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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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rt-t 

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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 

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