administration in
making those decisions that affect them vitally in their
academic lives, for example decisions involving cur-
riculum.

Third, that our new structures will fail utterly, no
matter how perfect they might be in theory, unless we
are determined to make them work. This is easier said
than done. It means protecting dissidence, criticism,
and the free and untrammeled expression of opinion,
and also having the courage to discipline and exclude
if necessary those members of the academic com-
munity who would deny the right of freedom of ex-
pression to others. It means not merely having an
ideal of the true university but also being willing to
defend that ideal. It means long hours of hard and
tedious work in committees of various kinds.

But think what it is that is at issue! What is at stake
is nothing less than the present and future life of an
institution infinitely important to our democratic so-
ciety and even more precious to us for all the benefits
it has lavished upon us. Is not the ideal that Woodrow
Wilson described in his famous address, "Princeton in
the Nation's Service," in 1896 worth all our devotion:

"I have had sight of the perfect place of learning
in my thought: a free place, and a various, where no
man could be and not know with how great a destiny
knowledge had come into the world itself a little
world; but not perplexed, living with a singleness of
aim not known without; the home of sagacious men,
hard-headed and with a will to know, debaters of the
world's qeustions every day and used to the rough
ways of democracy; and yet a place removed calm
Science seated there, recluse, ascetic, like a nun . . .;
and Literature, walking with her open doors, in quiet
chambers. ... A place where ideals are kept in
heart in an air they can breathe; but no fool's para-
dise. A place where to hear the truth about the past
and hold debate about the affairs of the present, with
knowledge and without passion; like the world in
having all men's life at heart . . .; its care to know
more than the moment brings to light; slow to take
excitement, its air pure and wholesome with a breath
of faith; every eye within it bright in the clear day
and quick to look toward heaven for the confirmation
of its hope. Who shall show us the way to this place?"

Who, indeed, but we ourselves. a.

Forty-Five Celebrates its Twenty-Fift]

With zest and zeal the class of 1945 organized itself
for one of the best reunions ever. Questionnaires were
sent out and a committee formed to gather and collate
news from each member of the class. This was printed
and distributed to everyone present at the Alumnae
Luncheon, and later mailed to the others. Beverly
King Pollock's cover letter for the news was delight-
ful: "O, class of '45!

"It is now 25 years later and we're 12 years older.

"We left ASC with dreams of fame, fortune, suc-
cess, happiness and a modern kitchen with dishwasher-
disposal.

"Now we see how good life has been to us. Praised
be to our Alma Mater (and the ambitious class of
'45), the world has gained 43 teachers (5 English, 3
math and 35 substitute), 2 psychologists, 7 social
workers, two dentist-doctors and 5 Ph.D. -doctors.

"In turn we of '45 have gained knowledge, strength,
compassion, understanding and 3,493 pounds. (Plus
212 pairs of dishpan hands. )

"Miss Scandrett, Dean Stukes, Miss Laney, Dr.
Hayes, Miss McDougall have retired, but not their
dreams for us. And if we don't quite get around to
fulfilling their hopes, we have 2,672 children to carry
on the cause.

"Since 1945 we have attended 75,687 women's club
meetings, heard 18,972 flower arrangers, 24,398 solo-
ists, 6,362 missionaries and 52,949 lecturers on how
to be happy though married (or single). And we are.

"Though for years some of us never spoke to any-
one more than three feet tall, we have repaired and
regained our vocabulary and put it to use in fighting
pollution, poverty and injustice.

"In 1945 there was war. And today too. But some-
how it was easier for us then to face war with a boy-
friend or husband than it is today with a son.

"We communicated with our parents with about
the same clarity (or lack of it) that our children today
communicate with us. Except that today our children
have security. They don't have to worry about finding
a job or paying for their education or getting enough
to eat. So they can spend more time than we did wor-
rying about the world. As long as we can encourage
them to care. And let them know we care too about
more than the fame, fortune, success and happiness
that were our sole (soul) goals back in '45.

"Leo Rosten said it best. The purpose of life is to

matter. To be productive. To have it make some
ference that you lived at all.'

"Agnes Scott may never offer credits in the c<
study and use of bifocals. But we can credit Ag
Scott with trying to give us real vision. And help
us to matter."

Two members of the class summarized the reun
activities for the Quarterly. Julia Slack Hunter repoi

"Reunion was fun. For those of you who coulc
make it you were greatly missed, but there's g<
news! We'll have another in 25 years so begin now
make plans.

Emily Higgins Bradley presided after dinner
the cool of a seventeen-year-old at a beach pa
After a fitting greeting by our class sponsor,
Hayes, there was a delightful talk by Bev King Poll
who awarded prizes (selected and wrapped by Emi
to various distinguished members of the class. TI
was one Ph.D. present (Marion Leathers Daniels)
two who lack only a dissertation (Joo Froo Freer
Marting and Betty Glenn Stow). They both pron
to be doctors by our next reunion.

The person from farthest away was Elaine Kuni
sky Gutstadt with Molly Milan Inserni running a cl
second. The prize for the most children was tied
tween Bettie Manning Ott and Nancy Moses Spra
(each with seven) Nancy threw in one and a
grandchildren to take it. Emily didn't tell us what
prize actually was, but she wrapped it in a pill boi

We were a very congenial group, much more
than twenty-five years ago. There were seventy-oa
the dinner, and husbands were shared. Thank you
many greetings and telegrams. Hope you can mak
next time!"

Beverly King Pollock wrote in her column in
Pittsburgh, Pa. Jewish Chronicle an amusing accc
of her impressions of the reunion:

"You may ask: how could a nice girl like me
ject herself to the tears, terror and trauma of a col
class reunion?

"To tell the truth, I asked my self the same qi
tion. All I know is I said I'd go and the next thii
knew I was in my mother's home in Atlanta and
doorbell was ringing and there stood a stranger
ing to drive me to the small girls college we atten
25 years ago.

"I guess the reason I didn't recognize the strai

THE ACNES SCOTT ALUMNAE QUART

he wasn't wearing bobby sox and saddle shoes and
k red lipstick with her hair in a pompadour. And
lever knew her to wear bifocals when she was
nty.

'But we started talking and laughing on the way to
Alma Mater and I remembered she always had
h a pretty baby face and I told her she hadn't
.nged and she said neither had 1 and she didn't even
ition I had grown a couple of inches. Wider.
'Soon as she parked the car we hurried to register.
we craved the instant security granted us by a
ne tag and the immediate identification as an alum-
class of '45.

'We milled around the registration desk for a while
I saw a vaguely familiar batch of women in varying
es of graying hair. We just knew they had to be
mbers of a much older class, so we hurried on to
:nd an early morning lecture.
All at once we realized we didn't know where we
e hurrying to and I asked a lovely young student
way. She kept calling me 'Ma'am' and I wanted
tell her I wasn't that old but I had a quick flash-
k of what I thought as a student about 'little old
ies' revisiting the campus and I said nothing.
After the lecture by this handsome, charming, wit-
articulate young professor (when I went to school,
fessors seemed much older), everybody congre-
sd on the main campus green.
'Suddenly some gray-haired lady ran up and hugged
1 kissed me, and a quick glance at her smile and
ne tag showed she was the lab partner who pulled
through physics class.

'Soon there was lots more screaming and kissing,
1 I felt guilty that I had to look briefly at their left
ulder (and name tag) before I could look them
:he eye and scream and hug too. (An old yearbook
h the faces of '45 would help identify the same
es in '70).

'There was a gigantic alumnae luncheon and our
>s occupied two huge long tables. Our conversations
1 to be quick and fragmented to catch up on vital
:istics of 25 years past.

'I tried to find the 'day students' (I guess we'd be
led 'commuters' today), but we hardly had time to
change hellos before the formal program began.
'Throughout the proceedings pictures in separate
iches were passed some from college days, but
stly recent showing children. I tried to be discreet
h only one snapshot. But the gal at the other end
the table either she has millions of kids or she
wed the same children over and over.
'Everybody was the height of tact and graciousness.

Nobody mentioned poundage or wrinkles or 'the last
time I saw her, her hair was a different red.'

"That same night was the class dinner, and on the
way five of us in one car had to turn back because it
started raining. 'I'm getting an umbrella,' our driver
stated. "I'm not gonna let those girls see me the first
time since 25 years all wrinkled and sopping wet!'

"With a full car we had and were a captive
audience and got a good chance to talk. One of the
gals is a Phi Beta Kappa, a Ph. D., and teaches Greek
and Latin at one of the local Atlanta colleges. That
wouldn't be so bad. But she's a high-fashion model
too! ( I tried not to hate her.)

"The dinner was fun. The M.C. said, 'Our es-
teemed and beloved president wants to stay that way
so she is foregoing her speech.'

"I thought there was supposed to be a speaker-
greeter from each section of the country. But it turned
out I was the only one too dumb to refuse the job.

"When I found I was to be a chief after-dinner
speaker, my stomach started telling me things. For my
mates were mavens from different backgrounds and
heritage than mine, and we hadn't seen each other in
25 years. But they were warm and receptive and we
laughed at the same things. Women are the same all
over.

"Later on there were gag gifts for the ones who
traveled the longest distance, etc. And the gal who
receive the prize for the youngest child also had the
oldest grandchild.

"Nobody bragged much about anything. Though
when I mentioned my son-in-law was 6 ft. tall, the girl
on my left said hers was 6 ft. 3". Some people talked
when I said my son has long hair.

"One gal looked so young and fresh and unchanged
the rumor went 'round she'd been kept in cold storage.

"The end of the evening, my new-old friend
dropped me off at my mother's house, and the two of
us tried to think out how we felt about the 'reunion'.

"One thing we kept coming back to was the unreal
feeling of the day. Some girls we used to spend our
every waking moment with we suddenly found we
had little to say. With others it was as if all the years
in between had never been and the feeling was the
same.

"And with still others we had once barely known,
we felt we could build lasting friendships if they
didn't live so far away.

"Impetuously we both promised to keep in touch
and she said she'd visit me if she ever got near Penn-
sylvania and I promised the same if I ever got to
California." a.

Challenges on Onr Campuses

By DR. MIRIAM DRUCKER
Chairman, Psychology Department

There is a tradition that describes the manner in
which the Chinese of Old China would line up to
wait their turn in line. Each person found his place
at the end of the line and then turned to face those
behind him instead of those in front. In this way he
focused on his good fortune of having a shorter wait
than those behind him and ignored his own obvious
wait to reach to head of the line. To speak of the
challenges on our campuses today seems to put me
with the Chinese: I, too, am ignoring the obvious for
a happier point of view. I, too, am chosing to reverse
my position so that 1 can see the good fortune of our
situation in place of the problems. The challenge and
the problem, however, are the reverse of each other.
The last decade has seen us focus on the problems;
it is even now passed the moment when we need to
flip over our point of view and see the challenge.

There is much to see. The traditional retrospective
view of the halls of ivy is so seductive; the more re-
cent scenes of bearded, unwashed students bedding
down together for a night of pot smoking in the dean's
office is so hypnotic, the real view of the campus may
yet elude us in spite of a conscious struggle to see in
the right direction. But see we must, not to hold our
own, for "our own" in the traditional liberal arts sense
is gone from the campus. We must see, meet and be-
lieve in the challenge, or the future will come and go
without us.

In her new book, Culture unci Commitment, Mar-
garet Mead suggests that adults today are encounter-
ing young people on every continent whose world the
adults will never know. At home by the hearth or
around the university seminar table adults can no
longer taeach the young what problems they will meet
in growing up and the ways to meet them. The world
today offers no chance for a return to the world the
adults have known; neither does it offer a chance for
adults to enter fully the world the new generation lives
in. 1 believe Dr. Mead is correct; I believe the college
campus is one place where the accuracy of her idea
can already be seen by the cataclysm of the ongoing
struggle between people and between ideas. It is in
the dimensions of the struggle that our challenge lies.

It is fairly easy to identify the people of the struggle.

They include the students, the faculty, the admin
tration, the boards of trust and the alumnae. In otl
words the students and the establishment, the ins a
the outs. How many times have you heard that colk
students today are the best nourished, the b
traveled, the best educated, the best clothed, the mi
knowledgeable in general the university has ever see
Have you also heard that they are the most concern
about and involvd in the world, the most articula
the most frustrated and bored, the most demandi
and disrespectful of both age and good values? All
it is true, much of it all at the same time in the sai
person. Our college population today and their hi;
school-age brothers and sisters, living as they do in t
New World, see themselves in a universe polluted w
war and the means of war, hatred in the form of p
judices and the results of it, physical need and t
crippling results of it, garbage and the stink of it. A
they see the rest of us. They see us arguing about h<
many more missile bases will keep us ahead in t
overkill race, arguing about the best spite legislati
as a method of retaliation by one section of the coi
try against another, arguing about storing food a
paying people not to produce it while citizens h(
starve to death in exactly the same manner as in ]
afra only taking a little longer time to do it in, a
arguing about whose responsibility it is when an
slick forms on a coast line: the oil company's, t
boat owner's, the federal government, the local gc
ernment or the poor fish dead on the shore.

The challenge of the campus is to bring togetl
in open classrooms the representatives of both grouj
open enough to hear each other, free enough for
proper exchange. If Dr. Mead is correct, not even
PhD., no matter how esoterically oriented, can
guaranteed to speak the language of the New Wor
nor is the student educated to understand the profi
sor. Part of the challenge is to find a shared means
communication. For the faculty, part of the challen
in a proper exchange is to move away from the po
tion of final authority to the position of specific cc
sultant and to find new uses for liberal learning. \
cannot give answers for problems we do not see, t
we can perhaps offer some trusted means to answe

THE ACNES SCOTT ALUMNAE QUARTEI

Mrs.
End.

Drucker (I) greets former students Nancy Duvall '60 and )ene Sharp Black '57 during Alumnae Week

e ideas to use as tools in the student's world,
ince no faculty can change its traditional role on
campus without an administration willing to en-
rage and bear the pain of change, a part of the
lenge falls to the college presidents and deans.
;n faculties are slow to face the death of traditional
lemia, the administrators must find a way to lead.
:n young upstarts on the faculty raise cane about
owed traditions, and sound suspiciously like stil-
ts themselves, the challenge is to hear, to be open,
ause I belong to the Old World / must add that the
lenge is not to let the baby go out with the bath
:r, but also because I am of the old world I can-
tell you what or who the baby is. (I am glad
low how really tough a baby can be, since I am
tively sure some babies are in for a few rough
;.) The challenge is not yet contained, however,
nge costs money as well as people; boards of trust
i their traditional hold on the purse strings must

know how to recognize urgency of need and au-
iticity of requests even when they do not compre-
d the need itself. Boards of trust, made up as they
litionally are, of white, over-fifty males, protestant,

educated, wealthy (average incomes over $30,-

000), Republican, political moderates (characteristics
of trustees are courtesy of the Educational Testing
Bureau of Princeton, New Jersey in a 1969 study)
are hopelessly old world, and they frequently seem so
not only to students themselves, but also to faculties
who feel the pinch of the purse and, too. the pinch of
the policy dictated by values and knowledge older
even than their own.

Still the challenge is not contained. Money must
have a source. Although boards of trustees control
its use, they do not provide all of it. Graduates of the
campus are increasingly looked to for dollars. And
they must help to provide the dollars. You as alumnae
must help even though you cannot sanction our pot-
policy or lack-of-policy, our no-sign-in-until-eight a.m.
policy or our no-sign-in-at-all policy. Alumnae must
continue to accept the challenge of supporting what
they frequently do not want to see changed as it
changes in ways which cannot be predicted with total
accuracy and which alumnae will only partly under-
stand; you, too, are tainted with the old world. The
challenge comes for you not in supporting traditional
patterns or solutions, but in the encouragement of
(continued on next page)

Challenges on Our Campuses

(continued)
creative guesses and innovative involvement.

These are some of the struggles, the challenges,
faced by the people of the campus. What of the chal-
lenges of the ideas? We stand challenged today to find
a new meaning of liberal education. For years liberal
learning has needed no defense; it has been its own
best advocate, granting as it has four years of mora-
torium on worldly involvement and also four years
in which to contemplate the best of scientific and hu-
manistic achievement. The challenge today is to make
it relevant: translation: make it useful, make it social-
ly and personally meaningful, make it humane, make
it responsible and responsive. A college curriculum
based on the instrinsic value of learning pinched here
and there to make it socially authentic is not going to
make it for long, not with today's students. Neither
do I think that a campus designed solely for problem
solving at the level of the universe will make it, for
the Old World of the faculty will be turned off. Martin
Meyerson said recently (Saturday Review, Jan. 10,
1970):

Colleges and universties have a great oppor-
tunity to achieve a new synthesis of liberal and
professional learning and to respond to a new
cultural spirit in students by doing so. These are
the tasks: transforming professional education for
undergraduates and graduates alike by making it
more humane and intellectual; adding to the in-
trinsically valuable academic studies that devotion
to social purpose which is so typically a part of
the spirit of service of the professions (by so
doing we may give those students who find the
traditional studies empty of purpose a sense of
their ultimate relevance); and providing a new
path to liberal education through some of the
methods, insights and reaserch of transformed
professional education. It is time we realize that a
sense of vocation can be supportive of our com-
mitment to the liberal learning. . . . The college
and the university best serve the city and best
serve civilization as the intellectual base for
action, rather than as the arena of action. Some
are tempted, in moral causes, to make the college
a piece of contested turf or turn the campus into
warring terrain. Colleges and universities, how-
ever, do not serve best as battlefields but as
places for dreams and plans to begin, that new
responsibilities and responsiveness may ensure
from them.
And then there is the idea of power. Each of the

groups of people mentioned above is willing to i
spond in the affirmative to the question "Who is
charge here?" Boards of Trustees have the old-wor
right to be in charge, since charge has traditional
been put in their keeping by college charters. Nobo<
much pays attention to this any more, except a
ministrators who have for years found the Board
be a good whipping boy since it is always absent ai
always strong. Students, given no usable guides 1
their elders on the faculty, are moving to wrest ce
tain crucial powers from the Board for themselve
It is their world; should not they decide whether t
university laboratories produce materials for warfar
If children need a park on territory designated for
building, should not members of the New World he
out other members of the New World instead of gra
fying members of the Board's Building Committee w!
probably haven't seen a student or a child since th(
own college days? If money is what is needed f
progress, why wait around for returns on Coca-C(
stock or any other gilt-edged piece of paper? Spec
late. It's just money.

The use of the power of the university as vest
in the Board is one of the challenges of the campt
So successfully has the student rattled the lines of a
thority, even the faculty has begun to agitate just
little. Perhaps they too should have a say in acaden
policy since the faculty makes up the academic bo
of the university. Just perhaps decisions affecting t
life of the faculty (tenure, sabbaticals, raises in ran
and salary, for examples) should be determined
the faculty instead of being handed down to the facu
in much the manner an instructor "gives" a stude
a grade. (Oh, yes, the student has earned the grac
you know; but he cannot determine it; only the i
structor can. The faculty member earns his tenui
but only the Board can determine when he has earn
it.)

Students have not limited the challenge of tra<
tional power to that of the Board, however. Both a
ministration and faculty have received their shares
questioning. Should, (no, the students say, why shoul
the administration have the right to punish a stude
for a civil crime for which the community has al
levied a punishment? Isn't this double jeopardy? Y
know, if you drink too much, or to be new wot
about it, if you smoke a little and get caught, and y
pay your fine to the city, why should the dean ha
the right to suspend you for the same grass? Tha
an example of too much power over another persoi
life. As permissiveness has taken over in college reg
lations concerning social activities of students, t
question of the power of double jeopardy is a ch;
lenge.

THE ACNES SCOTT ALUMNAE QUARTEI

o, also, have students questioned the right of the
ructor to decide what a student needs to know.
3 should have the power to say what one person
is to know to live his life in his own way? Who,
that matter, should have the right to grade another
lan being in his progress in learning? Surely only
learner really knows what he has learned and how
he has learned it. Doesn't the power belong to
? Power, in all of its campus forms, will have to
leak with in the time ahead, and it will challenge
if our ingenuity, New World and Old.

: is interesting to me that, after all the year's of
ikind's history, it is this generation of students
m we may never fully understand, who are insist-
that we refocus on the idea of how to be human,
hallenge of the campus is to recast our notion of
lanness so that there is room for these young
Die who care so much to live their lives well, and
n also for us old-world residents who in our own
care, too, about the quality of our lives. Since
e have been so many attempts to define man's
c nature, is there any hope that the new genera-
might really do it? My guess is that they might,
t least that they will make some indelible contri-
ons to our ideas of what it takes to be human,
y have already made progress. You don't have to
vhite anymore. I'm not quite so enthused that you
't have to be bathed or combed either. But the
ggle to free the human quality from man's outer
:arance and center it within the human being is
eat challenge. The challenge, if properly met, may
i make it necessary to include us people who are
thirty. The chance to be human every day from
lb to tomb makes the sound of the new world
er exciting. Such a concept might change experi-
! at every stage of life, and change it for the better,
certainly changing such former campus givens as
s policies.

rom much of what I have already said, particular-
bout power, you would know that another aspect
le changing concept of humanness is that human-
g need to have an increased say in what happens
person. Traditionally on the campus the university
ded for the student what courses prepared him for
ance to it, what courses prepared him for gradua-
from it, what grades his work deserved while at-
ing it, even what rules governed his social and
onal behavior while there, and, through the uni-
ity's selection policies, the very associates the in-
dual had during his four years there. We are still
g this, as a matter of fact, to the only natives who
ik the current language, even though it is their de-

cision-making skills which will decide whether man-
kind has a future on this globe. We are challenged to
turn the individual's life back to the individual on the
campus. In point of fact the only issue here is how to
go about it. Most college administrators and faculties
agree with Margret Mead's observation that ". . . those
who have no power also have no routes to power ex-
cept through those against whom they are rebelling."
The long-time holders of power over students (and
over faculty) are challenged to release the power in
ways inventive enough to further the full use of indi-
vidual humanity.

There are two other emphases coming through loud
and clear about the rights belonging to human beings.
The New World has in it a great stress on individuali-
ty, the necessity of being one's own person. It is so
easy to look across a classroom from the Old World
vantage point behind the desk and see new conformity
in a miniskirt or pantsuit. They look as regulated to
me some days as we did when I was in college in our
black chesterfields and loafers. Students are, however,
saying the right words and meaning them, I believe,
about the need to be free to feel, to think, to say and
not to be penalized for whatever seems authentic to
the person. I wonder how much the influence of our
horror at their flaunting of Old World lines has con-
tributed to their New World determination to destroy
any limit on individual freedom. To be me, to be what
I honestly am, to feel that I need not hide my first
most vivid reaction, has a deliciousness to it. There is
a challenge in accepting this kind of right to indi-
viduality. There is also a challenge in accepting the
consequences of such freedom. Since neither of these
challenges has been met and mastered, they are both
a part of our campus world.

A very closely related emphasis to that on indi-
viduality as a human right is what I choose to call
the human being's need (right) to be in an honest
world. The students say, "Tell it like it is." It's not
very good grammar, but the idea has merit. The Old
World has encouraged the putting on of a good front,
keeping up appearances, the old, "If you can't say
something good; don't say anything." . . . It's a New
World. . . . The young hit us right in our Old World
pretenses. Censure goes today for covering up, for not
facing up, for what in the New World of meaning is
dishonesty. You may not like exposing yourself to the
world, but the world no longer likes your delusions.
The results of honesty, clean and brutal as they fre-
quently are, are not always easy to bear, and this is a
challenge to both Old and New World. The view from
the end of the line appears to me to have many chal-
lenges! a.

PLANS PROPHESY
ATASG

What happens now in the Agnes Scott College community and what
decisions are made now can well determine the state of the college ten
years from now. No one voice can speak for all the individual opinions on
campus, but comments from some of the leaders may help alumnae under-
stand that their Alma Mater will attempt to remain sane and sound in the
Seventies.

CAROLYN COX 71, President of Student Government: "We at Agnes
Scott are firmly committed to the rule of reason and to rational decision-
making. We are convinced of the sincere desire of the American people
for peace in our time, both at home and abroad. ... It is our hope that
you (alumnae) will join with us, in your own way, in seeking to secure the
peace we all value. Your role in the community as a sensitive, intelligent,
and committed individual can go a long way toward achieving our common
aims. . . ."

CATHERINE MARSHALL LESOURD '36, Board of Trustees: "I am
deeply troubled to put it mildly about the nation. I think we are walking
a very tight line. ... I do not know of any area of American life that is not
going through revolution. . . . Our Judeo-Christian heritage is under assault
open assault now. . but dissent can be a healthy thing, the best thing that
can happen to the church. . . . College students who are serious about
dissent without violence might spearhead a 'pray-in' such as the nation did
spontaneously and instinctively for the Apollo 13 astronauts."

WALLACE M. ALSTON, President. In the Seventies, "wise, aggressive,
diligent, prayerful we must be," Dr. Alston said to the Trustees. "Putting
Agnes Scott in a national context, in its 81st year, our four basic qualities,
independence, liberal arts emphasis, a college for women and a Christian
commitment are all in question today. ... I recommend that the Board
make a thorough appraisal of Agnes Scott's purpose and future course. I,
personally, believe that the only way to state our purpose, the only purpose
we have, is in terms of what we've been, where we are. Our principles are
sound.

"We can be independent if we work hard enough to raise the necessary
money. The liberal arts commitment is sound we need a new statement,
definition, for liberal arts in the space age. . . . The question of whether
Agnes Scott should 'go co-ed' gives some people great trouble. Coeducation
in itself is not the only answer to many problems might make more for a
college like ours. Dr Dexter M. Keezer, former president of Reed College
(coed) and a trustee of Elmira College (women's college for years) warned
in a recent article in 'New Republic' magazine against losing the strength
of women's colleges in higher education. He concluded: 'So, both inside
and outside of the classroom, I believe the good women's colleges will be
downgrading and diluting their educational performances by succumbing
to the modish pressure to become coeducational. . . .'

In the decade between now and then, our colleges and
universities must face some large and perplexing issues

nineteen eighty! A few months ago the date had a comforting re-
moteness about it. It was detached from today's reality; too distant to
worry about. But now, with the advent of a new decade, 1980 sud-
denly has become the next milepost to strive for. Suddenly, for the
nation's colleges and universities and those who care about them, 1980
is not so far away after all.

between now and then, our colleges and ti

versities will have more changes to make, nfl

^D major issues to confront, more problems to soh

more demands to meet, than in any comparable period in their histq

In 1980 they also will have:

More students to serve an estimated 11.5-million, compared)
some 7.5-million today.

More professional staff members to employ a projected 1.
million, compared to 785,000 today.

Bigger budgets to meet an estimated $39-billion in uninflatf
1968-69 dollars, nearly double the number of today.

Larger salaries to pay $16,532 in 1968-69 dollars for t
average full-time faculty member, compared to $11,595 last year.

More library books to buy half a billion dollars' worth, coi
pared to $200-million last year.

New programs that are not yet even in existence with an a
nual cost of %4.1-billion.

Those are careful, well-founded projections, prepared by one of 4
leading economists of higher education, Howard R. Bowen. Yet til
are only one indication of what is becoming more and more evid^
in every respect, as our colleges and universities look to 1980:

No decade in the history of higher education not even the event)
one just ended, with its meteoric record of growth has come closej
what the Seventies are shaping up to be.

Campus disruptions:

a burning issue

for the Seventies

Had

disrup- Had

Last year's record tive violent

protests protests

Public universities 43.0% 13.1%

Private universities 70.5% 34.4%

Public 4-yr colleges 21.7% 8.0%

Private nonsectarian 4-yr colleges. 42.6% 7.3%

Protestant 4-yr colleges 17.8% 1.7%

Catholic 4-yr colleges 8.5% 2.6%

Private 2-yr colleges 0.0% 0.0%

Public 2-yr colleges 10.4% 4.5%

. , BEFORE THEY CAN GET THERE, the Colleges ai

S-J K-^ ( ) J universities will be put to a severe test of th<

J^yV^yV_vT] resiliency, resourcefulness, and strength.

No newspaper reader or television viewer needs to be told w^
Many colleges and universities enter the Seventies with a burdensoi
inheritance: a legacy of dissatisfaction, unrest, and disorder on tb
campuses that has no historical parallel. It will be one of the g
issues of the new decade.

Last academic year alone, the American Council on Educati
found that 524 of the country's 2,342 institutions of higher educan
experienced disruptive campus protests. The consequences ranged fee
the occupation of buildings at 275 institutions to the death of onei
more persons at eight institutions. In the first eight months of I9t
an insurance-industry clearinghouse reported, campus disruptions cau^
$8.9-million in property damage.

Some types of colleges and universities were harder-hit than others
but no type except private two-year colleges escaped completely. (J
the table at left for the American Council on Education's breakdd
of disruptive and violent protests, according to the kinds of institute
that underwent them.)

Harold Hodgkinson, of the Center for Research and Developiru
in Higher Education at the University of California, studied more to
1,200 campuses and found another significant fact: the bigger an instil
tion's enrollment, the greater the likelihood that disruptions took plaj
For instance:

Of 501 institutions with fewer than 1,000 students, only 14 1
cent reported that the level of protest had increased on their campui
over the past 10 years.

Of 32 institutions enrolling between 15,000 and 25,000 students,
:r cent reported an increase in protests.

Of 9 institutions with more than 25,000 students, all but one
rted that protests had increased.

lis relationship between enrollments and protests, Mr. Hodgkinson
ivered, held true in both the public and the private colleges and
srsities:

"he public institutions which report an increase in protest have a
l size of almost triple the public institutions that report no change
rotest," he found. "The nonsectarian institutions that report in-
ied protest are more than twice the size of the nonsectarian institu-
that report no change in protest."

lother key finding: among the faculties at protest-prone institu-
, these characteristics were common: "interest in research, lack of
est in teaching, lack of loyalty to the institution, and support of
dent students."

or contrary to popular opinion were protests confined to one
vo parts of the country (imagined by many to be the East and West
its). Mr. Hodgkinson found no region in which fewer than 19 per
of all college and university campuses had been hit by protests.
t is very clear from our data," he reported, "that, although some
s have had more student protest than others, there is no 'safe'
)n of the country."

No campus in any
region is really
'safe' from protest

WHAT WILL BE THE PICTURE by the did of

decade? Will campus disruptions continue-^

7 n perhaps spread throughout the Seventies?1

questions facing the colleges and universities today are more critic

or more difficult to answer with certainty.

Some ominous On the dark side are reports from hundreds of high schools to^

reports from effect that "the colleges have seen nothing, yet." The National AI

the high schools ciation of Secondary School Principals, in a random survey, found tj

59 per cent of 1,026 senior and junior high schools had exponent

some form of student protest last year. A U.S. Office of Educati

official termed the high school disorders "usually more precipito

ontaneous, and riotlike" than those in the colleges. What such
mblings may presage for the colleges and universities to which many
the high school students are bound, one can only speculate.
Even so, on many campuses, there is a guarded optimism. "I know
nay have to eat these words tomorrow," said a university official who
d served with the National Commission on the Causes and Prevention
Violence, "but I think we may have turned the corner." Others echo
sentiments.

"If anything," said a dean who almost superstitiously asked that he
t be identified by name, "the campuses may be meeting their difficul-
with greater success than is society generally despite the scare
adlines.

"The student dissatisfactions are being dealt with, constructively,
I many fronts. The unrest appears to be producing less violence and
ire reasoned searches for remedies although I still cross my fingers
len saying so."

Some observers see another reason for believing that the more de-
ductive forms of student protest may be on the wane. Large numbers
students, including many campus activists, appear to have been alien-
id this year by the violent tactics of extreme radicals. And deep
risions have occurred in Students for a Democratic Society, the radical
ganization that was involved in many earlier campus disruptions.
In 1968, the radicals gained many supporters among moderate stu-
nts as a result of police methods in breaking up some of their demon-
rations. This year, the opposite has occurred. Last fall, for example,
e extremely radical "Weatherman" faction of Students for a Demo-
ark Society deliberately set out to provoke a violent police reaction
Chicago by smashing windows and attacking bystanders. To the
Weathermen's disappointment, the police were so restrained that they
on the praise of many of their former critics and not only large
imbers of moderate students, but even a number of campus sds chap-
rs, said they had been "turned off" by the extremists' violence.
The president of the University of Michigan, Robben Fleming, is
nong those who see a lessening of student enthusiasm for the extreme-
idical approach. "I believe the violence and force will soon pass,
;cause it has so little support within the student body," he told an
iterviewer. "There is very little student support for violence of any
ind, even when it's directed at the university."
At Harvard University, scene of angry student protests a year ago,
visitor found a similar outlook. "Students seem to be moving away
om a diffuse discontent and toward a rediscovery of the values of
orkmanship," said the master of Eliot House, Alan E. Heimert. "It's
5 if they were saying, 'The revolution isn't right around the corner,
) I'd better find my vocation and develop myself.' "
Bruce Chalmers, master of Winthrop House, saw "a kind of anti-
>xin in students' blood" resulting from the 1969 disorders: "The dis-
lptiveness, emotional intensity, and loss of time and opportunity last
Bar," he said, "have convinced people that, whatever happens, we must
void replaying that scenario."

A student found even more measurable evidence of the new mood:
At Lamont Library last week I had to wait 45 minutes to get a reserve
ook. Last spring, during final exams, there was no wait at all."

Despite the scare
headlines, a mood
of cautious optimism

Many colleges have

learned a lot

from the disruptions

1

0,, . PARTIALLY UNDERLYING THE CAUTIOUS OPTIMISIiffl
\J is a feeling that many colleges and universities^^
v_yb which, having been peaceful places for decades,:
were unprepared and vulnerable when the first disruptions struck have
learned a lot in a short time.

When they returned to many campuses last fall, students were greeted.
with what The Chronicle of Higher Education called "a combination of
stern warnings against disruptions and conciliatory moves aimed at
giving students a greater role in campus governance."

Codes of discipline had been revised, and special efforts had been
made to acquaint students with them. Security forces had been strength-
ened. Many institutions made it clear that they were willing to seek
court injunctions and would call the police if necessary to keep the
peace.

Equally important, growing numbers of institutions were recognizing
that, behind the stridencies of protest, many student grievances were
indeed legitimate. The institutions demonstrated (not merely talked
about) a new readiness to introduce reforms. While, in the early days
of campus disruptions, some colleges and universities made ad hoc
concessions to demonstrators under the threat and reality of violence,]
more and more now began to take the initiative of reform, themselves.

The chancellor of the State University of New York, Samuel B. Gould|
described the challenge:

"America's institutions of higher learning . . . must do more than
make piecemeal concessions to change. They must do more than merely
defend themselves.

"They must take the initiative, take it in such a way that there is
never a doubt as to what they intend to achieve and how all the compo-
nents of the institutions will be involved in achieving it. They must call
together their keenest minds and their most humane souls to sit and
probe and question and plan and discard and replan until a new
concept of the university emerges, one which will fit today's needs but
will have its major thrust toward tomorrow's."

IF THEY ARE TO ARRIVE AT THAT DATE in improved

condition, however, more and more colleges and
' universities and their constituencies seem to be
saying they must work out their reforms in an atmosphere of calm and
reason.

Cornell University's vice-president for public affairs, Steven Muller

("My temperament has always been more activist than scholarly"),

put it thus before the American Political Science Association:

The need now: "The introduction of force into the university violates the very

to work on reform, essence of academic freedom, which in its broadest sense is the freedom

calmly, reasonably to inquire, and openly to proclaim and test conclusions resulting from

inquiry. . . .

"It should be possible within the university to gain attention and ta
make almost any point and to persuade others by the use of reason.
Even if this is not always true, it is possible to accomplish these ends
by nonviolent and by noncoercive means.

"Those who choose to employ violence or coercion within the umB
versity cannot long remain there without destroying the whole fabric

: the academic environment. Most of those who today believe other-
ise are, in fact, pitiable victims of the very degradation of values they
e attempting to combat."

Chancellor Gould has observed:

"Among all social institutions today, the university allows more
ssent, takes freedom of mind and spirit more seriously, and, under
insiderable sufferance, labors to create a more ideal environment for
se expression and for the free interchange of ideas and emotions than
ly other institution in the land. . . .

"But when dissent evolves into disruption, the university, also by its
ay nature, finds itself unable to cope . . . without clouding the real
>ues beyond hope of rational resolution. . . ."

The president of the University of Minnesota, Malcolm Moos, said
>t long ago:

"The ills of our campuses and our society are too numerous, too
rious, and too fateful to cause anyone to believe that serenity is the
oper mark of an effective university or an effective intellectual corn-
unity. Even in calmer times any public college or university worthy
: the name has housed relatively vocal individuals and groups of widely
verging political persuasions. . . . The society which tries to get its
lildren taught by fettered and fearful minds is trying not only to
5Stroy its institutions of higher learning, but also to destroy itself. . . .

"[But] . . . violation of the rights or property of other citizens, on
: off the campus, is plainly wrong. And it is plainly wrong no matter
dw high-minded the alleged motivation for such activity. Beyond that,
lose who claim the right to interfere with the speech, or movement, or
ifety, or instruction, or property of others on a campus and claim
iat right because their hearts are pure or their grievance great destroy
le climate of civility and freedom without which the university simply
innot function as an educating institution."

Can dissent exist
in a climate of
freedom and civility?

r

^

A- 1

N \ 1

W

:;v

1

a

What part should

students have in

running a college?

, j i

vl

THAT "CLIMATE OF CIVILITY AND FREEDOM" ap

pears to be necessary before the colleges and uni
/ D versities can come to grips, successfully, witl
many of the other major issues that will confront them in the decaaj

Those issues are large and complex. They touch all parts of thi
college and university community faculty, students, administrate!
board members, and alumni and they frequently involve large seg
ments of the public, as well. Many are controversial; some are potejl
tially explosive. Here is a sampling:

!> What is the students' rightful role in the running of a college o
university? Should they be represented on the institution's governil
board? On faculty and administrative committees? Should their evalm
tions of a teacher's performance in the classroom play a part in th
advancement of his career?

Trend: Although it is just getting under way, there's a definite mo^
ment toward giving students a greater voic^ in the affairs of mm
colleges and universities. At Wesleyan University, for example, th
trustees henceforth will fill the office of chancellor by choosing frqj
the nominees of a student-faculty committee. At a number of instrn
tions, young alumni are being added to the governing boards, to intd
duce viewpoints that are closer to the students'. Others are adeffl
students to committees or campus-wide governing groups. TeacB
evaluations are becoming commonplace.

Not everyone approves the trend. "I am convinced that represenl
tion is not the clue to university improvement, indeed that if carra
too far it could lead to disaster," said the president of Yale UniversjB
Kingman Brewster, Jr. He said he believed most students were "rj|
sufficiently interested in devoting their time and attention to the runnia
of the university to make it likely that 'participatory democracy' will b
truly democratic," and that they would "rather have the policies of th
university directed by the faculty and administration than by their class
mates."

To many observers' surprise, Harold Hodgkinson's survey of studd
protest, to which this report referred earlier, found that "the hypothel

increased student control in institutional policy-making would
It in a decrease in student protest is not supported by our data at
The reverse would seem to be more likely." Some 80 per cent of
355 institutions where protests had increased over the past 10 years
rted that the students' policy-making role had increased, too.
How can the advantages of higher education be extended to
ler numbers of minority-group youths? What if the quality of their
:ollege preparation makes it difficult, if not impossible, for many
hem to meet the usual entrance requirements? Should colleges
ify those requirements and offer remedial courses? Or should they
itain their standards, even if they bar the door to large numbers
isadvantaged persons?

rend: A statement adopted this academic year by the National
iciation of College Admissions Counselors may contain some clues,
sast 1 per cent of a college's student body, it said, should be com-
d of minority students. At least half of those should be "high-risk"
;nts who, by normal academic criteria, would not be expected to
eed in college. "Each college should eliminate the use of aptitude
scores as a major factor in determining eligibility for admission for
jfity students," the admissions counselors' statement said.
. great increase in the part played by community and junior colleges
so likely. The Joint Economic Committee of Congress was recently
a this projection by Ralph W. Tyler, director emeritus of the Center
Advanced Study in Behavioral Sciences at Stanford, Cal.: "[Two-
colleges] now enroll more than 20 per cent of all students in post-
school institutions, and at the rate these colleges are increasing in
iber as well as in enrollment, it is safe to predict that 1 years from
3-million students will be enrolled . . . representing one-third of
total post-high school enrollment and approximately one-half of all
and second-year students.

fheir importance is due to several factors. They are generally
l-door colleges, enrolling nearly all high school graduates or adults
apply. Because the students represent a very wide range of back-
md and previous educational experience, the faculty generally
ignizes the need for students to be helped to learn."

What about the
enrollment of youths
from minority groups?

R?

*/A

ESSlI-S

UU mm

-~.\\Ul %

"v : Pll \> i - / / i

Negro institutions:

what's their future

in higher education?

What is the future of the predominantly Negro institutions
higher education? 1

Trend: Shortly after the current academic year began, the preside
of 111 predominantly Negro colleges "a strategic national resou
. . . more important to the national security than those producing^
technology for nuclear warfare," said Herman H. Long, president
Talladega College formed a new organization to advance their insfjj
tions' cause. The move was born of a feeling that the colleges w
orphans in U.S. higher education, carrying a heavy responsibility;
educating Negro students yet receiving less than their fair share:
federal funds, state appropriations, and private gifts; losing some]
their best faculty members to traditionally white institutions in the ri
to establish ""black studies" programs; and suffering stiff competit
from the white colleges in the recruitment of top Negro high sch
graduates.

How can colleges and universities, other than those with p
dominantly black enrollments, best meet the needs and demands of n<
white students? Should they establish special courses, such as bb
studies? Hire more nonwhite counselors, faculty members, adnrii
trators? Accede to some Negroes' demands for separate dormif
facilities, student unions, and dining-hall menus?

Trend: "The black studies question, like the black revolt as a whi
has raised all the fundamental problems of class power in American 1
and the solutions will have to run deep into the structure of the insfj
tions themselves," says a noted scholar in Negro history, Eugene
Genovese, chairman of the history department at the University
Rochester.

Three schools of thought on black studies now can be discerned
American higher education. One, which includes many older-generat
Negro educators, holds black studies courses in contempt. AnotI
at the opposite extreme, believes that colleges and universities must
to great lengths to atone for past injustices to Negroes. The th :
between the first two groups, feels that "some forms of black studies
legitimate intellectual pursuits," in the words of one close obser
"but that generally any such program must fit the university's trs
tional patterns." The last group, most scholars now believe, is ILk
to prevail in the coming decade.

As for separatist movements on the campuses, most have run i
provisions of the federal Civil Rights Act of 1964, which bars discri
nation in housing and eating facilities.

What should be the role of the faculty in governing an institnl
of higher education? When no crisis is present, do most faculty nw
bers really want an active part in governance? Or, except for supervis
the academic program, do they prefer to concentrate on their c
teaching and research?

Trend: In recent years, observers have noted that many faci
members were more interested in their disciplines history or phy
or medicine than in the institutions they happened to be working
at the time. This seemed not unnatural, since more and more faci
members were moving from campus to campus and thus had
opportunity than their predecessors to develop a strong loyalty to
institution.

lit it often meant that the general, day-to-day running of a college
iniversity was left to administrative staff members, with faculty
ibers devoting themselves to their scholarly subject-matter,
impus disorders appear to have arrested this trend at some colleges
universities, at least temporarily. Many faculty members alarmed
e disruptions of classes or feeling closer to the students' cause than
Iministrators and law officers rekindled their interest in the institu-
' affairs. At other institutions, however, as administrators and
ses responded to student demands by pressing for academic re-
s, at least some faculty members have resisted changing their ways.
the president of the University of Massachusetts. John W. Lederle,
ong ago: "Students are beginning to discover that it is not the ad-
stration that is the enemy, but sometimes it is the faculty that drags
:et." Robert Taylor, vice-president of the University of Wisconsin,
more optimistic: student pressures for academic reforms, he said,
it "bring the professors back not only to teaching but to commit-
; to the institution."

The faculty:

what is its role

in campus governance?

How can the quality of college teaching be improved? In a

t^m in which the top academic degree, the Ph.D., is based largely
a man's or woman's research, must teaching abilities be neglected!
universities that place a strong emphasis on research, how can studs
be assured of a fair share of the faculty members' interest and attenl
in the classroom?

Trend: The coming decade is likely to see an intensified search

Can the quality an answer to the teaching-"versus"-research dilemma. "Typical Ph

of teaching training is simply not appropriate to the task of undergraduate teadS

be improved? and, in particular, to lower-division teaching in most colleges in!

country," said E. Alden Dunham of the Carnegie Corporation, ii

recent book. He recommended a new "teaching degree," putting

direct focus upon undergraduate education."

Similar proposals are being heard in many quarters. "The spectacii
growth of two- and four-year colleges has created the need for teaci
who combine professional competence with teaching interests, but y
neither desire nor are required to pursue research as a condition of fj
employment," said Herbert Weisinger, graduate dean at the St
University of New York at Stony Brook. He proposed a two-tfi
program for Ph.D. candidates: the traditional one for those aiming
teach at the graduate level, and a new track for students who want
teach undergraduates. The latter would teach for two years in comfl|
ity or four-year colleges in place of writing a research dissertation.

What changes should be made in college and university curricu
To place more emphasis on true learning and less on the attainment
grades, should "Pass" and "Fail" replace the customary grades of Aj
c, d, and f?

Trend: Here, in the academic heart of the colleges and universit
some of the most exciting developments of the coming decade ap|
certain to take place. "From every quarter," said Michael Brick <
Earl J. McGrath in a recent study for the Institute of Higher Educaj
at Teachers College of Columbia University, "evidence is suggest

t the 1970's will see vastly different colleges and universities from
Se of the 1%0's." Interdisciplinary studies, honors programs, inde-
ident study, undergraduate work abroad, community service proj-
i, work-study programs, and non-Western studies were some of the
ovations being planned or under way at hundreds of institutions.
Hading practices are being re-examined on many campuses. So are
v approaches to instruction, such as television, teaching machines,
guage laboratories, comprehensive examinations. New styles in class-
ms and libraries are being tried out; students are evaluating faculty
mbers' teaching performance and participating on faculty committees
more than 600 colleges, and plans for such activity are being made
leveral-score others.
Jy 1980, the changes should be vast, indeed.

i I BETWEEN NOW AND THE BEGINNING of the next

S^. K->/ ( ) J decade, one great issue may underlie all the others
J U and all the others may become a part of it.
ien flatly stated, this issue sounds innocuous; yet its implications

so great that they can divide faculties, stir students, and raise pro-
nd philosophical and practical questions among presidents, trustees,
mni, and legislators:

What shall be the nature of a college or university in our society?
Until recently, almost by definition, a college or university was
epted as a neutral in the world's political and ideological arenas;
dispassionate in a world of passions; as having what one observer
led "the unique capacity to walk the razor's edge of being both in
i out of the world, and yet simultaneously in a unique relationship
h it."

rhe college or university was expected to revere knowledge, wher-
:r knowledge led. Even though its research and study might provide

means to develop more destructive weapons of war (as well as life-
ring medicines, life-sustaining farming techniques, and life-enhancing
ellectual insights), it pursued learning for learning's sake and rarely
;stioned, or was questioned about, the validity of that process.
ITie college or university was dedicated to the proposition that there
re more than one side to every controversy, and that it would
jlore them all. The proponents of all sides had a hearing in the
idemic world's scheme of things, yet the college or university,
:ltering and protecting them all, itself would take no stand.
Today the concept that an institution of higher education should be
ltral in political and social controversies regardless of its scholars'
sonal beliefs is being challenged both on and off the campuses.
rhose who say the colleges and universities should be "politicized"
;ue that neutrality is undesirable, immoral and impossible. They say
; academic community must be responsible, as Carl E. Schorske,
rfessor of history at the University of California at Berkeley, wrote in
blications of the Modern Language Association, for the "implications
its findings for society and mankind." "The scholar's zeal for truth
shout consequences," said Professor Schorske, has no place on the
npus today.
Julian Bond, a Negro member of the Georgia state senate, argued

One great question
will tower above
all others

point thus, before the annual meeting of the American Council on
:ation :

Aan still makes war. He still insists that one group subordinate its
es and desires to that of another. He still insists on gathering
:rial wealth at the expense of his fellows and his environment. Men
nations have grown arrogant, and the struggle of the Twentieth
ury has continued.

^nd while the struggle has continued, the university has remained
f, a center for the study of why man behaves as he does, but never a
;r for the study of how to make man behave in a civilized
aer. . . .

Jntil the university develops a politics or in better terms, perhaps,
this gathering a curriculum and a discipline that stifles war and
:rty and racism, until then, the university will be in doubt."
eedless to say, many persons disagree that the college or university
Id be politicized. The University of Minnesota's President Malcolm
s stated their case not long ago:

vlore difficult than the activism of violence is the activism that
S to convert universities, as institutions, into political partisans
lping for this or that ideological position. Yet the threat of this
L of activism is equally great, in that it carries with it a threat to
unique relationship between the university and external social and
ical institutions.

Specifically, universities are uniquely the place where society builds
:apacity to gather, organize, and transmit knowledge; to analyze
clarify controverted issues; and to define alternative responses to
:s. Ideology is properly an object of study or scholarship. But when
ecomes the starting-point of intellect, it threatens the function
uely cherished by institutions of learning.

. . It is still possible for members of the university community
acuity, its students, and its administrators to participate fully and
y as individuals or in social groups with particular political or ideo-
:al purposes. The entire concept of academic freedom, as developed
3ur campuses, presupposes a role for the teacher as teacher, and
scholar as scholar, and the university as a place of teaching and
ling which can flourish free from external political or ideological
traints.

. . Every scholar who is also an active and perhaps passionate
en . . . knows the pitfalls of ideology, fervor, and a prion truths
he starting-point of inquiry. He knows the need to beware of his

biases in his relations with students, and his need to protect their
inomy of choice as rigorously as he would protect his own. . . .
Like the individual scholar, the university itself is no longer the
assionate seeker after truth once it adopts controverted causes
:h go beyond the duties of scholarship, teaching, and learning. But
ke the individual scholar, the university has no colleague to light the

of debate on controverted public issues. And unlike the individual
liar, it cannot assert simply a personal choice or judgment when
iters the field of political partisanship, but must seem to assert a
K>rate judgment which obligates, or impinges upon, or towers over
:t might be contrary choices by individuals within its community.

Should colleges
and universities take
ideological stands?

"To this extent, it loses its unique identity among our social institu-
tions. And to this extent it diminishes its capacity to protect the climate
of freedom which nourishes the efficiency of freedom."

WHAT WILL THE COLLEGE OR UNIVERSITY be like,

if it survives this tumultuous decade? If it comes
' to grips with the formidable array of issues that
confront it? If it makes the painful decisions that meeting those issues
will require?

Along the way, how many of its alumni and alumnae will give it the
understanding and support it must have if it is to survive? Even if they
do not always agree in detail with its decisions, will they grant it the
strength of their belief in its mission and its conscience?

Illustrations by Jerrv Dadds

The report on this and the preceding
pages is the product of a cooperative i
deavor in which scores of schools, c
leges, and universities are taking part,
was prepared under the direction of t
persons listed below, who form

TORIAL PROJECTS FOR EDUCATION, a IK

profit organization informally associal
with the American Alumni Council. T
editors, it should be noted, speak J
themselves and not for their institutioi
and not all the editors necessarily agj
with all the points in this reports
rights reserved; no part may be repi
duced without express permission.
Printed in U.S.A.

DENTON BEAL

Carnegie-Mellon University

DAVID A. BURR

Tlie University of Oklahoma

MARALYN O. GILLESPIE

Swarthmore College

CORBIN GWALTNEY

Editorial Projects for Education

CHARLES M. HELMKEN

American Alumni Council

ARTHUR J. HORTON

Princeton University

GEORGE C KELLER

State University of New York

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

Wcsleyan University

ROBERT B. RENNEBOHM

University of Wisconsin Foundatiod

ROBERT M. RHODES

The University of Pennsylvania

STANLEY SAPLIN
VERNE A. STADTMAN

Carnegie Commission on Higher]
Education

FREDERIC A. STOTT

Phillips Academy (Andover)
FRANK J. TATE

The Ohio State University ]

CHARLES E. WIDMAYER

Dartmouth College

DOROTHY F. WILLIAMS

Simmons College

RONALD A. WOLK

Brown University

ELIZABETH BOND WOOD

Sweet Briar College

CHESLEY WORTHINGTON

lass of 1920 Holds a Refreshing Fiftieth

By MARGERY MOORE MACAULAY

lumnae weekend was a most unforgettable occa-
for the seventeen who could attend the various

ires planned for their enjoyment. Some attended
'Conversation with Dean Rusk" on the evening

\pril 10. After a short introductory talk by
Rusk, students asked pertinent questions about

d affairs. His answers were interesting, enlighten-

and non-partisan.

n Saturday the out-of-towners were amazed to see
many changes on the campus. Fourteen attended
luncheon and were presented gold Agnes Scott
charms. Later the hospitality of the Alstons was
yed at a lovely tea in the President's home.

he high-light of the day was the buffet dinner at
Mclntyre Beall's house given the visitors by the
I members of the class. Mildred Woodward Brew-
and Elizabeth Reid Lebey assisted Lois in plan-
, preparing and serving a delicious meal. The cen-
table decoration was a work of art by Elizabeth
:y a silver platter holding two cakes dated 1920
1970 surrounded by real lilacs. Reminiscing was
entertainment. Silhouttes, memory books and ko-
albums went the rounds, and items of pictures
clippings were exchanged as well as bits of news,
gret notes" from several classmates were read. Mil-
Goodrich was to be on a tour of the Orient at the
Previous commitments prevented Anne Houston
es and Beth Allen from coming. It was illness for
lelia Hutton Shires, and Lillian Patton was re-
ring from surgery. Press of duties kept Romola
is Hardy in Charlotte, and distance was the excuse

of Laura Stockton Molloy Dowling of New York and
Jane Walker Wells of California.

Marion MacPhail from Frederick, Md. and Rosa-
lind Wurm Council from Brandon, Fla. came the
greatest distances. Julia Hagood Cuthbertson from
Charlotte, Louise Abney King from Birmingham,
Gertrude Manly Jolly from Dalton, Elizabeth Moss
Harris from Asheville, Margaret Winslett from Chatta-
nooga and Frances Simpson Few from Madison were
all glad to have made the effort. And it was effort
for some who suffer from arthritis, cataract operations
and other ailments common to any who have gradu-
ated fifty years ago!

The members of the class who live in the Atlanta
area are Margret Bland Sewell. Louise Johnson Bla-
lock, Elizabeth Lovett, Lois Maclntyre Beall, Eliza-
beth Marsh Hill, Margery Moore Macaulay, Elizabeth
Reid Lebey, Louise Slack Hooker, and Mildred Wood-
ward Brewster. It was fun for them to see the others
who came. For old times' sake some stayed over and
attended services at the Decatur Presbyterian Church
on Sunday.

All were saddened by the news of the recent deaths
of Ruth Crowell Choate and Clifford Holtzclaw
Blanks' husband, James W. Blanks. Our special sym-
pathy goes to these families.

The snapshots made at the dinner of small groups
will be evidence that some have changed very little
in spite of fifty useful, happy years. And we shall
cherish the memory of our "golden" Agnes Scott
Anniversary.

DEATHS

Institute

Mamie Cook Hardage Kirk (Mrs. Fleetwood R.),
March, 1970

Academy

Margret Grace Moyer, date unknown.

1906

Annie C. King, April 22, 1970.

Adalene Dortch Griggs (Mrs. William), Dec, 7,

1969.

1912

Cornelia E. Cooper, sister of Laura Cooper Chris-
topher '16, Belle B. Cooper '18 (deceased), and
Alice Cooper Bell, '20 (deceased), May 10, 1970.

1913

lean Tucker '43, daughter of Lavalette Sloan
Tucker, Dec, 1969.

1916

A C Bryan, brother of Mary Bryan Winn, March
16, 1970

1917

Grace Coffin Armstrong (Mrs. William R.t, April

22, 1970.

Martha Dennison, March 9, 1970.

Bessie ("Betty"! Foster Harsh (Mrs. W. U, April

10. 1970.

1920

Ruth Crowell Choate (Mrs. |. L), March 27, 1970
lames W. Blanks, husband of Clifford Holtz-
claw Blanks, March 19, 1970.

1927

Anna Margret (Margie! Wakefield, May 9, 1970.

1930

Oliver J. Deex, husband of Eleanor Bonham Deex

1931

George Wheaton. husband of Jeannette Nichols
Wheaton, June 29, 1969.

1933

Robert M. Reynolds, husband ol Rosalind Ware
Reynolds, March 21, 1970 in a car accident.

1935

Dr. Gene Nardin, husband of Jennie Champion
Nardm, April 11, 1970.

Ann Mitchell Simpson (Mrs James J), mother
of Mane Simpson Rutland, Feb. 20, 1970.

1937

Mary ("Faxie"! Stevens Preston (Mrs. Charles P.),
July 26, 1969

1940

Barbara Brown Fugate (Mrs. Wilbur L), sister
ol Mildred Brown Claiborne, '39, March 11, 1970.

1943

Pamela Price, daughter of Ann Flowers Price,

in an aulo accident, May 2, 1970.

Mrs E C. Frierson, mother of Anne Fnerson

Smoak, Nov. 7, 1969.

Jean Tucker, daughter of Lavalette Sloan Tucker

'13, Dec, 1969.

1945

Dr Lucien V. Dyrenforth, Sr , father of Dorothy
Dyrenforth Gay, Jan. 22, 1970

1946

Miriam Cary tsorwood (Mrs. Samuel W.), Feb. 28,
1970

1953

Gerald Garrard, father of Mary Anne Garrard
Jernigan and Betty Garrard Saba '59, March 4,
1970.

1954

Carl S. Promnilz, lather of |udy Promnilz Marine
and Carol Prommtz Cooper '59, Jan., 1970.

1958

Freeman R Hathaway, lather of Jo Hathaway
Mernman, Dec 10. 1969.

Greg McLendon, age six, son of Grace Robertson
McLendon, March 28, 1970.

1932

Minnie Lee Thompson, mother of pMinam Thomp-
son Felder, April 9, 1970.

1959

Mrs. Cecil lohnson, mother of Rosalind Johnson
McGee, Feb. 2 197Q

SUMMER, 1970

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Agnes Scott's academic
procession forms under
Dana's soaring arch, for
Agnes Scott's first outdoor
commencement which took
place on the Quadrangle on
the side of Presser Hall and
in front of Campbell Hall.

The untimely death of Ann Worthy Johnson, Dire
of Alumnae Affairs and Editor of the Quart*
occurred just as this issue went to press. Her
column appears on the inside back cover. A tril
to her will appear in the Fall Edition.

THE ALUMNAE QUARTERLY VOL. 48 N<

CONTENTS

Speaking Out: Letters to the Editor 1

Overseas Living Martha Jane Morgan Petersen '57 2

A Time for Feeling Good: The Agnes Scott Fund 1969-1970 5

Alumnae Weekend: A Time for Renewal and Reminiscence 8

Why Separate Education for Women is Sound Dr. David B.

Truman 15

Faculty Tribute to P. J. Rogers, Jr. 18

A Brief Intermission for Adoption Alice Beardsley Carroll '47 19

Class News Sheila Wilkins Dykes '69 20

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.
Second class postage paid at Decatur, Georgia 30030.

Photo Credits

FRONT AND BACK COVERS, pp. 7, 8, 9, 12, 13, 14, 1
19, 24, Rogers and Special; pp. 5, 6, 8, 13, 14 Virj
Brewer; p. 27 Bill Wilson, Atlanta lournal-Constitutior
p. 22 Girl Scouts of the U.S.A.; p. 25 Pan American
Airways.

he last couple of weeks I have
going selectively through my

s of magazines. But when I
to the Agnes Scott Quarterlies

ted rereading.

believe I have enjoyed them
than when they first arrived,
want to compliment you on
selection of interests and the

jualities. They are truly thought

iicing and of such delightfully

1 scope.

lank you and Agnes Scott for

vonderful gift. I shall put them

safe place for another reread-

Martha Rogers Noble 1914

/ays look forward to the arrival
e Alumnae Quarterly with news
assmates, friends and pertinent
les. 1926 news is pushing ever
:r to the front line,
ongratulations on the Spring
ssue excellent and Catherine
shall LeSourd's article so aptly
esses what my four years at
' meant to me.

Helen Bates Law 1926

it my ASC ('66) ring and I'm
>ure I can live without it! Would
: possible to order a new one?

got my Ph.D. from Stanford
ine and will be teaching philoso-

at LSU in New Orleans this
Do tell the New Orleans Alum-

nae Club that they have a new
recruit in town. I am anxious to
meet other Agnes Scott alumnae in
the area.

All the news about Scott that
has come my way has been very
encouraging. Having attended a
large university for the past four
years, I am still firmly convinced
that there is an important and in-
tegral place in our society for a
women's college. Keep up the good
work.

Deborah A . Rosen 1 966

I am serving as Director of Christian
Education in a church which serves
the American Community of Ge-
neva.

I have agreed to be a class agent
and will be glad to continue as such
if mailing to Europe doesn't make
it difficult for your office.

I am not certain as to the purpose
of the Agnes Scott Alumnae Jour-
nal, but I have been very disap-
pointed in that it gives very little
insight into the dialogue that I feel
must be occurring on campus. I
work with a number of extremely
intelligent girls who frequently
question me about Agnes Scott, but
from the provincial feel of the
articles in the Agnes Scott Alumnae
Journal I do not feel free to highly
recommend the college. Yet from
my experience at Scott I feel the

institution must have continued its
struggle to be relevant to the needs
of the student and the community
and to keep alive a real spirit of
jearning conducive ta growth. I
would be most grateful for articles
by students, faculty, and administra-
tion which deal with areas in which
stimulating debate and questioning
are occurring.

Garnett E. Foster 1964

As usual, it was most enjoyable to
read the Quarterly. I do have a
question though would it be pos-
sible to give some sort of explana-
tion in the deaths. Emory says
"after a long illness," "in an acci-
dent," etc. It is frustrating to see
about a friend's death and have no
idea of the details. Jane Davidson
Tanner's ('55) death is the latest
example. You may have good rea-
son for your policy, and if so, that's
fine.

We surely did enjoy having Julia
Gary for our Founder's Day speak-
er. It was interesting to catch up on
the campus activities.

Virginia Love Dunaway 1 956

Editor's policy is to publish cause
of death if it is given, for example,
in a newspaper notice. Most often
cause is unknown to us.

Overseas Living:
Challenges and Compensations

by Martha Jane Morgan Petersen '57

For the last year and a half I've
been doing something shocking. I
haven't joined the hippies, either. Nor
have I deserted my husband and
children, or taken up yoga. I haven't
even become Pale Ash Blonde. The
name of the game is Culture Shock.

Dr. John A. Tumblin. Jr. of Agnes
Scott's Economics and Sociology De-
partment described culture shock in
the Spring 1966 Alumnae Quarterly.
Entitled "On Doing Something Shock-
ing", his article described culture
shock as that jolting experience we
go through when we move to another
country where customs, food, speech
and attitudes of another culture have
to be learned. He pointed out that such
an experience, earthshaking as it is,
enables us to re -evaluate our society
and ourselves. To Agnes Scotters, Dr.
Tumblin commended doing something
shocking, stating that only a small
minority of the College's graduates
had done what he proposed.

I'm one of that minority, currently
going through the final stages of cul-
ture shock after a year and a half of
living in West Africa. In fact, the
present shock is the third one endured
in nine years of marriage. And I'm
expecting a fourth episode of the same
in 1971. Maybe it will be the last one,
but I say that advisedly, knowing my
family. I can testify that overseas
living shakes up, re-arranges and oc-
casionally hurts. But it has small joys
and compensations, too. For every
apple missed, a succulent mango or
pomelo takes its place. An evening of
African drumming replaces an eve-
ning at the symphony. But I'm getting
ahead of myself.

The first shock took place in Taiwan
in 1962 where my husband and I
served as Presbyterian U. S. mission-
aries for three years. It meant, pri-
marily, trying to decipher the in-
scrutable Chinese and their more in-
scrutable tonal language. But there
were other angles, some more trau-
matic than others. Like the time the
bus driver braked unexpectedly,

Mrs. Harry F. Petersen, III

flinging us down the aisle of the bus,
against seats and other people, in-
juring our legs and dignities, and set-
ting up gales of laughter among the
Taiwanese passengers. ("Why don't
these people learn how to drive? Why
do they have to laugh at us?" ) Or
nursing our three week-old son as
a 125 mile-per-hour wind tore loose
our gate, power lines, porch screen-
ing and roof tile in Taiwan's worst
typhoon in 50 years. ("Why couldn't
I have had our firstborn in a more
civilized place?") Being asked to lead
a 120-voice choir, assist the girls in
practicing the pump organ, and teach
Engl'sh conversation in a Presyterian
Bible school because no one else was
available. ( "But I don't have any train-
ing or talent to do these things!")
Finding that we were veritable chil-
dren again, depending on others to
show us where to go, what to buy and
eat, and to interpret language and
customs for us. ("Will we ever be
autonomous adults again?") Being in-
cessantly stared at, followed, poked,
laughed at, quizzed, called "Big nosed
American" (as are all Caucasians),
commented on because my manner,
speech, dress, appearance and even

smell! acutely contrasted to thei
("Leave me alone. Can't I ever ha
any privacy? Can't I be me?") Ada
ing to common street odors of hum
manure, incense and rancid cooki
oils; to congestion and confusion
one of the world's most densely pc
ulated countries; to mosquito nets a
walled-in, window-barred houses;
bi-annual cholera shots, pedica
chopsticks and earthquakes.

On the heels of Taiwan's shocki
experiences just as I was beginni
to love the Island Beautiful cai
Culture Shock II. It took me co
pletely by surprise for it happer
upon returning to the U. S. in 19(
It consisted of being abruptly pluck
up and plunked down into a W
Virginia town where I for the first ti:
in five years of marriage faced hou
work completely on my own. Fac
it suddenly with two children un<
two didn't help a bit, either. Add:
insult to injury was the frustration
not speaking Adult English to a si
all day long, month on end. Everyo
including Husband, stayed much
busy. The daily routine meant era
m:ng one's life full of going and doi
There seemed to be no time, or incli
tion even, for a chat, a visit, a disc
sion for getting to know anyone
felt a stranger in my own country.

In August 1968 we came to Gha
West Africa and Culture Shock
This shock climaxed the others. 1
culmination of four factors made
so, I do believe: 1 ) our being
strikingly white and everybody else
strikingly the opposite; 2) not kn<
ing another compatriot upon arri
whom we would commiserate w
3 ) the presence of children this
'round which in itself causes one
be twice as sensitive to environrnei
conditions; and 4) we were just
years older.

Looking back on those first moo
in Ghana, we, at this stage of
game, can finally laugh about it. W
we arrived at the airport we had
idea that we would be met. (Wo

THE ACNES SCOTT ALUMNAE QUARTI

idy care that we had come or
Well, we were, thank goodness,
iduate of the University wnere
A'as to be chaplain welcomed us.
! ensuing days, he took complete
e of us and by no small miracle
:d to know what four flounder-
hite people needed. He became
saver in a huge sea of unfamiliar-
,Ve were immediately brought
house in Cape Coast, some two
away from the airport. The
was temporarily furnished by
Iniversity, complete with linens,
ng utensils, and two cooks for
days-. Our friend, having access
meone else's car for a week,
i us around town introducing
the bank, stores, market, the
:, beach and the University. But
le had to return the car, meaning
wldn't come around so often,
the cooks leaving on top of that,
)ttom sort of dropped out.
ving gone through culture shock
;, we knew one of the best cures
Getting Out and About. Meeting
e, learning about the culture, etc.
'e couldn't. At least not all of us
ce, for we feared that if we left
ouse with no one in it. thieves
I clean us out. Pete usually ven-
forth for food or to see if
me remote chance any mail had
for us at the University, three
away. I stayed behind, and with-
few days, I imagined myself on
; Arrest. This lasted for almost
;eks. For ages we had absolutely
ig to do. Books, sewing, projects,
es, toys remained in the freight
i arrived quite some time after
id. We had no telephone, no
aaper, no TV, no radio, no
iar, and we hardly knew which
t was. We had no access to any
bors, being set apart on a lone-
knoll with nothing but a gorgeous
to ease the pangs. We knew no
1 this overgrown village of 50,000
t our one friend, and we began
nk we comprised the total white
ation.

hough we knew the lull would
pass, it shattered us, neverthe-
to be so suspended from our
al occupation, stripped of iden-
sossessions and work. We began
:ntify with Swiss Family Robin-
as we discovered, adapted, in-
d and got through one day at a
Family cooperation mounted
all-time high, for we had only
Ives and God to rely on. our-
i to do things with, and our-

selves to reflect upon ourselves. But
things picked up eventually. Hiring a
steward released us from house -watch-
ing. A family moved into the apart-
ment downstairs from us. Our freight
arrived. School started in October.

That's not to say Culture Shock
never rears its ugly head anymore.

The Petersen's sent thib picture of the
family in Cape Coast, Ghana.

Ghana remains full of surprises,
pleasant and otherwise. The day to
day round confronts you with careen-
ing mammie wagons and hovering
vultures; 300 year-old slave castles
that imprisoned the ancestors of
American blacks in tomb-like dun-
geons; mud huts without windows,
furniture, lights, or toilets. And al-
ways the reminder that you are a
buroni (white man), the word that
scores of dancing black children yell
in your ears as they touch your pale
skin and feel your straight hair. Ghana
offers unforgettable experiences, too.
Such as the day the local stores run out
of eggs, sugar, powdered milk and
rice all at once, and you wonder what
will you eat. Or when Pete was bitten
by a monkey, and I had to give him
a total of 38 anti-rabies shots with the
nearest reliable medical support in
Accra, 90 miles away. Or as happens
every week the market women chide
me indignantly for not knowing a
sensible price on anything. When we
discover that our kindly, hard-working
steward who had won our hearts was

stealing our clothes right under our
noses. And especially when 1 pick up
an old issue of McCalls and am jolted
into the fact that I did once live in
a world of convenience foods, total
electric homes and Vogue patterns.

But you do survive: in spite of
culture shock, homesickness, the Un-
known, living out of suitcases and
trunks ad nauseam. During the first
year overseas, the lack of everything
you're accustomed to hits you hardest.
You can't find this or that in the
stores, and it takes a half a day to
buy a bottle or track down a set of
glasses. (But it did in Atlanta, too.
what with all the traffic!) You miss
food, conveniences, little pleasures.
Like fresh peaches, paper towels and
the glow of Autumn. You are hyper-
sensitive to being different, and being
the object of beggars and merchants
who regard you as Mrs. Money Bags.
You feel dependent and useless,
thinking your interests and training
cannot fit in, until you stick your neck
out to find something to do. But then.
one bright day you realize that culture
shock is on the wane. Knowing that
it hits everyone who ventures overseas
comforts you a little. Then you don't
feel that you are being singled out
for abuse or confusion though you
may have pondered whether you are
slipping into a state of paranoia.
Knowing that it is temporary and will
soon be over helps, too. (Just like the
dear soul who said her favorite Bible
verse was "And it came to pass ..."!)
Agnes Scott pounded me with "Don't
jump to conclusions. Document your
evidence." Cornell University nursing
s.-hool flooded me with "All behaviour
is motivated" and "Each individual is
of infinite worth." These gems of
wisdom have borne me through many
a hairy experience. Moreover, the
assurance that God who has led us to
foreign shores continues to sustain us
drains from culture shock some of
its demoralizing havoc.

Basically, the separation from
friends and family in overseas living
hits the hardest. It pains you even
more when grandparents cannot enjoy
the nearness of their grandchildren.
People you love far outweigh any-
thing else: possessions, location, work,
climate. I learned in part something of
Pearl Buck's experience. Having to
abruptly evacuate from China, leav-
ing all her worldly possessions behind,
she wrote: "Nothing was ever as

(continued on next page)

Overseas Living

(continued)

valuable to me again, nothing that is,
in way of place, or beloved objects,
for I knew now that anything materia]
can be destroyed. On the other hand,
people were more important than ever,
and human relationships more valu-
able."

It's this emphasis on persons plus
getting acquainted with local customs
and culture that rush in to fill the
void, compensating in part for the
loved ones you miss. Suddenly when
you're sitting in Taipei's Golden
Dragon Restaurant you delightfully
discover how delicious Chinese food
s and how eating with chopsticks
makes perfect sense. You venture into
another world of art and beauty as you
learn to stroke a bamboo painting in
the home of a gracious talented lady
from Peiping. You gradually feel some
of the hopes and frustrations of today's
Chinese peoples through your ac-
quaintance with a seminary professor,
the eager student whom you tutor in
English at your dining room table, the
newly married nurse who washes
babies beside you in the hospital nurs-
ery. And here in Ghana, you un-
expectedly find yourself At Home as
you walk down the palm-shaded road
calling and answering in the Fanti
dialect to the barefooted women in
the village pounding fu-fu in their
mortars. Or, in a discussion on mar-
riage, you are taken into the con-
fidence of eager university girls and
learn that in spite of backgrounds of
polygyny and the extended family
unit, their aspirations in marriage
resemble your own.

Both the Chinese and African
societies emphasize the importance of
people, the most valuable lesson I've
learned while abroad a lesson fast
disappearing in our own society of
traffic jams and Zip codes. Relation-
ships among persons supersede every-
thing else. Confucius classified and
defined those between father and son,
friend and friend, teacher and pupil
so that each member of society knew
what was expected of him. In the
U. S., we are achievement oriented;
in Ghana, they are person oriented.
Evidence of this can be found in
Ghanaians' care to greet another per-
son. If you fail to do so, you are
virtually saying that person does not
exist. If one member of society has a
need, whether he is poor, orphaned.

sick or aged, the family rallies strong-
ly around him to offer support. For
this reason, homes for the aged and
the orphaned, or welfare agencies
have no place in either the traditional
African or Oriental societies.

With the emphasis on personalism
in the societies around me, I find that
I can participate in and appreciate
the emphasis as well. With less dis-
tractions, with less things to occupy
myself, along with a slower pace of
life, I too, can enjoy knowing and
being with people whether they be
local nationals, fellow expatriates or
missionaries, or my own family.
Families become more consolidated
overseas. Children grow up learning
that friendships transcend skin color
and traditions. Friends have more time
for each other. Opportunities exist to
minister to others or to kindle the
latent creativity within yourself. Your
adventure is tested when you find
yourself doing things you've never
dreamed of doing in a dozen years.
Your faith grows as you discover
God's continuing support outside the
bounds of the secure "Great Society"
you once lived in. Aside from my
work and just being a missionary,
compensations abound for myself
and for anyone venturing overseas.
I would trade nothing for our sojourns
abroad, shocking though they have
been.

Each time that we have gone
abroad, I have expected to contribute
something in a small way, to help out.
to minister to. But instead. I have
been overwhelmed with lessons Orien-
tals and Africans have taught me.
Still, they want to learn of me and
copy my technology, my gadgetry, my
fads and fashions. They want to lay
aside time-honored traditions for the
sake of progress and education. I want
to shout to them: Stop. Don't get
caught in the inevitable Rat Race that
we have. Don't slight people. We
need your tradition, your perspective.
But progress rushes madly on sweep-
ing up man, woman and child from all
walks of life, trampling over much of
the good that they could contribute to
our depersonalized world.

It's to a depersonalized world in
the U.S.A. that I will be returning
in 1971. Then, zap: Culture Shock IV
will hit head on. The same thing will
happen as it did when we returned
from Taiwan. I will again feel like
a foreigner among my own kind, long-
ing to get to know people. To do more
than jostle each other at a check-out

counter. To go beyond the small
stage with acquaintances.

What is the answer? It's not
to find. Escape to Exotica, as tei
ing as that seems, solves nothing,
demands involvement, especially if
takes his heritage, his faith, his citi
ship seriously. I remember as a stui
at Agnes Scott sitting on the dii
hall steps singing dreamily with cl
mates out over a darkening cami
"... I'd like to leave it all bel
and go and find, a place that's km
to God alone, and let the rest of
world go by." But we knew e
then as we sat there escape appes
out of the question. For our del
into history, philosophy and Eng
our encounters with writers, sc
tists, theologians and linguists
relationships with roommates, frate
ty men, surrounding Atlantans,
faculty and family members compl
ly erased such wistful dreaming

Nor does demolishing what 1
us provide an answer. We can't I
cott all clubs and activities bee:
they take up our time. We can't th
out the One Eyed Monster because
are hopelessly glued to it. Nor
out the telephone because of its
tinual interruptions. Why can't
use our modern gadgets, our
standard of living to our advantt
Why should they aid and abe
frantic, running-in-circles life? K
one inevitably accompany the otl

In his book. The Harried Lei.
Class, Steffan Linder diagnoses
trouble of our times as "pleas
blindness": too much to choose fr
We stay confused and fragmer
in trying to choose between all
available commodities and possessil
They, in the end, possess us. In o
seas living the lack of things
occupations precludes a choice,
some extent, as to what to do or I
The lost arts of listening, enjoy
meditating and being revive thi
selves.

When we return to America,
be ladened with relics of our Afri
sojourn. Anyone visiting my h 1
will assuredly find African masks
drums along with Oriental scrolls
figurines from Taiwan. But I h
to bring far more. By narrowing d(
the choices of what to own and wl
to go, by refusing to be swam
with things and doings, I hope
retain the focus on people far ill
than I have in the past. To empha
in our American environment the ]
sonalism I have found overseas.

THE ACNES SCOTT AUJMNAE QUART!

A Time For Feeling Good

THE AGNES SCOTT FUND 1969-1970

a year when many factors in
ition made voluntary financial
rt of some college and uni-
es suffer severely, alumnae
: justifiably proud of what you
>r Agnes Scott College. From
1, 1969 to June 30, 1970,
alumnae donors (almost
) contributed more dollars
),000) to the Agnes Scott
than the totals in any previous
)f the Annual Giving Program,
this is a time for feeling good,
the individuals who made this
lid report possible. As you
the following pages, please
that the College and Alumnae
iation offer you hearty thanks
;ongratulations for a job ex-
ly well done. Each donor

proved her belief in the kind of
education for women maintained on
this campus, and each gift, no mat-
ter what its size, helps immeasurably
in sustaining "the Agnes Scott way
of life."

Special kudos go to the volunteer
fund workers, the Class Chairmen,
their Agents, and the members of
the Special Gift Groups. These
were the true toilers in the vineyards
of the Fund organization, and in
their efforts lie the reason for the
success story of the 1969-70 Agnes
Scott Fund. Behind them at each
stage of their work stood the staff
in the Alumnae Office and the
Development Office on campus, and
behind the staff stood competent
professional guidance.

For those alumnae not involved
in the "dailies" of Fund organiza-
tion, a quick explanation may help
interpretation of the Fund Report.
An alumna in each class (except
those classes which have celebrated
the fiftieth reunion ) is invited to
serve as Class Chairman. She asks
classmates to serve as Agents, and
Agents write assigned classmates
for contributions. The Special Gifts
Chairman writes selected alumnae
inviting them to make leadership
gifts. The College backs up these
busy people with special mailing
pieces to inform alumnae of Agnes
Scott's financial needs. Now on to
an even better 1970-1971 Agnes
Scott Fund!

The Agnes Scott Fund 1969-1970
ANNUAL GIVING PROGRAM FINANCIAL

July 1, 1969 June 30, 1970
ANNUAL FUND CAPITAL FUND*

REPORT

TOTAL

Paid

Paid

Number
Con-
tributed

Amouni
Con-
tributed

Number

Amount

Number

Amount

2,976

120,037.2

Alumnae

2 912

98,100.79

64

21,936.50

Parents

and

Friends

161

26,737.45

33

179,775.22

194

206,512.6

Foun-
dations

24

57,353.50

5

280,000.00

29

337,353.5

Business
and

See**
Below

See**
Below

See**
Below

Industry

53,890.44

5,000.00

58,890.4

TOTAL

3,097

236,082.18

102

486,711.72

3,199

722,793.9

Capital contributions reflected in this report are new gilts received since July 1, 1969, 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.

To help you interpret this financial report: 1. The
Agnes Scott Fund is composed of all contributions to
the college within a given fiscal year, July 1-June 30.
2. Unrestricted gifts, listed under Annual Fund, are
used for the college's current operating budget. Gifts

designated by the donor for restricted uses, listed
Capital Fund, are added to the college's pern
funds, or Endowment. 3. Alumnae particip
32.3%. 4. Alumnae average gift: $40.00.

Class Giving Record
July 1, 1969 June 30, 1970

Percentage

Number

of Class

Contributed Contributing

Amount

>r Guard 175

*

$ 8,830.00

15

51

409.00

13

22

236.32

18

22

584.00

69

55

2,571.26

30

31

813.00

44

29

2,701.00

42

32

2,350.00

51

40

2,199.50

49

38

2,265.38

57

37

4,156.45

48

38

2,813.15

67

42

14,616.70

47

35

2,096.00

46

42

7,263.25

58

47

4,373.00

48

38

2,261.00

48

40

2,895.00

48

40

3,874.00

50

35

2,460.63

43

36

1,482.00

49

34

1,789.60

51

36

1,839.97

51

32

1,585.50

56

36

2,696.00

58

39

2,758.20

41

32

1,434.00

Percentage

Number

of Class

Class

Contributed Contributing

Amount

1944

47

30

1,214.50

1945

56

38

2,201.00

1946

58

34

2,163.00

1947

59

35

1,876.30

1948

63

40

1,708.00

1949

63

37

1,290.00

1950

54

37

1,270.00

1951

52

31

1,387.22

1952

47

29

3,718.46

1953

57

43

1,092.75

1954

44

34

843.00

1955

55

36

1,434.95

1956

(,()

37

1,532.76

1957

84

4')

2,561.92

1958

66

39

1,521.00

1959

79

47

1,493.10

1960

60

34

1,056.26

1961

85

47

2,802.34

1962

55

28

1,412.00

1963

62

31

1,325.00

1964

45

23

656.58

1965

55

28

932.90

1966

58

28

1,229.00

1967

64

34

897.70

1968

64

32

847.50

1969

78

33

649.37

1970

5

240.00

1971

4

20.00

Honor Guard is composed of INST through 1911, 1913, and 1915
gh 1919. Percentage of Class Contributing is not available for these
s because they were contacted as a group by the Honor Guard
man, Mary Wallace Kirk '11.

Special Gift Groups, 1969-1970

TOWER CIRCLE

Ruth Anderson O'Neal '18
Mary Jane Brewer Murkett '52
Ida Brittain Patterson '21

Mary Duckworth Gellerstedt '46
Diana Dyer Wilson '32
Martha Eskridge Ayers '33

Dorothy Brown Cantrell '2
Sis Burns Newsome '57
Dora Ferrell Gentry '26
Sarah Flowers Beasley '24

Ethel Freeland Darden '29
Sarah Handley '41
Quenelle Harrold Sheffield '23
Louise Hollingsworth Jackson '32
Betty Lou Houck Smith '35
Mary Keesler Dalton '25

Isabel 1e Leonard Spearman '29
Marie Scott O'Neill '42
Jackie Simmons Cow '52
Marie Simpson Rutland '35
Willie Smith '27
Julia Thompson Smith '31

Colonnade Club

Elinor Hamilton Hightower '34

Lou Pate Koenig '39

Hyta Plowden Mederer '34

Margaret Rowe Jones '19

Carrie Scandrett '24

Virginia Shaffner Pleasants '30

Ruth Thomas Stemmons '28
Mary Warren Read '29
Margaret Weeks '31
Violet Weeks Miller '29
Mary West Thatcher '15
Louise Woodard Clifton '27

Mary Turner Buchanan '45
Lilly Weeks McLean '36
Olive Weeks Collins '32
Catherine Wood LeSourd '36

Quadrangle Quorum

Emily Bailey Chandler '61
Agnes Ball '17
Leone Bowers Hamilton '26
Omah Buchanan Albaugh '16
Helen C. Carson '40
Pat Collins Andretta '28
Betsy Dalton Brand '61
Eileen Dodd Sams '23
Madelaine Dunseith Alston '28
Margaret Erwin Walker '42

Gail Akers Lutz '51

Elizabeth Alexander Higgins '35

Clara May Allen Rienero '23

Patricia Allen Dunn '63

Ann Anderson Bailey '45

Jeannette Archer Neal '22

Atlanta Agnes Scott Club

Dorothy Avery Newton '38

Louise Bansley Caskie '27

Betty Bates Fernandez '43

Helen Boyd McConnell '34

Frances Breg Marsden '41

Betty Ann Brooks '42

Betty Jean Brown Ray '48

Hazel Brown Ricks '29

Penelope Brown Barnett '32

Joyce Brownlee '57

Sabine Brumby Korosy '41

Cornelia Bryant '63

Evelyn Byrd Hoge '24

Helen Burkhalter Quattlebaum '22

Bettma Bush Jackson '29

Laura Caldwell Edmonds Inst.

Virginia Cameron Taylor '29

Allie Candler Guy '13

Virginia Carithers Pinckard '64

Edyth Carpenter Shuey '26

Maryann Cochran Abbott '43

Annette Carter Colwell '27

Willie May Coleman Duncan '27

Lois Compton Jennings '21

Sarah Cooper Freyer '33

Freda Copeland Hoffman '41

Jean Corbett Griffin '61

lane Coughlan Hays '42

Mildred Cowan Wright '27

Phyllis Cox Whitesell '60

Caroline Crea Smith '52

Sarah Cumming '63

Helen Currie '47

Amelia Davis Luchsinger '48

Decatur Agnes Scott Alumnae Club

Lucile Dennison Keenan '37

Josephine Douglas Smith '25

Nancy Duvall '60

Susan Dyer Oliver '42

Mary Elliot '32

B. J. Ellison Candler '49

Dorothy Elyea Alexander '23

Elizabeth Farmer Brown '45
Carolyn Fuller Hill '45
Annie Laura Galloway Phillips '37
JoAnn Hall Hunsinger '55
Elizabeth Henderson Cameron '43
Edith Hightower Tatom '18
Victoria Howie Kerr '24
Bertha Hudson Whitaker '11
Kitty Hunter Branch '29
Betsy Jefferson Boyt '62

Mary Wallace Kirk '11
Jane Knight Lowe '23
Mildred Love Petty '61
Lady Major '48
Sarah Frances McDonald '36
Edith McGranahan Smith T '29
Jane Meadows Oliver '47
Dorothy Medlock Bond '50
Nancy Moorer Cantey '38
Alice Norman Pate '19

The Mainliners

Emy Evans Blair '52

Betty Fountain Edwards '35

Mary Francis Ault '40

Marian Franklin Anderson '40

Louise Franklin Livingston '41

Mary Freeman Curtis '26

fan Gaskell Ross '66

Elise Gibson '29

Philippa Gilchrist '23

Frances Gilliland Stukes '24

Louise Girardeau Cook '28

Sarah Glenn Boyd '28

Susan Love Glenn '32

Pauline Gordon Woods '34

Lucy Coss Herbert '34

Marion Green Johnston '29

Sallie Greenfield Blum '56

Juanita Greer White '26

Carol Griffin Scoville '35

Patricia Guynup Corbus '57

Sarah Hall Hayes '56

Harriet Hampton Cuthbertson '55

Evelyn Hannah Sommerville '23

Elizabeth Harshbarger Broadus '62

Julia Harvard Warnock '44

Maryellen Harvey Newton '16

Genet Heery Barron '47

Mary Henderson Hill '36

Ann Henry '41

Ann Herman Dunwody '52

Carolyn Herman Sharp '57

Kathleen Hewson '48

Louise Hill Reaves '54

Ann Hudson Hankins '31

llarnette Huff '70

Eleanor Hutchens '40

Corinne Jackson Wilkerson '24

Dorothy Jester '37

Ann Worthy Johnson '38

Mary Alice Juhan '29

Ida King Akers Acad.

Anna Knight Daves '28

Pearl Kunnes '27

Polly Hall Dunn '30

Margaret Hippee Lehmann '34

Susan Kirtley White '45

Henrietta Lambdin Turner '15

Helen Land Ledbetter '52

Blanche Lindsey Camp '33

Caroline Lingle Lester '33

Mary Taylor Lipscomb Garrity '61

Laurice Looper Swann '44

Elizabeth Lovett '20

Isabel Lowrance Watson '34

Harriet Ann Lurton Major '49

Ruth MacMillan Jones '27

Sadie Gaines Magill '08

Nina Marable '61

Martha Marshall Dykes '39

Evelyn Mason Newberry '55

Marguerite Mattison Rice '47

Jean McAlister '21

Louise McCain Boyce '34

Margaret McCallie '09

Mary McCurdy '24

Sarah McCurdy Evans '21

Sue McCurdy Hosterman '61

Martha Mcintosh Nail '23

Caroline McKinney Clarke '27

Edna McLain Bacon '61

Virginia McWhorter Freeman '40

Betty Medlock Lackey '42

Mary Jane Milford Spurgeon '58

Emily Miller Smith '19

Quincy Mills Jones '44

Catherine Mitchell Lynn '27

Catherine Mock Hodgin '26

Elizabeth Moore Bohannon '43

Mary Moore '59

Peggy Moore '68

Mary Jane Newland Manning '53

Carolyn Newton Curry '66

Janet Newton '17

Reese Newton Smith '49

Sarah Nichols Judge '36

Fanny Nrles Bolton '31

Helene Norwood Lammers '22

Frances M. O'Brien '34

Evangeline Papageorge '28

Nina Parke Hopkins '35

Mary Spotswood Payne '17

Florence Perkins Ferry '26

Saxon Pope Bargeron '32

Celetta Powell Jones '46

Margaret Powell Flowers '44

Virginia Prettyman '34

Ruth Pringle Pipkin '31

Hilda L. Pnviteri '52

Claire Purcell Smith '42

Dorothy Peace Ramsaur '47
Blythe Posey Ashmore '58
Lebby Rogers Harrison '62
Hayden Sanford Sams '39
Virginia Sevier Hanna '27
Julia Smith Slack '12
Lulu Smith Westcott '19
Virginia Suttenfield '38
Raemond Wilson Craig '30
Jacqueline Woolfolk Mathes '35

Louise Roach Fuller '17
Helen Jean Robarts Seaton '52
Mary Robertson Perry '42
Ruby Rosser Davis '43
Ruth Scandrett Hardy '22
Margaret Sheftall Chester '42
Robbie Shelnutt Upshaw '56
Mary Shewmaker '28
Ann Shires Penuel '57
Florence Schuler Cathey Inst.
Margaret Shepherd Yates '44
Virginia Skinner Jones '50
Gene Slack Morse '41
Dorothy Daniel Smith '30
Florence Smith Sims '13
Cissie Spiro Aidinoff '51
Nell Starr Gardner '32
lean Stewart Staton '46
Mary Sturtevant Bean '33
Olivia W. Swann '26
Frances Tennent Ellis '25
Mary Louise Thames Cartledge
Christie Theriot Woodfin '68
Miriam Thompson Felder '32
Marjorie Tippins Johnson '44
Tommy Turner Peacock '41
Elinor Tyler Richardson '39
Ruth Van Deman Walters '66
Elizabeth Warden Marshall '38
Catherine Warren Dukehart '51
Virginia Watson Logan '38
Marguerite Watts Cooper '19
Mary Weems Rogers '27
Crystal Wellborn Gregg '30
Nancy Wheeler Dooley '57
Agnes White Sanford '21
Anne Whitfield '57
Laura Whitner Dorsey '35
Harriet Williams '30
Frances Wilson Hurst '37
Isabella Wilson Lewis '34
Lovelyn Wilson Heyward '32
Sandra Wilson '65
Roberta Winter '27
Elizabeth Witherspoon Pattersoi
Ann Marie Woods Shannon '51
Mary Ben Wright Edwin '25
Louise Young Garrett '38
Anonymous

The Tower Circle is the group of donors of $1000 or
more. Colonnade Club is that group who gave $500

or more. Quadrangle Quorum is the group v
contributed $250 or more. The Mainliners is
group who donated $100 or more.

THE ACNES SCOTT ALUMNAE QUART

Alumnae Class Chairmen and Agents
1969-1970

tAL CHAIRMAN:

Frances McDonald '36
U. GIFTS CHAIRMAN:
Lou Houck Smith '35
)R GUARD CHAIRMAN:

Vallace Kirk '11

1912

Stearns Wey, CI
ts.'

i Hal Ymint;
lack Smith

Sarah Tate Tumlin
Frances Tennent Ellis
Eugenia Thompson Akin
Christine Turner Hand
Emily Zellers McNeill

1914

Tait Jenkins, Chrm.

ts:
M. Adams
Rogers Noble

1920

1921

Hamilton Fulton, Chrm.

ts:

ret Bell Hanna

Claire Blackmon
a Brown Aiken
>r Blake Carpenter
ompton Jennings
McCurdy Evans
)tte Newton
eth Smith De Witt

Smith Bishop

et Wade
Wilson Chambliss

1923

eth McClure McGeachy, Chr

ts:

hy Bowron Collins

White Caldwell

Faw Mull
eth Hoke Smith

Little Morgan
Stewart McLeod
Meade Minnigerode
e Robinson Sanford
is Stuart Key

Tripp Shand
Virden

1924

i Byrd Hoge, Chrm.

ts:

eth Askew Patterson

Comfort Sanders
is CM I i land Stukes
ia Howie Kerr
Hyatt Morrow
ie Jackson Wilkerson

Wright Smith

, Chr

1925

Ben Wright Erwi

ts:

rine Carrier Robinson

Ferguson Hargadine
Guffin Griffin

Johnson Sylvester
hy Keith Hunter

Spivey Simmons

1926

Allene Ramage Fitzgerald, Chrm.

Agents:

Leone Bowers Hamilton

Louisa Duls

Ellen Fain Bowen

Mary Freeman Curtis

Blanche Haslam Hollingsworth

Helena Hermance Kilgour

Elizabeth Little Meriwether

Margaret Tufts

Margaret Whitington Davis

Rosalie Wootten Deck

1927

Louise Lovejoy Jackson, Chrm.
Agents:

losephine Bridgman
Annette Carter Colwell
Lillian Clement Adams
Mildred Cowan Wright
Mary Eliz. Heath Phillips
Katherine Houston Sheild
Elsa lacobsen Morris
Martha Johnston Wilson
Elizabeth Lynn
Pauline McLeod Logue
Elizabeth Norfleet Miller
May Reece Foreman
Evelyn Satterwhite
Virginia Sevier Hanna
Emily Stead

1928

Patricia Collins Andretta, Chrm
Agents:

Virginia Carrier
Nancy Crowther Otis
Sarah Glenn Boyd
Olive Graves Bowen
Irene Lowrance Wright
Katherine MacKinnon Lee
Margaret Rice
Elizabeth Roark Ellington
Mary Sayward Rogers

1929

Esther Nisbet Anderson, Chrm.
Agents:

Martha Bradford Thurmond
Lucille Bridgman Leitch
Hazel Brown Ricks
Ethel Freeland Darden
Betty Watkins Cash
Elise McLaurin Gibson
Hazel Hood
Charlotte Hunter
Elaine Jacobsen Lewis
Mary Alice Juhan
Geraldine Le May
Edith McGranahan Smith T
Eliz. Moss Mitchell
losephine Pou Varner
Helen Ridley Hartley
Mary Warren Read
Violet Weeks Miller

1930

Shannon Preston Cumming, Chrm

Agents:

Marie Baker Shumaker

Gladney Cureton

Jane Hall Hefner

Katherine Leary Holland
June Maloney Officer
Emily Moore Couch
Martha Stackhouse Grafton
Mary Louise Thames Cartledge
Sara Townsend Ptttman
Raemond Wilson Craig

1931

Louise Ware Venable, Chrm.
Agents:

Helen Duke Ingram
Ruth Etheridge GrifMn
Marion Fielder Martin
Chapm Hudson Hankins
Myra Jervey Hoyle
Katherine Morrow Norem
Fanny Niles Bolton
Ruth Pringle Pipkin
Elizabeth Simpson Wilson
Martha Sprinkle Rafferty
Laelius Stallings Davis
Ellene Winn

1932

Louise Howard Stakely, Chrm

Agents:

Penelope Brown Barnett

Mary Louise Cawthon

Mary Effie Elliot

lulia Forrester

Julia Grimmet Fortson

Rosemary Honiker Ricknian

Elizabeth Howard Re-ves

Imogene Hudson Cullman

Lila Norfleet Davis

Flora Riley Bynum

Lovelyn Wilson Heyward

1933

Gail Nelson Blain, Chrm.
Agents:

Willa Beckham Lowrance
Nell Brown Davenport
Sarah Cooper Freyer
Porter Cowles Pickell
Margaret Ellis Pierce
Lucile Heath McDonald
Elizabeth Lynch
Ann Nash Reece
Mary Sturtevant Bean
Marilyn Tate Lester
Marie Whittle Wellslager

1934

Mary McDonald Sledd, Chrm.
Agents:

Sarah Austin Zorn
Nelle Chamlee Howard
Pauline Gordon Woods
Lucy Goss Herbert
Margaret Massie Simpson
Ruth Moore Randolph
Rossie Ritchie Johnston
Mary Sloan Laird
Johnnie Mae York Rumble

1935

Mary Green Wohlford, Chrm.

Agents:

Dorthea Blackshear Bradv
Carolyn Cole Gregory
Sarah Cook Thompson
Jane Goodwin Harbin
Carol Griffin Scoville
Anne Scott Harman Mauldin
Frances McCalla Ingles
luliette Puett Maxwell
Marie Simpson Rutland

Eliz. Thrasher Baldwin
Amy Underwood Trowell
Jacqueline Wooltolk Mathes

1936

Emily Rowe Adler, Chrm.

Agents:

Catherine Bates

Sarah Brosnan Thorpe

Marion Derrick Gilbert

Sara Frances Estes

Mary Elizabeth Forman

Mary Henderson Hill

Frances James Donohue

Augusta King Brumby

Mary Snow Seigler

Mary Margaret Stowe Hunter

Mane Townsend

Virginia Turner Graham

1937

Kathleen Daniel Spicer, Chrm.
Agents:
Jane Estes

Annie Laura Galloway Phillips
Mary Gillespie Thompson
Ruth Hunt Little
Catherine Jones Malone
Rachel Kennedy Lowthian
Mary King Cntchell
Frances McDonald Moore
Enid Middleton Howard
Louise Stephens Clary
Evelyn Wall Robbms

1938

Jean Barry Adams Weersing, Chrn
Agents:

Martha Peek Brown Miller
Margaret Douglas Link
Jane Guthrie Rhodes
Margaret Lipscomb Martin
Ellen Little Lesesne
Primrose Noble Phelps
Alice Reins Boyd
Mary Venetia Smith Bryan
Virginia Suttenfield
Anne Thompson Rose
Elizabeth Warden Marshall
Elsie West Meehan

1939

Mary Hollingsworth Hatfield, Chr
Agents:

Catherine Farrar Davis
Elizabeth Furlow Brown
Jacqueline Hawks Alsobrook
Lou Pate Koenig
lulia Porter Scurry
Mamie Lee Rathff Finger
Hayden Sanford Sams
Mary Frances Thompson
Elinor Tyler Richardson

1940

Helen Gates Carson, Chrm.

Agents:

Anna Margaret Bond Brannon

Mary Lang Gill Olson

Sam Olive Griffin McGinnis

Wilma Griffith Clapp

lane Knapp Spivey

Virginia McWhorter Freeman

Sophie Montgomery Crane

Nell Moss Roberts

Beth Paris Moremen

Katherine Patton Carssow

Mary Reins Burge

1ER 1970

Isabella Robertson White
Ruth Slack Roach
Betty Ann Stewart Dunn
Edith Stover McFee

Emily Underwood Cault

1941

Pattie Patterson Johnson, Chrm

Agents:

Mary Stuart Arbuckele Osteen

Ruth Ashburn Kline

Miriam Bedinger Williamson

Sabine Brumby Korosy

Lucile Gaines MacLennan

Helen Hardie Smith

Marcia Mansfield Fox

Valgerda Nielson Dent

Marian Philips Comento

Lillian Schwencke Cook

Dorothy Travis Joyner

Clenwyn Young Bell

1942

Betty Medlock Lackey, Chrm

Agents:

Martha Arant Allgood
Jean Beutell Abrams
Anne Chambless Bateman
Dale Drennan Hicks
Susan Dyer Oliver
Lillian Gish Alfriend
Virginia Hale Murray
Margaret Hartsook Emmons
Mary Kirkpatnck Reed
Caroline Long Armstrong
Dorothy Nabers Allen
Claire Purcell Smith
Mary Robertson Perry
Margaret Sheftall Chester
Frances Tucker Johnson
Olivia White Cave

1943

Joella Craig Good, Chrm.
/Agents:

Mary Anne Atkins Paschal
Mamie Sue Barker Woolf
Betty Bates Fernandez
Mary Ann Cochran Abbot
Irene Gordon Hutchinson
Dorothy Holloron Addison
Leona Leavitt Walker

Sterly Lebey Wilder
Anne Paisley Boyd
Frances Radford Mauldin
Regina Stokes Barnes
Mabel Stowe Query

1944

Betty Scott Noble, Chrm.

Agents:

Betty Bacon Skinner
Kay Biseglia Shangler
Louise Breedin Griffiths
Jean Clarkson Rogers
Elizabeth Edwards Wilson
Miriam House Lloyd
Quincy Mills Jones
Kathenne Philips Long
Margaret Powell Flowers
Anne Sale Weydert
Margaret Shepherd Yates
Mariorie Smith Stephens
Robin Taylor Horneffer
Elise Tilghman
Marjorie Tippins Johnson
Betty Vecsey

1945

Martha Jane Mack Simons, Chrm.
Agents:

Ann Anderson Bailey
Eliz. Carpenter Bardin
Virginia Carter Caldwell
Penny Espey Walters
Carolyn Fuller Hill
Eliz. Cribble Cook
Emily Higgens Bradley
Leila Burke Holmes
Bettie Manning Ott
Montene Melson Mason
Scott Newell Newton
Ceevah Rosenthal Blatman
Mary Turner Buchanan
Wendy Whittle Hoge

1946

Mary Duckworth Gellerstedt, Chrn
Agents:

Mary Ann Courtenay Davidson
Nancy Hardy Abberger
Elizabeth Horn Johnson
Mildred McCain Kinnaird

Mary McConkey Reimer

Anne Newton Marquess
Ann Noell Wyant
Celetta Powell Jones
Rosaline Price Sasser
Anne Register Jones
Louise Reid Strickler
Margaret Scott Cathey
Marguerite Toole Scheips
Maud Van Dyke Jennings

1947

Dale Bennett Pedrick, Chrm

Agents:

Mary Frances Anderson Wendt

Glassell Beale Smalley
Charlotte Clarkson Jones
Jane Cooke Cross
Virginia Dickson Philips
Anne Eidson Owen
Mary jane Fuller Floyd
Mynelle Grove Harris
Anne Hagerty Estes
Marjorie Harris Melville
Genet Heery Barron
Peggy Pat Home Martin
Rosemary Jones Cox
Margaret McManus Landham
Jane Meadows Oliver
Virginia Owens Mitchell
Lorenna Ross Brown
Eliz Turner Marrow

1948

Tattie Mae Williams Roan, Chrr

/Agents:

Martha Beacham Jackson

Elizabeth Blair Carter

Mary Alice Compton Osgood

Susan Lawton Daugherty

Amelia Davis Luchsinger

Nancy Deal Weaver

Nancy Jean Geer Alexander

Amanda Hulsey Thompson

June Irvine Torbert

Anne Jones Crabill

Bette Kitts Kidd

Lady Major

Ethel McLaurin Stewart

Harriet Elizabeth Reid

Rebekah Scott Bryan

Mary Gene Sims Dykes

Emma Jacqueline Stewart

Anne Woodward Simmons
Margaret Yancey Kirkman

1949

Helen Crawford White, Chrm

Agents:

Susan Bowling Dudney

Eleanor Compton Underwooc

Alice Crenshaw Moore

Betsy Deal Smith

Betty Lou Franks Ingram

Mary Hays Babcock

Nancy Huey Kelly

Henrietta Claire Johnson

Joan Lawrence Rogers

Frances Long Cowan

Harriet Ann Lurton Major

Polly Miles Mishey

Patty Persohn

Billie Powell Lemmon

Dorothy Quillian Reeves

Rachael Stubbs Farris

Harriotte Winchester Hurley

1950

Louise Arant Rice, Chrm.
Agen ts :

Nell Dahlberg Crowe
Dorothy Davis Yarbrough
Katherine Dickey Bentley
Helen Edwards Propst
Elizabeth Flowers Ashworth
Anne Haden Howe
Dorothy Medlock Bond
Gretta Moll Dewald
lean Osborn Sawyer
Helen Peterson Floyd
Polly Anna Philips Harris
Sally Thompson Aycock
Isabel Truslow Fine
Mary Louise Warlick Niblock
Barbara Young Hall

1951

Marjorie Stukes Strickland, C

Agents:

Dorothy Adams Knight

Noel Barnes Williams

Charity Bennett Stelling

Su Boney Davis

Julia Cuthbertson Clarkson

tan mzm

^8(^5>

?S

du Dickert Conlin
a Feddeman Kerner
)ster Deadwyler

iounaris
ia Hale Bryans
ckson Herlwig

Kline Brown

Ann McCee Ceilings
monds Harris
Schubert Kester

Spear
pno Aidinolf

1952

nan Stelzner, Chrm.

Is:

Ite Allsmiller Crosland

Blane Vafiadis
Dyer Wilkerson

own Waddell
arpenter Bryant
a Dokos Hutchison

Ford Baskin

Fortson Yopp

Galphin Buchanan
i Gentry Westbury
3 Grace Palmour
etta Lumpkin Shaw
Robarts Seaton
Simmons Cow
! Strozier Hoover
Wiggins
Williams Ingram

1953

mne Garrard Jernigan, Chn

S.-
Armstrong HamiM

ixter Chorba

s Blakeney Coker
Bond

a Corry Harrell

> Ginn Stark

^nn Green Rush

Hamilton Leathers

.ou Jacob Dunn

Wortley (ones Sims

line King Bozeman

.eathers Martin

/tiller McMaster

terson Durling

eth Robinson Stuart

1954

Mitzi Kiser Law, Chrm.
Agen (S.-
Lucy Doyle Brady
Betty Lllmgton
Genevieve Guardia Chenault
Louise Hill Reaves
Jackie Josey Hall
Mary Lou Kleppinger Lackey
Caroline Lester Haynes
Harriette Potts Edge
Sue Purdom Arnall
Joan Simmons Smith
Anne Sylvester Booth
Joanne Varner Hawks

1955

Carolyn A I ford Beatty, Chrm,
Agents:

Yvonne Burke White
Georgia Belle Christopher
Helen Fokes Farmer
Letty Grafton Harwell
|o Ann Hall Hunsinger
Ann Hanson Merklein
Jo Hinchey Williams
Hannah Jackson Alnutt
Mary Alice Kemp Hennings
Bertha Kwilecki Ausband
Peggy McMillan White
Louise Robinson Singleton
Dorothy Sands Hawkins
Pauline Waller Hoch
Margaret Williamson Smalzel

1956

Louise Rainey Ammons, Chrm

Agents:

Ann Alvis Shibut

Paula Ball Newkirk

Judy Brown

June Gaissert Naiman

Harriett Griffin Harris

Sarah Hall Hayes

Louise Harley Hull

Nancy Jackson Pitts

Jane Johnson Waites

Peggy Jordan Mayfield

Ann Klostermeyer Erwin

Virginia Love Dunaway

Joyce Ann Sayre Callison

Robbie Shelnutt Upshaw

Nancy Thomas Hill
Sandra Thomas Holberg

1957

Margaret Benton Davis, Chrm.
Agents:

Elizabeth Ansley Allan
Frances Barker Sincox
Susanne Benson Darnell
Elizabeth Bond Boozer
Joyce Brownlee
Betsy Crapps Burch
Sally Forester Logue
Margaret Foskey
Margie Hill Krauth
Margaret Minter Hyatt
Jackie Murray Blanchard
Dorothy Rearick Malinin
Jackie Rountree Andrews
Penny Smith
Emily Starnes Gibbs
Anne Terry Sherren
Lavinia Whatley Head

1958

Langhorne Sydnor Mauck, Chr

Agents:

Becky Barlow

Anne Blackshear Spragins

Mary Ann Campbell Padget

Betty Cline Melton

Hazel Ellis

Nelle Fambrough Melton

Patricia Gover Bitzer

Lea Kallman Griffin

Carolyn Magruder Ruppenthal

Martha Meyer

Blythe Posey Ashmore

Caroline Romberg Silcox

Joie Sawyer Delafield

Shirley Spackman May

Harriet Talmadge Mill

Rosalyn Warren Wells

Margaret Woolfolk Webb

1959

jane King Allen, Chrm.
Agen (S.-
Mary Clayton Bryan Dubard
Frances Calder Arnold
Caroline Dudley Bell

Gertrude Florrid Van Luyn

Patli Forrest Davis

Jane Kraemer Scott

I leanor Lee McNeil

Mildred Ling Wu

Helen Maddox Caillard

Susannah Masten

Leah Elizabeth Mathews Fontaine

Donalyn Moore McTier

Mary McCullock Moore

Sarah Lu Persinger Snyder

Paula Pilkenton Vail

Caroline Pruitt Hayes

Annette Teague Powell

1960

Dianne Snead Gilchrist, Chrm.
Agents:

Angelyn Alford Bagwell
Mildred Braswell Smith
Nancy Duvall
Myra Jean Glasure Weaver
Kathenne Hawkins Linebaugh
Francis Eliz. Johns
Linda Jones Klett
Betty Lewis Higginbotham
Julia McNairy Thornton
Caroline Mikell Jones
Anita Moses Shippen
Jane Norman Scott
Emily Parker McGuirt
Laura Parker Lowndes
Mary Jane Pickens Skinner
Martha Starrett Stubbs
Carolyn West Parker

1961

Anne Broad Stevenson, Chrrr
Agents:

lean Brennan
Margaret Virginia Bullock
Betsy Dalton Brand
Lucy Maud Davis Harper
Harnett Elder Manley
Alice Frazer Evans
Hope Gregg Spi I lane
Katherine Gwaltney Remick
Helen High Clagett
Jo Jerrell Wood
Martha Lambeth Harris
Mildred Love Petty
Nina Louise Marable

Ann McBride Chilcutt
Mary Jane Moore
Ann Peagler Gallagher
Betsy Shepley Underwood
Page Smith Morahan
Mary Ware

1962

Lebby Rogers Harrison, Chrm.
Agents:

Sherry Addinglon Lundberg
Susan Alexander Boone
Sue Amidon Mount
Carey Bowen
Molly Dotson Morgan
Pat Flythe Koonts
Peggy Frederick Smith
Susan Grey Reynolds
Janice Heard Baucum
Betty Hopkins Stoddard
Ann Hutchison Beason
Betsy Jefferson Boyt
Lana Mueller Jordan
Dorothy Porcher
Joanna Praytor Putman
Marjorie Reitz Turnbull
Elizabeth Rogers Whittle
Kayanne Shoffner Massey
Mary Stokes Morris
Bebe Walker Reichert

1963

Mary Ann Gregory Dean, Chrm

Agents:

Virginia Allen Callaway

Pat Allen Dunn

Frances Bailey Graves

Willetle Barnwell Payne

Nancy Butcher Wade

Lucie Callaway Majoros

Sarah Stokes Cumming Mitchell

Nancy Duvall Hargrove

Susie Favor Stevens

Betty Ann Gatewood Wylie

Margaret Harms

Sandra Johnson Barrow

Lucy Morecock Milner
Patricia O'Brian Devine
Linda Plemons Haak
Sally Ann Rodwell Whetstone
Rosslyn Troth Zook
Margaret Van Deman Blackmon
Cheryl Winegar Mullins
Elizabeth Withers Estes

1964

Laurie Oakes Propst, Chrm.
Agents:

Betty Alvis Girardeau
Susan Aspinall Sebastian
Garnett Foster
Martha Griffith Kelley
Lucy Herbert Molinaro
Marion Janet Hodge
Judy Hollingsworth Robinson
Betty Hood Atkinson
Lynda Langley Burton
Eleanor Lee Bartlett
Lynn May Hester
Jean McCurdy Meade
Mary Prttman Mullin
Elizabeth Smgley Duffy
Judy Stark Romanchuk
Joh-Nana Sundy Walker
Rebecca Vick Glover
Barbara White Hartley
Margaret Whitton Ray

1965

Helen West Davis, Chrm.
Agents:

Nancy Auman Cunningham
Barbara Beischer Knight
Peggy Bell Gracey
Margaret Brawner Perez
Sally Bynum Gladden
Kay Harvey Beebe
Marjory Joyce Cromer
Judith Lazenby
Marilyn Little
Susie Marshall Fletcher
Marcia McClung Porter

Diane Miller Wise
Helen Marie Moore
Margaret Murphy Ellis
Barbara Rudisill
Laura Sanderson Miller
Anne Elaine Schiff
Sue Taliaferro Betts
Sandra Wallace
Sandra Hay Wilson

1966

Martha Abernethy Thompson, Chrm.
Agents:

ludy Ahrano
Beverly Allen Lambert
Betsy Anderson Saltsman
Marilyn Janet Breen
Frances Hopkins Westberry
Adelia MacNair Hall
Ginger Martin Westlund
Anne Morse Topple
Sonja Nelson Cordell
Margaret Porter
Linda Preston Watts
Virginia Quattlebaum Laney
Sharon Ross Kindred
Susan Thomas
Ruth Van Deman Walters
Patty Williams Caton

1967

Norman Jean Hatten, Chrm.

Agents:

Louise Allen Sickel

Jane Watt Balsley

Barbara Bates

Grace Lanier Brewer

Anne Davis

Betty Hutchinson Cowden

Lucy Ellen Jones

Clair McLeod

lennifer Meinrath Egan

Day Morcock Gilmer

Sara Pennigar Twine

Linda Richter Dimmock

Ann Roberts

Susan Thompson Stevens

1968

Adele Josey, Chrm.

Agents:

Patricia Alston Bell

lean Binkley

Susan Clarke

Louise Fortson

Ethel Ware Gilbert

Libba Goud

Nina Gregg Bush

Lucy Hamilton Lewis

Alice Harrison Dickey

Elizabeth Ann Jones Bergin

Judy King

Rebecca Lanier Allen

Gail Livingston Pringle

Mary Ann McCall Johnson

Vicki Plowden

Linda Poore

Kathy Stafford Phillips

Jane Weeks Arp

Betsy White Bacon

Ann Wilder

1969

Mary Gillespie Dellinger, Chr

Agents:

Evelyn Angeletti

Carol Blessing Ray

Bonnie Dings

Jo Ray Freiler

Anne Gilbert Potts

Margaret Gillespie

Lai la Griffis Mangin

Sara Groover Frazier

Rebekah Hall

Nancy Hamilton

Mary Hart

Kathy Johnson Riley

Kay Jordan

Sarah Kellogg

Tish Lowe Oliveira

Suzanne Moore Kaylor

Kappa Moorer Robinson

Mary Anne Murphy Hornbuck

Shelia Wilkins Dykes

Winkre Wooton

:-4

A iM

ONE MAN'S OPINION

liy Separate Education For Women Is Sound

by DAVID B. TRUMAN, President, Mount Holyoke College

s announced, at least in the preliminary program,
leaking on "The Why-Not of Co-Education. " My
:diate reaction, when I read that title, was that I
t like it. Nevertheless, I deliberately didn't ask
it should be changed because I wanted to use it
ike a point. The issue, as I see it, is not and should
be, why not co-education; but why is separate
ation sound. I'm not going to try here to convert
lucational institutions, old or new, to separate
ation. but I am going to try to say why I think it
portant to urge that the others wait a minute before
: them abandon separate education.
le case for separate education needs to be made
inferences such as this one, where the tone seems
:, at least implicitly, one that argues that co-educa-
is the only sensible arrangement in higher educa-

It needs to be made in general because of what I
d regard as a very real danger that a foolish and
itical conformity with fashion may have very real
1 losses. This is an area, like many others with
h we are familiar in our society over the course
merican history, in which the net disadvantages
progress" made may not be seen until it is too

In trying to make this case, I am going to em-
ize separate education for women, and not be-
s I think the case does not exist for separate educa-
for men. (I think one most certainly does, perhaps
:ially at the pre-college level but including the col-
level.) I'm making the case for separate education
vomen, not because I lack acquaintance with the

major types of institutions, since I have lived and
:ed in all three kinds. I want to make this case
use of the significant and serious differences in how
society conspires against young women and in
equence may handicap them as adults,
should state at the outset that I am speaking for
:lf and not for Mount Holyoke College, although I
gnize that there are pitfalls in attempting to maintain
distinction. If I needed to be reminded of this prob-
my memory would have been refreshed by the
nt vicissitudes in New Haven. Nevertheless, it is
titial that I make the point because, like any other
onably aware institution, we are presently looking at
question. We have a committee, made up of faculty,
.ees, alumnae, students, and administration, who
examining the matter of the future policy of Mount
/oke concerning co-education. I would not want to
lict the outcome of those deliberations.

Let me offer one other precaution. I think it is
important in looking at this issue to keep the educa-
tional discussion separate from the merely financial.
It is exceedingly important in all of our thinking, not to
mix the question of the financial future of the inde-
pendent college or university, especially the small one,
with the educational question of how it should execute
its mission. This is not because I am unaware of the
financial problem and not because I am unaware of the
possibility that financial questions may, in a number
of individual instances, settle the issue. Rather it is
because it seems to me that there is much too much
of the current rhetoric that is merely partially disguised
rationalization of a financial situation in nominally
educational language. We know little enough about
education. I think I can say. without corrupting what
we do know with different, although not necessarily ir-
relevant, considerations.

The essential point in the case, it seems to me, is
the substantial "why" of diversity. Not the why of
custom, not the why of habit, and certainly not the
why of devotion to the fetish of choice as such, al-
though it has widespread currency in a society where
one is urged, at every hour of the day over television
and radio, to do the thing of one's choice as if there
were no hierarchy of values by which to test one's
preferences. There is a substantial why of diversity,
particularly as it affects young women.

I would like to start from the point of social condi-
tioning, of how the society conspires against the young.
I am going to over-simplify, but you will forgive me.
With the boy, the young man, society places an enor-
mous emphasis on his choosing, on his deciding or
thinking very early about what he will choose to make
of himself. He is asked by his aunts and uncles, his
grandparents and parents, his friends and his teachers,
and everybody else from about as early as he can
listen, what he is going to be. What is he going to make
of himself? What he is going to do? The emphasis in
his conditioning is on that kind of choice, on competi-
tion, in a struggle in a not too friendly world.

This kind of conditioning may, with the young man,
often be harsh and handicapping. I mention it only
to draw a contrast. Because, with the girls, the pattern
is sharply different. Despite some changes within the
last half-century, the conditioning pattern for the young
girl is one which assumes uniformity, which assumes the

(continued on next pare )

Separate Education for Women

(continued)

absence of the kind of choice that is thrust, if not im-
posed, upon the boy. In spite of the presence of some
alternative models in the adult society around the young
girl, the standard pattern, still, is for her to assume
that there is one thing and one thing only that she
will do and should do and must do. Now this kind of
conditioning, I would argue, is wasteful enough when
a woman in later, adult experience is substantially sup-
portive of the early training. When the experience she
has as an adult is consistent with the kinds of expecta-
tions concerning her usefulness, her satisfactions, and
her way of life that she has acquired through such early
conditioning, the results may be wasteful for society
and for her. but they probably are not seriously harm-
ful. But we know that even today that is far from uni-
formly the experience. All we have to do is witness
the crop of bored and frustrated suburban house-
wives, over-educated diaper changers and under-utilized
community workers. The contrast between the early
conditioning and expectations of girls and their later
experience as adults is enormous. We certainly also
know that in the decades ahead such adult experiences
will be even less consistent with the expectations that
are developed by this kind of conditioning. Even if we
cannot know now precisely what the new definitions
of women's roles will be in the decades ahead, we
know they will be different.

The pinch comes, I think, from two facts. One is
that the social conditioning of the women who will
be 40 years old in the year 2000 is already substantially
complete. The ten-year-olds today who will be forty in
the year 2000 have been exposed now, most of them, to
10 very important years of conditioning in the pattern
that I have just described. The second fact is that this
conditioning process, if our past experience is any
guide at a'l, is likely to change much less rapidly than
the character of the adult environment itself. The
experiences to which women will be exposed will change,
as you well know. The conditioning that is given to
the young girl, particularly the pre-adolescent girl, is not
likely to change with anything like the same rapidity.
This is because it comes from so many sources, is
subject to so little planning and control, and because
it rests so heavily upon convention, upon habit.

The potential cruelty and tragedy of this situation
are exemplified by an essentially false choice that a
great many young women feel compelled to make, at
least unconsciously. At a point, say, in middle or even
early adolescence, when many girls are beginning to
find themselves intellectually, are about to discover
that they may have capacity and promise, and are
beginning, therefore, to find themselves vocationally,
at least by implication, they are likely to feel a conflict,
and a serious one, between those very exciting and
important possibilities and the equally strong and na-

tural pull to be a desirable female. This is a fi
choice, but that does not make it any less real. It :
choice that is thrust upon them by the very conditi
ing process to which I have referred.

There are, of course, a great many young wor
who even at this age find acceptable, comfortable w
of making the choice or of dealing with its fals
Given the very wide range of differences among j
in character, personality, talents, and maturity,
is to be expected. But many do not find such
acceptable way of handling the problem, or do
find a way of handling it that is in any reason;
degree easy. The personal and social waste in
false but real situation, is, I think, incalculable, es
cially if the young woman chooses consciously
unconsciously to subordinate her development a
person and an intellect to her success as a female.

If this kind of waste is to be minimized, these m
young women need a setting in which they can w
through this question with a minimum of compuli
and a maximum of opportunity for rational and hea
ful development. Working out an individual solut
or rather establishing the basis for a solution, to
difficult problem of a complex of alternative or suo
sive roles, requires a growth in self-awareness, a c
scious intellectual grasp of the complexities and dil
mas in the problem, and above all a self-confidence
will reinforce commitment and support fresh start!
the time arrives to move from one phase of a com]
life to another. Accomplishing these things will alw
in any circumstances, be difficult. Their achievem
it seems to me, is far more likely in a setting tti
essentially dedicated to that objective.

This, I believe, is the new mission of the sepa
women's college. Mary Lyon's hypothesis, that woi
can be educated to the same level as men, has t

THE ACNES SCOTT ALUMNAE QUART

aied long since. If the case for the woman's college
d solely on her assertion, a case would no longer
The why of diversity today rests on a proposition
ging from the very success of her undertaking,
:ly, that young women need an educational cx-
nce that is different, not in specific academic
:nt but in its broad commitment to meeting the
fie needs of women in a changing society,
you ask whether this can or should be attempted
3-educational institutions, the answer is yes. But
n the predictable future I doubt that it will be done
ich institutions, or will be done as successfully as
; women's colleges. The special courses and coun-
g arrangements for women can be provided, of
,e. But the total setting, which really determines
ixperience, as we all should know, is not likely
: supportive to many women in a co-educational
ution. Faculties and administrators delude them-
5, and have for years, with the notion that because
dent, whether a boy or a girl, is in tutelage in the
"oom for 15 or so hours a week, that the tutelary
ience is having a decisive impact on him. We know
is not quite the case. Hopefully, the classroom
ome influence by itself, but we know perfectly well
t is the total setting in which the instruction occurs
is really important. And it is this total setting
Rosemary Park refers to in the interview that was
ted recently in the Chronicle of Higher Education,
lich she said that she seriously questions "whether
:n in a totally co-educational situation get as good
il intellectually as they do at a women's college."
is perfectly clear that, among other things, the
e of courses and majors by women are significantly
ent in a women's college and in a co-educational
This can't all be self-selection. It is true, for
pie, that the college which I have the privilege of
ng now is one that has been distinguished over
'ears in the sciences, and undoubtedly there has
a kind of self-perpetuating quality in that achieve-
. But I know also that on that campus it is not
ninine to be a physicist or a chemist or a mathe-
:ian or a biologist. It is not expected, as a result
e subtle conditioning that goes on there, that one
:s one's choice of major according to the role-
itioning that the girl has received from her family
ier early education. Not that we don't have a child
center; not that we don't do work in development-
ychology; not that we don't do a great many other
s of special interest to women. But the opportunity
o there, without any loss of status or self-regard,
irsue a major that the student as a person feels is
for her, without any concern for what may be
thing for a girl to do." Women on their own
us, as Margery Foster, Dean of Douglass College,
ed out in a report very recently, are first-class
ns, thoroughly able to gain the experience and the
dence that comes from successful leadership. It is
ficant, as Dean Foster also points out in her
't, that when a woman on a co-educational campus

becomes an editor or the president of a student body, it
is front page news in the New York Times or an
equivalent document. It is not front-page news when a
woman becomes the editor of the student paper on a
women's college campus, or the president of the student
body, or the chairman of the student academic policy
committee, or a member of a faculty committee, or any
other position of leadership. That is what she is there
for. That is her opportunity. That is her very special
challenge in the setting that can be provided by the
woman's college.

This setting, in order to be effective, does not re-
quire a convent atmosphere, and it is perfectly con-
sistent with arrangements for exchange among various
institutions at a time when mixing and competition
with men are desired and timely. Girls don't all develop
at the same rate, any more than men do. There is no
reason to doubt that it is a good idea for many of
our students, particularly in their junior or senior year,
if they wish as many of them do, to take courses and
seminars at Amherst or the University of Massachu-
setts, where they are intellectually fully in competition
with men. If they are ready for it, and they want it,
fine. Nor does it do a bit of harm that we have ap-
proximately twenty young men, exchange students from
men's colleges, who are living on our campus this year
in addition to the Amherst and University students who
are there taking individual courses. But this is a woman's
campus and the girls are first-class citizens there, a
fact that is a little rough on some of the boys to dis-
cover, though they thoroughly enjoy themselves, judging
from the reports that I have had from them. There is,
I repeat, no reason why a woman's college requires a
convent atmosphere for its educational effectiveness.
But I would like to suggest that the woman on a co-
educational campus who is still trying to find herself
as a person and who feels that she must both compete
with men and compete for men is given a pretty rough
deal. In those circumstances it may be much easier and
much more "natural," to use a word that is much
abused when the subject of co-education is under dis-
cussion, to become a pom-pom girl.

Other arguments that I could raise are less specifi-
cally educational in character, such as the point, of
which I am increasingly persuaded, that there is a
greater likelihood of recapturing a genuine sense of
community on a women's college campus than on
a co-educational one. But the arguments that I have
presented already are essentially the major ones. At
the practical level it is entirely possible that unthink-
ing fashion and the fact that most separate colleges are
small with all of the economic problems which that
situation implies may make the woman's college, as
well perhaps as the small co-educational or men's
college, non-viable. That is not yet clear. But if it
becomes certain, if the woman's college disappears,
I am persuaded that the educational opportunities for
many women will be immeasureably poorer, and that
the society will have suffered a very serious loss. a.

The Faculty Statement in Memory of E J. Rogers, Jr.

In 1946 at the age of twenty-five,
Mr. P. J. Rogers, Jr., joined the ad-
ministrative staff of Agnes Scott
College. Five years later in 1951
and in the first month of President
Wallace M. Alston's administration,
Mr. Rogers was appointed business
manager of Agnes Scott, becoming
at the early age of 30 one of the
major administrative officers of the
college. Thus, for approximately
half his life this fine man literally
spent himself for this institution.

P. J. Rogers, Jr., was born in
Covington, Georgia on June 22,
1921. He died in Decatur, Georgia
on March 14, 1970. Mr. Rogers
grew up in his native community,
remaining there through his high
school training. After attending
North Georgia College at Dahlon-
ega and prior to joining the Agnes
Scott staff, he was associated with
the Retail Credit Company and with
the Georgia Institute of Technology.
On November 27, 1941 he married
Miss Virginia Wallace who survives
him, along with five children and
three grandchildren.

In commenting on Mr. Rogers,
President Alston has said, "I have
never known a man who knew so
much about so many things." This
comment is not an overstatement,
and many of us in the faculty could
give countless examples of Mr.
Rogers' vast knowledge and "know-
how." For instance, if one wanted
to employ a painter, a carpenter, a
roofer, or a plumber, he sought Mr.
Rogers' advice. This man knew
where one could get a car repaired,
or how to save money on the pur-
chase of furniture or linoleum or
garden tools. He could give good
counsel on the preparation of an
income tax form or on what one
should do to meet the requirements
of the local housing code. All of this
great store of knowledge was shared

with generosity and enthusiasm. In-
deed, he did more than just share.
He participated. One faculty mem-
ber, needing a power lawn mower,
spoke to Mr. Rogers and found
himself being personally accom-
panied to a dealer where Mr. Rogers
assisted in the selection of the
mower and by his presence and in-
terest most likely secured a discount
price for the purchase. Such stories
as this one are legion about this
remarkable man.

But it is right on this campus
itself that he left his most significant
mark. As was noted at his funeral
service, there's not a building, a
tree, a bush, or a blade of grass at
Agnes Scott that does not speak of
this man. As purchasing agent, he
bought almost everything that the
college uses, from paper and pencils
to scientific equipment for the lab-
oratories or instruments for the
studios. As the administrator in
charge of buildings and grounds, he
personally devised and supervised
every alteration to the campus from
the major remodeling of a building
to the selection of a spot to plant
a new shrub. As the employer and
supervisor of all non-contract em-
ployees, he was directly involved in
the lives of a larger number of peo-
ple than almost any other person
at this college. It was Mr. Rogers
who was the contact person with the
community in the growth of the
campus. He selected the property
that the college would purchase and
then was the active participant in
each step of the transaction. If a
new building was erected, Mr.
Rogers worked closely with the
architect in all planning and design-
ing, then with the builder in the
construction, next with the supplier
of furnishings and equipment, and
finally with the occupants in their
becoming adjusted to the new facil-

ity. No person, except the preside
of the college himself, was relat
to so many facets of Agnes Scot
life.

Amiable in manner, patient
spirit, profligate in the way he sps
himself, Mr. Rogers' primary inti
est was in people human beings
all walks of life. Twenty-four hoi
a day, seven days a week he v,
available to help, to encourage,
sustain this assistance being
fered in an unostentatious w
which invited confidence and
deared him to one and all.

In 1958 the students of Agi
Scott dedicated the Silhouette to I
Rogers. In the dedication they s;
of him:

Mr. P. J. Rogers is the m
behind the scenes at Agi
Scott. As Business Manager
the College, he has a tremf
dous task in the practic
everyday job of keeping
college going. It is his place
supervise the maintenance,
budget, the buying of equ
ment and all repair work.
Add to these the many misc
laneous jobs which fall to li
daily, and it is indeed amaz
to note the competency, sw
ness, and effectiveness
which he works.

The students used the w<
amazing to describe Mr. Rogers,
was indeed an amazing person,
much so that we are not likely
see his like again. It has been
good fortune to be at Agnes Sc
concurrently with him. Let us tl
as a faculty give thanks for
privilege that we have had in kn<
ing and being co-workers with 1
truly "amazing" man.

Respectfully submitt
Mary L. Boney
Nancy P. Groseclos
W. Edward McNaii
Chairman

THE ACNES SCOTT ALUMNAE QUART

Active in the theater and television, Alice appeared in a run
in The Boy on the Straight Back Chair at the American Place
Theater. In the article below she writes of the joys of "ac-
quiring" a baby.

Brief Intermission

by Alice Beardsley Carroll '47

i January 1, 1970 a baby was born in California
im and me.

: got the news on the 2nd, shopped on the 3rd,
ed out the 4th and 5th, and on the 6th I took off
ilifornia for a confrontation with our son. At first
e one would have thought him only a baby like
)ther baby, but a second glance dispelled the mis-
lation. And subsequent events have confirmed that
' vast experience with babies, he is uniquely charm-
vitty, gifted, good and generally gorgeous, and in
vast experience with babies he is uniquely charm-
vitty, gifted, good and generally gorgeous.
e day was so full of adventure that it seemed like

days. First the flight was breathtaking. I kept
g from one side's view to the other side's view, and
n't mind revealing my newness to this kind of
continent viewing. From the density of our New

over the great farm lands, the bleak mystery of
>ns, cliffs and deserts to the swimming pools of
srnia, it is a magic and beautiful land,
en a real kind guy on my flight offered to drop
ff at the lawyer's office in Beverly Hills. The kind
urned out to be the wizard guy who came in to
ge the closing weeks of Hubert Humphrey's
lential campaign and almost turned everything
id no other than Joe Napolitan. For me it was
ry exciting encounter of political brain picking.
id then it finally happened. From the jealous arms
mpletely conquered and adoring nurses, I wrested
on and with a final admonition from them to burp

ounce I was on my frantic Freeway trip back to
ting return cross-continent flight. Through all this,
iew one slept, and ate, and slept some more and
cried at the very end when my ears were popping
aching badly. I figured his were too. But the
irdess said "maybe he's gotta burp", so I clumsily

pretended I knew just what to do and to my joy a low
growl found its way up from that tiny cavern and he
was asleep again. New Daddy Jim met us in the snow
and in the same year's day we were home. I was in a
state of collapse, Jim was in a state of excitement and
the new one was beginning to wonder what state he was
in. And he was crying. Jim disappeared into his bed-
room and the crying stopped. I waited for it to begin
again, but it didn't so I called in "what did you do to
quiet the baby?" and he said softly "I'm holding his
hand."

During those early hours together. Dr. Spock was
our Bible. First the new one started to hiccup and I
said "my God, he's got an obstruction," and rushed to
Dr. Spock who said "most babies hiccup, it doesn't
mean anything," and I collapsed with relief until he
started to sneeze and I thought "my God, he's got
pneumonia already" and rushed to Dr. Spock who said
"babies sneeze easily, it doesn't usually mean a cold."
As for Jim, who used to pore over "Scientific America",
he's still poring, but over baby books. So you see, be-
tween us, we'll soon know all there is to know and will
be able to advise all you present or aspiring parents.
We also have a note or two for Dr. Spock.

In case you think my view in any way biased, I sub-
mit as evidence 1. our friend, the palm reader, who
unlocked the new one's tiny palm to discover unique
charm, wit, gifts, goodness, and general gorgeousness;
2. one very critical granny who says there's no doubt
he's a fine specimen and 3. an objective, scientific type
Daddy who can tell in everything he does that he's
advanced far beyond his journey's days.

Oh yes, we've named the new one Matthew Beardsley
Carroll.

Born 11:25, January 1, 1970; weight 6 lbs 14'/2
ounces; 19'/2 inches long.

DEATHS

Faculty

Mrs. Robert J. McCreary (Genevieve White),
librarian at Agnes Scott during the 1920's, Jan.,
1970.

Institute

Amy Walden Harrell (Mrs. Costen ).), April 3,
1969.

1904

Anne Thornton Spence Bellamy (Mrs. William
McKoy), May 15, 1970.

1914

Robert A. Parker, husband of Jessica Daves and
author of A Yankee Saint, and The Incredible
Messiah, |une 14, 1970.

1921

Clinton E Coleman, husband of Julia Heaton
Coleman, Aug 25, 1969.

1922

Kenneth H. Merry, Sr., husband of Gene Calla-
way Merry, Aug. 27, 1969.

1924

Emily Arnold Perry (Mrs. Clarence A.), March
31, 1970.

1927

Grace Carr Clark (Mrs. William B.), May 16,

1970.

1929

Dr. Maynard M. Miller, husband of Violet
Weeks Miller, July, 1970. Services were held
in the Westminster Presbyterian Church which
Dr. Miller helped build in Hot Springs, Ark-
ansas.

1933

Mrs. J. S. Robinson, mother of Mary Louise
Robinson Black, June 9, 1970.

1940

Mrs. R. L Stover, mother of Edith Stover Mc-
Fee, July 28, 1970.

1945

George S. Yates, husband of Martha Whatley
Yates, July 30, 1970.

1948

Dr. Thomas M Ezzard, father of Anne Ezzard
Eskew, April 26, 1970.

Mrs R. L Klein, mother of Margie Klein Thom-
son, April 14, 1970.

1950

Margaret Hopkins Williams (Mrs. Frank, Jr.),

June 7, 1970

1956

Grace Carr Clark (Mrs. William B.l, mother of
Mary Edna Clark Hollins, May 16, 1970.

1959

James C. Bailey, father of Suzanne Bailey Stuart,

May 14, 1970.

1960

Thomas Callahan, |r,. son of Becky Evans Cal-
lahan, drowned June 21, 1970.

All of us who belong to the Agnes Scott family have been
saddened by the death of Ann Worthy Johnson on Monday
morning, October 5th. Ann Worthy suffered several strokes
and was unconscious during the week prior to her death.
Her service to the College for the past sixteen years was
marked by a deep devotion to the purposes for which Agnes
Scott lives.

Wallace M. Alston

Worthy Notes

x for Growth: Alumnae Involvement in Agnes Scott Affairs

As an editor I am aware that Annual Fund Reports
not good "magazine copy." But as a fund-raiser
Agnes Scott College, I have a responsibility to keep
mnae aware of results in this most demanding area
the college's life. I recommend that you peruse The
59-70 Agnes Scott Fund Report, pp. 5-14. It was
plendid Fund year, and I congratulate each of you

made it so.

Sharing dollars with Agnes Scott is a fundamental
y alumnae serve the college. There are other means
service (which is one reason the Alumnae Associa-
a exists), such as representing the college at aca-
nic special events on other campuses. During 1969-
six alumnae attended inaugurations of college presi-
lts: Mildred McCain Kinnaird '46, Mary Bald-

1 College; Anna Eagan Goodhue '44, Mount Holyoke
liege; Carolyn Crawford Chesnutt '55, Coker Col-
e; Alice Crenshaw Moore '49, King College; Anne
Ids McLean, '43, St. Andrews Presbyterian College,
1 Molly Milan Inserni '45, Inter American University
Puerto Rico.

A new Alumnae Association program in 1969-70
s the Alumnae European Tour in July, 1970. Both
rbara Murlin Pendleton '40, Associate Director of
jmnae Affairs and I were fortunate enough to go,
1 thirty-five of us spent twenty-one enchanted days
Europe. We also learned some "do's and don'ts"
)ut group travel which will enhance our next trip.
;t today, for example, I heard an astounding statistic
m the representative of our travel agency: the thirty-
e people on the Alumnae Tour were part of 6,500,-

000 tourists in Europe in July. Anyone for travel in
May?

Upon our return to Agnes Scott Barbara and I (af-
ter sleeping around the clock, of course) said a quick
goodbye to 1969-70 in the Alumnae Office and plunged
into plans for 1970-71. The Alumnae Association, with
the leadership of its new president, Gene Slack Morse
'41, will undertake a long, hard look at itself. Mem-
bers of the Executive Board of the Association (see
back cover. Alumnae Quarterly spring, 1970) will con-
duct the self-study, or evaluation, of two main areas:
programs and organization. We are aware that this time
consuming task will not be easy but we want to improve
our services to the College and to alumnae. The faculty
is already, this summer, hard at work on studying the
whole purpose and role of Agnes Scott College, and we
in the Alumnae Association anticipate seeing the re-
sults of their good efforts.

We shall be asking ourselves questions such as, How
can the Alumnae Association communicate better with
the public and with students? How can we find pro-
grams that will attract young alumnae? How will we
find ways to convince today's society of the necessity
for the existence of the strong, independent liberal arts
woman's college? How do we shape the Association to
accomplish such goals? Who decides? How can we best
help alumnae continue their own education? Is there
an organized way for alumnae to assist in the search
for prospective Agnes Scott students? The Executive
Board invites answers to these and other questions from
any alumna. Speak up!

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

Mrs.

* Rd.
Lithonia, GA 30058

1

fWj&m

THE

ALUMNAE QUARTERLY

FALL 7970

THE AGNES SCOTT QUARTERLY VOL 49 NO.

CONTENTS
Ann Worthy Johnson 1

The Blurred Vision Dr. James I. McCord 4

A Time for Speaking Out: The Agnes Scott Purpose Tyler McFadden 71 8

A Crisis of Understanding: Students and Teachers in American Society

Dr. W. Edmund Moomaw 10

Class News Shelia Wilkins Dykes '69 and Mary Margaret MacMillan '70 15

Barbara Murlin Pendleton '40 Editor
John Stuart McKenzie, Design Consultant
Member of American Alumni Council

Photo Credits

FRONT COVER, Kerr Studio, pp. 11, 23, Back Co

Rogers and Special, p. 20 Dwight Ross, Jr.

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

ANN WORTHY JOHNSON

rHE morning of October 5 Ann
hy Johnson died. She had gone into
lospital a week earlier for surgery,
Defore it could be performed she
red a stroke, then another, and was
iscious for the week before she
She is survived by a sister Mrs. T.
i Crouch of Gainesville, Florida.
e daughter of Rockwell Worthy
son and Ludie Harvey Johnson, she
born in Atlanta. After the death of
father the family moved to Rome,
gia. She graduated from Agnes Scott
38, and after a year's stint of work-
n the college bookstore she entered
University of North Carolina and
id her master's degree in English.
then worked as an editor of the
ersity of North Carolina Press from
-42.

ter the outbreak of World War II
Worthy served in the South Pacific
:creation director of the American
Cross from 1943-1945. Returning to
.tates, she continued her work with
^ed Cross as field representative of
Southeastern states prior to joining

the staff at Agnes Scott in 1954.

Ann Worthy came to the college in the
position of Director of Alumnae Affairs,
Editor of the Quarterly and Publicity
Director. Her leadership in college, in
the Red Cross and civic affairs qualified
her for the administrative duties, her work
as an editor of the University of North
Carolina Press made her a professional
in the field of editing and writing, and
the Red Cross position had given her a
fine background in fund raising. And she
genuinely liked all these facets of her
work.

Warm, gay, tolerant, friendly, she may
have given the impression that she was
casual and carefree, but she was dedi-
cated to the purposes of the College, and
put integrity and truth into all she did.
She was creative and meticulous in her
work and eagerly welcomed suggestions
or a new approach.

Ann Worthy's spiritual nature mani-
fested itself in the depth of her under-
standing of people and her concern for
others. How many lives she touched in
her work with alumnae, through the

Quarterly and by visits to clubs across
the nation is hard to measure. Her lively
and informal manner brought spontaneity
to discussions of a serious nature.

She gave her time freely in volunteer
activities, and was a former president and
director of the Atlanta Young Women's
Christian Association, a district director
of the American College Public Relations
Association and a member of the board
of directors of the American Alumni
Council.

She was chairman of the Altar Guild
committee at Holy Trinity Episcopal
Church and a member of the Episcopal
Diocese of Atlanta College Division
Committee.

Her faith in the college, its purpose,
and its product, the alumnae was
boundless. Of course, there were those
who disagreed with her at times, of
course there was criticism. But sometimes
her co-workers can hear her hearty laugh
ring out, can still see her come into the
office, a letter in her hand, and hear her
begin, "Agnes Scott alumnae are wonder-
ful. . . ." Barbara Murlin Pendleton '40

A memorial has been established in her honor.
Those wishing to contribute may make check pay-
able to Agnes Scott College, and specify that it is for
the Ann Worthy Johnson Scholarship Fund.

nn Worthy Remembered by Friends and Associates

nly one of many who prized Ann
hy Johnson's friendship and can at-

her rare personal qualities, I shall
ry to write about the staunch friend
of us has lost. In one respect, per-

1 can appreciate her in a way no
else can: as my successor in the
: of director of alumnae affairs.

the time she gave in to our pleas
onsented to leave her executive post
the Red Cross, I had struggled with
nae affairs for seven years. I had

back to the campus in the crusading

of rescuing Agnes Scott from the
cial peril in which independent col-
stood as the sparse crop of Depres-
babies reached college age at the

time the postwar cost spiral began,
ingle aim was to convince my fellow
aae of our responsibility in this
; as a journalist, aged 27, I thought
1 only to put the matter to them
y to bring them to the rescue with
Other aspects of alumnae work did
ppeal to me greatly. At the end of
ears, when I felt I had done all I
, I resigned a year in advance and
:gan our search for a new director.

the short time Ann Worthy and I
ed together before I left and in the
n years since (during two of which I
i as president of the Alumnae Asso-
n), I was astonished to see that she
ted and even seemed to relish the

of the job I had regarded as tun-
es to the accomplishment of the
mportant task The endless problems
ouse and garden, the social and
ocial gatherings, the adverse re-
es of some alumnae to anything
the College or the Association did,
nsistence of some others that the
ge change itself into an instrument
lolitical or otherwise nonacademic
>ses, the assumption by still others
Jecause they had experienced Agnes

when they were immature the Col-
tself must be naive, and always the
tation of those fastidious souls who
d fund-raising as a breach of eti-
all these burdens Ann Worthy
ted with good humor and a warmth

embraced the most exasperating
e in her amused, affectionate sym-
'. At the regional and national meet-
of the American Alumni Council,
l I had forced myself to attend in

to keep up with fund-raising tech-
s, she joyfully made friends with

her counterparts in other leading col-
leges and probably taught at least as
much as she learned. She visited alumnae
clubs in and out of town, sat long and
patiently with committees and boards,
and gradually nursed the Association into
the very effective arm of the College it
is now.

She did it, I think, chiefly, by never
letting all the nonsense blind her to the
very great good sense and good will of
the main body of Agnes Scott alumnae,
whose generosity and creative energy she
was able, in her genial low-keyed way,
to summon to the support of their college
as a matter of course. She loved and un-
derstood us and Agnes Scott; and only
one of the fruits of her love and under-
standing is that we now give the College
five times as much money as we did
when she came. (So much for single-
mindedness.)

Ann Worthy gave her complex self
for sixteen years to what I still con-
sider one of the very highest of human
endeavors: the preservation and enlarge-
ment of the means of liberal education.
She belongs in the gallery of those who
have continued the creation of Agnes
Scott.

Eleanor N. Hutchens '40
Professor of English
University of Alabama
at Huntsville

Writing about Ann Worthy is like writ-
ing about my family. Since the first day
of the 1934 Agnes Scott session, we
shared the ups and downs of each other's
lives the dreams and the realities of
students, the dreams and realities of
adults, the joys and sorrows of each
other and of those close to each of us.
As I have thought about those years,
I realize that what makes it hard to de-
scribe Worthy is that she was not a
stereotype of anything. Long before the
phrase became a part of the language.
Worthy did her own thing. She didn't
play roles or games. She was herself
honest, intelligent, sensitive, realistic,
idealistic, good humored, tolerant no
matter what the relationship. Friend, pro-
fessional employee, volunteer executive,
co-worker no matter she was the same
person. She did not hide behind titles
or formalities and was not afraid to risk
being hurt by exposing herself as a per-

son. She was not a martyr and would be
the first to relieve us of any burden of
gratitude for anything she was able to
do for us personally or for the college
which touches us all.

I think she would paraphrase Polonius
a bit and tell each of us This above
all, live life to the fullest and rejoice in
it; you cannot then fail to love and help
others.

Eliza King Morrison '38
President of the Class
of 1938

A college is a community of many
lives: lives of students, faculty, and offi-
cers; those who still walk on the campus
and those who have gone out from it;
lives that seem just begun and lives of
those who once worked here, lives that
have ended.

It is hard to begin thinking of Ann
Worthy Johnson in terms of finality.
She was unfailingly responsive, generous,
and warm to all around her. She had a
gay young enthusiasm for bright colors,
for travel and new experiences, and al-
ways for people.

But she also had, in the face of physi-
cal limitation, a great deal of private
courage, and to her public life during her
sixteen years as director of alumnae
affairs, she brought a strong Christian
sense of responsibility and concern for
others, and unwavering trust in the im-
portance of our intellectual enterprise.
Difficult as it is to think of our college
without her, we are grateful for the con-
tribution she has made which will be a
continuing part of it.

Margret Trotter
Professor of English
Agnes Scott College

Agnes Scott College and Ann Worthy-
Johnson are synonymous to many of us
who were fortunate to be her colleagues
in alumnae work. Those of us who try
at our own institutions to do half as
good a job as she did for her beloved
"Scott" held her in high regard.

Before I ever visited the campus of
Agnes Scott College I knew it as an
exciting community of vital, highly moti-

Carrington Wilson Fox '60, former News Editor, Ann Worthy and Marybeth Little
Weston '48 were on hand to cheer Agnes Scott contestants in the College Bowl in 1966.

vated, bright students led by a skilled,
dedicated faculty. This is the way Ann
Worthy saw her college and her belief
and enthusiasm communicated itself to
others. Because of this she was always
eager to share with others her ideas for
the Alumnae Association, secure in the
knowledge that "there is no competition
between lighthouses".

We who worked with Ann Worthy on
programs for the womens colleges, who
often travelled with her, who partied
with her, who argued or agreed with her,
will miss her sorely. We found her a truly
Blythe Spirit!

Elizabeth Bond Wood
Director of Alumnae Affairs
Sweet Briar College

In time I will believe the fact of Ann
Worthy's passing. For now, it's too soon
to comprehend such "joie de vivre" has
ceased.

Ann Worthy was one of life's true
originals. She had a style uniquely her
own ... a personality that could light
up a room. She had to be one of the
great humanizing forces for a college of
such awesome academic standards.

Ann Worthy stood firmly on the
school's side of every controversy. She
took the purpose of Agnes Scott serious-
ly .. . but not herself. She made light of

life's misfortunes and actively sought
laughter. She was a marvellous audience
to all manner of telling . . . what more
endearing human quality could anyone
possess?

Every friend Ann Worthy ever had
was a close friend. What a monument to
her warmth and naturalness.

As Director of Alumnae Affairs, Ann
Worthy served her alma mater in many
demanding areas of the school's best in-
terests and greatest needs. One of her
"hats" was editor of the Quarterly. The
business of editing a magazine is a wear-
ing one. As her printer, I knew the ha-
rassments as well as anyone. She gave
this job full measure of herself. And she
made of the chore a joyous journey.

I can't believe the phone has lost the
memory of her laughter. In time, I may
believe.

John Stuart McKenzie
Vice President
Higgins-McArthur/
Longino & Porter, Inc.

When you have a faraway close friend,
you are used to being out of touch. You
write, but only enough so that when you
can hope to see each other you will, and
it will be as if years and distance had
never separated you. So it is not real, not
real at all, when you learn that this friend
is dead and that these years and miles

are forever. It is impossible that you i
not pick up the phone and hear t
warm voice, that the now and again
ters and now and again visits will ne
be again.

Because this friend of another ti
and another place is possibly no
than a name to your family and closi
friends, to whom can you say: Reme
ber? The warmth-life-joy so charac
istic of her. The long serious talks. "
sensitive insights. The human failii
The humor. The way we could go
years without seeing each other
then pick right up. There is no (
There is no healthful sharing of
grief, no comfort of a ceremony of i;
well. Though grief is a necessity it
comes a luxury you deny yourself W
you cannot really share it. In the pi
sures of work and family living e
giving way to a private sadness mi
seem unfair. Acceptance and grief
thwarted. Comfort cannot come.

A ribbon of monarch butterf
were making their pilgrimage soi
ward on the bright October air
one veered, alighted on a reed, sn
ped shut its stained-glass wings
froze motionless to watch it. Slo
I realized that this quickness,
gaiety and this purposefulness w
over; the colorful wings were moti
less forever.
And that is how the shock of ac
tance finally came, weeks after frie
at the hospital and at the graveside
had acceptance forced on them witl
any softening of nature or time.

We whose friendships stem from
swift campus years are often far a
from close friends at death. How cl
then, we should try to stay in life.
Worthy through her alumnae work
the letter she wrote us in each Quarti
tried to keep all of us in touch. She I
ticularly prized friendship, aliveness,
One of her favorite words was "w
drous," a rare word in most vocabulai
I think Ann Worthy sought, and th(
fore found, something wondrous in e
day she lived. Most of all she sough
in the goodness of people. And beca
she sought it, it was there. To so m
of us she was, and will always be
faraway close friend.

Marybeth Little Weston '<
Associate Garden Editor
House and Garden

THE AGNES SCOTT ALUMNAE QUARTE

The Blurred Vision

by JAMES I. McCORD

dBERS 13:33 "And there we
saw the giants, the sons
of Anak, which come of
the giants: and we were in
our own sight as grass-
hoppers, and so we were in
their sight."
e are increasingly aware that we
all members of an exodus society.
we are moving out of one age
another. Every exodus is mo-
ed by a dream of a promised land,
this generation has had a vision
new world, a true land of promise
;h lies ahead, a society where
iers are broken down, poverty and
se are erased, threats to human
are eliminated, divisions are
ed. and where men live together
Dncord and peace,
f course, such a vision of Utopia
Jt unique to this age. Sir Thomas
e wrote of it; Francis Bacon
med of a New Atlantis, and Cam-
illa spoke of a City of the Sun.
what is different in our period
lat there is present and ready-to-
J knowledge and technical skill
should enable us to move from
re we are in th's exodus to the land
romise where we want to be, and
movement should be steady and
iout interruption.

:ill in any exodus situation there
inevitably be three reactions, and
imerica in 1970 we are beginning
se a three-fold division take place
ng our people. There are. on the
hand, the immobilized members of
right who do not want to travel,
have no desire to take part in
exodus. They do not want to pack
" bags; they want to remain where
are. They generally represent the
t frightened segment of the pop-
ion. History tends to confirm the

ut the Author: Dr. James McCord.
ident of Princeton Theological Semi-
, gave the Baccalaureate Sermon at
uation last spring. It is a perceptive
r of our society and the crisis of con-
ice within.

thesis that those who believe the least
fear the most, so today those who
believe the least in the promises that
are ahead are the ones who are most
fearful when travel is indicated.

A good example of this weakness is
found in the history of the ancient
Greeks among the class of people
known as the Sophists. Although Aris-
tophanes called Socrates a Sophist,
Socrates apparently tried to escape
this label because he did not want to
be identified with this particular group
of itinerant teachers. They were
skeptics who believed that there was
no natural law or divine law, no prov-
idence, nothing fixed, nothing on
which man and his society could build
or depend. Probably the most high-
minded of all the Sophists was Pro-
tagoras. His famous dictum was, "Man
is the measure of all things, of what
they are that they are, and of what
they are not that they are not." What-
ever we have is the product of the
cumulative wisdom of the ages, the
Sophists contended. Is is a matter of
techne. of mere arrangement. The kind
of society we live in has been arranged,
their argument ran. Every system has
been built up through arrangement.
Hence it follows that we should not
rock the boat, attempt to improve
anything, or assay any kind of prog-
ress, for all we would be doing would
be to court chaos. And there are those
today who feel that any criticism of
existing conditions or any suggestion
of an exodus that would involve our
society is the courting of chaos.

Besides the immobilized right there
is the response of another minority,
the romantic left, those whose watch-
word is "exodus now!" We want to
travel, they say, but we want to make
the trip by jet, and we want to arrive,
not tomorrow but yesterday. They in-
dulge in what Norman Mailer de-
scribes as the "middle-class lust for
apocalypse." Their dreams are al-
ways fulfilled in an apocalyptic way.
The results are automatic, immediate,
and absolute. They refuse to make the
effort or to involve themselves in the

struggle or to take the time to make
real ihe dream that appears before
them. This group reminds me most
of the flower children in Germany
during the Weimar Republic after
World War I. They, too, had a vision
and wanted to participate in an ex-
odus now. But the great problem with
this mind-set is that when they do not
get their wants now, then they say.
"We have been betrayed," by the
leaders, or the establishment, or the
system, or whatever they choose to
accuse. Having been betrayed, they
then feel free to become cynical. When
the Nazis began to march out of the
beer halls of Bavaria, their first fol-
lowers were the betrayed and now
cynical flower children of Weimar.

I am most concerned today not
with the reaction of those immobilized
and static on the one hand, or of the
romantic and apocalyptic on the other.
I am more concerned with the reac-
tion of the broad middle of America,
with those who, too, have shared the
dream, who have seen the vision, who
through their education and under-
standing have been able to lay hold
of an idea of a world far better than
the one in which we live. But just
at the moment that the vision seemed
to command and compel, it has be-
come blurred for them blurred be-
cause they have taken a second look,
and the world they thought would be
brought into being through technical
wisdom and skill, through all of the
power of technology, now seems to
be computerized, routinized. stand-
ardized, and depersonalized in all of
its aspects. Mankind, rather than being
unified, appears to be approaching
homogenization and destined for the
life of a beehive or an ant heap.

This is the blur that has caused
the cultural parenthesis which we are
now in in America, a parenthesis in
which we have squared off to begin a
great debate about the nature of the
society toward which we are proceed-
ing. And the parenthesis is character-
ized by certain weaknesses that I am
convinced we must move beyond.

1970

The Blurred Vision

(continued)

This brings us to the incident re-
ported in our text. The trek from
Egypt to Canaan in the original Ex-
odus was interrupted when Moses sent
twelve men, one from every tribe and
each a leader, to spy out the Promised
Land. They traveled from south to
north and back again, investigating
the land, the people, and the cities
in which they dwelled. Then came
their report. It is a land that "flows
with milk and honey. Nevertheless the
people be strong that dwell in the
land, and the cities are walled, and
very great, and moreover we saw
the children of Anak there." Caleb's
remonstrance, "Let us go up at once,
and possess it," had no effect, for the
people were in their own sight as
grasshoppers, and so they were in the
sight of others.

We all seem infected with a grass-
hopper neurosis. Someone has defined
neurotics as those who build dream
houses, psychotics as those who in-
habit them, and psychiatrists as those
who are said to collect rent off them.
We are not psychotic: we have not
lost all touch with reality. But we have
all the emotional disorder of the
neurotic, the feelings of anxiety, ob-
sessional thoughts, compulsive acts,
and groundless complaints. We have
simply become dysfunctional, quailing
before the sons of Anak.

The first evidence of this is the
paralysis of leadership, especially the
paralysis of liberal leadership at the
present moment. Some of you will re-
member Harry Ashmore's book, An
Epitaph for Dixie. His thesis is that
the problems for the past fifteen years
have arisen primarily because those
who, through training, background,
experience, and gifts, should be lead-
ing have refused to exercise leadership
and, therefore, the extremists, the
strident voices, the little men with
the bitter and mean spirits, have
moved to the forefront to fill the
vacuum. It is a tragedy when those
who should be leading today in the
great debate have suddenly found
themselves paralyzed and have be-
come masochistic. They do not act:
they only react. They see the problems
and are frozen before them. They sim-
ply say, "Rev up the violence of your
rhetoric, denounce me louder, beat

me again, and make me feel guiltier
and guiltier." Of course, as a Calvinist
I am quick to admit that there is a
guilt that is strong and healthy, one
that God can forgive by cancelling the
past and opening the future. But I

must go on and add that we as a
tion are in the midst of a period
guilt that is not strong but is para
ing and sick.

A second characteristic of
blurred vision is the flight away fi

THE ACNES SCOTT ALUMNAE QUART!

goal of the unity of mankhind.
haps the strongest movement in
iety today is in the opposite direc-
i. It is toward the retribalization of
ikind. Wherever you look, man
us to be seeking the smaller tribal
up. Within the context of his tribe
s looking for his own roots, for his
itity, for those characteristics that
make him different, that will con-
individuality, and that will give
a certain authenticity he feels he
lost, or else it is being imperilled in
sort of society in which he lives,
he third development is a flour-
ng romanticism that has sprung up
le 1960s close and the 1970s open,
amanticism that drives one back
understanding to the beginning of
nineteenth century and to the
ature of Central Europe in the
ides immediately following 1800.
movement then was against
sicism with its sterile and stultify-
forms. The ethos is the same to-
Now the rebellion is against
:ture and order for their repres-
ness, and the quest is for free-
. There is an anti-rational flight
] intellect in favor of emotion and
ng. There is the rejection of the
iorate in favor of the individual,
"e is the rejection of the average,
norm, in favor of the exceptional,
novel. And there is the rejection
he complex and the difficult in
r of the primitive, the simple, the

it romanticism today, as in the
lning of the nineteenth century,
imarily a movement in behalf of
;. and I am convinced that these
ms movements which have been
:hed here in broad strokes are
:ally a generation's quest for the
in. They represent a religious af-
ition, a search for more humane
:s and more human relations to
icterize the world in which we
live. Theodore Roszak, in his
iption of the counter-culture,
:s essentially the same point. The
ter-culture is a deliberate step
de our objectifying, scientific
re. It is an attempt in many
rent directions to define a new
of life in which tiie humane will
le first priority and the human
be the basic characteristic of all

relations.

Let me close by suggesting certain
guidelines for those of us who will
participate in the great debate. They
are addressed not only to the Class of
1970 that is under thirty but also to
faculty, parents, and friends who have
moved beyond that magic and rather
arbitrary number. The first suggestion
is this: in the midst of the great debate
that is going on in our nation con-
cerning the nature of the society in
which we shall live and the character
of America for the next generation,
it is terribly important that we enter
into and share the different perceptions
of different groups that are clamoring
to be heard today. Now of all times
is the worst for the closed mind and
the up-tight personality. Each genera-
tion, each racial group has its own
perception, its own perspective of
what is real and what is right, and it is
incumbent on us to share those percep-
tions. Pluralism is not merely coexist-
ence; pluralism is shared existence.
The second guideline is to begin to
take seriously the desire for new
priorities. Victor Ferkiss has written
a book entitled Technological Man,
with the sub-title, "The Myth and the
Reality." This is a sober, well-judged
book that contends that the new man,
the technological man. is still much
more myth than reality. Modern man
is still the old man with new techno-
logical toys. But we are being cata-
pulted willy-nilly into another age
qualitatively different from any that
has been, an age that is raising all
sorts of questions about the relations
among nations, the nature of environ-
ment, conditions for human survival,
the nature of our cities, and the
strength of our electorate. Unless we
are willing to move beyond business
as usual and to set up a new scale of
priorities, then the leadership we now
hold will be lost simply by default.
In the third place, we must move
beyond paralysis to a rebirth of con-
fidence. I agree that we are better
off now in the midst of the great
debate than we were before the debate
began. As long as we lived smugly
and complacently, thinking that all
is right and nothing is wrong, as long
as we lived with the myth of in-
nocence, thinking that tragedy is im-

possible for us, then it was later than
we thought. But now we have begun
to awaken to the enormity of the
problems before us: war, race, pov-
erty, family, and the rest, and a nation
that is awakened is a nation that has
taken the first and longest step to-
ward the solution of its problems.

In the fourth place, let me suggest
that we must now begin to acquire
what John Gardner calls a "shared
vision." The generation to which
I belong has been asked to ac-
cept many new things and to come to
terms with many new realities. We
have had to come to terms with religi-
ous pluralism when we were born
into a nation which we thought was
Protestant (it wasn't, but we thought
so ) . We have had to come to terms
with racial pluralism when we were
born into a nation which we thought
was white (it wasn't, but we thought
so ) . We have had to come to terms
with a new perspective with regard
to the balance of power among nations
and the balance of terror throughout
the world. All this has caused a crisis
of confidence, a failure of nerve.
What I am suggesting now is that old
and young, all of us black and white
and brown, all of us are challenged
to acquire a new and shared vision of
the sort of land and nation and world
in which we hope to live and for
which we covenant to work.

And, finally, let me suggest that
the greatest contribution that the Class
of 1970 can bring to this whole debate
is the ingredient of hope. Your educa-
tion represents your knowledge, the
technical skills and masteries which
you have acquired. But knowledge,
you know as well as I, is not enough
to equip a leader. He must also bring
hope. If your education supplies your
expertise, your faith should supply
your courage and hope. Tertullian.
the first of the Latin fathers, once
defined hope as "patience with the
lamp lit." You have an opportunity
to exhibit to our society that kind of
patience with the lamp lit that will
give courage and hope to move beyond
the paralysis of the present parenthesis
into the next stage of the exodus, into
a land that does not devour its people
but that flows with milk and honev.

A Time for Speaking Out

"Said corporation is constituted for the purpose of
establishing, perpetuating and conducting a College for
the Higher Education of Women under the auspices
distinctly favorable to the maintenance of the faith and
practice of the Christian religion, but all departments
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."

From the Charter of Agnes Scott College

"The founders of Agnes Scott wished to establish for
women a liberal arts institution based on Christian
principles. They believed that if this aim was to be
accomplished, opportunities must be provided for all-
round personal development; therefore, they planned a
program with a four-fold emphasis. These basic prin-
ciples of the founders have furnished a continuity of
aim and endeavor throughout the history of Agnes
Scott.

The first of the four principles is the emphasis on
high intellectual attainment. The standards of scholar-
ship at Agnes Scott revolve around the search for truth
through the tradition of honor, fearlessness of purpose,
efficiency of performance, and avoidance of shams and
shortcuts.

The academic concern at Agnes Scott is intimately
related to the college's Christian commitment, enabling
the student to develop a mature religious faith and to
achieve integrity of character.

Physical well-being is another aspect of the Agnes
Scott objective since a sound body is essential for hap-
piness and efficiency in an educational program.

A fourth emphasis is concerned with the develop-
ment of one's social maturity. In a community in which
personal relationships are important, the student's op-
portunity for self-realization is enriching for both the
individual and the community spirit.

Life at Agnes Scott should prepare the student to

assume responsibility in the community in which s
lives, both now and in the future, and to maintain i
educated concern for the world of today."

From the Agnes Scott Student Handbook-
1970 (Same since 1953)

"A liberal arts curriculum, academic excellence, a
individual development in a Christian context
foundation principles of the College. Strengtheni
these purposes are small classes, close faculty-stude
relationships, continuity of leadership, and a vari
program of student activities. More than twenty-five r.
cent of each class take a variety of fields which inclu
teaching, business, medicine, research, governme:
religious education, and social service.

Agnes Scott was founded by Presbyterians. It h
always maintained a close relationship to the Pr<
byterian Church, but is not controlled or supported
it. Students and faculty are selected without regard
ethnic origin or religious preference."

From the Agnes Scott Bullet
(Catalogue Number 1969-197

"The purpose of Agnes Scott College is to challer
selected students to the quest for truth through t
study of mankind's accumulated wealth for its O'
sake; to develop those qualities of mind, analytic, cr
cal, and imaginative, necessary for a useful and sat
fying life; to instil and develop an appreciation for t
life of the mind and the spirit; to help students fi
themselves in relation to this knowledge, and to accf
the responsibilities inherent in the favored position su
knowledge confers."

From the Agnes Scott College
Self-Study 1961-1963

THE AGNES SCOTT ALUMNAE QUARTE

The Agnes Scott Purpose

by TYLER McFADDEN '71

^

the opposite page are four statements which
rpret the purpose of Agnes Scott College. A com-
:ee of faculty, students, and alumnae is presently
lying them for their adequacy and accuracy with
)ect to the Agnes Scott of 1970-1971 and her future.
I committee is one of three selected last spring by a
ilty steering committee for the study of the academic
gram. A second committee is engaged in a study
he curriculum; a third is examining the relative posi-

of faculty and administration in academic policy-
cing. The Board of Trustees has a committee work-
independently of the others to examine the purpose,
"he faculty is aware of the discontent among its own
nbers and among the students as reflected in class-
in performance, a lack of scholarly activity and a
ing of inertia about the academic life on the campus.
! purpose committee is charged with the responsi-
:y of producing a working definition of Agnes
tt's purpose as a liberal arts college, and with rec-
nending changes or further study in areas where this
ns desirable.

he committee on the purpose has taken careful
:k of the four statements. The questions that are
gested below have already been addressed to faculty

students. We trust alumnae will be of assistance in
wering these and that they will suggest others that
ti necessary.

The question of academic standards academic
excellence or something less What do we mean
here by academic excellence? What academic
standards currently prevail? Are we firmly com-
mitted to academic excellence in our endeavors?
Should we be? Do we wish to re-emphasize high

academic standards as part of a new statement
of Agnes Scott's purpose?

2. The question of our dedication to the liberal arts
What should be the aims of a liberal arts edu-
cation? What course of study is implied by the
designation liberal arts? How flexible might a
liberal arts program be? What guidelines does a
college's commitment to the liberal arts provide
for its curriculum? How appropriate are prag-
matic concerns for the job readiness of our stu-
dents?

3. The question of our alliance with the Christian
faith How has the college's relationship to the
Christian faith been interpreted in the past? What
did the founding fathers have in mind? Other
interpretations? Do we wish to redefine this rela-
tionship in any way?

4. The question of our structure as a woman's col-
lege What do we see as the special educational
role of a woman's college? Might there be any
merit in considering co-education as a possibility
for Agnes Scott?

This is the time to make your ideas count. Please
write as soon as possible to the committee in care of
Mrs. Linda Woods, Chairman of the Purpose Commit-
tee, Box 1002, Agnes Scott College, Decatur, GA
30030. The importance of the alumnae experience
within and without the liberal arts curriculum cannot
be over-rated in the endeavor. The committee wishes
to hear the thoughts of those persons who can speak
with authority on the value of a liberal arts education
in a non-academic setting.

J

A Crisis of Understands

by W. Ed

When Dr. Edward McCrady, the Vice
Chancellor of the University of the South,
was here for our Honor's Day Convoca-
tion, he spoke of two obstacles that stand
in the way of the continuance of life on
this planet. The solution to the first, deal-
ing with the problems surrounding pollu-
tion and the destruction of our environ-
ment, is a mere "child's play," he said,
compared to the difficulty of solving the
second. Dr. McCrady, who is a physicist
himself, explained, to our great relief,
though perhaps not to our complete com-
prehension, that in fact science can solve
rather easily our environmental crisis
by some sort of grand combination of
hydrogen and helium atoms that some-
how will make all the pollution go away.
For the second problem Dr. McCrady
said he had no solution and saw none in
sight. This second obstacle is the prob-
lem of man learning somehow to live in
peace with his fellow man, the problem
of all the people on earth learning to get
along with each other before the weapons
of war destroy not only all of us but the
planet as well.

There is no question but that Dr. Mc-
Crady has correctly identified the crucial
problem as well as the pessimism that
we all must feel about the possibility of
its solution. We need only to pick up
our morning newspaper or to catch the
evening news, however, to know that
the immediate problem for the people
of the United States is not so much how
to live in peace with the Russians, or the
Chinese or the Arabs, but how to live in
peace with ourselves. Some speak of
whether this or that institution, the col-
lege, the family, the Church and so on,
can survive these trying, changing times.

About the Author: Dr. Edmund Moo-
maw received his B.A. and Ph.D. degrees
from the University of Virginia. He is
Assistant Professor of Political Science
at Agnes Scott and delivered this cogent
analysis of colleges and their problems
at Investiture this fall.

But the imperative question, I believe, is
whether this Nation can survive.

There are many facets of this crisis
that we could and should discuss in a
quest for solutions. Today I want to
speak briefly about only one of them:
the crisis confronting America's colleges
and universities, their students and their
teachers the crisis, in short as it di-
rectly touches us. The tension that seems
to exist between a large part of society
on the one hand and the Nation's col-
lege and university communities on the
other represents, it seems to me, a crisis
of understanding. By this I mean that the
society and perhaps the colleges and
universities themselves seem to be losing
sight of the goal for which higher educa-
tion exists, of the role that colleges and
universities are supposed to play in a free
society. Today the intellectual com-
munity is under attack from many sides.
We are accused of responsibility for just
about every ill that society suffers and
told to get back into our ivory towers
where we belong and leave the problems
of the world to others. Politicians of every
stripe are asking the American people
to believe that they should, once and for
all, put us in our places. Much of
society and many of our leaders simply
don't seem to like us very much. The
question is. Why? What have we done to
become the target of the criticism that is
being hurled in our direction? The cen-
tral issue is, of course, what is the role
of colleges and universities in American
society and it involves the additional
question of whether we are now playing
that role or whether we have strayed
from the proper path.

To try to get an answer to these ques-
tions, it is going to be necessary for me
to go back one hundred and ninety-four
years to 1776 and then to skip up to the
year 1819. It was on July 4, 1776 that
members of the Continental Congress
met in Philadelphia to affix their signa-
tures to a startling, revolutionary docu-
ment that had been written by one of
their youngest members. The document
was the Declaration of Independence.
The thirty-two year old upstart who
wrote it was Thomas Jefferson. Forty-
three years later, in 1819, the then
seventy-five year old upstart culminated
his life's dream in the presence of three
presidents of the United States and a

host of other dignitaries by dedicati
the first building at the University
Virginia. The two events are intimat
ly connected. For Jefferson, the foundii
of a University was a logical extensii
of the individual freedom and digni
that he had espoused in the Declaratii
of Independence.

What is the Declaration of Indepe
dence all about? To begin with the poli
cal theory expressed by Jefferson in t
Declaration was not original with hi
The Declaration of Independence is
great document because in it Jeffersi
was able to bring together volumes
political thought which had been c
veloping for centuries and express t
essence of Western democratic philos
phy in a few sentences. Here are just tv
of them:

We hold these truths to be self-
evident, that all men are created
equal, that they are endowed by
their Creator with certain inalien-
able Rights, that among these are
life, liberty, and the pursuit of Hap-
piness. That to secure these rights,
Governments are instituted among
men, deriving their just powers from
the consent of the governed, That
whenever any Form of government
becomes destructive of these ends, it
is the Right of the People to alter
or to abolish it, and to institute new
Government, laying its foundation
on such principles and organizing
its powers in such form, as to them
shall seem most likely to effect their
safety and happiness.

The emphasis in the Declaration
Independence is upon the importance
the individual, an individual who p(
sesses inalienable rights, who is politic;
ly equal to all other men, who is capal
of rational choice, capable of maki
decisions for himself, capable of gover
ing himself, capable of thinking f
himself. Government exists for the pi
pose of securing these rights to the in<
vidual. The Declaration is not sayii
that the people of a Nation exist f
the purpose of protecting the governmei
It is the other way around. It is the go
ernment that is to serve the people; n
the people who are to serve the gover
ment. If the government fails to fulf
its obligations to the people, then, sa

10

THE ACNES SCOTT ALUMNAE QUARTER

lents and Teachers in American Society

IW

Declaration, the people have a right
abolish it and to institute new gov-
nent. The Declaration of Indepen-
ce is indeed revolutionary, as it was
int to be. To many Americans today,
laps even to its leaders, it must sound
mright subversive. What a paradox it
hat one never hears the Declaration
Independence invoked these days in
port of National policies. But, like it
not, it is the theory on which this

Nation was founded.

Now how does all this fit into the
founding of a University? For Jefferson,
writing the Declaration of Independence
was another step in the development of
his own thinking on the importance of
the freedom of the individual spirit. To
him individual freedom was not only im-
portant for the individual, but also im-
portant for the survival and perpetuation
of a free Nation. He advocated freedom

in all its aspects as essential to the well
being of a Nation. Freedom of thought,
freedom of speech, freedom of the press,
freedom to learn. In the academic area,
he spoke and argued for the "illimitable
freedom of the human mind." "I have
sworn eternal hostility," he said, "against
every form of tyranny over the mind of
man."

Long before he got around to found-
ing a University, Jefferson was con-

Dr. Moomaw at the Agnes Scott podium

THE ACNES SCOTT ALUMNAE QUARTER

Crisis of Understanding

(continued)

nted in his campaign for the Presi-
cy in 1800 with the issues of freedom
speech, freedom of the press, and the
H of the people to dissent from and
test against the actions of their gov-
ment. Specifically, the issue in that
lpaign was the hated Alien and Sedi-
l Acts which had been passed to
rice such activities. Jefferson won the
:tion by campaigning against repres-
l of dissent and protest, and upon
ing office saw to the restoration of
>e freedoms. In his first Inaugural.
: erson explained the importance of
wing dissent in these words: "If
"e be any among us who would wish
dissolve this Union or to change its
. form, let them stand undisturbed
monuments of the safety with which
)r of opinion may be tolerated where
>on is free to combat it."
Hiring his eight years in the presi-
cy Jefferson met considerable frus-
ion because of the barbs and criti-
ris that were leveled by the press. But
resisted the temptation to strike back,
try to intimidate the press into sub-
sion, or to suggest their censorship,
ead Jefferson wrote to a friend, "Let
press be free and all is safe." The
ject of freedom of the press was at
e the other night on CBS and Eric
eried made this explanation of it:
le central point about freedom of the
is," he said, "is not that it be accu-
L though it must try to be; not that it
a be fair, though it must try to be
:; but that it be free." I think Mr.
erson would have approved of that
lanation.

'he whole point is that allowing dis-
: and protest makes the strong strong-
the free freer. It is the weak who can-
stand to be criticised, not the strong.
s same point was made even better
John Stuart Mill in his Essay on
*.rty in 1859. This is what Mill said:

. . . the peculiar evil of silencing
le expression of an opinion is that

is robbing the human race; pos-
:rity as well as the existing genera-
on; those who dissent from the
pinion, still more than those who
old it. If the opinion is right, they
re deprived of the opportunity of
xchanging error for truth: if wrong,
ley lose what is almost as great a
enefit, the clearer perception and

livelier impression of truth, pro-
duced by its collision with error.

Truth, in other words, upon which all
progress depends, is only obtainable
when all ideas good and bad have free
access to the open marketplace of
thought and communication and are
free to compete there for acceptance.
As one of my favorite professors once
said, "The community that is denied the
opportunity for this exchange is denied
democracy." It is also denied progress.

It was to provide a place for the search
for this kind of truth that Jefferson
founded the University of Virginia. "For
here we are not afraid to follow the
truth," he said, "wherever it may lead,
nor to tolerate error so long as reason is
free to combat it." Thus Jefferson's
reason for founding his University was
the same reason for which he fought the
Alien and Sedition laws and the same
reason he used to justify a revolution in
the Declaration of Independence. Free-
dom. That was the reason. The illimit-
able freedom of the human mind. This
is man's great inalienable right the
right to seek the truth wherever it may
be found.

This then is the purpose of colleges
and universities in America. It is their
whole reason for being. They are rooted
in the very founding of this nation and
they must be intimately associated with
its destiny. A member of the intellectual
community is not, therefore, the kind of
person who can or should be told to go
back into his ivory tower and mind his
own business, for an educated person is
one who is vitally interested in and con-
cerned for the problems of the world
around him and is able and anxious to
lend his talents to their solution. "The
great permanent institutions, like the
church and universities," Henry Wirston
has written, "have been those which
freely acknowledged their roots in the
past, while seeking to make life here and
now significant and vital." Because we
in America's colleges and universities
study, and are aware of and have respect
for the course that man has charted
through his history, we are peculiarly
qualified to be intimate and active par-
ticipants in today's community. Presi-
dent Alston's charge to last year's grad-
uating class was that they should "go
ever more deeply into life." I believe that

that is exactly what an educated person
should do; and that that is exactly what
colleges and universities should prepare
their students to do; and, moreover, that
that is exactly what colleges and uni-
versities themselves should do. But we
have more than a right to be involved.
More importantly, we also have a duty
to be involved. Colleges and universities
are supposed to be the most vital, the
most significant, the most concerned, the
most exciting places in a community. As
Malcolm Moos, president of the Uni-
versity of Minnesota, said not long ago.

The ills of our . . . society are too
numerous, too serious, and too fate-
ful to cause anyone to believe that
serenity is the proper mark of an
effective intellectual community.
Even in calmer times any . . . col-
lege or university worthy of the
name has housed relatively vocal
individuals and groups of widely di-
verging political persuasions. . . .
The society which tries to get its
children taught by fettered and fear-
ful minds is trying not only to de-
stroy its institutions of higher learn-
ing, but also to destory itself.

Colleges and universities are supposed
to be places of challenge. Here we are
willing to be challenged by the new prob-
lems and new issues of a new age. Here
we are not tied to the same old methods
of solving the same old problems. Here
we are free to innovate, to try new meth-
ods of helping today's generation to find
their own truth. It is here that intelli-
gent men and women come together to
seek knowledge, to think freely, to be
original, to be creative. Here in an at-
mosphere free from the pressures and
obligations of regular society, we ex-
change with each other new and differ-
ent ideas about the past, the present, and
about the future. We come here to learn
about the world about man his his-
tory, his literature, his culture, his re-
ligion. But for what? Knowledge for
what? We do not exist simply for our
own sakes. We exist as part of a greater
whole. In his true state, Emerson said,
the scholar is "man thinking." But Emer-
son also argued that it is a mistake to
conceive thought as distinct from action
or ideas as hostile to involvement.

"There goes in the world," he said,

A Crisis of Understanding r

inued)

a notion that the scholar should be
a recluse, a valetudinarian, as un-
fit for any handiwork. ... As
far as this is true of the studious
classes, it is now just and wise.
Action is with the scholar subordi-
nate, but it is essential. Without it
he is not yet man. Without it thought
can never ripen into truth. . . .
Inaction is cowardice, but there can
be no scholar without the heroic
mind. The preamble of thought, the
transition through which it passes
from the unconscious to the con-
scious, is action.

Colleges and universities are not places
where people go to get away from the
world as in a convent, or places where
people can be uninvolved with the
world as in a monastery. We come here
to learn about the world and about man-
kind for a purpose. Every college and
university in this country is a part of this
world and a part of the community in
which it exists, and because of the special
position of these intellectual communi-
ties, we have special obligations to our
communities. The institutions, the stu-
dents and the professors, must use their
talents for the benefit of their communi-
ties. Knowledge for what? Knowledge
for the betterment of mankind, knowl-
edge to influence the course of his whole
destiny. The scholar, as Emerson said,
must be a person of action, a person who
uses his knowledge to the betterment of
his fellows.

Where does all this leave us then with
regard to the crisis of understanding that
exists today between a large segment of
the society and its leaders on the one
hand and the colleges and university
communities on the other? What are the
sins that we professors and students are
supposed to be guilty of? If the accusa-
tion against us is that we are the cause of
mass burnings of buildings, of murder
and other atrocities, then we plead not
guilty. In this we and society are on the
same side. Freedom is an important and
necessary ingredient in our society, but I
do not suggest that it has no limitations.
President Moos speaks for all of us when

he says that, "Violation of the rights of
other citizens, on or off the campus, is
plainly wrong." It is plainly wrong no
matter how high-minded the alleged mo-
tivation for such activity. Those who
claim the right to interfere with the
speech or movement, or safety, or in-
struction of others on a campus, and
claim that right because their hearts are
pure or their grievance great, destroy the
climate of civility and freedom without
which a college or university simply
cannot function.

Finally, if the accusation against the
academic community is that we have
provided an atmosphere which may be
one cause of today's young people begin-
ning to question through their own free
thinking the values of the society in
which they live, then we must plead
guilty and offer no apologies. Our pur-
pose, let me quickly add, is not to teach
our students to question their society.
Our purpose is to liberate their minds
to provide their minds with Jefferson's
illimitable freedom. If they use their
freedom their ability to follow truth
wherever it may lead to question the
values of their society, then so be it. If
the values need questioning, it is good
that they are questioned so that we may
exchange error for truth. If society's
values today are valid, it is still good
that they be questioned because they will
be made even stronger by their collision
with error. In short, when society is in
the right, it need not fear being criticised.
Indeed, it should welcome it.

The crisis of understanding today I
believe involves a misunderstanding of
the role of the intellectual community
in the society. Much of society seems to
want us to do something to their chil-
dren, while we want to do something for
their children. Society does not seem to
want us to teach their children to de-
velop their own thoughts and values. It
seems to want us to inculcate and re-
inforce society's values, to teach the stu-
dents that they should do "society's
thing," instead of their own. But this is
not our role. Our role is to teach these
students to think for themselves, to be

willing to stand up for what they beli
even if they are the only ones who
lieve it. This society will not survive <
other way. There is no other way t
we can ever have progress. There is
way that we can ever keep pace wit!
changing world if we do not have peo
who are willing to think the unthinkal
people who are willing to challenge
established way of doing things, peo
who are not afraid to be free, peo
who refuse to bear the unbearable. V
liam Faulkner made this point be
than I can. "Some things you must
ways be unable to bear," he said. "So
things you must never stop refusing
bear. Injustice and outrage and disho
and shame. No matter how young
are or how old you have got. Not
kudos and not for cash; your picture
the paper nor money in the bank eitl
Just refuse to bear them." Of course,
is not new advice either. The thing
is new is that today's young people
beginning to follow it.

I want to close now by repeating
the Class of '71 and for their generati
for their parents and for their generati
for generations to come, for all of
the charge that Isaac Sharpless gave
the Haverford graduating class of 18
"See you to it," he said, "that no ot
institution, no political party, no so
circle, no religious organization, no
ambition, put such chains on you
would tempt you to sacrifice one iota
the moral freedom of your consciei
or the intellectual freedom of your ju
ments."

It was to secure this moral and in
lectual freedom that this nation
founded and it was to extend this m(
and intellectual freedom that this
tion's colleges and universities w
founded. If we continue to insist U]
the preservation of this freedom, uj
the preservation of this proper role
students and teachers in our society, :
understanding can become understandi
and eventually perhaps we can help m;
our society whole again. It is a big
We have a grave responsibility. I kj
we are equal to the task.

THE ACNES SCOTT ALUMNAE QUARTE

DEATHS

Faculty

Mrs. Netta Cray, Instructor in Biology Aug- 25,
1970,

Institute

Rosalie Howell, August 21, 1970

1911

Julia Thompson Gibson (Mrs C. D), September

22, 1970.

1921

A Paul Brown, brother of Thelma Brown Aiken,
July 4, 1970

1929

|. Louis Carter, husband of Pernette Adams
Carter, April 23, 1970.

1936

Eva Hurt Simms, mother of Sarah Simms Fletcher,
August 19, 1970

1944

William E Vecsev, lather of Betty I. Vecsey, Ua\
4, 1970.

lane loyce Wapensky, daughter of Martha Trim-
ble Wapensky, August 18, 1970.

1948

A W. Cook, ather of Martha Cook Sanders
iMrs. C. D.l, Spring 1970.

Wm. I Beacham. father of Martha Beacham
lackson (Mrs. S. H I, Aug. 12, 1970.
lack lason Rushm, (ather of lane Rushin De-
Vaughn, Sept. 10, 1970.

21

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

Libnry-Asnes Scott College
Decatur, GA 30030

IVi

ALUMNAE QUARTERLY Q WINTER, 1971

The Fall Issue of the Quarterly was

my first effort as Editor although
I have been Managing Editor for five
years. The purpose of the Quarterly
will continue to be to provide
intellectual fare, to try to keep
alumnae current with the College as
it is today, and to inform alumnae
of the news and activities of their
classmates and of alumnae clubs.
A very special word of thanks to
Christy Theriot Woodfin '68 for her
beautiful design of the Alumnae
Weekend brochure and for the
cover of this issue.

A new feature in the Winter
Quarterly is the series on alumnae
achievement (see p. 10). If there are
policies or articles that you would
like to comment on, or if you have
suggestions, please write to the editor
(make your letter brief and to the
point), and they will be incorporated
into the letters to the editor column.

During the winter quarter the
campus hummed with activity
the poet W. H. Auden spoke to a
packed house and snow obligingly
fell to beautify the campus on Sopho-
more Parents' Weekend. Monsieur
Vladimir Volkoff conducted a
Continuing Education course
off-campus on Tchaikovsky.
M. Volkoff, a descendant of the
composer, used primary source
material and selections from sym-
phonies and operas.

Plans are well under way for
Alumnae Weekend and the festivities.
Make arrangements now to come!
b.p.

THE ALUMNAE QUARTERLY VOL. 49 NO. 2

THE NATIONAL SCENE

THE FOURTH "R" RESEARCH

Dr. Alice Cunningham

AGNES SCOTT IN THE WORLD

Virginia L. Brewer

THE SUMMER OF MY CONTENT

Mary Margaret MacMillan 70

CLASS NEWS

Shelia Wilkins Dykes '69, Mary Margaret MacMillan

Advisory Board

Margret Trotter, Professor of English/Virginia Brewer, News
Director/Jene Sharp Black '57, Publications Chairman/Natha
FitzSimons Anderson 70, Literary Consultant/Christy Theriot
Woodfin '68, Art Consultant

Front Cover Design/Christy Theriot Woodfin '68

Photo Credits

Virginia Brewer pp. 3, 4, 5, 6, 21, 22/Robert de Gast p. 7/

Illustrations/ Judy Harper 73

Editor/Barbara Murlin Pendleton '40
Design Consultant/John Stuart McKenzie
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and Summer b\ \gnes Scotl
College, Decatur, Ca. Second class postage paid at Decatur, Georgia 30030

The National Scene

A major university becomes the first to experiment
with a plan to let students pay their tuition over 35 years

Deferred Tuition: A plan that someday could
evolutionize the way colleges and universities
ire financed will be started experimentally at Yale
Jniversity next fall. Yale's plan, variations of
vhich have been discussed for years, would en-
ible students to postpone part of their tuition by
hedging to pay back a fixed portion of their fu-
:ure annual income for up to 35 years. Many
)ther institutions are said to be interested in such
in arrangement, and the Ford Foundation is
ipending $500,000 in the next year to study
vhether a broader test should be made.

The idea is highly controversial. Proponents
alk about making it easier for financially pressed
:olleges to charge higher fees. "Unless something
s done," says Yale's president, Kingman Brew-
;ter, Jr., "either we lower our quality or we close
>ur doors to those who cannot pay the increased
ost of quality." The plan's chief critics, leaders
if public higher education, warn against shifting
oo great a share of education's costs from society
o the student.

The critics fear that deferred tuition could lead
o reduced funds from government and private
ources, especially if the plan were begun at the
ederal level, as some have urged. Yale and the
r ord Foundation assert, however, that other forms
if aid must continue and that deferred tuition is

cure-all for the colleges' money woes.

1 Federal Programs: President Nixon and the
'2nd Congress have started a debate on the shape
nd scope of federal aid to higher education. The
'resident, in his budget for the next fiscal year,
as proposed more money for students and re-
earch but less for academic facilities and equip-
lent. Overall, there would be a slight increase
i funds. There are signs of strong opposition in
Congress to Administration plans to restructure
ather than extend existing forms of student aid.
ome new legislation is likely to emerge in the
oming months, since authority for many U.S.
rograms for students and colleges is scheduled
3 expire on June 30.

1 Fund Drive: Private colleges and universities
re stepping up their efforts to get more money
rom state and federal governments. A group of
idependent institutions has reorganized to press
Dr financial aid to students ("so they may have
freedom of choice in the institution they will
ttend"), grants for operating expenses, and loans
3r construction. "The time has come for us to

stop commiserating and apologizing," says one
academic leader, "and to go on the offensive."

But times are hard and many state budgets for
higher education are tighter than ever. State offi-
cials also report that legislators have become in-
creasingly interested in campus "accountability"
a process that implies closer supervision by the
legislatures over how the colleges spend state ap-
propriations. Such policies now have their most
pronounced effect on public colleges, since they
are the ones receiving the bulk of the state aid.
Where public funds are sought for private insti-
tutions, however, accountability could become
even more of an issue.

Academic Goals: A panel of leading scholars
has told higher education that its chief purpose
"must be learning." Research and public service
are appropriate when they contribute to learning,
said the Assembly on University Goals and Gov-
ernance, but institutions have not made learning
"sufficiently central." The assembly charged that
academic people needed to do a be'ter job of
scrutinizing themselves, and it urged colleges and
universities to preserve institutional diversity
not to do things the same way.

In Brief: The American military involvement
in Laos came at a time when several peace groups
and student organizations already were seeking
to revive the anti-war movement. New demonstra-
tions would have occurred in any event . . .

College placement directors are telling prospec-
tive June graduates to seek jobs aggressively.
Surveys of employers and colleges have shown
about a 20-per-cent drop in companies' recruiting
activities on the campuses . . .

Two major programs for offering college de-
grees for off-campus study are being developed
in New York State. The board of regents will
award degrees on the basis of tests and the state
university will set up a non-residential college . . .

Hobart College in Geneva, N.Y., has been de-
clared innocent of charges that it failed to control
students during a confrontation with police last
June. The judge said the evidence was insufficient.
The case is thought to be the first in which a col-
lege faced criminal charges over campus dis-
order . . .

The campaign to curtail graduate education is
picking up. A knowledgeable U.S. official says
that institutions probably will be discouraged
from setting up doctoral programs in the 1970's.

REPARED FOR OUR READERS BY THE EDITORS OF THE CHRONICLE OF HIGHER EDUCATION

Teaching is better today than it has ever been,
and it is best where research thrives . ... If we
regard human beings as inherently curious, then
research is probably the tool for hooking them
for life on the "intellectual adventure".*

Frank H. Westheimer
Harvard University

Miss Cunningham
Yee Chee Hor at 1
computer console.

The Fourth "FT Research

By ALICE CUNNINGHAM, Assistant Professor of Chemistry

During the past few months there has been
a rather vigorous study on campus of the
factors that contribute to academic excellence.
One of the factors under consideration is
research. In the course of the discussions,
several rather fundamental questions have
been resurrected about the actual role of
research in a liberal arts college and the prac-
ticality of pursuing an active research program,
while maintaining effective teaching. Also,
the constant problem of defining research
persists. In considering these topics, it must
be remembered that there is a certain amount
of "teacher's research" required to keep
courses updated and to utilize valid innovations
of teaching methods. If we attempt to classify
research as obligatory, or non-obligatory, then
one conclusion would be that every faculty
member has a responsibility to maintain some
constant level of obligatory research endeavor,
insofar as the development of courses is con-
cerned. However, the classification is not quite
as simple as that. This would make all other
research that which is not specifically related
to course preparation and enrichment "non-
obligatory." Some allowance must be made
for the inclusion of research, per se, as one
of the teaching methods, innovative or other-
wise.

Consider the case of the term paper in an
advanced history course. This type of assign-

*Frank M. Westheimer, "Basic Research's Role
Teaching," Chemical and Engineering News,
August 25, 1969. p. 55.

ment is fairly common; it is frequently a
research paper involving primary sources,
collation of the facts, and some
interpretive discussion of the topic. Also, the
conventional one-afternoon laboratory
experiment in a science course may be
taken as "research in miniature." Certainly,
these two examples illustrate the accepted
utility of independent intellectual pursuit as a
means of developing the critical and synthetic
thinking of the student. If one examines the
next most sophisticated "research" at ASC,
it would be the senior level Independent Study
courses, which are open to upper level students
who have demonstrated adequate initiative
and intellectual capability. In the cases of the
students who are allowed to enroll in these
courses, the college is recognizing the enrich-
ment quality of in-depth independent study as a
vehicle of intellectual growth.

All of the previous examples have been
drawn from the structured curriculum of the
college. Any student will encounter some
degree of "research" as a normal part of her
required work at Agnes Scott. From this
viewpoint, one can say that research is,
indeed, an integral part of the curricular
provisions. In meeting the provisions, the
individual faculty members are frequently the
"sowers of the idea seeds" and the coordinating
factor in introducing the students to the
process of research.

The concept of research takes on a different
character, to some degree, when examined
from the position of the individual faculty

A

The Fourth "R"

(continued)

member. While the faculty member is primarily
a teacherobligated to fulfill all the respon-
sibilities to the college which that term
implies--he or she is also a philosopher, or a
writer, or a chemist, or an artist, etc. Hence,
most people who pursue the academic life
play a multiple role of disseminator of informa-
tion and ideas, accumulator of facts, and/or
creator of some contribution to the knowledge
and beauty of the world. This infers, there-
fore, that those who assume this multiple
role may make excursions into "uncharted
waters" of man's knowledge and pursue
research that is not necessarily a part of the
labelled curriculum of the college, but is a
fundamental part of their very being. Im-
mediately, we are confronted with the usual
dilemma of precise definitions collapsing into
situational descriptions research of the "non-
obligatory" nature is non-obligatory only from
the viewpoint of the structured curriculum.

Assume that there are some individual
students who share the faculty members'
interest in exploratory study. This is, in fact,
a valid assumption. A question arises regarding
the variety of means of satisfying these
ambitions of inquisitive students. Typically,
the student wants to learn the processes of
investigation and bases of interpretation of
the results--thus, be a part of Westheimer's
"intellectual adventure." The inquisitive
student wants to probe and discover new
relationships that are not always included in
the course material with which she comes
in contact. If allowed to pursue this avenue
of learning, the student gains new insight
into the whole educational process and
acquires a new perspective, which is at least
partially cognizant of the extent of man's
knowledge. This type of pursuit is instructional,
satisfying, and extremely valuable as an
adjunct to the more formal curricular processes.

Chemistry is one of the fields which
demonstrates some of the advantage of a
research-oriented approach in learning.
Recognizing research as a valuable teaching
method, and responding to student interest
in research, the chemistry department has tried
to maintain a research program that includes
student participation. This is not the rigid and
compulsive endeavor that it frequently be-
comes in the university situation; it is an
enrichment program for students and faculty.
Research participation is voluntary, demanding
and stimulating. The student learns to design

Paula Hendricks Culbreth checks fluorescence of som
biological compounds.

experiments, evaluate data, and interpret
results in a form that is scientifically valid
and collaborative. The benefits of such a
program range from dynamic student-teache
interaction in the discipline to self-satisfactioi
in producing a unique work of significant
quality, as judged by the scientific communi
Since the early 1950's Dr. W. Joe Frierson
of the chemistry department has supervised
undergraduate research during the academic
years and through some summers. The partii
pants have largely been those chemistry
students who later advanced to graduate
studies in the field. During the years of Dr.

Arson's active research program there have
n a number of professional publications
h student co-authors and the studies have
led widespread acceptance as pioneering
jits in the field of chromatography. Presently

Frierson and students are studying
>rescence properties of metal complexes.
)r. Marion T. Clark's specialty is organic
imistry. During the past few years he has
in involved in studies of organic reaction
chanisms. This year Betty Palme is
rking with Dr. Clark on an Independent
dy problem involving chemical oxidation
ildehydes.

n 1968 this author opened another field of
jarch to students through studies of the
dation-reduction properties of several

ogically important compounds. For the
nan, oxidation may be described as the

loss of electrons to alter the state in which a
species exists, therefore altering its chemical
properties. Reduction is the opposite process,
i.e., gain of electrons and the concomitant
alteration of properties. These processes are
important in a vast number of biological
reactions--e.g. respiration, metabolism of
various foods, transmission of nerve impulses.
For each of these processes mentioned, there
would be several specific compounds involved,
and a study of the interactions of these
compounds could lead to information about
the normal, or abnormal, natural processes.
One such class of compounds is the group of
biological catalysts, the enzymes. Most house-
wives are quite familiar with these entities
as the "dirt gobblers" that are ubiquitous on
the market today. To the biochemist, the
enzymes are infinitely more important than

Dale Derrick Rudolph utilizes new speclrophotomer tor analysis.

Vee Chee Hor prepares programs for teaching and research and learns new programming methods.

le Fourth "R"

(continued)

dry! They are the essential species for the
itant recycling processes which the body is
mate enough to experience. Each enzyme
le body (there are literally hundreds of
i) catalyzes some specific reaction; the
e "substrate" is given to the starting
trials for these reactions. In most cases the
'me also requires the joint participation
nother species called, logically enough, a
lzyme. In what may be a rather poor
ogy, one could look on these compounds
le ball (substrate), the ball-handler
yme), and the necessary teammate for mak-
:he play (the coenzyme). Now, if one alters
kind of ball, or the capability of the
landler, or the cooperation of the team-
a, the outcome of the game is entirely
rent. Nature does alter the processes
etimes; by synthetically effecting altera-
s, the chemist can observe how the "game"
lges. One of the laboratory methods by
:h these alterations can be accomplished is
trochemistry. The results of these altera-
s can be detected by a variety of methods
nalysis, in addition to electroanalytical.
s one would expect, some students are
rested in learning about these chemical
:tions, and the methods by which they
studied in short, this type of research has
ted a rather considerable amount of
rest and participation,
uring each of the past three years there
a been two or three students (majors in
mistry and biology) who have been involved
arious phases of this original research
gram. Also, two or three students are
ally interested in pursuing the studies
mghout the summer months. Some, relying
/ on their own curiosity and self-satisfaction,
e worked without academic credit or
ncial assistance. Some have pursued specific
ics through the Independent Study courses.
:unately, there has been limited financial
port for those students who have wanted
ixtend their study through the summers.
the basis of the validity of this type of
lergraduate participation and the success
ch the ASC Chemistry Department has had
Jate, the National Science Foundation has

approved some financial support (for the
summer of 1971) through an Undergraduate
Research Participation grant, obtained in
cooperation with the Georgia State University
Department of Chemistry. Through this pro-
gram undergraduates from both schools can
participate, at either school location, in a
program of research directed by one of the
faculty members of either department. This
arrangement increases the number of topics
from which a student may choose for study
and adds variety to equipment available for
the studies.

During the 1967-68 term Susan Henson Frost
(Class of '70) began the preliminary studies
on the bilirubin molecule. Bilirubin (one of
the substrates mentioned above) is one of the
bile pigments found in the liver and gall
bladder. It is a degradation product of
hemoglobin and plays an important role in
metabolic processes of the liver. Susan laid the
ground work for the main project of the
1968 summer research. At that point Paula
Hendricks Culbreth (Class of '71) joined with
this author for continuation studies. In the
fall of that year, the results of the first portion
of that study were presented at the national
American Chemical Society meeting, with
Susan and Paula Culbreth as co-authors of the
paper. The work on the bilirubin system is
continuing at the present time.

Dale Derrick Rudolph joined the research
"team" during that same summer, though her
work on the enzymes was interrupted by
illness. Dale is a biology major and is, at the
present time, engaged in an Independent
Study course in that department. Her research
experience in chemistry has proven to be a
definite asset in her further independent study.
Another biology major, Mary Jo Wilson, was
active in the research program during her
senior year (1968-69). Her collateral work in
the chemistry department played a role in
her decision to enter graduate school for an
advanced degree in biochemistry.

In 1969 Mary Lu Benton became interested
in the study of the enzymes and their oxidation-
reduction properties. She worked some during
the academic year, then devoted full-time

The Fourth "R"

(continued)

to the program last summer. She has continued
her work through her Independent Study
project this year and will graduate this June
with almost two years of research experience
at the undergraduate level. Portions of her
work will be presented this spring at the
Electrochemical Society meeting in Washing-
ton, and there is the strong possibility that she
will leave Agnes Scott with one, or more,
professional publications to her credit. The
confidence and satisfaction of having contrib-
uted to man's knowledge is a rather pleasant
complement to the knowledge gained in
original research.

Last spring one of the foreign students,
Yee Chee Hor, expressed a desire to learn
computer programming and the fundamentals
of computer operation. Fortunately, the
chemistry department had just acquired,
through grant assistance, a PDP 8/S (Digital
Equipment Corporation) "minicomputer" for
student use in the department. This particular
computer is designed for teaching program-
ming, performing complex calculations, and
for on-line data acquisition, utilizing the
analytical instruments. Yee Chee began learn-
ing about computers during her free time
spring quarter, then worked this past summer
preparing innovative programs for use in all
of the regularly scheduled chemistry courses.
She is now doing the programming for
chemistry courses and research, and, when
time permits, some programming for faculty
members outside the department. While the
chemistry department has been a benefactor
of Yee Chee's accomplishments, she has
acquired a valuable capability of combining
mathematical technique and chemical theory
to produce valid information. Perhaps more
important is the appreciation she has gained
for proper blend between application and
limitation of technological innovations. Yee
Chee is only a sophomore; with two more years
of experience she will have a thorough back-
ground in computer application.

Over the past three years there have been
seven or eight other students who have
participated in short-term phases of the

research program. Some of them are lookii
forward to having "their own project" later

Aside from the experimental research
described, there has been a significant incre;
in the interest of some interdisciplinary stud
involving the sciences as one phase. Faculty
and students have begun to acknowledge th
absolute necessity of establishing some co
mon mode of communication and understan
ing between scientist and humanist. It is
contradictory to the principles of a liberal
arts education for any graduate to go forth
without some genuine understanding of
science as a creative endeavor, purposely ori-
ented toward contribution to human value
The moral wisdom of technological capabilit
is a complex concept that can be understood
only through familiarization with all realms
of knowledge. Who should be better equipp
to cope with this problem than the liberal
arts graduate? The current widespread
struggle with this concept provides an infinite
number of potentially stimulating research
topics. There is little doubt that the ASC facu
will be confronted frequently with requests
from students for this type of intellectual
pursuit in the near future.

This short history illustrates indirectly the
initiative, enthusiasm, and capability of unde
graduates to respond to a meaningful challen
in exploring new frontiers and engaging in
original research. The very existence and
successful continuation of a basic research
program is indicative of the inquisitive natur
of many students. For those who are intereste
from any of the disciplines, there must contin
to be an avenue of exploratory study. It can b
simultaneously a culmination of previous
education and an incentive for more
comprehensive study. A teacher, and the
college as a whole, should respond to this
dynamic student reaction and mold the
research process into a true "intellectual
adventure". In this context, exploratory resean
becomes obligatory, from all viewpoints.
Necessarily, it takes its place beside the
"readin, ritin, and rithmetic" as the fourth
"R" in a liberal arts education.

Mary Lu Benton employs various electroanalytical methods in a study of enzyme reactions.

New in this issue: a feature devoted to three alumnae. Working quietly in business
and the professions, in civic and volunteer activities our alumnae have gone out
from the campus to make their unique contributions. Through this feature we
hope to make alumnae aware of the variety of occupations and activities of alumnae
all over the world.

Agnes Scott in the World

By VIRGINIA BREWER, Agnes Scott News Director

Dr. Willie White Smith ('27) earned early high
praise from Dr. Mary Stuart MacDougall,
Professor of Biology, Emeritus. Dr. Smith
studied under "Miss Mac" as an undergraduate
and went on to earn her master's degree in the
Zoology Department of Columbia University,
where Miss Mac had earned her Ph.D. Dr.
MacDougall mentions as another similarity in
their careers summers spent at the great marine
biological laboratory in Woods Hole, Mas-
sachusetts, where Dr. Smith took her first
graduate work and where Dr. MacDougall
spent enough summers to call it her "second
home."

Dr. Smith has obliged us with information
for this column, asking that her biographical
summary be addressed to Miss Mac, who "as
all her students know, was a truly great teacher
and mentor." That summary includes early
work in the research laboratories of such
notable figures as Nobel prize winner August
Krogh and Homer Smith; the Ph.D. earned
at Columbia's College of Physicians and
Surgeons; and teaching positions at Hunter,
N.Y.U., and Smith College.

Full-time research surfaced as her predomin-
ant interest. She moved to the National
Institutes of Health in 1943 and has remained
there despite her original intention to stay
only for the duration of the war. Her first
research projects, demanded by the immediate
situation, dealt with acute toxicity of
DDT, to be soon used by troops going into
Italy and North Africa, and with methyl
chloride, used as an ersatz refrigerant and in
making synthetic rubber.

"Later, after shepherding a young radiologist
through some experimental work, I elected
to join the Radiation group," Dr. Smith writes.

JM

Dr. Willie White Smith.

In those the "early days" in the investigatioi
of radiation effects, Dr. Smith explains that
her group studied the influence of environ-
mental factors (altitude, temperature, hypoxi
exercise), endocrine factors (thyroid, adrenal
and dietary factors (fasting, obesity, protein
intake), and in a subsequent project studied
the role of infection in radiation death and tl
effects of antibiotics and cellular defenses.

Memorable in these "early days" of Dr.
nith's career was her being a part of a group
hich witnessed an atomic bomb test in
svada and investigated the affected area.
> solve the then-unusual problem of address-
g a scientific group which included one
staff member, the briefing officer directed his
imments to "Dr. Smith and gentlemen,"
anding her in good stead with her male
lunterparts. Dr. Smith notes that the young
an assigned to work with her on that
diation project is now Director of the Nation-
Institutes of Health.

Dr. Smith's later research on cellular defenses
relation to survival led to many studies in
nctional hematology. Studies by her group
id others have "proved very useful as tools
r studying hemopoiesis and have limited use
protectors against or 'cures' for radiation
image."

With the same delight in a student's achieve-
ments as Miss Mac shows for those of her
former student, Dr. Smith writes that she can
"boast of one Ph.D. graduate student, who
recently earned her degree from Berkeley with
a thesis done under my guidance." A kinetic
study on hemopoietic and intestinal effects
of radiation in weanling mice, the project
is interesting in connection with research on
experimental cancer therapy now in progress.
Using experimental systems, the doctors are
participating in the important research of
"seeking ways to minimize toxic effects on
the host while maximizing the destructive
effect on the tumor."

Dr. Smith's publications number in the
seventies, and date from the late 1930's to
the present day. It is obvious that she is
deeply dedicated in pursuits that promise
far-reaching ramifications of hope and health.

though she may be transferred momentarily,
the time of this writing Cornelia Anne Bryant,
3, is our American in Paris. She officially
?gan a "fascinating and challenging" career

the Foreign Service in January, 1965,
it had laid the groundwork for her appoint-
ed shortly after being graduated from
gnes Scott.

Armed with a major in history and political
ience, she tackled the Foreign Service
;amination in September, 1963. During the
iar of waiting for test results, she moved

Charleston, S. C, as a management analyst
the U. S. Naval Supply Center. Then followed
;r oral exam before a board of three senior
ireign Service officers. In late 1964, Cornelia
ceived her appointment, and since her
ficial entry in January, 1965, has moved
pidly both in terms of mileage and respon-
Dility.

The Foreign Service Institute in Washington
as her first stop on a career path which may
ad her to almost any part of the world. The
isic Officers' Course was a two-month
lining period, followed by four months of
tensive study of the French language. In
ie month she was introduced to Consular
perations, such as visas, passport and
tizenship work, welfare and protection
sponsibilities, notarial services, and other
>ecial consular services.

Canada then became Cornelia's home for
some four years, and the United States Embassy
in Ottawa, Ontario, was her first station. With
the title of Third Secretary of Embassy and
Vice Consul, the young officer worked
through a rotational training program handling
personnel and budgetary matters in the
Administrative Section, serving in the United
States Information Service office, and in the
Consular Section of the Embassy. The mileage
connected with a Foreign Service career began
to accumulate with the promotion that took
Cornelia to the Consulate General in Van-
couver, British Columbia, as Vice Consul.

Issuing immigrant visas was the emphasis
of her work there, although she also prepared
World Trade Directory Reports and furnished
economic information for the Department
of Commerce and for U. S. businessmen.

Another change in title and another long-
distance move and Cornelia was at the
American Embassy in Paris for the two-year
assignment which is now about to be com-
pleted. As the Second Secretary of Embassy
and Vice Consul, her experience has been in
the Visa Section, handling the "non-routine"
cases work which she calls "fascinating in its
own distinct way."

Finding herself buried under a mountain
of Kodachrome slides, Cornelia lists the

(continued)

Agnes Scott in the World

(continued)

opportunity for travel among the assets of her
chosen work. Also, in her yet-young career,
she has enjoyed meeting people extremely
interesting to her. On the liability side of the
balance sheet, she admits to occasional fatigue,
and intimates that the weariness of a tourist
is minor compared with the sheer exhaustion
of working in the visa office of a European
capital embassy during the summer months.

Such trying times have not dampened
Cornelia's enthusiastic anticipation for what-
ever may come next. "Each onward assignment

holds prospects of something new and dif-
ferent and challenging from the point of view
of increased responsibility," she said in out-
lining possibilities for the future. These includi
the Far East, North Africa, an extension of
her tour in Paris, or an assignment within the
Department of State in Washington.

When traveling, visit the American
embassies! You might meet this fellow alumna
almost anywhere in the years to come, and
what's more, she will undoubtedly know the
locale as if she were a native.

During the past forty years, Martha Stackhouse
Grafton ('30) could have been portrayed in a
column such as this for achievements as
a teacher, college registrar, dean of students,
three-time interim college president, official
of professional and civic associations, wife,
mother of three, and grandmother of four.

She has "starred" in all of these roles, since
stepping into a lifetime of responsibility at
Mary Baldwin College, Staunton, Va., im-
mediately after graduating from Agnes Scott,
where she was president of student govern-
ment. Simultaneous with her fast-paced
career has been a private life as the wife of
Dr. Thomas H. Grafton, a Presbyterian minister
and the chairman of Mary Baldwin's Sociology
Department. Their twins, Letty and Lib, are
1955 graduates of Agnes Scott. Most of the
plaudits written about Dean Grafton focus on
fun, wisdom, warmth, faith, competence,
selflessness those unflagging qualities that
ones who know her best have never found
lacking, whatever her job title or pressures.

Mrs. Grafton retired last year from 23
years as Mary Baldwin's Dean of the College
and professor of sociology, and was swifty
summoned by Governor Holton to join the
Board of Visitors of Madison College in
Harrisonburg, Va., where one of her first
services was to help choose a president for
the college. Ably experienced for this quest,
Mrs. Grafton had herself been at the helm
of Mary Baldwin between administrations in
1945-47, 1953-54, and 1968-69, with her duties
as dean overlapping presidential functions

and all the while joining in the search for a
new president.

An advocate of the "consultative approach*
to running a college, Mrs. Grafton has been
called "an unflappable realist with an open
mind." The 40-year evidence of her office
waiting room lined with faculty and students
seeking her perspective on personal and
college concerns proves the validity of her
approach.

Among the specific tributes to Mrs. Grafton
was the establishment by the faculty of the
Martha S. Grafton Academic Award given
annually, since 1969, to the graduate with
the highest cumulative scholastic average.

When the beautiful new Mary Baldwin
library was dedicated in April, 1968, the dean
president learned the carefully kept secret tha
it had been named in her honor.

Then there was the student-proclaimed
"Martha S. Grafton Day" on May 20, 1969,
when college routine took a back seat to
students' unabashed demonstrations of their
devotion to the dean, whom they credited witl
leading Mary Baldwin on a path of peaceful
progress through insight and open-mindedness

Dean-Emeritus Grafton holds a wealth of
credentials a master's degree from North-
western, Phi Beta Kappa, area chairman for the
United Negro College Fund, president of the
Southern Association of Colleges for Women
and the Association of Virginia Colleges,
and on and on the list goes. Her contribution
seem to echo that facet of her philosophy,
"I like change. Life wouldn't be much fun
without change and growth."

/4 Dean Grafton in academic costume.

By MARY MARGARET MacMILLAN, 70
Illustrations by Judy Harper, '73

Experiment "a test or trial."
Experiment in International Living
a test or trial in living in a culture
different from one's own. As an add
line for a European, Asian, South
American, or African vacation, this
might not attract many who peruse
travel catalogs in hopes of spending
a few relaxing weeks seeing the
sights of the world. I must admit
that when I first learned of the Ex-
periment in International Living I
was not impressed by the travel
opportunities it provided. Rather, I
was terrified! But now, speaking from
the other side of the experience, I
believe that the Experiment is one
of the best ways for a high school
or college student or a young adult
to see the world and learn first-hand
how "the other half lives."

The Experiment was founded by
Dr. Donald B. Watt in 1932 and is
the oldest travel program for young
people in the United States. The
various programs which range from
foreign homestays for high school
and college students to the Master of
Arts in Teaching degree for graduate
students have a uniqueness that
one can realize only after being a part
of one of them. Each member of
the Experiment family immerses him-
self completely in the culture of a
foreign country and comes to know
it through a one-to-one relationship
with its people. The Experimenter
steps out of his own culture and
walks into that of one of fifty foreign
countries. By accepting the new
culture on its own terms, the Experi-
menter sees himself and his native
culture from a different, and often
clearer, perspective.

In all, there are eight programs
within the Experiment in International
Living. An independent study pro-
gram provides an opportunity to
study a particular language in its
country as well as to conduct
research in a chosen area. A varia-
tion of this program is an
independent study program based on
the four-one-four college semester
system. Qualified students spend
one month with a family in a foreign
country and during that time work on
a project assigned by a faculty
member of the U.S. institution. The
Experiment also offers a semester
abroad program for high school
students aged 15-18. Each Experi-
menter lives with a family in the
host country while learning or im-
proving his use of the language in
addition to researching a particular
subject. If the high school student
chooses a summer abroad program,
the host country is home for six
weeks. Four of these weeks are spent
with a family and two are spent
traveling in the host country with
the Experiment group in the area and
guests from the host families. This
program, known as Outbound, is
also available for college students.
Another program designed for high
school junior and seniors is a summer
language camp conducted at the
various Experiment campsites. After
completion of the language camp in
the chosen country, the Experimenter
lives with a host family and uses
what he has learned.

For those who are college grad-
uates, the Experiment offers interna-
tional career training or the Master
of Arts in Teaching degree. The

former is concerned primarily with
preparing the individual for a career
with international organizations,
while those who choose the MAT
program study a second language
extensively, intern as an English
teacher in a foreign country, and
finally do independent research.
Experimenters working toward a
Master's degree also have the op-
portunity of participating in another
Experiment program that of leading
a younger Experiment group. Leaders
are trained in several centers
throughout the U.S. After completion
of the training period, the leaders
are sent to help a group of young
people discover another culture and,
very often, themselves.

The basic unit of the Experiment
is the host family. In a family situa-
tion one can come face to face with
a different life style. The successful
Experimenter immerses himself totally
in the new way that is before him.
He not only improves his fluency in
a second language; he comes to
understand another member of the
whole family of man and sees more
clearly his role as a member of the
same family. The parents in the family
often become a special kind of
"Mon and Dad," and the children
become new sisters and brothers.
For the successful Experimenter,
the relationships formed continue
long after the initial homestay.

Of course, the process of total
immersion in the way of life in a
foreign country begins with com-
munication with its people. For those
who have not studied the language
of the country they will be visiting as
well as for those who wish to improve

"The basic unit of the Experiment is the host family."

their language skills, the Experiment
conducts a special school staffed
by teachers who specialize in
mproving communication between
different members of the world's
family. Each language course is
comprised of classroom teaching,
manuals, and tapes prepared under
the auspices of Experiment offices
throughout the world. The period of
language training is relatively short,
although intense, for classroom
instruction is only a basis for the
more meaningful instruction that is
to come the Experimenter daily use
of the language with his host family
and friends.

Fees for the Experiment are
noderate when compared with other
European travel programs. There are
scholarships available for a limited
number of qualified applicants. Funds
or these scholarships come from
gifts by alumni and friends of the
ixperiment. Each fee paid covers
:ransportation and Experiment-
elated activities; however, each

Experimenter is advised to take along
a sensible amount personal spending
money.

Although all Experiment programs
focus on the personal experience of
the participants, all but the graduate
level training programs have a
group structure. Experiments are
assigned to a particular group accord-
ing to chosen country and age. These
groups may be co-ed or not. The
group meets before leaving the U.S.
travels together to the host country,
and, the stay in that country, meets to
discuss the problems and happy
experiences of the group as well
as to make excursions in the area.

But the Experiment is much, much
more than the obvious facts about
its plan and programs. When I first
heard of the Experiment and read of
much that I have related here, I
was, frankly, dubious about its
claims of success in living in another
culture by the process of total
immersion. I was determined to
spend a fun-filled summer in

Europe; living with a foreign family
and speaking nothing but a foreign
language for six weeks seemed to
me to be torture at the very least.
However, on the other hand, I knew
that a gruelling three-week tour to
twelve or more countries would be
even worse for me. So, I chose the
Experiment Outbound Program to
France, for better or for worse. In all
modesty, I do not think I have ever
made a better decision.

That's looking at it from this side.
I was anything but sure that I had
done the right thing when I found
two fat envelopes of instructions,
information, and itineraries on my
desk at home the day after my
graduation from Agnes Scott. But
I gritted my teeth and for the next
two weeks spoke French to myself
as I tried to cram enough clothes
for six weeks into two suitcases
weighing only 44 pounds.

A little more than a week before
my departure date, I received word
that I would be living in the town
of Hencourt. Out came the atlas,
but Hencourt was nowhere to be
found on the map of France. My
dread of being near Paris or in the
South of France had fled into the
oblivion that seemed to surround
Hericourt. But, wherever it was, I
was going there.

The magic day of June 26
finally arrived. The first stop was
Springfield, Massachusetts where a
wave of 200 Experimenters was
meeting for the flight to Europe.
There was nothing particularly
frightening as I met the group to
which I was assigned. There was
even a former Scottie in the group
Margaret Eglin X-72. The problem
of finding Hericourt faded a little in
the levity of making new friends and
chatting with members of my group.
After a brief orientation lecture the
following morning all 200 of us
traveled by bus to the International
Airport in Hartford, Connecticut
where an Experiment-chartered plane
was waiting to jet us away.

The flight, as well as the following
two days in Brussels, were exciting,
for none of us was daring to think
of the separation that was to come.
But by the end of the second day in
Brussels, "tour fatigue" had set in, and

The Summer of My Content

(continued)

". . . Hericourt is located near the Swiss border in the foothills of the Vosges Mountains. Belfort, a city of 55,000, is three m,
to the northeast."

we were ready to try something
new. I might add here why the group
concurred so easily. We were twelve
girls, all college age, from all parts
of the U.S. Our leader was a French
professor from the University of
California at Santa Barbara who
planned to remain in France for a
year studying for her Ph.D. I look
back in amazement at how well we
got along, for we were all quite
different, both in backgrounds and
attitudes. But in Brussels and during
the days that followed, we all felt
happiness, sadness, fatigue, or
exuberance at the same time.
Those communal feelings were one

thing that made our group special.
Certainly other Experiment groups
were as close as we were, but 1
knew only ours and the closeness
of it.

We motored by bus from Brussels,
through Paris, and on to the
Parisian suburb of Jouy-en-Josas
where we spent three days at a
vacated boys' boarding school in
intensive orientation for the weeks
to come. At this point in the trip,
apprehension began to show its
ugly head. During our group sessions
we were presented with actual
Experimenter-host family situations.
We chose roles and acted as nearly

as we could to what we would h
thought and done in a similar situ
tion. I began to wonder if I woul
experience some of the same thin
former Experimenters had resent
families, or even dangerously seve
homesickness. There was the cons
reminder of the 3% of all Experi
menters each year who have retur
home because of their inability t
adjust. When the last day of orie
tion ended, the excitement of
Europe had begun to fade slightly
there were half-hearted jokes of
taking the next train to Paris foi
quick trip back to the States.
But all of us were accounted

en we left Jouy, the chalet which
ved as a boys' dorm for high
ool students in the winter, and
encouragement of the French
eriment officials as we boarded
train in Paris for our next
tination Hericourt. By this time
had learned that Hericourt is
ated near the Swiss border in
foothills of the Vosges Mountains.
fort, a city of 55,000, is three
es to the northeast. The trip was
d with speculation and growing
rehension about what we would
I when the train pulled into
icourt. At 5 p.m. the train
gged around a curve and then
ved to a stop at a weather-
ten station that seemed sus-
ously deserted. In our continuing
it of group effort, we unloaded
nty-four suitcases and twelve
ping bags plus ourselves. The
iraderie sprang from what I'm
i was a feeling not uniquely mine,
twelve of us had grown to be
:e close even in the short time
had been together. As does not
pen in many leader-group rela-
ships, our leader was in there
i us, experiencing much that we
e, but not mentally or physically
oved from her "chickies" as she
d us. I'm sure that if we could
1 we would have gone en masse
ach host family for a group
sriment for the entire six weeks,
the Experiment orientation had
;ht us that success comes from
;rsonal relationship with the
I family and that the group
Ttply a framework for this success
ut was the homestay a reality
our group? We wondered if we
e dreaming the whole thing as
stepped off the train and then
ced into the empty depot. To
iplete the mood, it was raining.
as we were beginning to vocalize
doubts that this was really
icourt, we saw a caravan of cars
;ding up the one-lane street.
i, women, and children seemed
ppear out of nowhere. As they

approached our little band, I found
myself chuckling in spite of the
paralyzing fear that had crowded
from my mind every syllable of
French I had ever known. The
Frenchmen looked as scared as we.
One by one we left with our families.
My "father" and "brother" met me,
and, after a few sentences in an
unknown tongue, I was off to my
new home. The Experiment had
begun.

The next four weeks with my
French family, the Ferrarins, were
happy, sad, exciting, and tranquil.
The family consisted of Monsieur
and Madame Ferrarin, Jean-Robert,
who was my counterpart in the
Experiment, Nicole, and Sylvie. The
family was more "Americanized"
than I ever expected with modern
conveniences that made Madame
Ferrarin the almost typical house-

wife in the best sense of the term.
She devoted her whole life to her
family and to making its members
even me happy. Since our group
was the first entourage of Americans
ever to visit Hericourt; therefore,
I expected some difficulty in
establishing rapport or even a close
relationship with the Ferrarins. How-
ever, I found warmth and a wonderful
understanding of my struggle to
communicate effectively in their
language and to become a part of
their family circle. Because they were
so understanding, I wanted more
and more to be a successful Experi-
menter.

And there were certainly times
when it was necessary to keep this
desire uppermost in my mind. The
first instance occurred during my
second day in Hericourt. I managed
to comprehend that the oldest

"We wondered it we were dreaming the whole thing as we stepped oil the
train and then walked in the empty depot."

The Summer of My Content

(continued)

daughter, Nicole, was to be married
the next day and that all the relatives
were expected to arrive during that
same explanatory conversation. I had
visions of dozens of French eyes and
ears scrutinizing me and my French.
I felt the walls of the house crowding
closer and closer. Nothing had been
said in orientation about dealing with
family reunions or with weddings.
Before I could formulate an effective
way out of the situation, the maternal
grandparents arrived. Soon after their
arrival I began to forget my appre-
hension of the occasion, for they, too,
were warm, wonderful people. I
know now that forgetting self and
that giving as well as receiving is the
secret of the successful Experimenter.
When I forgot my fear of being

snubbed, or even worse, being stared
at as an oddity, I realized that
Nicole's wedding festivities were the
beginning of relationships that,
although only temporarily intense,
will never be entirely severed. This,
I feel, is the best feature of the
Experiment. One lives as a part of the
host family and experiences their
culture. Each successful Experimenter
goes one step beyond just looking at
a country.

The following three weeks of my
homestay were filled with daily
discoveries about the people and
places of Hericourt and the area
surrounding it. Jean-Robert, who
was my constant companion, had
seen all of it hundreds of times
before, but he seemed to have the

excitement of seeing, as I did, for t
first time. On the rainy days when
we were not riding our motorbike:
we cloistered ourselves in the gams
room of the house for a day of
mental skills. I taught him gin
rummy; he reciprocated with a
simplified form of bridge. We wer
often joined by Madame Ferrarin'i
niece, Pascale, who was to spend
a month in Hericourt before going
with the Ferrarins for another mor
at their apartment in Spain. She
listened closely to what we said,
corrected my French, and then
proceeded to win at any game we
played.

But no matter what we did durir
the day, there were two times whe
everything stopped lunch and

"The following three weeks of my
homestay were filled with daily
discoveries about the people and places
of Hericourt and the area surrounding
it."

e chose to camp in a small town near Nice, and during the live days
e we learned about each other and about ourselves as we sunned, sailed,
slept under the stars."

ler. These meals were never
:ks; they were four and five
rse, two-hour repasts. Each
iltime consisted of nothing but
cious food and wonderful con-
ation which I could sometimes
erstand. We talked of everything
i the state of the world to the
is Jean-Robert and I had for the
rnoon. Although I began my

with the appetite of a bird, I
soon noted to be eating two or
e times as much as anyone else
~ie family. Another fat American,
unately, this was not one of the
arins' prejudices,
ach week the Americans spent
ifternoon together to speak
ish and discuss plans and/or
)lems. We were amazed at the
city of problems and the
ndance of plans. We were

amazed at how our native

tongue literally ran from our mouths.
Three excursions were planned for
the three weeks in Hericourt and
then the two-week trip to the south
of France. On each excursion and
also for the camping trip at the
end of the homestay each American
had a French counterpart as a guest
of the Experiment. It was during these
outings and trips that binational
relationships among members of the
same generation were firmly
established. We all spoke nothing
but French, a definite burden for the
Americans, who were accustomed to
speaking English among themselves,
but a rewarding one. We all learned
to see twenty-four people with
distinct personalities rather than
groups of Frenchmen and Americans.

After the three weeks with our
families, we packed up, said fare-
well to our hosts, welcomed our

French friends to a two-week camp-
ing trip, and then motored off to
the south. We chose to camp in a
small town near Nice, and during the
five days there we learned about
each other and about ourselves
as we sunned, sailed, and slept under
the stars.

Five days on the Riviera and then
north to Avignon, where we attended
the French Theater Festival a
miniature Woodstock. Plays, con-
certs, and seminars were the food
for communication among the
different nationalities gathered in
Avignon. We were fortunate to be
staying in a school with fifty other
French young people who gave us
more insight into their cuture from
a different perspective.

By the time we left Avignon, our
thoughts had turned somewhat
homeward, but we had learned and
come to cherish so much about
our French friends that it was not in
any of us to destroy the relationships
by becoming totally American
again. But, we could never be totally
American. We all took home with us
something of France. At first this
unnamed something was a great
wave of sadness as we said our final,
tearful farewells to our French
parents, brothers, and sisters after
a last day in Hericourt following
our return from the camping trip.
Later, as we mingled among the
tourists of Paris, we began to grasp
the feeling that we were taking
home the most precious gift the
French could have given us their
friendship and a little bit of them-
selves and their land.

The Experiment was successful for
each in a different way; but for all,
it had been a test of living in another
culture, a trial of forgetting self and
remembering the other. The results
of the test were receiving the French
as comrades and being received by
them as well; these results were the
most gratifying that could have come
forth for any of us. This, for me
for now, is the highest praise I can
give the Experiment.

DEATHS

Institute

u^e, Jr., son of Irene Ingram Sage,
Mr j, 1970, killed in plane crash,
Lula Kingsberry Wilson (Mrs. Fred), Winter, 1971.

1911

Julia Thompson Gibson (Mrs. C. D.), Sept
22, 1970.

1915

Samuel Eugene Thatcher, husband of Mary West
Thatcher, Jan. 22, 1971.

1921

Rachel Rushlon Upham (Mrs. N. W.), May, 1957.
Helen Smith Taylor (Mrs. J. W.), December
1970.

Mrs. Ida Preston Warden, sister of lanef New-
man Preston, Jan. 10, 1971.
Frances Downing Nix, summer 1970.
Hamilton Nix, husband of Frances Downing
Nix, summer 1970.

1922

William Donovan, husband of Martha Lee Talia-
ferro Donovan, June, 1970-

1923

Lois McClain Stancil (Mrs. Luke), April 12, 1970.

1927

Mrs. J. D. Winter, mother of Roberta Winter,
Ian 6, 1971

1929

I. B. Kincaid, Jr., husband of Mary Gladys
Steffner Kincaid, Oct. 4, 1970.

1930

Rev. Daniel James Cumming, husband of Shan-
non Preston Cumming, Ian. 8, 1971.

1931

Hugh B. Mills, husband of Martha Kirven Mills,
Sept. 5, 1970.

1932

Mrs. W. E. Sherritt, mother of Lucille Sherritt
Seales, Sept. 1970.

J. R. Bynum, husband of Flora Riley Bynum,
Dec. 14, 1970.

1940

William M. Smith, husband of Eloise Lennard
Smith, Nov. 1, 1970.

1941

Mary Bon Utterback Starr, Nov. 27, 1970.

1944

Robert F. Cribble, father of Elizabeth "Bippy"
Cribble Cook, Nov. 8, 1970.

1948

Robert C. Puckett, husband of Ann Patterson
Puckett, March 29, 1970.

1957

Dr A H Glasure, father of Nancy Glasure
Lammers, Oct. 24, 1970.

1958

L A Riffe, grandfather of Nancy Alexander
Johnson, August, 1970.

1960

Dr. A. H. Glasure, father of Myra Jean Glasure

Weaver, Oct. 24, 1970.

Dr. I. Jenkins Mikell, father of Caroline Mikell

Jones, Nov. 3, 1970.

Mrs. Otis Barry, mother of Marion Barry Mayes,

Sept. 6, 1970.

Rev. Daniel James Cumming, father of Shannon

Cumming McCormick, Jan. 8, 1971.

1963

Rev. Daniel James Cumming, father of Sarah
Stokes Cumming Mitchell, Jan. 8, 1971.

1965

Mrs. Richard Henry Taliaferro, mother of Sue
Taliaferro Belts, August, 1970.
Jackson L Weldon, father of Judith Weldon Mc-
Guire, Nov. 17, 1970.

1969

William M. Smith, father of Lennard Smith,
Nov. 1, 1970.

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY. AGNES SCOTT COLLEGE. DECATUR, GEORGIA 3OO30

"7"^ biJpAOJ^i

w

ALUMNAE QUARTERLY Q SPRING, 1971

fT

I

AGNES SCOTT

Front Cover

Crewel rendering of Main Tower.
Kit available with instructions from
Agnes Scott Alumnae Association,
Agnes Scott College, Decatur, Ca.
30030. Kit will be mailed in the
fall. Make check for $10.60 (which
covers postage and handling)
payable to Agnes Scott Alumnae
Association.

It was a long, long winter, and
spring came intermittently.
Who would have thought we
would have snow and ice in April?
But April 17 was a beautiful spring
day. A large number of alumnae
came to the campus to the faculty
lectures and to the luncheon and
annual meeting. Classes having
reunions then dispersed to meet
again for afternoon or evening
events. At the April meeting of the
Executive Board the members
voted to do away with the Dix
Plan of reunions. Henceforth re-
unions will be milestone years only
5, 10, 15, 20, etc. It is hoped
that this will eliminate the con-
fusion caused when Dix and Mile-
stone plans fall on two successive
years. Now a concentrated effort
can be made for large attendance on
Milestone years. Thanks to all who
worked to make Alumnae Weekend
a success.

aiiu^vOTT

THE ALUMNAE QUARTERLY VOL. 49 NO. 3

r^

v^

LEARNING BEYOND THE CLASSROOM

by Dr. Faith Willis

RETREAT FROM RESPONSIBILITY

by Dr. Samuel R. Spencer, Jr.

AGNES SCOTT IN THE WORLD

by Jene Sharp Black '57

ARE AMERICANS LOSING FAITH IN THEIR COLLEG

A Special Report

CLASS NEWS

Shelia Wilkins Dykes '69, Mary Margaret MacMillan

Advisory Board

Margret Trotter, Professor of English/Virginia Brewer, New:
Director/Jene Sharp Black '57, Publications Chairman/Nat!
FitzSimons Anderson '70, Literary Consultant/Christy Therio
Woodfin '68, Art Consultant

Photo Credits

Front Cover, Eric Lewis; Virginia Brewer pp. 1, 2, 3, 6;
Nickerson Photo Co., p. 10.

Editor/Barbara Murlin Pendleton '40
Design Consultant/John Stuart McKenzie
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and Summer by Agnes Sc
College, Decatur, Ga. Second class postage paid at Decatur, Georgia 3003C

arning Beyond the Classroom

FAITH WILLIS, Assistant Professor of Sociology

t is a Scottie doing interviewing applicants
urplus food, staying with an ill child
e hospital in the absence of his foster
its, or trying all by herself to improve the
litions of a multi-problem family? These
other activities were carried out by
! Agnes Scott seniors last summer
d for pay, too! Cindy Ashworth, a
hology major from Atlanta; Celia Tanner
a psychology major, from Fayetteville,
lessee; and Dea Taylor, a sociology major

Thomasville, Georgia, served in the
ner Field Experience of the Georgia State
irtment of Family and Children Services,
gia's welfare department. In the summer
UO, twenty-four undergraduates from
in colleges in Georgia were placed for
: weeks in similar field positions in three
gia Counties Clayton, Fulton, and
<e. The Agnes Scott participants worked
jlton and Clayton Counties.
;orgia has had a similar program since
. But from 1962-70 the summer work
rience for college students was primarily
jitment oriented. It was designed to give
'feel" of an agency dealing with social
'lems and to attract the student workers
le field of social work. The Department
lates that around 65% of the students
cipating in the program did become
workers after they graduated from
:ge. From this point of view the program
a success.

it today's college students don't have
e coaxed into social work; indeed,

seem to be one of the moving forces be-

social action and social change. Interest
>cial work has led to the large number
ndergraduate social work and social wel-

program in Georgia and throughout
country. (Agnes Scott has a Social Welfare
tutions course and many substantive
ses in the sociology and psychology de-
ments which relate to understanding
al problems.)

the planning for the summer 1970, work

Dr Faith Willis received her B A irom Chatham College,
the M.A . and Ph D degrees from Emory University. She
has her own social laboratory with her children, Tommy,
3, and Sandra, 4.

experience program, the Georgia Department
of Family and Children Services de-emphasized
recruiting. Instead, the program was specifi-
cally designed as an educational experience
for students interested in social welfare and
social problems. It was to be an integral part
of their education, a laboratory to give them
an opportunity to test out in actual field ex-
perience the theoretical material they learned
in the classroom.

Dea Taylor commented on this aspect. "As
a sociology major, I had studied in courses
such as Juvenile Delinquency, Social Problems,
and Social Psychology some aspects of the
social problems I encountered this summer.
The concepts and theories learned in these
courses give an intellectual understanding of
some of the how's and why's of poverty and
race; facing a person of low socio-economic
status in the doorway of her Boulevard Street
tenement gave me some understanding
beyond the concepts and statistics. I had to
deal with my own emotions and experiences

Cindy Ashworth straightens out the confusion of
welfare programs for a potential client.

Dea Taylor lends a hand at the surplus food center

Learning Beyond the Classroom

(continued)

in an intelligent way without 'intellectualizing'
the impressions out of realistic existence.

"I'll never forget making a home visit to
interview a young black woman, my age, with
three small sons. Her husband had deserted
her and she had nowhere to go. She seemed
so frightened. As we talked I thought of the
research that needed to be done to learn
to prevent such situations. I thought of the lack
of job opportunities for unskilled laborers,
like her husband. The need for a day
care center and a training opportunity for
her were obvious. Bringing my education to
bear on my job experiences was valuable.
What really has been fascinating this senior
year is bringing my experiences to bear on
my education. When I was doing directed
reading under Dr. Tumblin in Race and
Minority Relations, I was often reminded of
how conscious of my whiteness I has been
during some of my home visits this
summer. In my Urban Sociology course, I
was constantly talking about the different
things I had seen this summer in metropolitan
Atlanta as examples of Dr. Willis's points
about American cities, racially divided."

Dea worked for four weeks as a caseworker
with her own caseload of nine clients. She
investigated these cases, made home visits,
worked on budgets for the family, and served

Celia Tanner asks directions from a helpful bus
driver.

as a link between the families and the services
of the welfare department. For four weeks of
her field experience she worked in Public
Assistance with surplus foods, certifying people
for donated commodities, and visiting surplus
food distribution centers.

Cindy Ashworth, working in the Clayton
County Department of Family and Children
Services, also had her own cases. Cindy

L to R: Celia Tanner, Cindy Ashworth, and Dea Taylor receive guidance from field instructor-supervisor, John Pinka.

Drts that "In general, most of our work

in the 'service' area, especially in visiting
clients regularly, a luxury that the regular
al worker cannot provide. We did
it we could to improve the client's condi-
, handling any problems that came up. We

took clients to the hospital or other
:es they needed to go." Recent transporta-

studies by Georgia Tech, Atlanta Model
es, and the American Association of
versify Women, as well as numerous tele-
)n reports, have pointed out the pressing
sportation problems of Atlanta's poor
' can't get to jobs, supermarkets, and
Ditals and clinics.

indy stressed that for each case she wrote
extensive "social study" describing
etail aspects of the case and the past
Dry of the case. "We also kept records of
own visits and conversations with the
its. It is hard to imagine the utterly
fused, chaotic lives that many of these
pie lead. Their aimless, to me, confused,

disoriented outlook is something that
lot be fully grasped in printed words; it
' can be understood when the individual
:s are known."

elia Tanner served in the Intake Unit of
Departmentof Family and Children Services
ulton County. The purpose of the unit

to relocate children who were either run-
ys or who had been taken from their
:nts. If necessary, they would place
e youth in foster homes, special schools,

or institutions for culturally deprived children.
Celia commented that although she had
no real clients of her own, she seemed to be
a real help to the caseworkers. "Because I
was young, the workers felt that many times
I could interact with the teenagers especially
well." Celia had some observations about the
welfare workers' dedication and client's
feelings toward workers. "Working for the
Family and Children Services gave me a
different picture from what I had imagined of
how public services work. I saw how willing
most workers were to help their clients even
after office hours and also how dependent
the clients can become on their workers. I
thoroughly enjoyed working with the
people who live in the ghetto. When they
trust you, they can be very open about their
problems and what they think they can do
about them. I took one black girl, age 14,
on an outing to a neighborhood recreation
center where I was the only white present.
Needless to say, I got quite a bit of attention
and she was like a mother hen trying to
protect me from the passes of her friends.
She was really a delight to work with because
she and her mother appreciated so much any
little thing I could do for her.

"I never found the job to be more de-
pressing than rewarding because I found that
when someone is having a hard time, he
will do his best to get out of it if there
is someone behind him who is encouraging
and helpful."

Learning Beyond the Classroom (continued)

All of the work described above was done
under the supervision of field instructor-
supervisors, hired especially for the program.
Meetings and discussions among students and
supervisors and direct instruction by the
supervisors were part of the program. Students
learned about the principles, goals, and
philosophy of Public Welfare and about the
various programs administered by a public
welfare agency. Another learning experience
was the assignment to conduct a community
study. The students working in Clayton
County learned about the various agencies in
the county which could provide social services
to residents and about the cooperation among
the agencies. The students visited the
agencies, seeing their operations and hearing
first-hand about their functions. As part
of the community study, the students compiled
a resource file which they used many times
in work with their clients.

Mr. John Pinka (whose wife, Pat, teaches
English at Agnes Scott), staff Development of-
ficer for the Georgia Department of Family
and Children Services, established the present
field experience program and served as
one of the field instructors last summer. In
his opinion the major learning task which
faced the students was to prepare themselves
for the actual work with the clients. Each
group of students brought different intellectual
and educational backgrounds. None had ex-
perience in developing meaningful relation-
ships with people who are struggling with
problems. None had conducted interviews or
even learned about interviewing techniques.
So besides learning about family problems
and the treatment process, the students
studied interviewing techniques, casework
techniques, and casework relationships. At
the same time, they tested out the
material in actual case situations. Mr. Pinka
reports that, even with this preparation, the
first few interviews were anxiety-producing,
and the students needed close direction. Be-
fore long, however, they were able to help
their clients deal with their problems in a
realistic way and even to eliminate some of

the problems. The students told Mr. Pinka th;
the full-time placement experience was ideal
in contrast with part-time work during the
school year. Several felt the field experience
should last at least ten to twelve weeks be-
cause they had to leave the agency just as
they began to feel at ease in their work.

Unusual work experiences such as the
students undertook last summer can have
effects apart from helping clients and giving
the students an educational opportunity. De
Taylor noted, "I learned much about myself a
I met people very different from me. Working
with hippies in Surplus Food gave me some
insight into how some of my peers are
living right now. Working with impoverishe
blacks and whites sensitized me to many
things I take for granted in my own life. The
three other trainees in Public Assistance wer
black. Taking our breaks together, we becam
good friends. We found we could talk
about racial differences without dying of
discomfort. I enjoyed the personnel in both
Public Assistance offices. Marsha Davenport,
an Agnes Scott alumna, was my supervisor
for four weeks. Our conversations were base
on two things, how Scott has changed and m
latest errors."

Social science aims at understanding rela-
tionships between individuals usually
relationships which can only be examined in
the context of groups like the family, organize
tions of all kinds, gangs, and friendship clique;
These networks of relationships cannot be
brought easily into the classroom. To
examine them our researchers and students
have to enter the system of relations through
carefully established contacts or jobs like the
summer work experiences. For the student a
a curious and sympathetic person, working
with people with problems can give insights
and satisfy the desire "to do some good in
the world." But as a social science experiena
the work-study must continually illustrate
and test the body of knowledge of social
science. Hopefully, for three Agnes Scott
students, the summer social work field ex-
perience did both.

Retreat from Responsibility

By SAMUEL R. SPENCER, JR., President, Davidson College

Although my first acquaintance with Agnes
Scott was many years ago, I am not basing
these remarks on my image of it at that time.
Rather, I am assuming that you are reasonably
typical of your own college generation, and
that the prevailing winds on this campus blow
in much the same direction as those at
Davidson. What I want to talk about today is
a central element of contemporary campus
culture. I want to talk about it first because it
interests me as a social historian, but second,
and more important, because of its directions
and possible consequences.

Some years ago, in scanning a catalog from
another college, I was struck by the claim
that this was a place where a student could
"seek her own identity." That was a relatively
new phrase then. Translated from academic
jargon into down-to-earth language, it became
"doing one's own thing." What it implies
has developed into a new individualism, and
I emphasize the word new to distinguish it
from an older individualism characteristic of
Americans for a long time.

This new individualism, which seems to be
the dominant strain on the American campus
today, is something my generation called for
twenty years ago. Shortly after World War II,
Oscar Handlin of Harvard wrote an article,
I believe in the Atlantic, deploring the
preoccupation of that university generation
for such symbols of conformity and security
as a high paying job, a vine covered cottage,
and retirement benefits. Holly Whyte in
The Organization Man described the process
by which American society molded its young
people into faceless look-alikes in grey flannel
suits. I remember that as college teacher
and staff member of the same era, I made
a speech at several campuses under the
title "A Plea for the Nonconformist."

Now, fifteen to twenty years later, we have
what we called for, and we have it in spades.
Three years ago, the eldest son of some very
close friends of ours departed for the rarefied
atmosphere of an Eastern university. Before
he left, his father took him to the most
fashionable young men's shop in Charlotte,

traditional of course, and helped him select
his college wardrobe. Off he went to the
university in tweedy sport jacket, oxford grey
slacks, button-down oxford shirt, and club
tie, as befitted his new station. Three months
later his eager parents were back at the
airport to greet him on his return for the
Christmas holidays. Stepping off the plane
came a young man with long blond Prince
Valiant locks topped by a green Australian
bush hat, wearing purple satin shirt, hip-slung
jeans, and sandals and carrying a guitar.
How the Ivy League has changed.

If you watch the late flicks on television,
you may have seen a Jimmy Stewart movie
entitled "Take Her, She's Mine." This is a
feminine version of the same parental
experience, with Sandra Dee as the daughter
who leaves a suburban middle class home to
enter the university. Helplessly, some months
later, her father wails, "We sent our sweet,
lovely, charming daughter off to college to
be educated, and what did we get back Coo
Coo the Bird Girl."

Interestingly enough, despite occasional
explosions and fatherly rumblings about long
hair and beads and bare feet, parents all over
the country are adjusting reasonably well
to these outward manifestations of the new
individualism. Once the initial shock wore
off, many of us in the older generation
began to see that the young had something
to tell us, something that was right and valid.
This is not to say that you of the younger
generation are necessarily any more intelligent,
and obviously you are not as experienced.
But you know more earlier, and you have
learned, in colleges like this one, to be critical.
We have urged you, for example, to criticize
and analyze poems, paintings, and political
theories. We should not be surprised or
dismayed when you transfer this critical
attitude to campus affairs or to society at
large.

By your questioning, you have made us
realize that we have put too much emphasis
on externals. I am still old fashioned enough
to believe that a person's appearance says

Retreat from Responsibility

/continued)

something about his own view of himself,
and I still like long hair better on girls than on
boys. But I accept the fact that styles of hair
and dress are matters of personal taste, and
consequently the privilege of the individual
to decide for himself. Unfortunately, society
has indeed taken too literally the old maxim
that "clothes make the man". There are still
many people who simply cannot tolerate
deviation in appearance; for example, more
than one member of the middle-aged
contingent has taken the time and trouble
to write me scathing letters about the hair
styles of the Davidson basketball team. The
current generation tells us, and rightly so, that
society has placed too much emphasis on
what is outside and not enough on what is
inside.

It has also justifiably criticized our intoler-
ance of different life styles. The study of
anthropolgy has long made it clear that
different societies have different values, and
consequently different attitudes and customs,
but within our own society most of us have
been unable to tolerate the bizarre and
unconventional. The fact that many young
people reject "accepted" values today has
forced us to question the patterning to which
we have subjected each succeeding generation
as it has come along. It has also made us
look critically at the essence of personhood
and emphasized all over again that life style
has nothing to do with the intrinsic worth of
the individual.

I might add parenthetically that we could
not have this kind of lesson at a more
significant time. The renowned young
theologian Dietrich Ritschl was on our campus
the other day. The big questions of tomorrow,
he said, will have little or nothing to do with
the traditional political and ideological
rivalries within the Western world. Rather,
they will deal with the vast masses of the
world beyond the West of whom we have
been only dimly conscious in the past. Up
to now, the social organism has tended to
reject persons strange to itself just as the
body rejects foreign tissue implanted in it;
what we had better learn in the social realm,
if we are to survive, is that man's common
humanity transcends the superficial differences
not only of appearance, such as race and
color, but of culture and creed as well.

The new individualism with its concern
for persons has also zeroed in on social ills

Dr. Samuel R. Spencer, Jr.

which stunt the growth potential of human
beings. We who are no longer young do not
like war, racial discrimination, hunger and
poverty all forms of human misery any
more than you do. But our fault is that as we
have grown older, we have learned to live
with these ills just as we do with the
uncomfortable aches and pains which are
the concomitants of advancing age. It is more
comfortable to ignore such things as long as
possible, but you are saying to us that they
can not be ignored, and indeed they can not.

If the new individualism is producing
results like these, why question it? What is
wrong with it? After all, as I conceded earlier,
an emphasis on the individual and individual
rights is quite in keeping with American
tradition. From frontier days we have prided
ourselves on being rugged individualists.
More than a century ago, Emerson gave
American individualism intellectual
respectability in his essay "Self Reliance."

But frontier individualism had built into
it a balancing sense of obligation to the
community the sense of obligation which

^ brought rural neighbors together for barn
' raisings, mutual protection, and other activities
of common concern. What disturbs me about
the new individualism is that the balancing
sense of obligation to the body politic and
to other individuals within it seems to be
lacking. It tends to be an atomized
individualism with centrifugal rather than
centripetal force.

I may be overly pessimistic about this, but
there is enough evidence on the college
campus to warrant some misgiving. For
example, there has been a marked decline of
group activity and interest. If this were merely
a rejection of old-style clubs and the
collection of memberships by campus
politicians, I would say well and good. But
it seems to extend beyond this. Smaller
percentages of students vote in campus
elections. Fewer and fewer candidates are
willing to serve the college community in
positions of leadership. Despite a professed
demand for intellectual and artistic stimuli
beyond the classroom, dwindling numbers of
students show up for lectures, concerts, and
other community events.

The apparent breakdown in the sense of
community is also manifested in the attitude
toward common standards. A numbing laissez
faire climate seems to prevail: what he or she
does is all right so long as it doesn't affect me.
Drugs are a case in point. Honor violations are
another. Coupled with this is an immature
and often irrational hostility toward anyone
whose position demands official concern for
or enforcement of standards. Most commonly
this is directed toward the administration, but
it extends to the faculty and even to student
leaders themselves when these groups partici-
pate in decisions which remind students
that the community, as well as the individual,
has legitimate rights and expectations.

Such developments on the American
campus suggest that with all its virtues, the new
individualism also has its weaknesses. I pass
over an obvious one: that it is rapidly en-
forcing a self-destructive conformity of its
own.

Another is its tendency to hypocrisy, an
interesting failing in view of the fact that
the same weakness is often attacked by the
young as if the old had a proprietary claim on
it. I talked recently with an elderly dean who
has seen many student generations come and
go at one of our best universities. "You

know," he said, "students today are praised
for their concern about social problems, and
I suppose justly so. But what bothers me is
that here on our campus, they are increasingly
bad neighbors". Concern for other people
should begin at home, with the roommate or
the person next door. I have the feeling that
many students are in much the same position
as that of well-meaning ladies of the old
missionary societies who worked and prayed
fervently for starving Armenians across the
sea but ignored the starving Americans across
the tracks. If students are really bad
neighbors on their own campuses, it calls into
question the depth of their concern for
persons.

The new individualism also seems to have
a rather decided capacity for rationalization.
Here it is in its most extreme form:

"I feel no guilt for what I have done.
Should I feel remorse or sorry for doing
what was right for me? Doing what I
know was right for me? ... I felt no
hatred, no malice. I didn't even know those
people, but they were part of the system
that jailed my brother for something I
did and I was going back on the system.
It was right then and it is right now."
That is Susan Atkins describing her part in
the killing of Sharon Tate. Despite the fact
that her photographs show her as a girl who
could be easily camouflaged into this audience,
1 am not suggesting that doing one's own
thing is very likely to produce many
Susan Atkinses on the Agnes Scott campus. I
am suggesting that doing one's own thing
can often be used to rationalize the comfor-
table or easy way out. In looking for better
educational devices and structures, I am
attracted by many of the current educational
experiments, but I am a realist about them too.
I suspect, for example, that at least some
of the great popularity of independent study,
some of the resistance to examinations, some
of the attraction of evaluation by one's peers
(if indeed any evaluation at all) stems from
the subconscious assumption that such
devices are likely to be less stringent and
demanding than the old ones which are
being rejected.

Mainly, however, what concerns me about
the thrust of much contemporary campus
thinking is its assumption that private actions
have no public significance. It is this assump-
tion which underlies the commonly accepted

Retreat from Responsibility ,

continued)

tenet that what you do is none of my
business and what I do is none of yours. I
recently read a wall poster which carried the
following legend: "I do my thing, and you do
your thing. I am not in this world to live up to
your expectations. And you are not in this
world to live up to mine. You are you and
I am I. And if by chance we find each other,
it is beautiful."

Superficially this sounds good, but I don't
think it stands critical evaluation. It ignores
two things. In its acceptance of an atomized
community which finds relationships only by
chance, it ignores the fact that, as Eric Mount
has said, "One discovers who he is only in
the community." A man in solitary confine-
ment, cut off from interchange with and
concern of other human beings, has little
chance of establishing self-identity. It is only
as we relate to others that we find ourselves.

It also ignores a paradoxical reality of human
society: that no man is free so long as others
are free to threaten his freedom. To put the
paradox another way, it is only through
a renunciation of freedom that we hold on to
it. The only exception is a Robinson Crusoe.
An unlimited and unrestrained exercise of
individual liberty inevitably results in the
destruction of the liberty of someone else.
It is therefore essential that those who value
individual freedom subordinate it to the
principle on which responsible community is
based that individual freedom is to be de-
fended at all costs up to the point that it inter-
feres with the freedom of others. This is in
essence what Thomas Jefferson meant when
he said in the Declaration of Independence
that to secure and by "secure" he meant to
guarantee or hold fast the rights of life,
liberty, and the pursuit of happiness, govern-
ments are instituted among men, deriving
their just powers from the consent of the
governed. It is no accident that our classic
statement of human rights recognizes the
voluntary surrender of a portion of those
rights as necessary to their preservation.

If I have made myself clear in this excursion
into paradox, you will see my fundamental
concern: that the growth of the new individual-
ism on the college and university campus
may result in a continuing retreat from
responsibility ominous for the future.
I am concerned about the carry-over from
campus life into society. I am afraid that the
student who does not vote in campus elections

will not vote in state and national elections;
that the student who is not willing to serve
in campus positions will not serve on the
school board or the arts council or the public
library committee; that student hostility to
authority will carry over into a continuing
hostility to and disregard for law. I am
afraid that apathy toward campus standard of
decency and good taste will breed a similar
indifference to standards in society at large.
I am afraid that in the downgrading of
community, both the community and the
individual will be the losers.

Saint Augustine defined a community as a
group, large or small, of people united by
agreement as to the things they love. What
do you love at Agnes Scott College? Is there
anything that all of you, or a majority of
you, agree that you love? In an academic
community, I would hope that there would
be general agreement on two things, at least.
The first is truth and a reverence for it. Here
is the object and the framework of the learning
process. The second is personal integrity,
which protects the search for truth from the
dishonesty of the weak and the sophistry of
the charlatan. Hopefully, any academic com-
munity could agree on both of these principles.

But I would think that people in a college
like this, acknowledging a commitment to
the Christian faith, could agree on something
else: to love one another. This does not imply
a fatuous, superficial liking of everyone on
the campus. Nor does it require an uncritical
acceptance of every jot and tittle of college
custom, curriculum, and conventions. It does
mean the acceptance of a responsibility
toward every other person, faculty and student
and staff member alike, who walks this campus
with you. Such a mutual concern does not
compromise the ideal of individual freedom
so important to this generation. On the
contrary, only through such mutual concern
can it be secured.

Even in a small group, it is not easy to
achieve genuine community. But it is
easier here than elsewhere because individuals
are indeed persons and because the institu-
tion, both tangibly and intangibly, can be
seen whole. If colleges like Agnes Scott
can preserve a sense of community against
the eroding forces of our troubled era, they
may at the same time justify the faith of
their founders and the hope of generations
to come.

Agnes Scott in the World

By JENE SHARP BLACK '57

BETTY FOUNTAIN EDWARDS '35

ace scientist" is an impressive

for anyone to have, but Agnes
:t alumna Betty Fountain Edwards,
has claim to such a title as well
hose of teacher, author, lecturer,
: and mother. The story behind
ice scientist'' began for Dr.
'ards in 1964 when Emory Uni-
ity received a NASA contract.
Edwards, then instructor in
roscopic Anatomy, and Dr.
ihen W. Cray, professor of
tomy, began working on wheat
iling experiments for a biosatellite
ect. Their study was in the field
iravity, its effect on the growth
lant and animal tissues. After four
s of detailed research and the
ppointing loss of one biosatellite,
latellite II with its experiments

launched from Cape Kennedy
ieptember, 1967.
r. Edwards says that while
ling as exciting as the launch

subsequent recovery will ever
pen to her again, the research

preceded the famed experiment

the results it produced have
t her busy for the past few years.
is the author of numerous articles

studies, many of which have
;ived national and international
)gnition. She has spoken at several
posia, traveling to Tokyo, Prague

Leningrad. In May, 1968, Dr.
/ards was one of four Americans
) presented papers on biological
eriments to the Eleventh Plenary
Jting of COSPAR in Tokyo.
SPAR, the International Corn-
tee for Space Research, is
nsored by America's National
demy of Sciences and similar
itutions in many foreign countries,
ast year, she was in Leningrad

renewed acquaintance with
sian scientists who had had ex-
iments aboard Russian satellites.

enjoyed the Russian hospitality
I the fine Hermitage Museum. She
>es these scientists will attend the
SPAR meeting to be held this

Betty Fountain Edwards

year in Seattle, Washington. Biol-
ogists she says, are in the minority at
a space meeting where astronomers,
physicists and geologists predomi-
nate. However, she plans to present
a paper in the Life Sciences division
at this meeting.

Although she delights in her re-
search and the travel associated with
it, the title of "teacher" is one Dr.
Edwards relishes most. "I am sure
that teaching is the most gratifying
of all professions," she says. In the
Basic Health division at Emory
University, she is assistant professor,
teaching Histology (or Microscopic
Anatomy) to dental and medical
students. As with other colleges and
professors, she finds her classes in-
creasing greatly in size and today's
bright students both "scary and fun"
to work with.

Her love of students and teaching

intermingles, as she has spent much
of her energy in both roles. She has
held scholarships and fellowships at
Vanderbilt University and at Emory.
She taught Biology at Georgia State
College for six years, but left to re-
turn to Emory for further study. She
has been there ever since as a student
or faculty member. A Phi Beta Kappa
key and membership in such societies
as the American Association for the
Advancement of Sciences, American
Association of Anatomists, the Tissue
Culture Society and others attest to
her recognition by fellow scholars.
Her community honored her by
naming her Woman of the Year in the
Professions for 1968 in Atlanta.

Of her family, Dr. Edwards claims
that without the help of her husband,
H. Griffith Edwards, she could never
have had "such a satisfying career
plus a family." Mr. Edwards was one
of the architects of the Dana Fine
Arts Building at Agnes Scott while
he was with the firm of Edwards and
Portman. Dr. Edwards says her
husband was "marvelousiy encourag-
ing and long suffering," helping her
out with their two daughters during
exams plus handling his own profes-
sional responsibilities. They cele-
brated their thirty-fifth wedding
anniversary this year. Their two
daughters reflect their outstanding
parents. Margaret Edwards, the
oldest, receives her Ph.D. in English
from Stanford this spring and will
teach next year at the University of
Vermont. She makes the third
generation of teachers, as Dr.
Edwards' father was a physicist-
professor. Their youngest daughter,
Alice, is a freshman at Rice University
but hopes to attend Agnes Scott next
fall.

Dr. Edwards' achievements seem
best characterized in her words ex-
plaining some creative changes
recently made in her Histology lab
presentations: "constant change and
growth (are) necessary to stay ahead."

Agnes Scott in the World

(continued)

KAREN GEARREALD '66

"Unique and joyous" are the words
Karen Cearreald, '66, uses in describ-
ing her years of study and growth at
Agnes Scott. These same words char-
acterize exactly the quality of her
present, active life. Student, teacher,
public relations specialist, speaker,
writer and budding cook are some
of the roles she fills with energy and
enthusiasm.

Following a busy academic career
at Agnes Scott, she went to Harvard's
Graduate School of Arts and Sciences
to work toward her doctorate in
English. Her college achievements
well qualified her for this Phi Beta
Kappa, a Stukes Scholar, a recipient
of Student of the Year Award, 1965,
from Hadley School of the Blind and
a member of Agnes Scott's College
Bowl team to name a few. She
found Harvard's atmosphere inter-
esting, particularly as she became
involved in studying the history and
structure of the English language.
This became her major field and, as it
was a new specialization for English
majors, her advisers let her "carve
her own program," much to Karen's
delight. Versification, transforma-
tional grammar, comparative linguis-
tics, Old Norse and Middle English
were all elements of a study that she
found stimulating and "fun."

After two years residency at
Harvard, Karen spent a year with
her parents and brother in Norfolk,
Virginia where she "poured as much
as possible" into her head for her
oral exams in October. These com-
pleted, she plunged into her thesis
which dealt with some linguistic
aspects of Milton's Paradise Regained.
Milton had been her independent-
study author at Agnes Scott, and
Karen credits Dr. Hayes' training for
the speed with which she dispensed
with her background reading for this
paper. With her family's support and
encouragement, she completed the
difficult writing, mailed the work to
Harvard and in mid-March, 1969,
left for Winnetka, Illinois to begin a

Karen Gearreald

full-time career with the Hadley
School of the Blind. She received her
doctorate, in absentia, in June, 1969.

Located twenty miles from down-
town Chicago, the Hadley School
is a fifty-year-old, nonprofit organi-
zation that offers tuition-free cor-
respondence courses to blind people
all over the world. Karen serves as
both Chairman of the English Depart-
ment and Director of Education. Her
responsibilities are varied and
fascinating. She teaches literature
and some composition; edits courses
in psychology, spelling and first aid;
tape-records lessons in home man-
agement, fundamental English and
typewriting; supervises teachers;
screens applications from prospective
students; writes press releases; and
speaks about the School on tele-
vision, radio and before such groups
as the Lions and the Rotarians. In
her busy life she has met different
and interesting people, from Maurice

Chevalier to Mayor Daley of Chic;

Outside the School, Karen relat
"other adventures" she enjoys
well. She recently taught a Sur
School course on the Gospel of Jo
at a nearby church, and she hopes
to be a Spanish-language counsek
in the Chicago Billy Graham Crus,
in early June. She "moonlights"
a braille proofreader for the Joha
transcribers of Chicago and as a
consultant for the Sensory Studi<
Section, Department of Health, f
ucation and Welfare. She has wri
an article on Hadley's recording
studio for Audiovisual Instructio
one on her Christian experience a
a "mini-essay" entitled "Commun
tion at Its Best." Although she has
played the piano professionally f(
the past two years, she has acqui
one for her apartment and enjo
keeping up with her music. Freqi
weekend visits with her parents
Norfolk, luncheon dates with friei
a chicken cooking successfully c
the rotisserie and advancing her
kitchen skills beyond the stage c
"shielding myself from smoke"
all part of what Karen describes
the "thousand pleasures" of her

She is very excited about a gr;
from the Rotarians, authorizing
and her Mother to visit Latin Ame
ica in June. She will seek to stimul
interest in educational programs
blind women there. She is eager,
she writes, for Spanish-speaking w
men to have the "same privilege:
she has had, the opportunity to
become " ' whole women' as horr
makers or career girls."

In sending us information for
this profile, Karen requested that
we delete anything we chose, bi
please to "emphasize that my Ag
Scott training is standing me in gor
stead day by day and that I am
eternally grateful to everyone at
College." Karen's contributions
surpass this training as she more th
fulfills the "whole woman" goal
she so earnestly desires for others.

Five years ago the idea would have been absurd.
Today it is an urgently relevant question . . . one
that is uppermost in the minds of campus offi-
cials. For institutions that depend upon public
confidence and support for their financial wel-
fare, their freedom, and their continued exist-
ence, it is perhaps the ultimate question:

Are

Americans

Losing Faith

in their

Colleges?

A SPECIAL REPORT

Dear
President

X:

I am writing to explain my resignation from the Alumni Schools Co:
mittee and the regional committee of the Capital Campaign.

I can no longer make a meaningful contribution to th<

programs. To be effective, I must be totally committed. Unf

tunately, as a result of changes at Z University over the past f

years, I can no longer conscientiously recommend the univers

to students and parents. And I cannot with enthusiasm ask my fellow alun

to make financial contributions when I personally have decided to withhi

my support.

Like many alumni and alumnae, I have been increasingly concerned o
the manner in which the university has permitted the student body to ti
over the "running of the store." Even worse, our colleges and universil
seem willing to have them take over the country. I am not anti-youth, bi
do not believe that there is something magical about being 18 or 20 ye
old that gives students all the correct answers and an inherent right to imp
their views about everything on the rest of us. The faculty has clearly deia
strated that it is unwilling or unable to exercise moral leadership and, inde
has often guided the students into actions that are irresponsible at best
dangerous at worst.

The university, it seems, is easily intimidated by the students into suppc
ing strikes, canceling classes, disregarding academic standards, and repress
individuals and groups who speak for the so-called "establishment." By f
ing to take a stand and to discipline those who violate campus rules, you h;
encouraged an atmosphere in which laws, traditions, and basic moral val
are held in contempt by growing numbers of our young people.

I fear for the existence of Z University as a forum for the free discuss
of ideas. A great chorus of anti-establishment rhetoric has issued fron
vocal left-wing group on the campus, supported by ultra-liberals on?/
faculty. I am afraid the university has abandoned its role of educator, to
come a champion of partisan politics. And this bodes ill for our democn
society.

All of this may sound like the rantings of a hard-hat conservative. But i
the measure of the situation on the campus that one who has always b
rather liberal politically can sound like a reactionary when he takes issue w
the radical students of today. Sincerely,

Alumnus Y _

Dear
Alumnus

Y:

I am very sorry to lose the services and support of an alumnus who

worked so hard and so successfully for Z University. I am equally sorry t

you seem to have lost confidence in the university. An institut

of higher education depends on its alumni and alumnae

understanding and support even in the quiet times. In troub

days like these, there is nowhere else to turn.

I won't try to persuade you to accept any assignment or even to contii

your financial support. But I do feel compelled to comment on your loss

faith in the university.

Your concern obviously centers on such perplexing and basic questions
the rights and responsibilities of students and faculty, the problems of cam]
governance, and the danger of politicizing the university. We certainly sh
your concerns. It is tempting to long for the good old days when proble

/

were not so complex. But in fact these are serious problems to which there
are no easy answers. We wrestle with them every day.

You are certainly right to be worried about the existence of this university
(and all campuses) as a forum for the free discussion of ideas. There are many
who would use the American college or university in a political struggle to
advance their own political ideas. Even well-meaning students would do so,
because they do not understand the dangers of such action. Those of us
charged with the responsibility must fight with all our wit and strength to
prevent that from happening.

I do not think we can win by using force or repression. Rather, we must
continue to work with students to convince them that their efforts to politicize
the university can destroy it, and this would be terribly costly to society as a
whole. When and if the line must be drawn, then we will draw it and deal
with the consequences. But we will do everything we can to avoid actions that
will limit our options and bring about the violence and polarization that have
crippled some great institutions.

It is clear to me that the colleges and universities in America are, to a very
considerable degree, reflecting the problems and divisions of the larger society.
That can be unpleasant and painful, but it is in some ways a proper and very
useful role for a college or university to play.

Consider, if you will, society's other institutions. Can you think of any that
are not in similar turmoil? The church, the public schools, the courts, the city
halls, the political parties, the family all of these institutions are also feeling
the profound pressures of change, and all are struggling to adapt to problems
and needs that no society has ever faced before. If we as citizens and mem-
bers of these institutions respond simply by withdrawing from them or repu-
diating them, then I fear not only for the future of our institutions but for the
future of our nation. Disraeli once said, "Individuals may form communities,
but only institutions can make a nation."

T

.his university is indeed involved in the controversy which en-
gulfs America and from which progress and constructive change will one day
come. Our students and faculty are indeed concerned and vocal about the
rights of their fellow citizens, about the war, about the environment, about
the values of our society. If it were otherwise, our alumni and alumnae would
certainly be justified in refusing to support us.

Very simply, Mr. Y, the current generation of young people will one day
run this nation. They are here and cannot be traded in for a quieter, more
polite, more docile group. Nor should anyone want to trade them in. This
university cannot abandon them, or isolate them, or reject them. Our mission
is to work with these young people, to sensitize them, humanize them, edu-
cate them, liberate them from their ignorances and prejudices. We owe that to
the students, but even more to the country and to our alumni and alumnae.
The course is uncharted, to be sure; it will be uncomfortable at times and
somewhat hazardous in spots; but it is the only course a great university can
follow.

I'm sorry you won't be on board. Sincerely,

President X

rHE letters on the preceding two pages typify
a problem of growing seriousness for U.S. col-
leges and universities: More and more Ameri-
ns alumni, parents, politicians, and the general
iblic are dissatisfied with the way things have been
ling on the nation's campuses.

"For the first time in history," says Roger A. Free-
an, former special assistant to President Nixon, "it
pears that the profound faith of the American people

their educational institutions has been shaken, and
eir belief in the wisdom of our educational leaders
id in the soundness of their goals or practices has
rned to doubt and even to outright disapproval."

The people's faith has been shaken by many things:
impus violence, student protest, permissiveness, a lack
1 strict discipline, politicization of the campus, the
jection of values and mores long-cherished by the
rger society. Complicating the problem is a clash of
:e-styles between the generations which has raised a
safening static and made communication extremely
fficult between students and their off-campus elders.
\t one meeting not long ago, an angry alumnus turned
j a student and shouted, "I just can't hear you. Your
Mr is in my ears.")

How many people are disenchanted, how strongly
ley feel, and how they will act to express their dis-
jntent is not yet clear. But there is little doubt about
te feelings and actions of many political leaders at all
,vels of government. Vice President Spiro T. Agnew
joke for many of them:

"When one looks back across the history of the last
ecade at the smoking ruins of a score of college
uildings, at the outbreaks of illegal and violent protests
nd disorders on hundreds of college campuses, at the
;gular harassment and interruption and shouting down
f speakers, at the totalitarian spirit evident among
lousands of students and hundreds of faculty members,
t the decline of genuine academic freedom to speak
nd teach and learn that record hardly warrants a
oaring vote of confidence in the academic community
hat presided over the disaster."

Many state legislators are indicating by their actions
hat they share the Vice President's views. Thirty-two
tates have passed laws to establish or tighten campus
egulations against disruption and to punish student and
acuity offenders and, in some cases, the institutions
hemselves. A number of states have added restrictive
imendments to appropriations bills, thus using budget
dlocations as leverage to bring colleges and universities
nto line.

J he public has clearly
indicated displeasure
with higher education'

The chancellor of California's state college system
described the trend last fall:

"When I recently asked a legislator, '. . . Why did
the legislature take what appears to me, and to most
faculty and administrators in the state college system,
to be punitive action in denying [a] cost-of-living in-
crease to professors?' he replied, 'Because it was the
public's will.'

"We find ourselves confronted with a situation unlike
that of any previous year. The 'public,' through the
legislature, has clearly indicated displeasure with higher
education . . . We must face the fact that the public
mood, as reflected in the legislature, has taken a sub-
stantial turn against higher education overall."

A similar mood prevails in Washington. Federal sup-
port of higher education has slowed. Congressmen who
have been friendly to higher education in the past openly
admit that they face growing resistance to their efforts
to provide funds for new and existing programs. Rep.
Edith Green, chairman of the House of Representatives
subcommittee that has jurisdiction over bills affecting
colleges and universities, observed during the last ses-
sion, "It would be most unwise to try to bring to the
floor this year a bill on higher education, because the
climate is so unfavorable."

IF THIS APPARENT LOSS OF FAITH PERSISTS, Amer-
. ica's institutions of higher education will be in
deep trouble. Even with the full confidence of the
American people, most of the nation's colleges and
universities would be experiencing financial difficulties.
Without the public's confidence, it is now evident that
large numbers of those institutions simply cannot sur-
vive.

Three years ago, the editors of this report published
a special article on the financial outlook of American
higher education at that time. The article began: "We
are facing what might easily become a crisis in the fi-
nancing of American higher education." And it con-
cluded: "Unless the American people especially the
college and university alumni can come alive to the

'opyright 1971 by Editorial Projects for Education, Inc.

;>

fry of higher education's impending crisis, then the
iblems of today will become the disasters of to-
rrow."

[tomorrow has arrived. And the situation is darker
I we, or anyone else, anticipated darkened by the
j of public confidence at the very time when, given
1 best of conditions, higher education would have
Bed the support of the American people as never
ore in its history.

tf the financial situation was gloomy in 1968, it is
perate on most campuses today. The costs of higher
keation, already on the rise, have risen even faster
h the surging inflation of the past several years. As
jjsult of economic conditions and the growing reluc-
ce of individual and organizational contributors,
jfane is lagging even farther behind costs than before,
1 the budgetary deficits of three years ago are even
ger and more widespread.

ITiis situation has led to an unprecedented flood of
jeals and alarms from the academic community.
James M. Hester, president of New York Uni-
sity and head of a White House task force on higher
jcation, states that "virtually every public and private
Jitution in the country is facing severe financial
Sssures."

^ A. R. Chamberlain, president of Colorado State
iversity, sees financing as "the most serious prob-
| even more serious than student dissent that
per education will face in the 1970's." Many state
felators are angry, and the budgets of dozens of
blicly supported colleges and universities are feeling
i effects of their wrath.

t* The smaller and less affluent colleges with few
ancial reserves to tide them over a period of public
affection may be in the direst straits. "We are dying
less we can get some help," the president of Lake-
id College, appearing in behalf of small liberal arts
ititutions, told a congressional committee. He added:
i slow death as we are experiencing goes practically
iioticed. This is part of our problem; nobody will
en notice until after it happens."
(Few noticed, perhaps, the demise of 21 institutions
ported in the 1969-70 Office of Education Directory,
tahat of several others which have decided to go out
business since the directory was published.)
' Preliminary figures from a study of financial
pblems at the 900 member institutions of the Asso-
Stion of American Colleges indicate that an alarming
Bnber of colleges are going into the red. William W.
Ilema, the association's research director, estimates

A he situation is darker
than we or anyone
else anticipated

that about one-fourth of all private liberal arts colleges
in the nation are now drawing on their endowments
in one way or another to meet operating expenses.

At least half of the 70 private colleges and uni-
versities in Illinois are operating at a loss. A special
commission created to study their fiscal problems
warned that deficits "threaten the solvency, the quality,
the vitality even the survival of some institutions."
The lieutenant governor of Illinois predicts that one-
third of the nation's private colleges may go out of
existence by the end of the decade, unless state govern-
ments provide financial assistance.

Predominantly black colleges and universities are
feeling the pinch. The former president of one such
institution put the problem in these terms: "If all the
black students at Harvard, M.I.T., Brandeis, and the
main campus of the University of Virginia were sud-
denly to drop out of college, there would be headlines
all over the country. But the number of black students
who will drop out of my school this year is equal to the
number of black students at those four schools, and
nothing will be said about it. We could keep most of
them for another $500 apiece, but we don't have it."

Even the "rich" institutions are in trouble. At Yale
University, President Kingman Brewster noted that if
the present shrinkage of funds were to continue for
another year, Yale "would either have to abandon the
quality of what we are doing, or abandon great dis-
cernible areas of activity, or abandon the effort to be
accessible on the merits of talent, not of wealth, or of
race, or of inheritance." As the current academic year
began, Yale announced that its projected deficit might
well be larger than anticipated and therefore a freeze
on hiring would be in effect until further notice no new
positions and no replacements for vacancies. The rest
of the Ivy League faces similar problems.

Retrenchment has become a household word
in campus administrative offices and board
rooms everywhere. It is heard at every type
of college and university large and small, public and

tptograplis by Erich Hartmann, Magnum

rivate and in every part of the country. For example:

One morning several mortths ago, the trustees of
member-institution of the prestigious Association of
merican Universities spent several hours discussing
le eventual necessity of scaling down to a small-college
peration.

Saint Louis University has closed its school of
jntistry and is phasing out its school of engineering.

Tufts University has eliminated its school of
leology.

Case Western Reserve University has terminated
5 graduate physical therapy program.

A large university in the South has been forced
i phase out six Ph.D. programs.

Huston-Tillotson College has cut back on its
hletic program, reduced the number of course offer-
igs, and eliminated several faculty positions.

Reed College has taken steps to cut the size of
i student body and to raise the student-faculty ratio.

A high-priced nuclear reactor at an Eastern state
diversity stands idle for lack of research support and
perational funds.

The Rev. Theodore M. Hesburgh, president of the
Diversity of Notre Dame, sums it up this way: "In
le 25 years that I have been associated with the uni-
irsity ... I can think of no period more difficult than
te present. Never before has the university taken on
lore tasks, and been asked to undertake many more,
bile the sources of support, both public and private,
oth moral and financial, seem to be drying up."

rHE financial situation is nowhere more
urgent than in the medical schools. Forty-three
of the country's 107 medical schools are in
ich severe financial straits that they are getting "dis-
ster grants" from the federal government this year.
Dr. John Cooper, president of the Association of
jnerican Medical Colleges, warns that "the whole
aancial structure of our medical schools is gravely
ireatened." He blames cuts in federal funding (which
rovides more than 50 per cent of many medical school
udgets) as well as inflation and reductions in Medic-
id to hospitals.

Cutbacks in federal programs have also begun to
rode the quality and effectiveness of academic science.
Prominent scientists, who are not given to overdrama-
jring the facts, have issued urgent warnings.
Jerome Wiesner, provost of M.I.T. and former Presi-
ential science adviser, said: "Cutbacks now in scien-
fic research may cost the nation its leadership in

science and technology, and its economic well-being
in the decades ahead."

Teams of scientists and technicians, painstakingly
organized over the years, are now being scattered.
Training and educational programs that provided the
country with scientific manpower are faltering, and
some have been forced to shut down.

Philip Handler, president of the National Academy
of Sciences, has said: "Our national apparatus for the
conduct of research and scholarship is not yet dis-
mantled, but it is falling into shambles." The universi-
ties are the backbone of that apparatus. When support
of the universities weakens, science weakens.

What all this adds up to is a crisis of un-
precedented proportions for higher educa-
tion "the greatest financial crisis it has
ever had," in- the words of Clark Kerr, chairman of
the authoritative Carnegie Commission on Higher Edu-
cation.

Dr. Kerr's commission recently determined that two
in every three U.S. colleges and universities were facing
financial "hard times." Some 540 institutions, the com-
mission estimated, were already "in financial difficulty";
another 1,000 were found to be "headed for financial
trouble."

"Serious enough to be called a depression," was the
estimate of Earl F. Cheit, professor of business admin-
istration at the University of California, who studied
higher education institutions of all types for the Car-
negie Commission and concluded that almost all colleges
and universities eventually may be in financial difficulty.
(In the course of his study, Mr. Cheit found that most
college presidents believed that the loss of public con-
fidence in higher education was, in large measure, at
the root of much of the trouble.)

Alarms about higher education's financial plight
have been raised regularly over the years, sim-
L ply because financial hardship has always been
a fact of life for colleges and universities. In the past,
the warnings and admonitions have produced at least
enough response to provide some monetary relief and
to forestall disaster. But the problem has grown steadily
worse in recent years, and educators are pessimistic
about the federal government's, or the state legislatures',
or the alumni's coming to the rescue this time. In fact,
the turmoil on the campuses and the growing antago-
nism toward the academic community could result in
the situation becoming even worse.

:.-.">--". ; ' : -.-" ' "''

The basic fiscal problem of colleges and universities
is rather simple. They are nonprofit institutions which
depend for their income on tuition and fees, interest
on endowment, private gifts, and government grants.
Tuition and fees do not cover the cost of education,
particularly of graduate education, so the difference
must be made up from the other sources. For private
institutions, that means endowment income and gifts
and grants. For state institutions, it generally means
legislative appropriations, with relatively small amounts
coming from endowment or private gifts.

In recent years, both costs and income have gone up,
but the former have risen considerably faster than the
latter. The widening gap between income and expendi-
tures would have been enough in itself to bring colleges
and universities to the brink of financial crisis. Reduc-
tions in funding, particularly by the government, have
pushed the institutions over the brink.

Federal support for higher education multiplied
nearly fivefold from 1960 to 1971, but the rate has
slackened sharply in the past three years. And the
future is not very promising. The president of a Wash-
ington-based educational association said bluntly: "In
Washington, there is a singular lack of enthusiasm for
supporting higher education generally or private higher
education in particular."

Highly placed Administration officials have pointed
out that colleges and universities have received a great
deal of federal money, but that the nation has many
urgent problems and other high priorities that are com-
peting for the tax dollar. It cannot be assumed, they
add, that higher education will continue to receive such
a substantial share of federal aid.

Recent actions make the point even more dramatic-
ally:

I The number of federally supported first-year
graduate fellowships will be nearly 62 per cent lower
Sn 1971-72 than in 1967-68.

The National Science Foundation has announced
that it will not continue to make grants for campus
computer operations. The foundation reports that
when inflation is considered federal funds for re-
search at colleges and universities declined 1 1 per
cent between fiscal 1967 and 1970.

The Higher Education Facilities Act of 1963,
which helped to pay for much of the construction on
campuses during the past seven years, is being phased
out. In 1967 the outlay was $700-million; last year

.President Nixon requested no funds for construction.
Instead he proposed an interest subsidy to prompt insti-

JLhe golden age:
"we have discovered that it
was only gold-plated"

tutions to borrow construction money from private
sources. But a survey of state higher education com-
missions indicated that in most states fewer than 25
per cent of the institutions could borrow money on
reasonable repayment terms in today's financial market.
Six states reported that none of their private institutions
could borrow money on reasonable terms.

The federal government froze direct loans for
academic facilities in 1968. On June 30, 1969, the
Office of Education had $223-million in applications
for loans not approved and $582-million in grants not
approved. Since then only $70-million has been made
available for construction.

The National Aeronautics and Space Administra-
tion has reduced its obligations to universities from
$130-million in 1969 to $80-million in 1971.

"Losing federal support," says a university research
scientist, "is almost worse than never having received
it." Since much of higher education's expansion during
the '60's was financed with federal funds, the withdrawal
of federal assistance leaves the institutions with huge
commitments and insufficient resources to meet them
commitments to faculty, to students, to programs.

The provost of a university in the Northeast notes
wistfully: "A decade ago, we thought we were entering
a golden age for higher education. Now we have dis-
covered that it was only gold-plated."

Much the same can be said about state funds
for public higher education. The 50 states
appropriated $7-billion for 1970-71, nearly
$l-billion more than in any previous year and five
times as much as in 1959-60. But a great part of this
increase went for new facilities and new institutions to
accommodate expanding enrollments, rather than for
support of existing institutions that were struggling to
maintain their regular programs. Since public institu-
tions are not permitted to operate with fiscal deficits, the
danger is that they will be forced to operate with quality
deficits.

"Austerity operations are becoming a fact of life for

jJWi--;;

growing number of institutions," says the National
ssociation of State Universities and Land-Grant Col-
ges.

Many public institutions found their budgets cut
is year or their requests for capital funds denied or
duced. Colorado State University's capital construc-
)n request for this year was cut from $ 1 1 .4-million to
5.6-million in the face of projected enrollment increases
' 3,600 juniors and seniors.

As state support has started to level off, public in-
tutions have begun to raise tuition a move that
any feel is contrary to the basic philosophy of public
her education. The University of California is im-
ising a tuition charge for the first time in its history.
le University of Illinois has boosted tuition by 60
r cent. Between 1959 and 1969, tuition and required
:s doubled at public institutions.
Tuition in public institutions still does not approach
ition in private colleges and universities, which is now
aring $3,000 in many places. At these levels, private
ititutions are having increasing difficulty attracting
plicants from middle-income families. Many small
eral arts colleges, which depend on tuition for as
ich as 80 per cent of their income, are losing students
less expensive public institutions. Consequently,
iny smaller private colleges reported vacancies in
:ir entering classes last fall an indication that they
ty be pricing themselves out of the market.
Private giving is not likely to take up the slack; quite
: contrary. The tax reform laws, recent declines in
rporate profits, pressures to redirect resources to such
:ssing problems as environmental pollution, and the
mnting unrest on the campuses have all combined to
'W the pace of private giving to colleges and univer-
ies.

The Commission on Foundations and Private
ilanthropy concluded that "private giving is simply
t keeping pace with the needs of charitable organi-
ions." The commission predicted a multibillion-
Uar deficit in these organizations by 1975.
Colleges and universities have been working harder
their fund-raising efforts to overcome the effects of
npus unrest and an ailing economy. Generally, they
vt been holding the line. An Associated Press survey
some 100 colleges throughout the country showed
it most schools were meeting fund-drive goals in-
iding some which experienced serious student disrup-
n. Although the dollar amount of contributions has
en somewhat at most schools, the number of contrib-
>rs has declined.

J. he consequences
may go well beyond
the campuses

"That is the scary part of it," commented one devel-
opment officer. "We can always call on good friends
for the few big gifts we need to reach the annual goal,
but attrition in the number of donors will cause serious
problems over the long run."

All of this quite obviously bodes ill for our
colleges and universities. Some of them may
L have to close their doors. Others will have to
retrench a painful process that can wipe out quality
gains that have taken years to accomplish. Students
may find themselves paying more and getting less, and
faculty may find themselves working harder and earn-
ing less. In short, a continuation of the fiscal crisis can
do serious damage to the entire" higher educational es-
tablishment.

But the negative consequences will go well beyond
the campus. "What happens to American higher edu-
cation will ultimately happen to America," in the words
of one observer. Examples:

Much of the nation's technological progress has
been solidly based on the scientific effort of the uni-
versities. To the degree that the universities are weak-
ened, the country's scientific advancement will be
slowed.

The United States needs 50,000 more medical
doctors and 150,000 more medical technicians right
now. Yet the cutback in federal funds is leading to
retrenchment in medical schools, and some 17 are
threatened with closing.

For two decades U.S. presidents and Congress
have been proclaiming as a national goal the educa-
tion of every young person to the limit of his ability.
Some 8.5-million students are now enrolled in our col-
leges and universities, with 12-million projected by
1980. The Carnegie Commission on Higher Education
recommends the creation of between 230 and 280 new
community colleges in the next decade and an addi-
tional 50 urban four-year colleges to serve metropolitan
areas. Yet federal programs to aid in campus construc-
tion are being phased out, states are cutting back on

capital expenditures, student aid programs are being
reduced, and colleges are being forced to close their
doors.

Governmental rulings are now clearly directed to
integrating black Americans into the larger society and
creating equal educational opportunities for them and
for the nation's poor. Many colleges and universities
have enlisted in that cause and have been recruiting
minority-group students. This is a costly venture, for
the poor require almost complete scholarship support
in order to matriculate in a college. Now, the shortage
of funds is hampering the effort.

* An emergent national goal in the 1970's will be
the cleaning of the environment and the restoration of
the country's urban centers as safe, healthy, and sane
places to live. With this in mind, the National Science
Foundation has shifted the emphasis in some of its
major programs toward the environmental and social
sciences. But institutions which face major retrench-
ment to offset growing deficits will be seriously con-
Strained in their efforts to help solve these pressing
social problems.

"The tragedy," says the president of a large state
university, "is that the society is rejecting us when we
need it most and I might add when it most needs us."

The public's loss of confidence in the colleges
and universities threatens not only their fi-
nancial welfare, but their freedom as well.
Sensing the public's growing dissatisfaction with the
campuses, state legislators and federal officials have
been taking actions which strike directly at the auton-
omy and independence of the nation's educational insti-
tutions.

Trustees and regents have also begun to tighten con-
trols on colleges and universities. A number of presi-
dents have been fired, frequently for not dealing more
harshly with student and faculty disrupters.

"We are in a crossfire," a university president points
out. "Radical students and faculty are trying to capture
pur universities, and they are willing to destroy our
[freedom in the effort. Authorities, on the other hand,
would sacrifice our freedom and autonomy to get at
She radicals."

[" The dilemma for college and university officials
is a particularly painful one. If they do not find effec-
tive ways to deal with the radicals to halt campus
violence and resist efforts to politicize the institutions
outside forces will exert more and more control. On the
Other hand, if administrators yield to outside pressures

r\lumni who understand
can help to restore
the public confidence

and crack down on radicals, they are likely to radical-
ize moderate students and damage academic freedom
and individual rights in the process.

McGeorge Bundy, president of the Ford Foundation,
summed it up this way:

"To the degree that violence subsides and the uni-
versity community as such is kept separate from polit-
ical conflict, the danger of attack upon the freedom of
the university from the outside will be reduced. No
institution which depends upon society for its resources
will be allowed as an institution to choose sides in
the general contests of the democratic process, and vio-
lence by the privileged is an uncommonly unpopular
phenomenon. If it be true, as I believe, that both poli-
tics and violence must be restrained in the academic
world for reasons that are intrinsic to the nature of the
university, it is also true that when violence spreads and
the university is politicized, society as a whole turns
hostile and in a prolonged contest with society as a
whole, the university is not a likely winner."

Freedom would be the first casualty the freedom
to teach, the freedom to learn, the freedom to dissent,
and the freedom of the academy to govern itself. Truth,
objectivity, vitality, and knowledge would fall victim
in quick succession. Were this to happen, society as a
whole would suffer, for autonomous colleges and uni-
versities are indispensable to society's own self-renewal,
its own cultural and intellectual advancement, and its
own material well-being.

Samuel Gould, former chancellor of the State Uni-
versity of New York, once told his legislature some-
thing that is especially relevant today: "A society that
cannot trust its universities," he said, "cannot trust
itself."

44

T:

I he crisis on American campuses has no
parallel in the history of this nation. It
has its roots in divisions of American
society as deep as any since the Civil War. The divi-
sions are reflected in violent acts and harsh rhetoric and
in the enmity of those Americans who see themselves

as occupying opposing camps. Campus unrest reflects
and increases a more profound crisis in the nation as a
whole."

Thus did the President's Commission on Campus
Unrest begin its somber "call to the American people"
last fall. Only greater tolerance and greater understand-
ing on the part of all citizens, the commission declared,
can heal the divisions.

If a major disaster for higher education and for so-
ciety is to be averted, moderate Americans in every seg-
ment of society must make their voices heard and their
influence felt. That effort must begin on the campuses,
for the primary responsibility to increase understanding
lies with the academic community.

Polls and studies have made it abundantly clear that
the overwhelming majority of faculty members, students,
and administrators are moderate people who reject vio-
lence as a means of changing either society or the uni-
versity. These people have been largely silent and in-
active; in the vacuum they have left, an impassioned
and committed minority has sought to impose its
views on the university and the society. The moderate
majority must begin to use its collective power to
re-establish the campus as a place of reason and free
expression where violence will not be tolerated and
harsh rhetoric is scorned.

The majority must also rethink and restate clearly
and forcefully the purpose of our colleges and uni-
versities. It has become clear in recent years that too
few Americans both on and off the campus under-
stand the nature of colleges and universities, how they
function, how they are governed, why they must be
centers for criticism and controversy, and why they
must always be free.

Only such a moderate consensus will be effective in
restraining and neutralizing extremists at either end
of the political spectrum. The goal is not to stifle dissent
or resist reform. Rather, the goal is to preserve colleges
and universities as institutions where peaceful dissent

The report on this and the preceding 15 pages is the product
of a cooperative endeavor in which scores of schools, colleges,
and universities are taking part. It was prepared under the
direction of the persons listed below, the trustees of editorial
projects for education, inc., a nonprofit organization in-
formally associated with the American Alumni Council. The
trustees, it should be noted, act in this capacity for themselves
and not for their institutions, and not all the editors neces-
sarily agree with all the points in this report. All rights reserved;
no part may be reproduced without express permission. Printed
in U.S.A. Trustees: denton beal, C. W. Post Center; david
a. burr, the University of Oklahoma; maralyn o. gillespie,
Swarthmore College; corbin gwaltney, Editorial Projects for

and orderly change can flourish. Violence in the name
of reform inevitably results in either repression or a
new orthodoxy.

Polls and studies show that most alumni are also
moderate people, that they support most of the campus
reform that has occurred in recent years, that they share
many of the concerns over social problems expressed
by activist students, and that they sympathize with col-
lege officials in their difficult task of preserving freedom
and order on the campus.

"What is surprising," notes a college alumni relations
officer, "is not that some alumni are withdrawing ther
support, but that so many have continued to support ui
right through the crises and the turmoil." He went on t(
point out that only one of four alumni and alumnae, 01
the average, contributes to his or her alma mater
"Wouldn't it be something," he mused, "if the ones wi
never hear from rallied round us now." Wouldn't
indeed!

Alumni and alumnae, by virtue of their own educa
tional experience and their relationship to colleges an.
universities, have a special role to play iff helping t
restore public confidence in higher education. They ca:
make a special effort to inform themselves and to under
stand, and they can share their information and under
standing with their fellow citizens. Too many Americans
influenced by mass-media coverage which invariabl
focuses on the turmoil, are ready to believe the won
about higher education, are willing to sanction the pur
ishment of all colleges and universities in order t
retaliate against the disruptive minority. Too man
Americans have already forgotten the great positiv
contributions that colleges and universities have mac
to this nation during the past three decades. Here
where the alumni and alumnae can make a contributio
as important as a monetary gift. They can seek to coi
passions and to restore perspective. They can challenj
and correct misinformation and misconceptions. The
can restore the public confidence.

Education; charles m. helmken, American Alumni Counc
george c. keller, State University of New York; jack r. Mi
guire, the University of Texas; john i. mattill, Massachuset
Institute of Technology; ken metzler, the University of Or
gon; john w. paton, Wesleyan University; Robert b. re^i
bohm, the University of Wisconsin Foundation; Robert J
rhodes, the University of Pennsylvania; Stanley sa$U
verne a. stadtman, Carnegie Commission on Higher Educ
tion; frederic a. stott, Phillips Academy (Andover); FRAI
j. tate, the Ohio State University; charles e. widmaxS
Dartmouth College; dorothy f. Williams, Simmons Colleg
ronald a. wolk, Brown University; Elizabeth bond w(
Sweet Briar College; chesley worthington.

DEATHS

Academy 1936

Marie Dickson Hardy (Mrs. E. C), date un- Rev, N. B. Barron, husband of Ruby Hutton Bar-

known, ron, March 21, 1970.

Mary Heath Johnston Owen (Mrs. lames T.)

Frances Elizabeth Moore Brown (Mrs. Monroe -in>o

F.) sister of Sarah Lucie Moore Burton, Acad . MfJ H Ba||ey _ mo(her of |ean Bai|ey Qwen

Feb. 8, 1971

March 18, 1971.

Brownie Huson, date unknown
Jessie

known

Institute 1942

Mrs. J. M. Levie, mother of lla Belle Levie
Jessie (ones Brook (Mrs Thomas Ri, date un- Bagwell, Dec. 22, 1970.

1920

Frank R. Beall, husband of Lois Maclntyre Beall.

1946

Mr. |ohn E. Davis, father of Eleanor Davis Scott,
luly 5, 1970.

Sept., 1970 Mrs Ame | ia Jackson Davis, mother of Eleano

Margaret Morrison Blair (Mrs. Frank W.)

1921

]. G. Groome, husband of Augusta Brewer

Groome, Jan. 28, 1970.

Mr Carpenter, brother of Eleanor Carpenter, MrVhTT^Davisr father'' of Amelia Davis

Feb. 7, 1971.

Davis Scott, lune 1, 1970.

1948

Mrs. Amelia Jackson Davis, mother of Amelia
Davis Luchsinger, June 1, 1970.

Luchsinger, luly 5, 1970.

1923

1949

Lois McClain Stancil (Mrs. Luke), April 12, 1970. Bnce Q Qu ^ father of |Q Cu|p W| | hams

March, 1970.
1924 L. E. Williams, father of Elizabeth Williams

Edward Allison Terry, brother of Annie W. Henry, Dec 27, 1969.

Terry, Jan. 26, 1971.

John H. Goff, husband of Catharine Nash Golf.
Sept. 1967.

1926

Edward Allison Terry, brother of Margaret Terry,
Ian. 26, 1971.

1951

Emory Clyde Morgan, father of Julianne Morgan
Garner, Jan. 9, 1971.

1955

Raymond Field Coltrane, father of Susan Colt-
-1007 rane Lowance, Jan , 1971.

John W. Nelson, father of Jane Nelson, Jan 7,
1971.

Mary Speir Bradford (Mrs W. Z.I, Oct. 17, 1970.

1929

James L. Carter, husband of Pernette Adams 1957

Carter, April 23, 1970. Edward Allison Terry, father of Anne Terry

Catherine Torrance Beebe (Mrs. Ralph), July 30, Sherren, Jan. 26, 1971.

1970.

iq 1960

33U Mrs. Alton H. Glasure, mother of Myra Glasure

Edward Allison Terry, brother of Mary Terry Weaver.

Cobb, Jan. 26, 1971. r> | saac Jenkins Mikell, father of Caroline

Spencer Jacobs, husband of Elizabeth Hamilton Mikell Jones
Jacobs, Jan. 24, 1971.

1911

- , _ .li . r ka Mrs F. Sarah Bryant, mother of Cornelia Bryant,

Mrs. C. L. Grey, mother ot Jean Grey Morgan, , , ' '

date unknown.

1963

ryant
date unknown.

1932 1968

John R Bynum, husband of Flora Riley Bynum, Rev. N. G. Barron, father of Lucie Barron, March

Dec. 14, 1970. 21, 1970.

news of alumnae clubs

Founder's Day 1971 was observed by many alumnae clubs throughout the
nation during the last two weeks of February. Members of the faculty and ad-
ministration were invited to speak about the College at meetings to which
alumnae and friends of Agnes Scott were invited. Below is a list of clubs
which had Founder's Day meetings and the speaker for each.

Marietta, GA Dean Robin Jones

Columbia, SC Dr. Kwai Sing Chang

Birmingham, AL Dr. Michael Brown

Charlotte, NC Miss Carolyn Cox, President

Student Government Association

Washington, DC Dr. Edmund Moomaw

Greenville, SC Dean Robin Jones

Louisville, KY Dr. Marie Pepe

Huntsville, AL Dr. Alston

Augusta, GA Dr. Margaret Amnions

Dr. Edmund Moomaw

Gulfport-
New Orleans

Memphis, TN Dr. Faith Willis

Nashville, TN Miss Carolyn Cox

The following clubs had meetings but did not request speakers from the

College:

Greensboro, NC

Hampton, VA

Houston, TX

In lieu of a Founder's Day meeting, the Jacksonville, FL club met during
September and invited in-coming freshmen from that area. Dr. Margaret
Pepperdene, of the English Department, was invited to be the speaker. Dur-
ing spring vacation this year, Jacksonville area Scotties were invited to a
spring meeting of the club.

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

Follow the UMLEITUNG (DETOUR) to MUNICH to attend the

AGNES SCOTT OLYMPIC TOUR
SUMMER 1972

Leave August 21st Return September 11th

New York to Luzern Milan Florence Rome
Venice Innsbruck Munich

Deluxe Motor Coach First Class Hotels Continental
Breakfast and Dinner Courier Throughout Europe

Price: Approximately $900

For More Information Contact Peggy Cox

Box 936, Agnes Scott College

This trip is in addition to Alumnae Tour which will be announced later.

\ **

JiIrtiLislw:^;"2

rterlWo summer,

f

<\ .

Front Cover

The photograph on front cover is
"Mother and Child," a piece of sculpture
by Steffen Thomas. It is part of a
collection of sculpture given to Agnes
Scott College by Mr. Thomas in honor of
his wife, Sara Margaret Douglass
Thomas '29. It stands in the courtyard
of the Dana Fine Arts Building.

THE ALUMNAE QUARTERLY VOL. 49 NO. 4

2
3
4
5

V.

WELCOME CAREY AND CAROL

CLASS OF '46 CELEBRATES ITS 25TH

Anne Register Jones '46

HAPPY ANNIVERSARY ASC 1921-1971

Sarah Fulton '21

AGNES SCOTT IN THE WORLD

Jene Sharp Black '57

CLASS NEWS

Shelia Wilkins Dykes '69 and Mary Margaret MacMillan

Advisory Board

Margret Trotter, Professor of English/Virginia Brewer, News
Director/Jene Sharp Black '57, Publications Chairman
Christy Theriot Woodfin '68, Art Consultant

Photo Credits

Front Cover, pp. 1, 2, 3 Eric Lewis, p. 4 Hall's Studio and Camer;
Center, pp. 6, 9, 10, 12 Virginia Brewer

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen '62
Design Consultant/John Stuart McKenzie
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

Carey Bowen (left) and Carol Banister Kettles (right).

Alumnae Office Staff: Seated (I to r) Carol Banister Kettles, Barbara
Murin Pendleton; standing (I to r) Carey Bowen and Mary Margaret
MacMillan.

Welcome
Carey and Carol

On July 1 the Alumnae Office welcomed two

additions to the staff. Carey Bowen '62

was appointed Associate Director of Alumnae

Affairs. She holds the MA Degree from the

University of North Carolina, and brings

a variety of experience and much enthusiasm

to her new position.

Carol Banister Kettles '71 married two days
before she was graduated this lune. She will
be Assistant to the Director of Alumnae Affairs
and her main duties will consist of recording
and coordinating the Annual Fund.

We're happy to have Carey and Carol aboard.
Energetic and photogenic (top left), they
are already hard at work in alumnae activities..
We're thankful that Mary Margaret MacMillan
70 is still with us.

The decade of the seventies may well be the
most important one in the history of the
College. We shall continue to work diligently
in the area of fund-raising to increase
donors and dollars; we shall seek to broaden
and strengthen our work with all alumnae,
especially those outside the Metropolitan area,
adding some new dimensions to our programs
(such as using alumnae in recruitment); and
we shall try to keep alumnae current with the
College as it is today through the Quarterly and
club programs. These are our concerns
and our aims.

Agnes Scott Wins Award

Agnes Scott was presented a check for $1,000
by the United States Steel Foundation at the
meeting of the American Alumni Council held
in Washington in July. The award was for
sustained performance in alumni giving.
Selected by a distinguished panel of judges, the
winners were |udged on the amount raised
in the annual fund, the number of contributors,
levels of giving, the purposes of the funds
raised, and the efforts to sustain and improve
alumni giving. Dorothy Weakley Cish '56
was on hand to accept the award on behalf
of the College, bp

Class of 46 Celebrates its 25th

i

By ANNE REGISTER JONES '46

Despite the oft-quoted phrase, "You haven't
changed a bit, dear," one of the husbands
attending the 25th reunion of the Class of 194
claimed that he heard, "Gosh, I never
would have known her." However, we did
recognize each other; and we were eager to
believe the young student who, upon
seeing 1946 on the name tags, said, "but you
don't look that old."

After lectures in the morning, fifty-two of u. 1
attended the annual Alumnae Luncheon. Dr.
Alston delivered an eloquent speech describin
Agnes Scott and her needs in 1971. After the
luncheon, we shared pictures of our
various off-spring, each secretly believing
that her own were the most attractive. Later,
during a tour of the campus, admiration for
the impressive new buildings was tempered
somewhat by a bit of nostalgia as we
passed Rebekah and Inman.

Class President Margie Naab Bolen presidec
at the anniversary dinner at the Swan
Coach House on the grounds of the Atlanta
Historical Society. (Yes, the location did seem
appropriate.) The ratio of men to women
paralleled that of some of our war-year dinner
at ASC. The husbands were good, however,
and listened patiently to our reminiscences.
Prizes went to Maggie Tools Scheips from
Milwaukee for having traveled the longest
distance; to Dot Spragens Trice for having the
most children seven; and to Margaret
Scott Cathey for the most grandchildren of
those present one. With sadness, we
remembered our classmates who have died an
those who were unable to come for this
occasion. Finally, we agreed that maybe in
ten years we would again have the fortitude to
face the excitement of another reunion.

Happy
Anniversary
ASC 1921-1971

By SARAH FULTON '21

The above inscription on the anniversary cake
expressed the spirit of Alumnae Day for the
members of the class of 1921 at their Fiftieth
reunion. The members present appropriately
numbered twenty-one, incuding President
Thelma Brown Aiken and Seals, Margaret Bell
Hanna, Myrtle Blackmon, Frances Dearing
Hay, Elizabeth Enloe McCarthy, Elizabeth
Floding Morgan, Louise Fluker, Sarah Fulton,
Mariwill Hanes Hulsey, Melville Jameson,
Euguenia Johnston Griffin, Sarah McCurdy
Evans, Gladys McDaniel Hastings, Charlotte
Newton, Marion Park Merritt, Margaret Pratt
Bennett, Mabel Price Cathcart, Eula Russell
Kelly, Elizabeth Smith DeWitt, and Clotile
Spence Barksdale.

The morning's activities featured the
impressive dedication of the painting by former
ASC art professor Ferdinand Warren, in
memory of Anne Worthy Johnson, after which
we gathered for the luncheon. Gene Slack
Morse, President of the Alumnae Association,
introduced the class and presented our
fifty-year charms, replicas of the
Agnes Scott seal.

At the table, clippings and letters about our
absent classmates were circulated. We were
saddened as we read of the deaths of
Rachel Rushton Upton and Vivian Gregory
Dungan; we were happy to learn about the
civic and domestic activities of Ida Brittain
Patterson, in Atlanta; Helen Hall Hopkins,
in Sun City, Arizona; Anna Marie Landers Cate,
in Nashville; Frances Charlotte Markley
Roberts and Julia Thompson Ingram. The
guests, several DAR members among them,
enjoyed seeing two National Gold Honor Rolls
from Washington Headquarters, framed,
with a star on the ribbon. Thelma, of course, is

very proud of these awards as they represent
the outstanding record of the Atlanta chapter of
the DAR during her years as Regent.

The only imperfection in our day came with
the news that Madelaine Dunseith Alston
'28 was ill; therefore, we were unable to visit
in President Alston's home. Instead of going
to the President's home for tea, we gathered on
the dining hall steps for group pictures
taken by Thelma and Seals with a camera
bought for the occasion.

The luncheon table camaraderie continued
into the evening, culminating in a buffet dinner
hosted by Thelma and Seals. Flowers, food,
laughter, and special music by two young
guests spoke again of the enjoyment and
excitement of the day; and fantastic purple and
white cake spelled it out "Happy
Anniversary ASC 1921-1971!"

Nina Snead de Montmnllin

Agnes Scott in the World

By JENE SHARP BLACK '57

The creative mother of four
daughters, Nina Snead de Montmollin
class of '41 enjoys knitting,
skiing, sewing, golfing, and traveling.
But it is painting her striking
canvases of Western and South-
western America that is bringing
fame and awards to this energetic
alumna. Mrs. de Montmollin, who
works in both watercolor and
acrylics, has had six one-man shows
in her hometown of Albuquerque,
New Mexico in the past ten years
and one show in 1970 at the
Matterhorn Inn in Crested Butte,
Colorado. Her paintings have also
been shown in fifteen cities through-
out America when she was formerly
associated with the Sowers Art
Associates. Her work has been
bought by people in the Southwest,
Colorado, and California.

Mrs. de Montmollin's style is
impressionistic to realistic and the
colors and shapes of landscapes in
the Southwest and in the rugged
Rocky Mountains form her main
subjects. The de Montmollins love
the mountains and have two homes
that provide inspiration for Mrs. de
Montmollin's work. One place, in
Crested Butte, is 9,000 feet high
and surrounded by 12 to 13,000 foot
peaks on three sides. Their other
home is in Albuquerque on the side
of the Sandia Mountains overlooking
the city, the wide open spaces, and
distant mountains. She says she
does some still lifes and paintings

from sketches and snapshots she
made during three trips to Europe
in the past four years. There the
mountains of Switzerland, Austria,
and Norway make them the "most
exciting countries" for her.

Mrs. de Montmollin began her
own study of art some years after
graduating from Agnes Scott, as
an art major wasn't offered during
her student days. Her strong, personal
interest and energy led her to
acquire a solid, thorough training
for her talent. She has studied with
local Albuquerque artists and has
taken art classes at the University
of Mexico since 1953. She was also
privileged to attend watercolor
workshops instructed by Budd
Briggs, Rex Branct, and Robert
E. Wood.

The results of her efforts are
impressive. She has exhibited at
the New Mexico Art Museum in
Santa Fe; the New Mexico Art
League; in juried, professional shows
at the New Mexico State Fair for
the past ten years; the Strater Art
Gallery in Durango, Colorado;
the Waterwheel and O-Be-Joyful
shops in Crested Butte; and has had
paintings accepted for exhibit in
various shows in Colorado, Arizona,
New Mexico, and Texas. For years
she has had a booth at the Annual
Arts and Crafts Fair in Albuquerque
each August. More recently, Mrs.
Montmollin had a large watercolor
entitled "Big Snow in Crested Butte"

Membership Watercolor Show in
exhibited at the Southwestern
Dallas, Texas. Her painting was oi
of 88 accepted out of 364 painting
submitted. Her list of awards goe:
on and on, in the mediums of both
watercolor and acrylic. Mrs. de
Montmollin is currently a membe
of the Pinion Branch of the Nation
League of the New Mexico Water
color Society and the Southweste
Watercolor Society.

Despite all the work and pleasu
of being a successful painter,
Mrs. de Montmollin is very much
absorbed in the busy life of her
family. Husband Jimmy, a 1942
graduate of Georgia Tech, is an
Electrical Engineer for Sandia
Corporation in Albuquerque. The
whole family enjoys skiing near
their Colorado home, and Mrs. de
Montmollin plays golf twice a wee'
with the Sandia-Kirtland Women
Golf Association. She makes most
of the clothes for her girls and
herself and knits, of course, sk
sweaters for the active family. The
de Montmollins' two older daught
are married and live in Denver am
San Francisco, but the activities of
a senior high and a junior high-age
girl keep life busy at home.

Perhaps it is the creative, full life
she leads that gives her paintings tl
beauty and appeal which spel
success for Nina Snead de
Montmollin.

DEATHS

Editor's Note:

Our apologies to the family of David Irwin
Maclntyre, Jr., and to the family of Frank R
Beall, on the erroneous report of the death ol
Frank Beall in the Spring Quarterly. Mr. David
Maclntyre died in Sept., 1970. He was the
brother of Mec Maclntyre McAfee, '09, Julia Mac-
lntyre Gates X-16, Marie Maclntyre Alexander
'12 (deceased), and Lois Maclntyre Beall '20,
and father of Louise Maclntyre Hughes '36.

Institute

Pearl Womack Miller, Feb. 14, 1971.

1911

Ceraldine Hood Burns (Mrs. W. C), Feb. 26,
1971.

1914

Louise McNulty Chappell (Mrs. Guy), Nov. 14,
1970.

1915

1917

Elsie Hendley, date unknown

1921

Mildred Harris, May 10, 1971.

1922

Dr. Joseph W. Larimore, husband of Ruth Evans
Larimore, March, 1971.

1933

Foster MacKenzie, Jr., husband of Eugenia
Edwards MacKenzie, Oct. 9, 1970.

1950

Florence Williamson Stent (Mrs. |ohn N.), May
1970.

1961

Mrs. Rupert P. Smith, mother of Boog Smith
Henderson, May 6, 1971.

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

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For Reference

Not to be taken from this room

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