Agnes Scott Alumnae Quarterly [1971-1973]

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ALUMNAE QUARTERLY Q FALL, 1971

P pr

Front Cover:

Christy Theriot Woodfin's interpretation
of the Magic of Agnes Scott.

THE ALUMNAE QUARTERLY VOL. 50 NO. 1

V_

V

The Magic of Agnes Scott, or How to Keep the Faith

Dean Julia T. Gary

From Agnes Scott My Passport for Life

Mary Ellen Harvey Newton '16

Good Fences Make Good Colleges

Eleanor N. Hutchens '40

Class of '74 Why are you Here?

Linda Lentz Woods '62

The Value of Self

G. G. Sydnor '71

Quatercentenary Celebration of the Birth of John Doi

Margaret W. Pepperdene

Of Concern and Love

Carey Bowen '62

The Agnes Scott Annual Fund 1970-71

Class News

Mary Margaret MacMillan '70

Page 10 Virginia Brewer
Page 13 Silhouette

Photo Credits

Page 1 Silhouette

Page 4 Janie B. Bradley

Page 14 Silhouette

Page 17 Gladys Upshaw, Project Concern, Inc

Page 23 Virginia Brewer

FRONT COVER: Christy Theriot Woodfin '68

BACK COVER: Greek National Tourist Office.

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 Scot
College, Decatur, Ga. Second class postage paid at Decatur, Georgia 30030

The
Magic

of
Agnes Scott

Or, How to Keep the Faith

By JULIA T. GARY

What is Agnes Scott in 7977? And she who
lives there, who is she? How has she changed
since 1910? 1940 or 1960? What are her questions?
How does she find the answers? And most
important, why has she continued to come to
Agnes Scott since 1890? The essence . . . the
spirit . . . the magic what is it that makes
Agnes Scott a special place? That makes her a
special woman? The 1971-72 series of Alumnae
Quarterlies will focus on Agnes Scott College
her position in a changing world, her influence
and what she has meant to alumnae, the life and
times of the contemporary Agnes Scott student,
the value of her rare brand of education.

Why bother? Because it is time for us to
become aware of our responsibilities as alumnae
for support and concern. Because Agnes Scott
is worth it.

First, lets look at Agnes Scotfs position in the
current, kaleidoscopic world. Dean Julia Gary
answers some blunt questions in a speech
delivered to an Agnes Scott Alumnae Club and
adapted for us:

Whether we like it or not, we must face
the fact that higher education in the United
States is in a state of crisis. It is believed
by many authorities that this state of crisis
will persist at least through the 1970's. In
mid-summer of 1971, it was estimated that
there were 400,000 empty spaces in American
colleges and universities and that at least
20,000 of these spaces would remain empty
when colleges opened in the fall. In a recent
report issued by the Association of American
Colleges, it is predicted that fifty percent of
all private accredited four-year institutions
will be closed in ten years. The same report
states that over sixty percent of the private
institutions in the United States had operating
deficits in the 1970-71 fiscal year. These deficits
ranged from $2,000 to $4,000,000.

Many institutions, especially private colleges,
report sharp declines in enrollment and
predict that this will continue. Some very
respectable colleges are attempting to recruit
new students from the waiting lists of the
more fortunate institutions; others have re-
quested lists of students who have been
excluded for academic reasons, with the hope
that these students may be attracted to their
college.

While many colleges and universities are
being forced to cut faculty and to increase
class size as an economy measure, the market
is flooded with competent and well-trained
young scholars, ready to assume teaching
positions. At contract time last spring, many
colleges voluntarily froze salaries, some even
cut salaries before the current wage price
freeze.

Private colleges have been forced to raise
their fees, increasing the demands for
(Continued on next page)

The Magic

{Continued)

scholarships to meet the tuition rise and to
ease family financial burdens produced
because of national economic trends.

At the same time, there is the stark realiza-
tion that some of the top students in the
1971 high school graduation classes simply
have decided not to attend college at the
present time.

Agnes Scott College is not immune to all
of these trends. It would be easy for us to be
discouraged, depressed, pessimistic. This is
not, however, the climate on the Agnes Scott
campus. Agnes Scott is so very much more
fortunate than many colleges that she
can accept the crisis as a challenge to best
efforts.

A number of circumstances make it possible
for this college to accept the crisis as a
challenge rather than as impending doom.
One of the most notable among these is the
very wise handling of the college's invested
funds. A second reason is surely the fact that
our enrollment of 673 is down only about 25
from the usual 700. Increased alumnae giving,
as recognized by the award from U. S. Steel
for sustained giving to the annual fund, is an
additional contributing factor. As a result of
these financial considerations, Agnes Scott
operated in the black for the 1970-71 session
and is not predicting an operating deficit for
the current fiscal year. Last, but by no
means least, is the splendid spirit of coopera-
tion among faculty and administration and the
evident loyalty of the alumnae.

We cannot, indeed we must not, become
complacent. The scholarship budget, already
up to $236,000 in 1971-72 from $200,000 in
1970-71, will, in all probability, have to be
increased further. Because Agnes Scott is a
small college, demanding academic excellence,
there is a spiraling need for visiting scholars,
special lecturers, and seminars led by noted
authorities. There is a marked rise in the
cost of plant maintenance, due in part to an
unexpected increase in federally enforced un-
employment benefits and an anticipated rise
in the minimum wage. There is a growing need
for new physical facilities on the campus, a
student union and a gymnasium among them.

We must continue to give modest increases
in faculty salaries, an item to which President
Alston has always given top priority. Especial-
ly on the part of our new and younger
faculty, there is a desire for increased
financial support of faculty research.

What are we doing to meet the challenge?
One of the most obvious commitments is to
an increase in the scope and type of recruit-
ment efforts. The addition of an assistant
to the Director of Admissions gives a total
of three young women who will spend a
great portion of their time traveling to
secondary schools, both private and public,
and to junior colleges to acquaint students
and counselors with Agnes Scott. In addition,
the Alumnae Office in cooperation with the
Admissions Office, is now launching a program
involving selected alumnae more actively in
the recruitment process.

The recent appointment of a committee on
publications is an attempt to improve
the public image of the college. This com-
mittee will review all printed material,
brochures, and pamphlets which go to
prospective students, schools, alumnae, and
friends of the college, and will plan for the
production of slides and film strips.

Newly inaugurated flexibility in admission
requirements allows the substitution of the
American College Testing Program for the
more traditional College Entrance Examination
Board tests. Certain exceptionally well qualified
freshmen are now being accepted on early
admission, a program whereby a student comes
to Agnes Scott before completing her
high school work. The recent inauguration
of joint enrollment programs for high school
students in the Atlanta area will allow students
to be enrolled in both Agnes Scott and a
public high school, earning college credit and
receiving a high school diploma at the end of
the session.

An intensive study of curriculum and degree
requirements now underway is an attempt to
make the educational experience in the 1970's
as meaningful to present students as the ex-
perience was to alumnae five, twenty-five or
fifty years ago.

And so they speak, these alumnae of Agnes Scott.
From 7976, 7940, 7962, and 1971, they speak of
what she has meant to them, what she stands for,
what the educational experience is all about
(he Magic.

Mary Ellen Harvey Newton '76, civic leader,
community worker, loyal supporter of Agnes Scott,
looks backward fifty-five years:

From Agnes Scott-My Passport for Life

By MARY ELLEN HARVEY NEWTON '16

There are certain qualifications that have to
be met to be granted a passport. When these
qualifications are met and the passport is
granted, the owner can travel far away, go
places, and do things. My passport from Agnes
Scott has brought me great satisfaction; it has
given me many privileges; however, it has
made me shoulder many responsibilities. In
earning this Agnes Scott passport I was taught
to learn, to live and to love.

As a member of the Class of 1916 I was
present at the twenty-fifth, the fiftieth and the
seventy-fifth anniversary of the College.
Perish the thought of my attending the one
hundredth, but who knows? I have known
all three presidents of Agnes Scott. Each one
of these men has influenced my thinking and
my activities.

In 1916 few women went to college. Most
of my friends were married after graduating
from high school. My parents said "We will
send her off to school; that will put off mar-
riage for a while." I was very young and imma-
ture but not immature enough to want to
go to a finishing school. One of my high
school teachers had been to Wellesley. She
preached "going to college" to a group of us,
and made us see the wisdom of seeking a real
education. My life had been one of gaiety,
singing, dancing, and playing.

When I entered college, this dancing, sing-
ing and playing had to be tempered by
studying, not studying just a little but studying
hard. This I had to do if I made the grade at
Agnes Scott. One day one of my professors
said to me "I think you waste a lot of time.
Can't you organize your time?" I learned the
art of not wasting time, of planning my study-
ing, my activities, and my leisure hours. I have
continued to organize throughout my life

whether it be a meetng or a party. I learned
to organize at Agnes Scott.

German was my major subject. It was
difficult. In learning German I found the full
meaning of mental discipline. The mind must
be disciplined; it must be managed; it must
be trained to think, to act, to work out the
problems of living. Little is this realized by a
college student. To the student, studying is
done to learn a specific subject. Seldom does
she know about the long-term training being
gained by hard study.

Today I take great pleasure in learning.
There is an insatiable desire to know about
many things, both old and new. This longing
for knowledge came from study at College.
I love new ideas, new developments of old
ideas. I find great pleasure in reviewing worth-
while things already learned. Memory is a
real treasure. It is satisfactory to pull German
words and phrases out of my memory, German
that I learned more than fifty-six years ago.
I enjoyed speaking the German that I remem-
bered on German ships, where the waiters and
some passengers knew little English. How their
faces would light up when an American came
out with some German phrase or a bit of long
remembered German verse. It has also been
satisfactory, with the help of one who knows
more Latin than I, to translate a motto on a
family coat of arms. The most fun of all
is to pull out of the past some French
expressions and to chatter about a Latin phrase
"Gaudeamus igitur semper" with a much-loved
granddaughter.

More than being taught to learn, Agnes Scott
taught me how to live maybe this is a strange
commentary but at Agnes Scott I learned
how to live not by studying but by doing.
(Continued on next page)

My Passport for Life

Being president of a student organization gave
excellent training. We learned how to preside
at a meeting, how to handle the order of busi-
ness, how to make up committees, how to
choose chairmen, above all, how to work with
people. The jobs had to be done. The right
people had to be found to do the specific
pieces of work. If possible, everybody must be
made important. In Red Cross activities,
patriotic organizations, parent and teacher
groups, and church groups, many times I
have said "Thank you" to Agnes Scott for
training that came to me through extra-cur-
ricular activities. Unknowingly, I was learning
many things; especially was I learning how to
organize and how to work with people.

Agnes Scott taught me the lesson of listening
to others, and it taught me to think clearly.
In working with people, we feel they want to
be heard. A good listener may become a good
friend. Being able to listen keeps a member
on any board. Listening gives time to crystalize
thinking.

Working in Blackfriars, the newly organized
dramatic society, taught me many lessons.
Through experiences in acting and speaking,
we learned to appear before the public without
having "shaking knees." We learned to sense
the feeling of an audience, whether they liked
us or not. It is interesting to watch an audience
for its reaction. Maybe that audience is not
being held and we change our tactics to renew
the audience's attention. I was armed with
these things when I became a teacher and
later when I made many talks for the Red Cross,
and when I served on the Decatur City School
Board. I spoke to many different groups, to
many types of people, both white and black,
and I always went back thankfully to my Agnes
Scott training.

HOASC was founded my senior year.
This organization was made up of those who
had given unselfish service to Agnes Scott.
Later HOASC became Mortar Board. When
one of my daughters was initiated into that
organization, I had the privilege of joining
with her. Now I have a granddaughter, Class
of 1970, who is also a member of Mortar
Board.

(Continued)

Mary Ellen Harvey Newton '16 and her husband Henry
Edgar Newton in June, 1971 , shortly before their golden
wedding anniversary

Service played a great part in the life at
Agnes Scott. In learning to serve our alma
mater, we learned to serve our community.
In 1916 the YWCA was a potent factor at
Agnes Scott. Students practiced Christian
Fellowship and made an effort to carry it to
others. Through the YWCA I began to work
with a group at the Settlement House of
Fulton Bag and Cotton Mill. Because it was
located far away from Agnes Scott, we traveled
on the street car for part of our journey and
then walked many blocks to our destination.
When we got off the streetcar we were always
met by a group from Emory. Miss Hopkins had
been assured that these were "fine young
gentlemen" who escorted us through the
dilapidated mill village and through a long
and dark underpass. For the first time in my
life I learned to know, to love, and to work
with mill people and the underprivileged. This
experience led me after graduation to work
with the underprivileged in North Montgomery,
where there were factories of different kinds.
I also helped direct Girl's Club at the YWCA.

At Agnes Scott I learned to love those who
needed love.

Agnes Scott also taught me to love the Lord.
There was a strong religious influence; it was
sort of atmospheric. At Agnes Scott I was
taught to give God's message. I remember the
first Vespers that I ever led. The worship
service for that particular time was based on
the Biblical passage "Judge not lest ye be
judged Ask and it shall be given unto you,
seek and ye shall find, knock and it shall be
opened unto you." When we came from the
Chapel after Vespers, we trooped through
the hall of Main Building, passing Dr. Gaines'
office where he always stood in the door,
bowing to each girl as she passed. That evening
he stopped me, commenting that he enjoyed
Vespers. However, he began to shake his head
covered with white, white hair and he said
"But you misquoted; look up that passage and
quote it right." I had misquoted; I had said
"lest ye be not judged." Often I have thought

of his words, "Quote right." Those two words
are full of meaning. That passage then as now
is often uppermost in my mind "I was asking;
I was seeking; I was knocking." I am still
doing these things.

The Agnes Scott passport was granted to me.
Without it, I could not have gone as far. It
has taken me places and has enabled me to
accomplish many things. The best thing Agnes
Scott did for me was to take me into
matrimony. My husband, now of fifty years,
would not have looked at me a second time
had I not been to Agnes Scott. I believe my
husband and a distant cousin of his have more
Agnes Scott alumnae kin than any other men.
There have been cousins, aunts, sisters,
daughters and wives since the very beginning
of Agnes Scott til 1970.

So Agnes Scott is dear to me and Agnes
Scott has motivated me through my long life.
I cherish my Agnes Scott passport that has
led me to learn, to live, and to love.

Scholar, writer, teacher, Eleanor Hutchens '40,
speaks from her combined experiences as a student,
a professor, and an alumna of Agnes Scott:

Good Fences Make Good Colleges

By ELEANOR N. HUTCHENS '40

When in the mid-1930's I began to look
for a college, my ambition in life was simple:
to learn a lot. My nature was essentially ac-
quisitive. At home I was known as such a
miser that once when a godparent gave me a
present my mother, who loved to spend, said,
"Poor little five-dollar bill! It'll never see the
light of day again." I was known also as
such a bookworm that if the telephone inter-
rupted my reading I would sleepwalk to it,
answer it, say, "Yes, just a minute," and
somnambulate back to my book not only
without notifying the person called but without
remembering that there had been a call.
When I came across a poem I coveted, I
memorized it and said it over and over to
myself. One year I said all of The Rubaiyat of
Omar Khayyam in the dark every night after
I went to bed; another year it was Gray's
Elegy. They were squirreled away with all the
money I had ever gotten hold of.

In high school, English was my least favorite
subject because it was so easy. I thought it
ought not to be taught in school, any more
than breathing was. This must also have
been the view of the school authorities, who
employed teachers of biology or Spanish and
assigned them English classes in addition. What
I liked was Latin, which I had longed for
ever since I had found out there was such a
difficult mystery and which was taught by a
spirited young woman from Bellbuckle,
Tennessee, a former day student at the Webb
School for boys, where Latin was queen of the
sciences. Then there was chemistry, which
was also good and hard; I would major in
it at college because there was money in it.
American history and French crackled briskly
along under a humorous Agnes Scott graduate
who told me she thought I would like her
alma mater because it was hard.

Nobody in my family knew anything about

Agnes Scott; my mother and grandmother
had gone to boarding schools in Virginia,
which therefore seemed the natural place to
seek education. I wrote off for many
catalogues and read them earnestly as they
came. One day I opened the one from Agnes
Scott; an electrifying phrase jumped up from
the page into my head, and from that moment
I never considered another college. "High
intellectual attainment" that was what I was
after.

The discomforts and restrictions of Agnes
Scott in the 1930's combined those of the
monastery and the military camp, and I
gloried in them. The only opulent, inviting
place was the new library, which had the most
impressive architecture, the brightest colors,
and the most comfortable chairs on campus.
Otherwise, all was what my reading about
boys' boarding schools of the nineteenth
century had prepared me to expect. I could
not understand the murmurings of my fellow
students who wished the rigidities away;
they were part of the adventure. I expected
college to conform not to my tastes but to
some stern Spartan standard far above con-
venience or even rationality. My delight in
the realization of this bookish dream had
the paradoxical effect of drawing me away
from books themselves and into the life
around me. A large part of my pleasure in the
experience of college was in its Gilbertian un-
reason in daily affairs, a bracing atmosphere
that inspired me to a permanently prankish
attitude that I have since recognized in novels
about undergraduate life at Oxford in the
Beerbohm days beyond recall. I saw students,
faculty, and administration as engaged in
an endless delightful charade whose central
value was the comic, all the actors comedians
either conscious or unconscious. One sought
one's friends among the conscious in order

to laugh at the unconscious arrogantly, no
doubt, but in my case educational because I
was enjoying human character for the first
time.

One's first idea of an institution rarely
survives long acquaintance with it. From
a distance it is a symbol, the incarnation of
some principle that perhaps belongs more
to one's own imagination than to the thing it-
self. From inside, it appears rather as a
system, a pattern of persons and procedures
in which the original conception may be
obscured or even mocked.

The remarkable thing was that my idea of
Agnes Scott as a temple of the mind did not
suffer in the least. Early in freshman
English, we were assigned an essay on why
we came to Agnes Scott. At ten on the
night before my eight-o'clock class, as I was
writing the climactic scene where, after many
catalogues on bathing in the Gulf and nestling
in the Blue Ridge mountains, I had encoun-
tered "high intellectual attainment" as I was
eagerly recounting this epiphany, the dormitory
lights went out. Right on schedule. That was
the way the college made sure we got our
sleep. The next morning I added a hasty
conclusion and handed in my paper. My
instructor noted its bobtailed state, of course,
and taxed me with it in theme conference. I
told her I had stopped writing because the
lights had gone out. She rightly refused to
accept this explanation as an excuse; I
should have started earlier. I don't think either
of us noticed any incongruity between

my (and Agnes Scott's) blazing idealism and the
policy that doused the lights just as my
heated pen was giving words to our faith.
But was it incongruity? Oxford and Cambridge
had ludicrous rules, some dating from
monastic times; maybe cerebration flourishes
amid them. Certainly such rules hone the sense
of humor; as a teacher I don't hope ever
again to have the equal of Agnes Scott students
for that keenness. Nothing funny, however
subtle, is lost on an Agnes Scott class
beyond the sophomore year, and I think
the reason is that a relatively closed society
generates laughter in those it restricts, as
long as they believe in their reasons for being
inside.

Perhaps the intellect too needs walls to
push against. "The university," says John
Donne, "is a paradise, rivers of knowledge
are there, arts and sciences flow from thence.
Counsel tables are horti conclusi (as it is said
in the Canticles), gardens that are walled in,
and they are fontes signati, wells that are sealed
up; bottomless depths of unsearchable
counsels there." He is distinguishing between
two kinds of earthly gardens before going on
to recommend a divine one, but I strongly
suspect that the arts and sciences, and their
professors, flourish most richly in the hortus
conclusus. "Be wise, / Ye Presidents and
Deans!" cries Wordsworth, inveighing against
compulsory chapel at Cambridge because
student reluctance made a mockery of it; yet
there is the long roll of Cambridge poets and
scientists, not to mention divines. "I was
the Dreamer, they the Dream," he recalls,
thinking of all the strange people and
buildings he saw through the eyes of a
country boy. I think it very likely that college
ought to be as different from ordinary life as
possible, and if quaintness and compulsory
(Continued on next page)

Good Fences

(Continued)

chapel help to seal the well, so be it.

By this I do not mean that the old rules
ought to be reinstated. I hope I'll never fall
into the particular imbecility of thinking every-
thing should stay just as it was when I was
twenty; this is one of the fatuities of old age
that liberal education should protect us
from. I mean something quite different: that
there should be such a thing as an academic
subculture, set off from the machinery of
breadwinning and social pressure, like an
enclosed park in a city. Its differences from
the life outside ought to be created partially
but not mainly by the students, who after all
come to it with only outside experience
to draw upon. (Hence, when left to pick
visiting speakers, they choose headliners and
television personalities who have already
said their say through the mass media and
have nothing new to bring to the campus.)
Mainly, the faculty should create the dif-
ferences, by setting many difficult tasks the
ultimate aims of which the students can
glimpse only dimly and which they must
therefore perform largely on faith, laughing at
the apparently pointless rigor the while. Of
course the faculty must be as confident as
constant reassessment can make it that all
this labor really is the best that can be assigned
for the liberating of the mind and spirit, but
beyond introducing the student to the idea of
liberal education and dropping a few
remarks about the bodies of learning most
likely to bring it about when properly investi-
gated, attempts to explain to students why the
bachelor's degree is constituted as it is at any
given college are, I think, not only useless
but, in current jargon, counterproductive.
Let the student choose his college and proceed
on faith, ridiculing and protesting as he goes,
but stopping short of rupturing the bonds of
trust that identify his college as the particular
institution it is.

I attained no intellectual heights in
college; the whole experience was too
intoxicating for me to do much besides enjoy
it; but I think I did see what high intellectual
attainment was for instance, that it was much

more than acquisition, that its essentials could
not be amassed in just the way five-dollar
bills could and what it demanded. The level
at which English was taught at Agnes Scott
showed me that it was at least as respectable
an academic subject as chemistry. Most
important were the people who taught
English. I sat in their classes looking
skeptical and making up parodic verses, but
they were winning all the time. Could they have
been the extraordinary beings they were if
Agnes Scott had been a more open society?
I doubt it honestly and seriously. Fragrances
are most intense in the hortus conclusus.

I have never become disillusioned about
Agnes Scott. With the stubbornness of the
Georgia mule, she has refused to budge on any
question until she saw fit; and while she does
eventually move when the wisdom of change
becomes clear, her history has been, in
curricular matters, one of staying on the
track and watching many other institutions
make costly detours costly, that is, to the
students who were the subjects of their
experiments from which they have returned,
chastened, to the main road. In money matters
too: many a powerful university is in deep
trouble today because it accepted federal
financing of an expansion it cannot now main-
tain, while Agnes Scott, having in her
backward way refused the lure, remains on
firm ground, drawing her support as always
from her own alumnae and from others who
believe in her.

To my original vision of Agnes Scott has
been added, through the years, a deep respect
for the courage it takes to be such a place:
to be truly a liberal arts college, to be a
college for women, to be difficult, to wall
in those things that serve its aims and wall out
those that don't, and never to pretend that
one is the same as the other. Such courage
draws people who have the nerve to risk its
hardships for its peculiar rewards, and I think
this is why the people I have known at
Agnes Scott in the course of 35 years seem to
me (I can say it in these pages) a distinctly
superior breed.

Linda Lentz Woods '62, presently a popular
professor of English at Agnes Scott, shares with us
the speech she gave to the 1970 freshman
class during orientation:

Class of 74- Why Are You Here?

By LINDA LENTZ WOODS '62

Hey, I'm glad to see you. I'm here tonight
with a modest, limited topic one that can be
wrapped up easily in the fifteen minutes
or so that we have: the aims of a liberal arts
college, or more particularly the aims of Agnes
Scott as a liberal arts college. I'm not
complaining mind you, in spite of my sarcasm.
I'm grateful for the chance to talk with you
about this topic which might be the source
of many subsequent misunderstandings
concerning what you expect from Agnes Scott
and she of you. So I'm here and I'd like
to begin by wondering why you're here here
at this college and what you feel is to be
gained for you and the universe in the process
of the next four years.

There are, of course, all sorts of good reasons
why you may have chosen Agnes Scott
College as there are why she chose you.
You may have been attracted to the Atlanta
area, certainly not the worst of reasons,
because it seems a sophisticated metropolitan
environment, offering opportunities for cultural
involvement, professional sports, good
shopping, beautiful trees dogwoods and
redbuds and magnolias and, so say some,
available young men. Perhaps in your decision
you were influenced by a loving relative, who
came here once and recalls a community of
mutual concern and caring; she may have
spoken of personal relationships more
meaningful and open than those possible even
in the now unfashionable sororities of larger
institutions. Or, a friend who's here now may
have given you the good word about the
relaxed social policies; or your friendly
Presbyterian minister, who has not heard
about the relaxed social policies, may have
sought to see you in a wholesome, spiritual
environment. Or a boy friend, perhaps a
promising engineer sporting football tickets,
lured you; or your guidance counselor in high

school may have urged Agnes Scott upon
you, because the odds are you are considered
a very competent student and Agnes Scott
sustains a fine reputation as an institution with
a demanding, challenging, and solid academic
program. Agnes Scott's size may well have
been a deciding factor: the impressive
student/teacher ratio or your trust that in a
small college you might retain the dignity of
being an individual and perhaps that even
with your voice or your dramatic ability you
could sing in the glee club or act in a college
production. Or you may have been aware that
Agnes Scott is, relatively speaking, a bargain in
higher education, with a lower tuition than
similar private, quality colleges. In this era of
women's struggles for identity and quality, you
may have had an appreciation for the special
opportunities of a woman's college for
instance, the fact that our students have a
chance to develop their full leadership
potential by holding the student offices that
usually go to men in a coeducational situation;
you may have been reassured to note that
women are prominent among the faculty and
administration of Agnes Scott not relegated
solely to the least desirable positions.

Now I'm not shooting down these reasons
any of them. These and others like them are
of course important, and we choose any
college for a combination of reasons never
one alone. And still we may leave our decision
pretty much up to intuition and circumstance.
What I'm hoping is, that before you have
been here long or at least before you leave
you'll have a fairly well formulated notion
of the kind of academic institution that Agnes
Scott College purports to be, that you'll have
an understanding of the program of study that
it offers, and a respect for the degree that
will be given you upon the completion of that
program Bachelor of Arts.

Class of 74

(Continued)

No doubt you can come up right now with
a decent definition of what is meant in
education by the term liberal arts. The central
idea has been, of course, from its very origins,
that a liberal education is liberating: that
learning in all areas of general knowledge
frees man from the bonds of fear, looses him
from ignorance, superstition, prejudice, and
intolerance shackles which enslave the
unenlightened. Developing the student's
intellectual capacities, training the mind to
think through the disciplines of literature,
philosophy, science, math even putting all
content and information aside is sufficient
justification to many for the liberal arts
education. But we come down from lofty
academic disciplines to an essentially
pragmatic principle: men or women who have
creative and critical intellects "disciplined
minds capable of logical analysis and fruitful
imagination" will be those, it is hoped and
believed, who can improve the state of human
affairs in time to come. What seems like
learning for the sheer sake of learning (a value,
in my view, in and of itself) bears practical
fruit; only when endowed with a knowledge
and understanding of the world in which he
lives can man become truly human.

Both aspects of the definition are old yet
still very much with us here on this campus.
So wrote Seneca, the ancient Roman
philosopher: "There is only one liberal study
that which gives a man his liberty." Sometime
later, in 1960, President Alston wrote in a
statement of Agnes Scott's purpose "that the
type of education offered at Agnes Scott is
predicated upon the conviction that a mind
trained to think is essential if life is to be
unfettered, rich and free. ... As a liberal arts
college, Agnes Scott tries to place at the
disposal of the student some of the
accumulated wealth of the ages, all the while
attempting to guide the effort to acquire a
working knowledge of the clues and the tools
essential to an appreciation of the intellectual
and spiritual treasures that so many are
neglecting."

Used to be we'd plow through essays in
Freshman English on the meaning of the liberal

arts education. You'll be spared that. Perhaps
we still should for if anything, the subject has
only gotten more muddled and complicated
in recent years. In an age where some reputable
universities are coming up somehow with
Doctor of Philosophy degrees in office
management, forestry, architecture, and mental
health, there's obviously a good bit of
confusion. We're all quite aware that traditional
assumptions about the liberal arts and
education as well as about a lot of things
are being shaken in 1970 by full-blown
hurricanes of change. I'd like to touch briefly
and I'm afraid with much over-simplification
on four long-standing American assumptions
about the aims of the liberal arts college,
glance at the challenges being hurled at these
assumptions, and maybe in the process suggest
what I feel are Agnes Scott's ambitions for
your education.

These four will overlap considerably, but the
first point has to do with our long held ideas
of college as a way of life. Originally, the idea
behind the university was the desire to form
a community of scholars: together for mutual
advantage and enlightenment, the older
presumably guiding the younger, but very

much in the employ. According to Frederick
Rudolph in his history of the American college
and university, the notion of a community of
scholars became transcribed in American
education early in quite paternalistic terms,
perhaps in large measure because of the
residential character of American schools.
Americans held that all of college was a
learning process that certainly the student
could learn as much about life from his fellow
students in dorm sessions as he could in the
classroom. And just in case he learned too
much in these informal sessions, the deans
and the faculty and the housemasters would
be ready to keep him (or her) in tow.
Hence the whole view of the American college
as functioning in loco parentis assuming the
responsibilities of parenthood for its students.
The good name of the college had to be
protected and concerned parents had to be
reassured of the well being of their children.

Now in an age when young people are
presumed more mature than formerly, when
the number of students in many universities is
too vast to permit close monitoring anyway,
when many large urban schools are losing their
residential character as students demand
flexibility and variety in their living
arrangements, most institutions are rather
relievedly relinquishing their paternalistic
functions. Colleges and universities, including
Agnes Scott, turned decisions about the hours
he keeps, the food he eats, the friends he
makes, the time he studies where he goes,
what he does, and who with back to the
students. Fine, you say. Time, you say. And I
say too. But there is still something potentially
marvelous remaining about this whole
business of college as a way of life and at a
small, chiefly residential college like Agnes
Scott, which has an unusually stable faculty,
we have an opportunity to approximate that
old idea of being a community of scholars.
Sure, we expect each other to hold to certain
understandable standards of behavior, taste,
and self-respect but more than that, much
more than that, we should demand of each
other intellectual stimulation, a lively life of
the mind. If we don't yet have it within us, in

the highly concentrated intellectual
environment of a small campus with its
relentless program of lecturers and performers,
symposiums and emphasis days, we can surely
get it. And if we can't get all we need here,
we still have ready access to the larger world
which brings me to the second assumption
about the traditional American liberal arts
program its sometime isolationism.

The isolation of the American liberal arts
college was quite purposeful and quite literal
at first. I mentioned the appeal of Atlanta's
trees no joke. Natural beauty was a prime
consideration in the placement of early
colleges. Beautiful scenery was considered
still is uplifting; and it was felt that
undergraduates of all people surely needed
moral elevation. For instance, Henry Ward
Beecher once said of the scenery of Amherst
"that it was a liberal education merely to be in
its presence for four years." We could make
such an observation about the monumental
dogwood outside of Gaines. Another main
reason for secluding students on remote
campuses was more devious: the idea was to
keep the student from the contamination of
the town or the city, and hopefully, to keep
him busy about the task of getting educated.
As one near poet put it, the risk is that "the
young men will sometimes get their ship
launched before the keel is laid." For this
reason, our neighbor institution, the University
of Georgia, was built deep in the woods on a
little hilltop that the founders called Athens.
Back in 1801, the demoralizing effects of the
automobile were not as yet anticipated.

Quite apart from the actual physical
separation from the wicked city that many
desired for the liberal arts college in this
country, was the symbolic retreat behind the
so-called ivy walls and up the so-called ivory
tower hence the absurd overstatement that
college is preparation for life but somehow
not a real part of life itself. There are some
very good arguments, however, for a temporary
retreat from the materialistic concerns of the
workaday world and a place for some honest
acknowledgements that it is the unusual
(Continued on next page)

Class of '74

(Continued)

student who can submit herself to a rigorous
academic program and reform the world
simultaneously. So we come to the current
debate between the activists and the studious
the participants and the non-participants
those who say the urgency of world conditions
demands immediate action on your part no
time for the books! and those who argue that
books are the only hope of reason and
mastering them is the first step.

Agnes Scott, as you probably already realize,
tends toward the conservative position in this
debate; and it seems to me the only really
sane position for a small liberal arts college to
have if the life of the mind in its explorations
is going to be preserved in America
anywhere. We've got to find out who we are,
where we've been, where we're going, before
we're much good to anyone. Joseph Campbell
in The Hero of a Thousand Faces explains the
necessity of this seemingly selfish stage:

From the standpoint of the way of duty,
anyone in exile from the community is a
nothing. From the other point of view,
however, this exile is the first step of the
quest. Each carries within himself the all;
therefore it may be sought and discovered
within. . . . This is the stage of Narcissus
looking into the pool, of the Buddha sitting
contemplative under the tree, but it is not
the ultimate goal; it is a requisite step,
but not the end. The aim is not to see, but
to realize that one is, that essence; then one
is free to wander as that essence in the
world. Furthermore: the world too is of
that essence. The essence of oneself and
the essence of the world: these two are one.
Hence separateness, withdrawal, is no
longer necessary. . . . Centered in this
hub-point, the question of selfishness of
altruism disappears. The individual has lost
himself in the law and been reborn in
identity with the whole meaning of the
universe. For Him, by Him, the world was
made. "O Mohammed," Cod said, "hadst
thou not been, I would not have created
the sky."
To suggest this position is not to say that
individual activists would not be respected

and encouraged here. It's only to say rather
simply that there are a great many things to be
learned from books, it takes some time to learn
them, and you'll be of more ultimate use to
society anyway when you're better educated.
Thomas Carlyle argued this point beautifully:
"What is all knowledge too but recorded
experience, and a product of history; of which,
therefore, reasoning and belief, no less than
action and passion, are essential materials?"

Though college must of necessity be a
selfish time, of course balance, as always, is
desirable. Getting too far embedded in oneself
is sick and stifling; outside interests are
restorative. It's ridiculous to be ignorant of
the present even as one pursues the past.
It's shortsighted to fail to exercise one's
political rights and responsibilities. It's
foolish to ignore the larger community around
the college to deprive yourself of an
opportunity to apply your lessons in the field:
working with the underprivileged, campaign-
ing vigorously, observing the government at
work. And in my view it's just plain dumb if
you miss out on all the cultural opportunities
provided by the larger Atlanta environment.
An evening at the symphony nourishes a dried
up soul. Don't shrivel up in Decatur!

Students, as we've noted, find it difficult
to engage in disciplined and demanding
study and agitate and demonstrate at the same
time, and this is at least one of the many
reasons why the traditional liberal arts
curriculum has been under fire. Another is
that studies in the humanities, pure sciences,
and social sciences just don't meet every-
body's need and almost everybody is going
to college. This brings us to a consideration of
the liberal arts curriculum and the divisive
question of its relevance. Admittedly, some
aspects of the curriculum have been restruc-
tured to fit the times and others need
updating. But before you or I get uptight
because Agnes Scott College does not have
some of the same course offerings as the
Museum Art School or Georgia Tech or the
Fashion Institute, best consider her commit-
ment to what is probably the highest calling in
education humanizing her students. It's

never the number of courses a place offers
that can get rinky-dink and absurd; it's the
quality of the ones provided. The aim here
is for students to build a broad, solid base of
knowledge before extreme specialization is
encouraged; although many of our students
go on to graduate training, we do not conceive
of ourselves as a pre-professional institution:
the preparation our students get should
do more than equip them for an occupation
it should help them live life. We need some
people in the world who can pull a few
things together and we need them
desperately!

As to the usefulness, the "relevance" of
the liberal arts curriculum, let me quote
Charles Frankel and his book Education and
the Barricades:

"Relevance" in the university cannot
mean that everything the university does
should be morally "engage" in some
way or other, or "contemporary" or
"useful". To learn detachment, to learn
to recognize the limits and ambiguities
of one's ideals, is a purpose of education.
To take people out of their own time
and place, and out of a demeaning and
ignorant preoccupation with themselves,
is another purpose. And to learn the
uses of the useless is a third. The purely
speculative, the purely historical, the

purely esthetic, enlarge the mind and
intensify the consciousness. And besides,
in the pursuit of learning, no one knows
what will be useful, even in the practical,
bread-and-butter sense of the term. . . .
An intellectual education is not a process
of meeting needs, either the individual's
or society's. It is a process of transforming
needs, both the individual's and society's.
And Dr. Alston on the same subject:

We undertake to offer a liberal arts
training that touches life vitally and deter-
minatively. We are convinced that, so
far from being visionary, vague, and un-
related to life, a liberal arts education
ought to fit young people to live with
themselves; it ought to contribute to
marriage, to vocational success, and to
good citizenship; it ought to help with
the highest level of adjustment the
relationship of man with God.
Dr. Alston's statement concerning the
effect a liberal arts education has on man's
spiritual well-being serves as a bridge to the
last point I wish to make about the aims of the
liberal arts education as they are embraced by
Agnes Scott. If Truth is the goal of learning
and to engage in the search for Truth
is the opportunity extended by the liberal arts
college, the intimate relationship between the
knowledge that you acquire and your moral
sensitivity or responsibility is obvious; I'll
simply underscore it once again. Growth in
knowledge is best accompanied by commit-
ment to high purpose. The cultivation of
intellectual and moral virtues remains the
fundamental task of a liberal arts education.
I'm not talking just now about the narrow
sectarian interests that directly inspired the
founding of countless of our finest liberal arts
institutions but about a basic assumption
concerning their best products. Milton put
it all together this way: "Liberal learning
seeks to produce men [and women] inflamed
with the study of learning and the
admiration of virtue; stirred up with high
hopes of living to be brave men and worthy
patriots, dear to God, and famous to all ages."
That's you I hope. Good luck.

Grace Granville (G.G.) Sydnor '71, graduate student
at Rice University and our youngest contributor,
looks back to the not-so-distant past:

The Value of Self

By G. G. SYDNOR 71

At the end of four years, more remains of
a class at Agnes Scott than waste baskets
stuffed with tattered costumes that once did
honor to the class mascot. The outfits
uniformly green, red, yellow, or blue,
depending on the year appear from every
imaginable hiding place during the room
cleaning panic of graduation week and briefly
become as familiar a sight in the halls as
suitcases during Christmas exams. A surprising
number of seniors become sentimental over
these glorified gym suits; the reason dates
back to freshman year, when the new class,
deluded into believing that their mascot's
identity can be kept a secret from the sopho-
mores, works together to accomplish the
miracle: maintaining the secret. These Black
Cat costumes identify the individual as a
member of a group, and at the same time
provide the first means of contributing as an
individual to class and school projects.
The scope of involvement at Agnes Scott
widens from the Mardi Gras atmosphere of
Black Cat to all phases of academic and
extra-curricular activities. Individual endeavors
in both areas contribute to the person's
as well as to the college's background of
experience; in this way and others, the
individual is of genuine importance to Agnes
Scott College, accounting for the special
character that remains after seniors have left
mascots and mortarboards to their successors.

Academic involvement at Agnes Scott takes
in everything from the annual interior
decorating event, occurring each April Fools'
Day in the Dean of the Faculty's office, to
writing an independent study; with such a
wide offering of ways to get involved
academically, it is not surprising that this
area demands most of the student's time.

Most students enter Agnes Scott well aware
of the college's academic reputation and the
implications for themselves that this high
standing holds. Changes have taken place
in the curriculum: for instance, group
requirements may now be filled anytime
during the four years, rather than during the
freshman and sophomore years only. Another
popular offering has been the college's
summer study abroad program, which in its
first two years has taken students and
faculty members to Great Britain and to
Marburg, Germany. With its people, busi-
nesses, social agencies, and cultural events,
Atlanta complements the liberal arts curriculum
at Agnes Scott by providing examples of
theory put into practice. Even though the
college has branched out literally into the
world, intellectual curiosity keeps its center
on campus. Although directed readings and
senior seminars represent two ways of contrib-
uting an original thought to the academic

world, this same opportunity appears daily in
classes and in preparation for them. Small
classes, most of which are geared for active
student participation, and understanding
instructors encourage the exchange of ideas.
A faculty interested more in teaching than
in publishing dedicates itself unselfishly to the
students, frequently going beyond the call
of duty in such varied ways as sponsoring
organizations on campus and entertaining
students in their homes. From the faculty and
administration, the outstanding expression of
trust in the individual student has been the
establishment and continuation of self-
scheduled examinations. This privilege, more
than anything else, has made each student
aware of her own integrity and of her
importance to the rest of the academic
community in maintaining the highest standard
of conduct, for without total cooperation,
the honor system could not work.

An individual realizes her importance to
the college in other ways as important in
themselves as maintaining an academic
system, and extra-curricular activities provide
such a means. Again the college's small
size encourages everyone who wants to
participate to do so; the campus is still a
very friendly place, and getting to know
members of all classes is no problem.
Friendships made at Agnes Scott are among
the most valuable and permanent things that
a student carries away with her. If Atlanta
serves as an extension of the classroom, it
also serves as a playground. Concerts,
theatres, restaurants, and athletic events are
favorite places to go with friends and dates.
Opportunities for service are everywhere, on
and off campus; children's homes, remedial
tutoring, and literacy projects give everyone

the chance to get off campus and to help
the community. On campus, a recent
innovation that has given everyone the
chance to seek her own choice of an elected
office is the petition, by which a candidate
may request in writing to have her name
entered on the ballot. At Agnes Scott, students
join organizations and help with projects out
of a real interest in what is being done,
rather than from a desire to weight a per-
manent record file or to appear in the winning
number of pictures in the yearbook. Individual
initiative is encouraged and developed, for
buck-passing is hard to do successfully
among a small group of people, especially
when most of them are already busy. Whether
the student or the college gains more from
extra-curricular activities is an open question.
Working with a class project, writing for
one of the campus publications, and serving
in student government are three of the ways
in which an individual develops her own
sense of accomplishment and leadership, at
the same time improving life in and around
the Agnes Scott campus.

The individual is the most important part
of Agnes Scott College, and the school's
recognition of this accounts for the feeling of
friendliness, trust, and openness among
all levels there. In addition to the friendships
and education that a student gains at Agnes
Scott, she also acquires a sense of her own
value, to herself and to others. This belief,
gained from all sorts of experiences at the
college, is passed along to others there, who
in turn do the same; it is this belief in the
value of each individual that continues to be
a part of Agnes Scott's specialness long after
a student has left the college and has carried
away her own special memories.

J\

Frank Manley, Pro-
lessor of English
Emory University

*& ^* \*

Louis L. Martz
Douglas Tracy Smith
Professor ol English
and American Litera-
ture Yale University

Patricia C. Pinka, As-
sistant Professor of
English Agnes Scott
College

Quatercentenar\
Celebration of tli
Birth of
John Donne

On February 24-25, 1972, Agnes
Scott College is inaugurating the
James Ross McCain Lecture Series
with a two-day celebration of the
400th anniversary of John Donne's
birth. The lecturers invited for this
occasion are Professor Louis L.
Martz of Yale University, Professor
Frank Manley of Emory University,
and Professor Patricia G. Pinka of
Agnes Scott College.

It is particularly appropriate that
this college honor John Donne in this
way, for courses in his poetry have
always had a significant place in
the English curriculum. For many
years, one of the most popular
courses in the college, and one that
no student felt she could afford
to miss, was English 360, Mr. Hayes'
course in Milton and Donne.
Helen Gardner could say that Donne
is the "greatest love-poet" in the
English language and that in his
poems one "can find almost any
and every mood of man in love
with woman," but George Hayes
could read the poems with such
passion and interpret their moods
with such discrimination and insight
that his students would know for
themselves Donne's supreme power
as a poet of love. When Mr. Hayes
retired in 1967, Mrs. Patricia G.
Pinka joined the English faculty at
Agnes Scott to teach the 17th century
courses in the department. Mrs. Pinka
had done her graduate work at the
University of Pittsburgh and had
recently completed her dissertation,
"Voices in Donne's Songs and
Sonnets." In the two years she has
been in the English department
Mrs. Pinka has continued to make
the study of Donne and his
contemporaries a special favorite

with the students presently at
the college.

It is fitting, too, that the scholars
who will come together for this
celebration include men of such
academic distinction as Professor
Louis Martz and Professor Frank
Manley. Louis Martz has done some
of the most significant recent
scholarship on Donne. His book,
The Poetry of Meditation, is a
seminal study. In it Professor Martz
demonstrates the relationship
between the Ignatian meditation
and a substantial portion of 17th
century poetry. He shows, for
example, that the illusion of a
dramatic confrontation which Donne
creates grows from the meditative
practice of imagining vividly the
scene of an event to be pondered,
the famous composition of place in
Ignatian meditation. Frank Manley
has published the definitive edition
of The Anniversaries and has
illuminated the reading of these
complex and strangely unified
poems.

President Wallace M. Alston and
the members of the department of
English believe that there is no
better way to initiate the James
Ross McCain Lecture Series than
by a program of this quality.
Years ago, when Dr. McCain stepped
down from the presidency of Agnes
Scott, President Sara Blanding of
Vassar said,

Throughout the nation Agnes
Scott enjoys an enviable repu-
tation for having maintained
during its long history under
Dr. McCain's leadership the
most excellent standards of
scholarship and achievement.
The Donne Quatercentenary Cele-

bration honors this devotion to
academic achievement which Dr.
McCain built into this college; it
also promises that this devotion
will continue.

We invite you to join us on
February 24-25.

Margaret W. Pepperden

Chairman

Department of English

Program

Quatercentenary of Donne's
Birth

Thursday, February 24:

2:30 p.m. Opening of the
conference:

President Wallace M. Alston,
Agnes Scott College
3:00 p.m. "Formal Wit in the
Songs and Sonnets"

Professor Frank Manley, Emo
University
4:00 p.m. Coffee in the Green

Room, Dana Fine Arts Building
8:15 p.m. "Donne's Anniversari
Revisited"

Professor Louis L. Martz, Yale
University
9:30 p.m. Reception for Lecturei
and guests of the conference

Friday, February 25:

9:30 a.m. "The Role of

Autobiographical Narrator in th

Songs and Sonnets"

Professor Patricia G. Pinka,
Agnes Scott College
10:30 a.m. Coffee in the Green

Room, Dana Fine Arts Building
11 :00 a.m. Presentation of some

of Donne's lyrics by students
11 :30 a.m. Summary remarks by

participants

Of Concern and Love

By CAREY BOVVEN '62

hrist wouldn't be comfortable in
e of our modern, air-conditioned
apels," said Martha Williamson
rpin '50, as she began to describe
Dject Concern, the international
;dical relief program which her
sband, Dr. James Turpin, founded
1962. "Jesus spent his life helping,
ding, healing people, and in our
nds, we are doing what He taught
to do." Drs. Mollie and Jim Turpin
3m to be doing just that.
When Mollie married Jim Turpin,
i was a sociology major at Agnes
att and he was a medical student
Emory. After many years of hard
>rk, they settled in California
jst because they wanted some
venture." But the real adventure
ne later. Nine years ago, Jim gave
his successful private practice to
gin work on a dream. That dream
came Project Concern which is a
n-profit, non-governmental,
lependent program designed to
al the sick and help the poor.
)ject Concern has now become
ernational with clinics in Hong
ng, Mexico, Vietnam, New Mexico,
d recently Alpine, Tennessee,
:p in Appalachia.
im was not alone, however, in his
:ams or his labor. Not only did
sllie help write letters to friends

their Christmas card list in
ier to gain support for the
bryonic program, but when Proj-

Concern was formally established
1962, she sailed with Jim and their
r children to Hong Kong to work
his side. During the two years

spent in Hong Kong, living and
isting on one of the two floating
nics in Hong Kong Harbor with
ausands of refugees, she worked
the squalid, over-crowded Walled
ty of Kowloon and at Project
incern's clinic in the Jordan Valley
ong the many squatter shacks

the hillsides of Kowloon.
In 1964, Mollie and Jim established

Drs. Mollie and Jim Turpin

a small hospital in a war-torn South
Vietnamese hamlet, DaMpao, 150
miles northeast of Saigon. This new
program was designed to provide
medical relief and to train the
Vietnamese to be medically self-
sufficient.

However, these activities along
with the care and feeding of four
children and a husband, were not
enough for Mollie Turpin. "Feeling
inadequate," she returned in
September, 1964, to the United
States to begin pre-medical training
at California Western University in
San Diego. Seven years later, after
medical school at Women's College
of Pennsylvania in Philadelphia and
an internship at University Hospital
in San Diego, she again joined the
staff of Project Concern this time
as a Medical Doctor.

With the candor which charac-
terizes this pretty, deceptively
delicate-looking blonde, Mollie
explained that medical school was
"hard at first" but she knew she
would have to work hard. Also,

Mollie believes that women have
attributes which make them
especially suited to the medical
profession intuition and the
ability to empathize.

Drs. Mollie and Jim Turpin have
not finished. In June, 1968, Project
Concern began its first program in
the United States. It soon moved to
Alpine, Tennessee and serves many
small, poverty-stricken communities
in North Central Tennessee. Before
Project Concern came, the area had
not had a doctor or a dentist for
sixty-three years. The next program
is planned for the town of Mercedes,
in the southern tip of Texas. The
clinic there will serve migrant workers
in South Texas' Rio Grande Valley.

Obviously, the Turpins have not
finished; they have only started.
Because they believe that "buildings
and fine activities are not religion,"
they have dedicated their lives "to
the sick whom nobody else would
help." And as Mollie says, "It is
so much fun . . . let's get on
with it."

The Agnes Scott Annual Fund 1970-71

Alumnae, take a bow. Surpassing all previous
efforts in annual giving, 3037 of you contrib-
uted $171,968.55 to the Fund during 1970-
1971. In a period when the economic picture
was fluid and uncertain, this response was
especially heart-warming, and the College
thanks each of you for your gift.

The splendid efforts of the volunteer
workers, the Class Chairmen and Class Agents
proved most effective, and we owe them a
special word of gratitude. The Alumnae and
Development Office staffs are already hard
at work on next year's drive. We urge your
continued support.

ANNUAL GIVING PROGRAM FINANCIAL REPORT
July 1, 1970 June 30, 1971

ANNUAL FUND

CAPITAL FUND*

TOTAL

Paid

Paid

Number
Con-
tributed

Amount
Con-
tributed

Number

Amount

Number

Amount

3,037

171,968.58

Alumnae

2,903

114,642.15

134

57,326.43

Parents

and

Friends

178

21,139.40

91

112,027.03

269

133,166.43

Foun-
dations

29

62,282.00

5

276,537.50

34

338,819.50

Business

and

Industry

See**
Below

38,584.83

See**
Below

See**
Below

38,584.83

TOTAL

3,110

236,648.38

230

445,890.96

3,340

682,539.34

'Capital contributions reflected in this report are new gifts received since July 1, 1970, 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.

Percentage of Participation 34.8/

Average gift $56.62

GENERAL CHAIRMAN:
Sarah Frances McDonald '36
SPECIAL GIFTS CHAIRMAN:

Betty L

ou Houck Smith '35

Percentage

Number

of class

Class

Chairman Contributing

Contributing

Honor

Guard

Mary Wallace Kirk

257

26

1914

Annie Tait Jenkins

13

26

1921

Sarah Fulton

64

54

1923

Elizabeth McClure McGeachy

46

32

1924

Evelyn Byrd Hoge

46

38

1925

Isabel Ferguson Hargadine

56

43

1926

Rosalie Wootten Deck

47

38

1927

Louise Lovejoy Jackson

56

37

1928

Patricia Collins Andretta

51

40

1929

Esther Nisbet Anderson

61

39

1930

Shannon Preston Cumming

54

40

1931

Louise Ware Venable

52

49

1932

Louise Stakely

44

39

1933

Gail Nelson Blain

44

35

1934

44

37

1935

Julia McClatchy Brooke

51

41

1936

Dean McKoin Bushong

53

39

1937

Kathleen Daniel Spicer

43

36

1938

Jane Guthrie Rhodes

45

31

1939

Lou Pate Koenig

56

41

1940

Katherine Patton Carssow

51

34

1941

Dorothy Travis Joyner

47

31

1942

Betty Medlock Lackey

60

40

1943

Regina Stokes Barnes

38

29

1944

Betty Burress Tucker

45

29

1945

Martha Mac Simons

48

32

1946

Mary Cargill

66

39

1947

Mary Frances Anderson Wend

55

34

1948

Rebekah Scott Bryan

60

39

1949

Helen Crawford White

58

34

1950

Sara Jane Campbell Harris

48

32

1951

Betty Jane Foster Deadwyler

52

31

1952

Kitty Freeman Stelzner

47

29

1953

Mary Ann Garrard Jernigan

53

40

1954

Mitzi Kiser Law

43

35

1955

Carolyn Alford Beaty

58

39

1956

Louise Rainey Ammons

62

40

1957

Margaret Benton Davis

70

40

1958

Langhorne Sydnor Mauck

56

34

1959

Jane King Allen

72

42

1960

Dianne Snead Gilchrist

64

36

1961

Betsy Dalton Brand

82

44

1962

Lebby Rogers Harrison

59

31

1963

Mary Ann Gregory Dean

54

34

1964

Judy Stark Romanchuk

50

25

1965

Kay Harvey Beebe

76

37

1966

Linda Preston Watts

52

25

1967

Norma Jean Hatten Spinosa

50

28

1968

Adele Josey

59

29

1969

Mary Gillespie Dellinger

65

28

1970

Martha Harris

64

28

Special Gift Groups, 1970-1971

TOWER CIRCLE

Anonymous

Ruth Anderson O'Neal '18

Ida Louise Brittain Patterson '21

Sara Margaret Douglass Thomas '29

Diana Dyer Wilson '32

Martha Eskridge Ayers '33

Emmy Evans Blair '52

Leone Bowers Hamilton '26
Mary Duckworth Gellerstedt '46
Kate Durr Elmore '49
Sarah Frances Flowers Beasley '24
Elinor Hamilton Hightower '34

Emily Bailey Chandler '61
Agnes Ball '17
Mary Beasley White '36
Lucile Beaver '46
Betty Jean Brown Ray '48
Omah Buchanan Albaugh '16
Laura Caldwell Edmonds Inst.
Helen Gates Carson '40
Patricia Collins Andretta '28
Betsy Dalton Brand '61
Josephine Douglass Smith '25
Madelaine Dunseith Alston '28
Elizabeth Farmer Brown '45

Mane Adams Finch '35

Elizabeth Alexander Higgins '35

Attie Alford '34

Clara May Allen Reinero '23

Mary Lillian Allen Wilkes '46

Ann Anderson Bailey '45

Kathenne Anderson '18

Jeannette Archer Neal '22

Dorothy Avery Newton '38

Frances Balkcom '37

Evolyn Barnett Kennedy '28

Josephine Barry Brown '30

Betty Bates Fernandez '43

Ulla Beckman '54

Pamela Bevier '61

Helen Boyd McConnell '34

Frances Breg Marsden '41

Josephine Bridgman '27

Hazel Brown Ricks '29

Nancy Brock Blake '57

Penelope Brown Barnett '32

Joyce Brownlee '57

Sabine Brumby Korosy '41

Helen Burkhalter Quattlebaum '22

Sara Bullock '31

Virginia Burt Evans '24

Evelyn Byrd Hoge '24

Edyth Carpenter Shuey '26

Mary Carr Townsend '44

lean Chalmers Smith '38

Nelle Chamlee Howard '34

Cama Clarkson Merritt '50

Maryann Cochran Abbott '43

Willie May Coleman Duncan '27

Eleanor Compton Underwood '49

Lois Compton Jennings '21

Freda Copeland Hoffman '41

Jean Corbett Griffin '61

Mildred Cowan Wright '27

Phyllis Cox Whitesell '60

Sarah Stokes Cumming Mitchell '63

Catherine Curne '47

Julia Cuthbertson Clarkson '51

Amelia Davis Luchsinger '48

Mary Dean Oxford '56

Lucile Dennison Keenan '37

Marion Derrick Gilbert '36

Eileen Dodd Sams '23

Caroline Dudley Bell '59

Nancy Duvall '60

Susan Dyer Oliver '42

Mary Elliot '32

Betty Jean Ellison Candler '49

Dora Ferrell Gentry '26
Ethel Freeland Darden '29
Eilleen Cober (Bequest) Inst.
Annie Graham King (Bequest) '06
Quenelle Harrold Sheffield '23
Louise Hollingsworth Jackson '32

Betty Lou Houck Smith '35
Chapin Hudson Hankins '31
Sue Lile Inman '58
Hazel Murphy Elder (Bequest) '12
Mane Simpson Rutland '35
Augusta Skeen Cooper '17

Colonnade Club

Bertha Hudson Whitaker Acad.
Ann Worthy Johnson '38 (Bequest)
Marly Keesler Dalton '25
lean McAhster '21

Sarah Frances McDonald '36
Hyta Plowden Mederer '34
Margaret Powell Flowers '44
Virginia Sevier Hanna '27

Quadrangle Quorum

Louise Franklin Livingston '41
June Gaissert Naiman '56
Jan Gaskell Ross '66
Jo Ann Hall Hunsinger '55
Polly Hall Dunn '30
Maryellen Harvey Newton '16
Genet Heery Barron '47
Victoria Howie Kerr '24
Ruth Hunt Little '37
Betsy Jefferson Boyt '62
Jane Knight Lowe '23
Mary McCurdy '24
Eugenia McDonald Brown '32

Jane Meadows Oliver '47
Betty Medlock Lackey '42
Emily Miller Smith '19
Quincy Mills Jones '44
Nancy Moorer Cantey '38
Carolyn Newton Curry '66
Alice Norman Pate '19
Helene Norwood Lammers '22
Lou Pate Koenig '39
Saxon Pope Bargeron '32
Blythe Posey Ashmore '58
Charme Robinson Ritter '61
Lebby Rogers Harrison '62

The Mainliners

Elizabeth Espey Hooks '37

Isabel Ferguson Hargadine '25

Betty Fountain Edwards '35

Mary Francis Ault '40

Marian Franklin Anderson '40

Kitty Freeman Stelzner '52

Mary Freeman Curtis '26

Annie Laura Galloway Phillips '37

Karen Gearreald '66

Elise Gibson '29

Philhpa Gilchrist '23

Frances Gilliland Stukes '24

Louise Girardeau Cook '28

Pauline Gordon Woods '34

Sarah Glenn Boyd '28

Susan Glenn '32

Lucy Goss Herbert '34

Dorothy Graham Gilmer '39

Sallie Greenfield Blum '56

Juanita Greer White '26

Carol Griffin Scoville '35

Jane Bailey Hall Hefner '30

Sarah Hall Hayes '56

Goldie Ham Hanson '19

Harriet Hampton Cuthbertson '53

Evelyn Hanna SommervMIe '23

Elizabeth Harshbarger Broadus '62

Julia Harvard Warnock '44

Elizabeth Hatchett '29

Kathenne Hay Rouse '15

Ann Hanson Merklein '55

Mary Elizabeth Hays Babcock '49

Elizabeth Henderson Cameron '43

Elizabeth Henderson Palmer '27

Mary Henderson Hill '36

Ann Henry '41

Ann Herman Dunwody '52

Reba Hicks Ingram '33

Louise Hill Reaves '54

Margaret Hippee Lehmann '34

Elizabeth Hoke Smith '23

Dorothy Holloran Addison '43

Andrea Huggins '67

Georgia Hunt Elsberry '40

Eleanor Hutchens '40

Mildred Hutcheson Rouse '30

Ann Hutchinson Beason '62

June Irvine Torbert '48

Corinne Jackson Wilkerson '24

Elaine Jacobsen Lewis '29

Lois Jennings Williams '25

Dorothy Jester '37

Beth Jones Crabill '48

Mary Alice Juhan '29
Aileen Kasper Borrish '41
Mary Wallace Kirk '11
Henrietta Lambdin Turner '15
Linda Lentz Woods '62
Mildred Ling Wu '59
Carline Lingle Lester '32
Lucile Little Morgan '23
Laurice Looper Swann '44
Elizabeth Lovett '20
Isabel Lowrance Watson '34
Harriet Lurton Major '49
Elizabeth Lynch '33
Eloise McCall Guyton '40
Margaret McCallie '09
Sarah McCurdy Evans '21
Edith McGranahan Smith T '29
Sarah McKee Burnside '51
Virginia McWhorter Freeman '40
Ruth MacMiilan Jones '27
Marguerite Mattison Rice '47
Isabel McCain Brown 'V
Louise McCain Boyce '34
Sue McCurdy Hosterman '61
Jimmie Ann McGee Collings '51
Martha Mcintosh Nail '23
Caroline McKinney Clarke '27
Dot Medlock Bond '50
Catherine Mock Hodgin '26
Elizabeth Moore Bohannon '43
Barbara Mordecai Schwanebeck '61
Elizabeth Moss Harris '20
Virginia Nelson Hine '35
Kathenne Miller Nevins '57
Janet Newton '17
Reese Newton Smith '49
Virginia Louise Newton '19
Sarah Nichols Judge '36
Fanny Niles Bolton '31
Lila Norfleet Davis '32
Randy Norton Kratt '58
Frances O'Brien '34
Mary Anna Ogden Bryan '51
Barbara Ann Oglesby Jones '59
Patricia Paden Matsen '55
Evangeline Papageorge '28
Nina Parke Hopkins '35
Julia Patch Weston '42
Sarah Patton Cortelyou '18
Mary Spotswood Payne '17
Patty Ann Persohn '49
Celetta Powell Jones '46
Josephine Pou Varner '29

Frances Tennent Ellis '25
Ruth Thomas Stemmons ".
Mary Warren Read '29
Margaret Weeks '31
Violet Weeks Miller '29
Mary West Thatcher '15

Mary Turner Buchanan '45
Lilly Weeks McLean '36
Kathenne Wood LeSourd '36
Louise Woodard Clifton '27

Virginia Shaffner Pleasants '30
Margaret Sheftall Chester '42
Mary Shewmaker '28
Julia Pratt Smith Slack '12
Virginia Suttenfield '38
Lulu Smith Westcott '19
Miriam Thompson Felder '32
Marguerite Watts Cooper '19
Laura Whitner Dorsey '35
Raemond Wilson Craig '30
Roberta Winter '27
Marie Woods Shannon '51

Linda Preston Watts '66

Virginia Prettyman '34
Ruth Pringle Pipkin '31
Louise Pruitt Jones '42
Claire Purcell Smith '42
Mar|one Rainey Lindsey '38
Mary Reins Burge '40
Vera Reins Kamper Inst.
Lornne Roach Fuller '17
Helen Jean Robarts Seaton '52
Rosalie Robinson Sanford '23
Ruby Rosser Davis '43
Hayden Santord Sams '39
Evelyn Satterwhite '27
Ruth Scandrett Hardy '22
Margaret Shepherd Yates '44
Ann Shires Penuel '57
Virginia Skinner Jones '50
Gene Slack Morse '41
Ruth Slack Roach '40
Ruth Slack Smith '12
Betty Sharpe Cabaniss '52
Robbie Shelnutt Upshaw '56
Florence Shuler Cathey Inst.
Louise Stakely '32
Jean Stewart Staton '46
Mable Talmadge '34
Mary Louise Thames Cartledge ':
Christie Theriot Woodfin '68

Marjorie Tippms Johnson '44
Martha Trimble Wapensky '44
Memory Tucker Merritt '25
Christine Turner Hand '25
Elinor Tyler Richardson '39
Magara Waldron Crosby '16
Sue Walker Goddard '55
Elizabeth Warden Marshall '38
Virginia Watson Logan '38
Mary Weems Rogers '27
Crystal Wellborn Gregg '30
Nancy Wheeler Dooley '57
Anne Whitfield '57
Jane Williams Coleman '53
Frances Wilson Hurst '37
Isabella Wilson Lewis '34
Lovelyn Wilson Heyward '32
Sandra Wilson '65
Elizabeth Witherspoon Patterson
Johnnie Mae York Rumble '34
Margaret Woods Spalding '20
Mary Ben Wright Erwin '25
Josephine Young Sullivan '44
Louise Young Garrett '38

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

DEATHS

ACADEMY

William Akers, Sr., husband of Ida King
Akers. August 2, 1971.
Marguerite Ludlow Shelton (Mrs. H. B.),
November 19, 1970.

INSTITUTE

Sara Frances Adams Brown (Mrs. J. P.),

April 20, 1971.

Octavia Aubrey Howard (Mrs. J. B),

February 12, 1971.

Annie Aunspaugh Aiken (Mrs. Joel S.),

Sept. 4, 1970.

Lucy Bishop Thomson, date unknown.

Mary Lee Cowles Weisiger (Mrs. Carrol),

April 4, 1971.

Jeanette Craig Woods (Mrs. Andrew Alfred),

May 26, 1971.

Luetta Gregg Taylor (Mrs. G. C),

May 19, 1971.

Rosalie Howell, date unknown.

Mable McKowen, February 21, 1971.

Edith Scott, March 20, 1971.

Maud Stalnaker Brewer (Mrs. Russell),

date unknown.

Sophronia Strong Kern (Mrs. Albert G.),
May 14, 1970.

Pearl Womack Miller (Mrs. Clifford),
February 16, 1971.

1908

Lolah Parham, August 8, 1971.

Anna Marie Parry Blanchard, sister of

Sadie Parry, April 11, 1971.

1909

1911

Geraldine Hood Burns (Mrs. W. C),

February 26, 1971.

Lewis H. Johnson, husband of Gussie

O'Neal Johnson, June 29, 1971.

Anna Marie Parry Blanchard (Mrs. Edwin

H.), April 11, 1971.

1912

Bertha Chascn Jackson (Mrs. W. Preston),
date unknown.

Nell Winston McMahon Fallaw (Mrs. S ,G.),
May 1, 1971.

1914

May Hartsock Collins (Mrs. John W.),
date unknown.

Marion Symmes Candler (Mrs. Milton A.),
date unknown.

1915

Annis Elizabeth Kelly, date unknown.

1917

Elsie Hendley, October, 1970.

1919

Amaryllis Peay Armstrong, date unknown.

1920

1921

Robert L. Brown, brother of Thelma

Brown Aiken, May 30, 1971.

Frances Downing Nix (Mrs. Hamilton F.),

date unknown.

Vivian Gregory Dungan (Mrs. Deaderick C),

March 8, 1971.

Mary Olive Gunn Summers (Mrs. Ralph B.),

July 27, 1971.

Mildred Harris, date unknown.

Anna Marie Parry Blanchard (Mrs.

Edwin H.), sister of Una Parry,

April 11, 1971.

1922

Leura Bell Jernigan (Mrs. A. o ),
July 31, 1971.

Elizabeth Nichols Lcwndes (Mrs. R. H),
date unknown.

1925

Rebekah Harman Stewart (Mrs. E. M.),
July 17, 1971.

1927

Frances Chambers Wing (Mrs. J. Bartow),
Sept. 7, 1971.

1930

Hardin Craig, husband of Raemond

Wilson Craig, July 25, 1971.

Asbury C. Wellborn, brother of Crystal Hope

Wellborn Gregg, July 5, 1971.

Mrs. William M. Wilder, mother of

Evalyn Wilder, June 7, 1971.

1933

Mrs. Henry Sweets, mother of Doushka
Sweets Ackerman, date unknown.
Rebekah Harman Stewart, sister of
Anne Scott Harman Mauldin, July 17, 1971.
Hill P. Redwine, father of Martha
Redwine Rountree, July 18, 1971.
Alsine Shutze Brown (Mrs. Edward T., Jr.),
Sept. 12, 1971.

1938

Mrs. J. Edward Hemphill, mother of
Nell Hemphill Jones, date unknown.
Hill P. Redwine, father of Jeanne
Redwine Davis, July 18, 1971.
William Tarman, husband of Mary
Eleanor Steele Tarman, June 23, 1971.

1940

Martha Fite Wing (Mrs. J. Arthur),
August, 1970.

1942

David A. Lackey, husband of Betty
Medlock Lackey, Aug. 31, 1971.
Charles Ralph Nichols, husband of
Lois Ions Nichols, May 20, 1971.

1945

Asa Candler Glenn, father of Betty Glenn
Stowe, April 27, 1971.

1947

Fairfax E. Montague, husband of Barbara
Wilson Montague, July 15, 1971.

1948

Robert L. Heriot, son of Harriet Gregory
Heriot, June 20, 1971.

1950

Robert E. Bond, husband of Dot Medlock
Bond, August 15, 1971.

1951

Emory Clyde Morgan, father of Julianne
Morgan Garner, June 9, 1971.

1956

Ann King Ansley (Mrs. G. H.), date unknown.

1957

Edward Leslie Molineux, father of
Grace Molineux Goodwin, Jan. 27, 1971.
Rev. W. Ted Smith, Sr., father of Penny
Smith, date unknown.

1958

Mrs. W. S. Flory, mother of Kathryn Flory,
January, 1971.

1959

Mary McCulloch Moore, June 3, 1971.

1970

James H. Couey, Jr., father of Bryn
Couey Daniel, June 22, 1971.

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

n

M-=* M**v Cjftfcrwc

gnes Scott College Alumnae Cruise-Tour

JUNE 16 -JUNE 30, 1972

Visit Athens, capital of
classical antiquity.

Cruise the fabulous Aegean
Sea and Greek Isles, with
ports of call in Crete, Rhodes,
Turkey and Greece.

See mysterious Istanbul, and
spend two and a half days
in Rome.

The tour price of $995.
includes round-trip
transportation from
New York by jet to
Athens . . . Pre-trip
details on shopping,
currency, etc. are
furnished.

ALUf

;R, 1972

--' w&#4

We have a question

Front Cover:

Eric Lewis presents a pensive photo
montage of Tinsley Swann 73 and the
Dana Fine Arts Building.

THEALUMNAEQUARTERLYVOL.50, NO. 2

content:

v_

2
5
6
9

IO
II

12
16
17

The Magic Continues, or, What's it All About

by Carey Bowen '62

The New Breed As Others See Them

by Bertie Bond '53

The New Breed As They See Themselves

by Sharon Jones 72

Atlanta: A Nice Place to Visit and I'm Glad I Live Hfl

by Susi Parks 72

The Kennedy Center for the Performing Arts

by Blanche Spencer Wynne '56

Agnes Scott in the World

by Susannah Masten '59

Agnes Scott Fact Sheet
Questionnaire

News Section

Class News

by Kay Harvey Beebe '65

Photo Credits

Front Cover Eric Lewis

Pages 2, 15, 16-The Silhouette

Pages 6, 7, 8 Virginia Brewer

Page 9 Kennedy Center Photograph by Vince Finnigan

Back Cover Creek Tourist Bureau
Front Cover: Photo by Eric Lewis

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen '62
Design Consultant/lohn Stuart McKenzie
Member of American Alumni Council

Published four times yearly: Fall, Winter, Spring and Summer by Agnes Scotp
Colleae. Decatur. Ca. Second class oostaee Daid at Decatur. Ceoreia 30030

he Magic Continues, or What's It All About

At the risk of aligning myself with the
establishment and alas admitting that I am
over 30, I have a few very old-fashioned ideas to
suggest. These ideas are concerned with loyalty-
loyalty to excellence of standards and integrity
of purpose and even to yourself. What's it all
about? Agnes Scott, of course.

For the Fall issue, we asked four alumnae to
verbalize their feelings about the College, about
what was unique at ASC the Magic, if you will.
We published these essays not only because they
were excellent but also because we believe it is
time to consider again the assets of our College,
time to redefine the quality of academic
excellence, the benefits of discipline, the freedom
from gimmicks and the opportunity to become
whatever one is capable of in a community which
honors truth and curiosity. If Agnes Scott is not
made up of these things, then there is no reason
to waste our time. If she is, it is time to think.

This article is not a plea for money whatever
you may have thought so far. Although the need
for financial support is great, I believe that there
is something even more important awareness,
loyalty, even enthusiasm for something in which
we all have a vested interest. If I sound
sentimental and "apple-pieish" it's because I
have only just realized that I have an obligation
to do something for the kind of education I
believe in.

Recently, I attended a conference held by the
American Alumni Council, lust when I was
wishing that I were eating an ice cream at Disney
World, a young alumni director took the stand and
said "Your school is only as good as the degree of
participation of your alumnae." Although I'm
still not sure whether or not I agree completely
with his statement, my immediate reaction was
one of resentment Agnes Scott is much better
than her small percentage of participation and
then guilt. Up until the time that 1 began working
at the College, I never really gave much thought
to loyalty. Oh, I always intended to send that
$1000, as soon as I made my fortune (or found
that millionaire). I even gave my small check-
probably more for income tax purposes than
anything else. And as a teacher, I had encouraged
a few good students to consider attending Agnes
scott, when they asked. But I never really thought
about loyalty or the obligation to give my time or,
leaven forbid, a committment.

For, you see, not only is it true that a student's

tuition does not begin to pay for her education,
but the service one contributes while she is a
student is not enough. We cannot walk away,
saying "Well, that phase of my life is over." In
fact, one can never disassociate oneself from that
place which helped mold her. For every student
who has grown, developed, realized something
very exciting about forgive me life, there
exists an implicit committment to support
whatever forces allowed her to become what she
is. The tangible forms this committment should
take are as various as the numbers of graduates.
But the committment must exist. For some, it
will be financial support; for others a willingness
to participate actively in continuing programs of
the College and the Alumnae Association. For
others it will be a conscious effort to seek out and
encourage qualified students to attend Agnes
Scott. And for still others, perhaps it will be only
the awareness of the needs and/or
accomplishments of the College. But for all those
who gained something here and can be honest,
it is a necessity.

The importance of this committment lies
deeper than the need to help Agnes Scott
maintain her standards. I believe it is somehow
related to the need for education in a world which
sometimes seems to be confused, at best, and
splitting apart, at the worst. If education of the
whole person is one answer to a questioning
culture, it is even more essential when
committment and involvement are "out," when
most say "It's not my place to judge," when
"doing ones own thing" seems more important
than the growth of the community, any
community. At a time when liberal, conservatives,
right-wingers, militants, doves and hawks cannot
agree on any absolutes, we are still not old-
fashioned to praise education. And because the
validity of the liberal arts curriculum especially
is being questioned, we have the added
obligation to defend a type of education that
made us what we are. Unless the magic of Agnes
Scott and all the others like her continues,
something important about us dies too. And that
brings it down to a rather personal problem,
doesn't it?

If I had to wait ten years to discover my
negligence, maybe you have had to have some
time too. But it is now time to reasses our own
uniqueness and ask why, ask to whom we are
obligated. And I think that's what it's all about.

C. Bowen 62

TheN

AS OTHERS SEE THEM

By Bertie Bond 53

In the 70's students are shoe-less,
In the 60's they were shod.
1970 girls are bra-less,
In the 60's they were bra-d.

What are Agnes Scott students like today?
How do they compare with students say ten
years ago? Let's take the most obvious answer
first they look different. Their hair is long; their
skirts are short, or dragging the ground. Actually,
they rarely wear skirts at all; it's pants most of
the time. And a good many of them have a
distinct aversion to shoes, except for boots during
the winter quarter. Ten years ago, they all wore
loafers and white socks, with the socks up so that
they practically touched the hems of their skirts.
In my day, the white socks were rolled down, so
that one looked as if she had been in an accident
in which both ankles had been broken and were

heavily bandaged. You think students look funny
now? Today, the age of the natural, casual look
is with us, and our students reflect the trend. It
would be strange if they did not.

In the 70's tradition has faded,
Once it made the students sing.
Now the campus scene is different,
Everybody does her thing.

College traditions are less a part of the life
of the campus today. Many of you will remember,
for example, the activities which involved seniors
Little Girls' Day, book burning, class day
with the daisy chain these are no more. We
do still have Investiture and Commencement.
Chapel survives by the hardest. Formal and semi-
formal dances, of course, disappeared several
years ago, and this winter the Atlanta Rhythm and
Brass Works will perform at a wear-anything-you-
like gathering. We are fortunate; we could have
been entertained by a group called Huckleberry
Mud Flap, or by Quicksilver Messenger Service,
or Black and Blue.

Students seem to be less interested in
"togetherness." I am not sure this is really true,
but they give this impression. There is certainly
less participation in campus activities. They no
longer gather in the Hub to sing or play bridge,
or come out to watch the hockey games, or want
to spend two days with each other on a student
government retreat. And yet, hockey still exists,
and the students who play it love it. We have had
no dance for the past year or so, and this year
it is back. Students got together to festoon Dr.
McNair's office for his birthday. It seems to me
that they have not been having as much fun as
they once had, that they lack a spontaneous
spirit, and I wonder if they don't miss it.

In the 70's students have freedom,
Once the rules seemed without end.
Late time limits no longer plague them,
Less restriction is the trend.

Agnes Scott students today have a great deal
(continued on page 4)

3reed

AS THEY SEE THEMSELVES

By Sharon Jones 72

During fall examinations, when I was first asked
o write an article on "The 'New Breed' of
itudents at Agnes Scott," I looked around the
lining hall at my colleagues who were in the
nidst of some serious studying and who were
tudiously avoiding any conversation on exams
llready taken, and I wondered, "Are we really
o different from the Agnes Scott students of
ive or ten years ago? If so, is this difference
>ne of gradually evolving external conditions,
>r one of noticeable change in our internal
lttitudes, or perhaps a combination of both?"
\ surface examination of our activities reveals
hat Scott students are not that much of a "new
Dreed"; after all, we still struggle through finals,
nade easier by an unbelievably improved exam
Drocedure, we still attend classes, although in
i much more relaxed atmosphere, we still appear
n Gaines for convocation, admittedly sometimes
/vith a slight degree of hesitation, we still enjoy
3lack Cat and hub parties with an exuberance
ind enthusiasm whose origin, in our more tired
moments, is somewhat difficult to imagine, and
somehow, after approximately four years, we
itill do manage to graduate. And yet, beneath
:his surface of the traditional "Scottie," there
Joes seem to be a slightly "new breed" of
student, not so different from its "parent"
Dredecessors as to be completely distinguishable,
Dut a very interesting and multi-colored hybrid
esulting from a cross between a continually
:hanging environment and a restatement of
nental and social attitudes, producing, for the
nost part, a healthy and vibrant variety of Agnes
Scott students.

When she first comes to Scott, the young
/voman of eighteen already appears to exhibit
some of the early distinguishing markings of the
fully mature student specimen, the "whole
woman," if you will, who finally emerges clad in
alack, clutching her purple and white diploma.
Increasingly, however, that hard-earned piece
af paper is not seen as a liberating license for
unlimited operation in the world, for many
*\gnes Scott students, even as freshmen, consider

themselves to be fully operative participants in
their community, city, national, and world
societies.

As a "tired old senior," who could so easily
become preoccupied and complacent, I note
with interest the fresh alertness, the willingness
to question, the social awareness, and the general
breadth of experience demonstrated by Scott
freshmen, qualities which I am sure I possessed
only in a limited degree my first year. In the
last few years, Agnes Scott students have arrived
at college with a broader base of knowledge, a
knowledge covering not just the strictly academic
subjects, but also including more experience in
what may be termed "life" study. More and more,
the young women who come to Agnes Scott give
of themselves to volunteer organizations, to
(continued on page 5)

BERTIE BOND (continued)

more freedom than did their predecessors. The
rules which told them how often they should go
out, what they should wear on and off campus,
and when they should come in, for the most part,
no longer exist. They were appropriate in their
time. The days of whether to sign out on a pink
slip or a white slip, of the dress policy, of hearing
the train whistle and knowing it would be across
the track and keep you from making it to the
Dean's Office before late time limit are gone
forever. Changes have come about gradually,
not through student protests, or threats, or the
occupying of the President's Office, but through
reasoned discussions among students, faculty,
and administrators who listen to and respect
each other. There are still some regulations for
example, students are not to drink on campus,
or use drugs, or entertain men in their rooms
but, in my opinion, the atmosphere today is more
conducive to learning than it was in the early
60's when students spent a great deal of their time
and energy complaining about the rules.

Academically, as well as socially, students want
more freedom. They feel that under our present
system of courses and calendar, they are too
burdened with busy work to be creative or to
enjoy learning. Yet, they have a sense of the
value of a liberal arts education, and they have
not pushed for gadget courses, or a so-called
relevant curriculum, or an easier program.

I think that each alumna of Agnes Scott can
take pride in the fact that our students in their

quest for more personal freedom have conducted
themselves with dignity and good sense during
an era in which many college campuses have
been torn apart by turmoil and unrest.

In the 70's students are with it,
They are not naive or meek.
There is no great alienation,
But they want their chance to speak.

Today's college woman is much more
experienced than she was ten years ago. She has
traveled and read and been involved in all kinds
of community activities, work opportunities, and
creative experiences. She thinks she is very
mature and sometimes she is. She has certainly
seen and done more than the students who came
before her. In some cases, she has rarely been
told "no," and she does not like it when she hears
it or thinks she doesn't. She has very definite
ideas about how the College should be run, and
she has no hesitation about expressing them

Often, her concern about her education is
very genuine. Today she is being given the
opportunity to serve on faculty committees,
to express her suggestions about the curriculum,
to meet and talk with prospective faculty
members when they come for interviews, to be
involved actively in the current institutional
self-study. Many students are taking these
responsibilities seriously and are making a
constructive contribution to the life of the
College.

In the 70's I am older,
Middle-aged spread and hair turned gray.
And I've learned Scott students are special
Yesterday, and still today.

This has been a difficult article for me to write
because, I think, it is never easy to interpret
another generation. As I read what I have written,
I realize it is full of contrasts. Is there a new
breed of students? I do not know. Perhaps the
reason for this is that I have an opportunity to
work on a college campus where I can know
students as individuals. Certainly, there are
obvious differences one can see today in
appearance, in interests, in attitudes. Some of
the current students are difficult to live with;
so were some students ten years ago, and when
I was in school, and, I would imagine, all the
way back to the Institute. Of course, there are
problems on college campuses today. But I
believe that if you could know our students
personally, you would like and be proud of
a great many of them.

SHARON JONES (continued)

/arious causes which they deem worthy of their
ittention, and to interests outside of academe
vhich serve as a means of self-betterment and/
>r self-enjoyment. The "new breed of Scottie"
ees herself as not just a student, but as an
ncreasingly functional entity in society.

This very breadth of knowledge and experience,
lowever, which appears to be so beneficial in
he preceeding paragraphs, also contains the
jossi bi I ity of a certain deficiency or weakness
n the new variety of the Agnes Scott student,
nd in today's students in general. Perhaps
because we enjoy such a broadening base of
nowledge, we sometimes lack a sense of
iirection, a definite purpose. A kind of
nental sprawl sets in, an extensive but
ncontrolled development of the mind's real
;state whose horizontal immensity inhibits, and
it times completely prohibits, the careful,
Jisciplined construction of a depth of
jnderstanding or a height of inspiration,
lonsequently, there does seem to be a slight
iecline in the seriousness of an entirely
icademic pursuit, the in depth understanding,
and a decline in strictly scholastic motivation.,
he spark of creative inspiration.

But is the so-called "decline" altogether
egrettable; should academics be solely for
academics' sake? On the student government
Dulletinboard in the mailroom, there is currently
a cartoon of a man, garbed in cap and gown, with
lis face buried in a book, hastening onward, but
obviously completely unable to see where he is
oing. The title of this little cartoon is "Academic
Pursuit." The new breed of Agnes Scott student
eems to desire a greater degree of practicality
n the courses she selects, and this desire is
reflected in the popularity of the teacher
education program, the acquisition of the
egislative internship program, the tutoring
sessions in several psychology courses, the
request for field-work credit in sociology, and
ven in the decline in the graduate school
option as an immediate post-graduation interest.
We must be careful, however, that our search for

greater personal value and practicality does not
deviate into a running after that much hackneyed
and meaningless term "relevancy." I believe that
practical experience and a liberal arts curriculum
can be coexistant, and it is our responsibility to
find and maintain the proper proportion between
the two, a carefully poised balance which will
provide the maximum benefit to the individual.

Indeed, one of the distinguishing attributes of
the new variety of Agnes Scott student is her
individuality, and so, in a way, it is almost a
contradiction to speak of a "new breed" of
student, a term which in itself implies a certain
intra-species similarity. Scott students now come
from more varying backgrounds, with more
divergent interest, than five or ten years ago,
and therefore, I do not believe that anyone can
be labeled as a typical "Scottie." A casual
study by an outside observer would not reveal
whether any particular student is an intellectual,
a student government politician, a social activist
(or butterfly), an athletic wonder, or a Phi Beta
Kappa candidate. The variable "new breed" is
able to combine any number of these roles, or
conversely, if she so chooses, to assume none
of them. Thus, because of our individualization,
as a friend of mine has remarked, there are no
"status symbols" as such in the Agnes Scott
community, and certainly no undue, reverential
awe (good griefl) for any of our student leaders
or scholars, just because they happen to be
leaders or scholars. This fact alone seems to be
indicative of a healthy and productive attitude
among the students at Scott.

During the past few years, when many
colleges and universities were in the midst of
great turmoil, Agnes Scott managed to maintain
an atmosphere of relative calm and reason. Some
people said that this untroubled atmosphere was
only an indication of acute apathy. But beneath
the surface, and in a quiet, unpretentious way,
an enormous amount of constructive change
occurred and most of this change was student-
initiated and student-executed. At a time when we
were supposed to be so "apathetic," student
government was reorganized to form a more
effective and responsive system, the highly
successful self-scheduling exam procedure was
established and maintained, and the social
rules were reduced to a set of non-negotionables,
a relaxation which allowed us the freedom to
further our growth as individuals.

So this is the "new breed" of students at
Agnes Scott. All that remains now for us to do,
is to work on our imperfections.

Atlanta: A Nice Place to Visit

And I'm Glad I Live Here

Objectively speaking, much tor
which Agnes Scott is praised is also
found at most other women's
colleges. An excellent faculty, a
strong liberal arts program, a small
teacher-student ratio, stimulating
lecture series and cultural events,
and a close college community
characterize all-women schools
across the country. However, Agnes
Scott has one advantage which only
one other woman's college can claim
Atlanta, a kaledescopic city of
endless fascination. The possibilities
for the college student to find some
place new to explore are
innumberable in this exciting
metropolitan city, often labeled a
classroom and playground for Agnes
Scott.

In the area of the arts, the
Atlanta Memorial Arts Center is a
microcosm of the larger Atlanta
kaleidescope, for all forms of art
are represented in this building. A
visiting exhibition, an extensive
permanent collection, a three-
dimensional maze of environment art
open for children's (or adult's)
exploration of forms in space, and a
craft shop comprise the High
Museum, housed on three floors of
the Center. The Alliance Theatre is
a professional company which
produces eight plays a season at

By Susi Parks, 72

the Center. This season's schedule
includes three world premieres by
well-known playwrights. A special
Alliance attraction is the "Student
Ticket Plan" which enables a student
to purchase, one-half hour before
show-time, a ticket for the best
available seat at one-half price;
students may also usher and see the
show without charge. Both plans are
a welcome savings to the college
student's well-worn budget. A more
experimental form of drama is
presented in the basement of the
Center. This Studio Theatre is used
by several acting companies for
their productions, and the atmosphere
is less formal than its Alliance
counterpart. Symphony Hall houses
all performances of the Atlanta
Symphony, conducted by Robert
Shaw; the symphony's chamber
group, string quartet, and the
Atlanta Ballet also perform here.
Again interested students can take
advantage of the student ticket plan
or of the opportunity to usher.
Something for every taste goes on
at the Memorial Arts Center every
night of the week.

Theatre in Atlanta is not limited
to the Alliance or Studio, however.
The Academy Theatre is a
professional company which presents
primarily experimental and innovative

dramatic experiences. Often the
production is a series of
improvisations involving audience
participation, and students usually
find this type of drama fun and
stimulating. The schedule of the
"Famous Artists Theatre Series,"
presented at the new Atlanta Civic
Center, includes a number of star-
casted plays and musicals; again
students can usher and see the show
without charge. Atlanta also has two 1
dinner theatres, both of which
feature excellent food and drama.

For those students not in the mood
for the symphony, Atlanta also
provides a lighter musical scene. Thej
"Famous Artists Popular Series"
includes in its 1971-72 season a
variety of performers ranging from
Liberace to Tom (ones. The "Famous
Artists Dance Series" presents
modern, Spanish, and classical dance
programs during the school year;
both series use students as ushers.
Although not professional, several
community orchestras including
Georgia State's Chamber group, are
responsible for top-notch musical
fare for Atlanta audiences. The Emon
orchestra is especially note-worthy
because several Agnes Scott students
are members of this group.

The High Museum is not the only
source of art in Atlanta, for more

Susan Watson '72 and Claire Hodges
72 pose around sculpture at High
Museum of Art

I

Ogi Wilson. Helen Webb, and Margaret Heltzel

jntemplate how to spend Daddy's money at Phipps Plaza

an twenty galleries, many of which
hibit Agnes Scott professor's work,
I scattered throughout the
lanta area. Spring brings the
sdmont Art Festival to Piedmont
rk. Displays of paintings, prints,
lOtography, environmental art.
ulpture, and crafts spread
formally through the park; dance,
amatic, and musical events
mplete this annual spring
ebration of the arts. But unlike
e Festival which closes at the end
a week, Atlanta continues its
altation and exploration of theatre,
nee, music, and art throughout
e year.

Every honest Agnes Scott student
will tell you that there is more to
life than art or theatre, and Atlanta
pulses with a myriad of more
recreational forms of entertainment.
Unique Underground Atlanta is an
experience that is totally Atlantan.
An old underground railroad has been
converted into a gay maze of
restaurants, boutiques, and nightspots
in which any student could willingly
lose her way. Caslit and trolley-
carred, Underground runs the
international gamut from Irish pubs
to Lebanese restaurants, and the
types of boutiques range from gem
and glass shops to clothing stores.

7

Once a girl finds this buried paradise,
she could easily spend days
wandering the labyrinth of streets
and shops. Six Flags Over Georgia is
another fascinating place to spend
a week-end. The various rides and
exhibits provide a nice break from
studies, and Six Flags is an ideal
place to take family and boyfriends
when they come to visit.

Shopping is a favorite pastime of
all college students, and a
sophisticated city the size of
Atlanta more than answers the need
to browse and buy. For those who
profer urban shopping, downtown
(continued on next page)

Faye Hamlin 72 browses among the
antiques at the High Museum of Art

Atlanta:

I'm Glad I Live Here

(continued)

Atlanta is a fascinating
conglomeration of large stores, small
boutiques, towering modern
architecture, and many unusual
restuarants for a lunch break. In
this age of the shopping center,
Atlanta holds her own with over
fifty centers. Elegant Phipps Plaza
with Saks, Tiffany's and Lord and
Taylor's, youth-oriented Perimeter
Mall, and convenient Columbia Mall
in Decatur fulfill the range of interests
and needs of any college girl. Buses
run downtown and to the major
centers, or a Scott friend with a car
is usually more than happy to spend
a Saturday window-shopping.

One of metropolitan Atlanta's nice
incongruencies is the chance to find
the serenity of nature only a short
ride from the bustle of the city. Stone
Mountain, with its lake for canoeing,
horseback trails, and mountain
pathways is only twenty minutes
away from Agnes Scott. Within
biking distance is Fernbank Science
Center, a secluded planetarium
and observatory in the middle of
a preserved virgin forest, open to
the public. The tranquil grounds and

gardens of the Monastery of the Holy
Ghost in Conyers, CA provides a
perfect picnic spot, and the monks
always welcome visitors warmly. Lake
Lanier is just forty minutes away,
and many Scott students find sailing
and water-skiing opportunities there.
If, like the Romanitcs, one really
wants to get "back to Nature", the
North Georgia mountains are easily
accessible for fall foliage viewing,
winter skiing, and spring picnics.
Atlanta neatly combines the best of
country and city life for its
inhabitants to enjoy.

One very handy advantage of
Agnes Scott over other woman's
colleges is its proximity to several
universities. With these schools come
lectures, theatre, music, and men.
Unlike most all-women schools,
Agnes Scott students do not have
to rely on week-end long treks to
neighboring men's schools for social
life. With Georgia Tech and Emory
close by, dating is a much more
relaxed and casual situation.
Attending this woman's college does
not mean never seeing men. Tech,
Emory, and Georgia State also have
theatre groups, art exhibits, film and
lecture series, and excellent library
facilities. Tech has the extra attraction
of basketball and football activities,
and Emory's "Community Education
Series," offering mini-classes in
areas from child-rearing to

cinematography, is open to Agnes
Scott students. Being a member of
a large university complex has distinc
social and cultural advantages of
which Scott students are well-aware.

A final advantage of Atlanta is the
varied opportunities for community
service. A city this size offers the
college student many chances to
become involved in helping others.
Agnes Scott organizations sponsor
work at the juvenile home, the
detention center, and homes for
mentally disturbed children. Literary
and tutoring programs are available
to those students interested in
helping children and adults with
learning difficulties. Thanks to Agnes
Scott students, several girls clubs and
Girl Scout troops have leadership.
Churches of every denomination
offer dozen of ways for the college
girl to become interested in a world
outside Agnes Scott's boundaries.
The college is instrumental in life
of the community through the work
of its students in various Atlanta
and Decatur projects.

All of Atlanta's cultural and
recreational opportunities seem to
make the metaphor of classroom and
playground a very valid one. Agnes
Scott is a part of an exciting city
where a college student can always
find something to do. Not many
colleges can make this statement
luckily Agnes Scott can!

The Kennedy Center
For the Performing Arts

In March, 1970. Blanche Spencer Wynne
'56, associate director of the Decatur-
DeKalb Ballet, was appointed to represent
Georgia on the President s Advisory Com-
mittee on the Arts In this capacity she
attended the opening ceremonies of the
John F Kennedy Center for the Performing
Arts The Gala Preview held in May, 7977,
was highlighted by dinner parties, music,
dancing, and a tour oi the then nearly
completed Center She describes her im-
pressions of the Center and the purpose
and goals of the project.

By Blanche Spencer Wynne '56

September 8, 7977, in the Concert
ill of the |ohn F. Kennedy Center
the Performing Arts, a new era in
performing arts in America began,
le hundred and seventy years ago,
ssident |ohn Adams said that the
litical capital of the United States
ould also serve as its cultural
pital. The September opening
ould bring this dream nearer to
lity.

Many people have contributed to
e birth and growth of the Center,
esident Eisenhower gave his time
d leadership to the project, signing
Act of Congress creating a national
nter for the performing arts in 1958.
1963, President Kennedy signed a
I extending the authorizing
lislation deadline five years. Later,
esident Kennedy's friends organized
group known as Friends of the
nnedy Center, which raised funds
d maintained interest in the project.

Private businesses and individuals
have also donated money. For every
tax dollar appropriated by the
Congress, a matching dollar was
donated by the public for
construction of the Center.

In addition, forty nations have
donated gifts. Covering the exterior
and interior walls are 3700 tons of
Carrara marble from Italy. Crystal
chandeliers from Austria, Ireland,
Norway and Sweden hang in the
Halls and Foyer. Bronze panels from
Germany decorate the Entrance Plaza.

During the first season, when the
Halls will be used by professionals
only, a large group of artists who will
be designated Founding Artists will
donate their services to the Center.

The Center houses three grand
theatres, the Opera House, the
Concert Hall and the Eisenhower
Theatre. The National Symphony
Orchestra, the resident orchestra,

and the American Ballet Theatre, the
official ballet company, will perform
some new works and some old works
this fall.

The Center was created to serve
the whole nation. It has the
opportunity and obligation to try
things that have never been tried
before, to break new ground in the
fields of programming and audience
development and to make all
Americans feel that the national
cultural center belongs to them.

The American College Theatre
Festival and the American College
lazz Festival are innovations in
nonprofessional programming which
the Center has sponsored for several
years. The nation is divided into
regions; in each region, judges select
the best college groups for
participation in regional festivals in
Washington. In the spring of 1972,
these college festivals will be held in
the Center.

Programs like the American College
Theatre Festival and the American
College Jazz Festival in opera, ballet,
choral music and folk music on the
nonprofessional level are a future
possibility for the Center.

There is a dream now that someday
groups from the Center will go on
tour taking the best in the performing
arts to small towns across the country.
There is no money or land set aside
yet, but there is a dream of a National
Academy of the Performing Arts
connected with the Center.

It has taken thirteen years, from
1958 to 1971, to see the dream of a
National Center for the Performing
Arts become a reality. The name
of the Center was changed in 1964
when it was designated the one
official memorial to President
Kennedy in Washington. The aim has
not changed. The Center is to be a
living force for the encouragement
of the arts. The Center belongs to
all Americans.

Agnes Scott in the World

Mattie Hart, Class of 1 952

N* ; *nV

By Susannah Masten '59

Not every Agnes Scott alumna has
dealt with poverty, revolution, and
a new culture. But for Mattie Hart,
class of 1952, life since college has
been largely centered around helping
others.

It began at Agnes Scott- Mattie's
reaction that first day was probably
that of many a nervous freshman. She
arrived on campus from Gabbettville
in rural Georgia. "I felt very much
the bungling, frightened and naive
little country girl when I met the
sophisticated and socially adept
students," she recalls. Her academic
accomplishments were disappointing.
When she failed freshman English
fall quarter, she turned to other
interests: afternoon of tennis and
field hockey, downtown Brownie
troops, evening concerts, student
government offices, and long talks
with fellow students.

After graduation Mattie worked as
a home missionary with coal miners
and mountaineers in the Kentucky
mountains. Mining tragedies,
"deprivation so formidable that
lives were warped," and extreme
"hard doctrine" Calvinism became
realities to be reckoned with.

Sandwiched within the Kentucky
years were three years in primitive
bush Congo with the Presbyterian U.S.
Board of World Missions. On the
outskirts of cannibal country Mattie
taught missionary children and
received her first exhilarating taste
of teaching.

Then came the "three richest years"
of her live at Columbia Theological
Seminary in Decatur. At Columbia
Mattie says she "woke up"
intellectually. Graduating summa cum
laude, she became Columbia's first

ordained woman minister in recent
times.

Work with hippies and teenagers
in Atlanta balanced her seminary
studies "These contacts forced me
to question middle-class America's
system of values and way of life,
including its educational institutions
and churches," she says. "My own
criteria for success came under
scrutiny, as well as my abundance of
material possessions."

Late fall, after turning down
offers for graduate study at Harvard
and Duke, she began her Ph.D. work
in England under professor C, K.
Barrett. Her study centers around the
biblical concepts of the Holy Spirit.

Mattie feels she has swung between
two dominant values, "person
oriented" while she was at Agnes
Scott and in the Kentucky
mountains and at other times
"intellectually oriented." At Columbia
Seminary she brought both values
together.

It is not surprising, then that
Mattie should choose teaching as
a way to link her interest in people
and learning. For Mattie, teaching
must extend to the student's life
style as well as his intellectual
development; classroom contact
alone will never be enough. Perhaps
a teaching situation in a seminary or
in a college for deprived young
people will be a possibility later on.

Since college Mattie has tackled
the problems of coal miners, taught
in the Congo, gained distinction at
Columbia Seminary, and worked with
hippies. Through it all she affirms,
"The world is good, life is
sacramental, and although sin is a
reality, God is in ultimate control
and man has hope."*

10

AGNES SCOTT FACT SHEET
AS OF FALL QUARTER, 1971

Current Undergraduate Enrollment

680

Seniors

155

Juniors

167

Sophomores

175

Freshmen

175

Special Students*

8

Juniors Studying Abroad

4

England

3

Spain

1

Students come from 33 states

and 11 foreign

countries.

Faculty

77 full-time professors are employed.

(71 % of these hold doctoral degrees.)
Student-Faculty ratio at Agnes Scott is 8 to 1.

Annual Operating Budget $3,600,670.

Book Value of Endowment $12,844,000.

Market Value of Endowment $40,000,000.

Campus Acreage 92
Library Holdings

Volumes 120,000

Periodicals 750

Tuition $2,000.

Room and Board $1,100

Students Aided 211

Number of Scholarships 207

Value $236,000.

Number of Student Loans 10

Value $6,575.

11

February 1972

Dear Alumna,

The Agnes Scott campus is in a ferment of self-appraisal.
Please become a part of this by filling out the questionnaire on
the opposite page and mailing it back to us in the self-addressed
envelope within the week. We do need the information, but,
above all, your Alma Mater needs the assurance of your interest.

Sincerely,

Myrna Goode Young,
Director of the 1971-72
Agnes Scott College Self-Study

1972 Alumnae Questionnaire

The Institutional Self-Study of Agnes Scott College
for the Southern Association of Colleges and Schools

1. Name: (Mrs. \

First Maiden Last

2. Your degree from Agnes Scott was received in the year Year you left Agnes Scott as a non-
graduate: Year and institution from which you received an undergrad. degree:

UNDERLINE WHEN APPROPRIATE ONE OR MORE ANSWERS TO THE FOLLOWING QUESTIONS

3. If you were entering college now, would you choose Agnes Scott? yes no

Comment:

4. In general, how well did your Agnes Scott experience prepare you for the kind of life you now live?
well adequately inadequately

5. Your major at Agnes Scott was If the content of your major program was not

satisfactory, why not?

6. In what organizations are you or have you been active (indicate offices held)?

7. Your leisure time interests:

8. Your principal occupation since graduation:

9. Please describe below your present or most recent paid position:
Name of company or organization:

Address: City, State:

Title or position:

Date employed from to part-time/full-time/self-employed

10. What graduate or professional degrees have you earned?

degree field institution year

11. Are you now working toward a graduate or professional degree?

degree field institution

13

12. Did you receive a scholarship or fellowship for your graduate or professional study? yes no

Dates:

13. How well did your Agnes Scott major prepare you for graduate study in respect to subject matter:
well adequately inadequately

in respect to methods of inquiry: well adequately inadequately

14. Have you had non-degree professional or specialized training (specify)?

15. What creative contributions have you made (publications, artistic works, exhibitions, other media, film,
drama, inventions etc.)

16. As you look back over your years at Agnes Scott, how much has each of the following influenced your
attitudes and behavior?
academic work:
Christian emphasis:
relationship with students:
relationship with faculty:
extra-curricular activities:
setting and location:
other important influences:

none

ittle

moderately

substantially

none

ittle

moderately

substantially

none

ittle

moderately

substantially

none

ittle

moderately

substantially

none

ittle

moderately

substantially

none

ittle

moderately

substantially

17. Which of the following describes best your response to the basic requirements you fulfilled for gradua-
tion: interesting, but unnecessary/ useful in career/ necessary for enrichment of a mature person/of
little value.

18. What types of courses were not offered to you at Agnes Scott which you would like to see incorporated
into the curriculum: more interdisciplinary courses/more courses of foreign literatures in translation/
more courses with field experience/ more senior seminars in the major.

19. In which of the following should Agnes Scott expand its offerings: programs for gifted students/ programs
for physically handicapped students/ remedial programs/ programs for study abroad/exchange programs
with other colleges.

20. Do you recommend changing the composition of the Agnes Scott student body to include: broader minority
group representation/ broader economic group representation/ broader geographic area representation/
adult students from the community/ male students.

21. Does the program of alumnae activities utilize the potential of alumnae for constructive improvement
of Agnes Scott? well adequately inadequately Comment:

22. Are alumnae kept informed about current college programs?

14

adequately inadequately

'Where it's at ... "

NEWS OF AND AROUND ASC

HONOR COURT

ong with the rules and policy
hanges that Agnes Scott has
ndergone in the last several years,
le judicial structure has been
lodified to adapt to a new system of

gulations. A three-tiered judicial
ructure within the Student
overnment Association has
eveloped and is now in practice,
lormitory Councils in each housing
nit handle dorm violations. More
?rio"us infractions of the rules may
e referred by a Dorm Council to
iterdormitory Council, made up
niefly of dorm presidents and
ected officers. The Supreme Court
f Agnes Scott is now the Honor
ourt. It is composed of ten elected
lembers, a great steamlining from
le unwiedly twenty or more
lembership of the past judicial
ouncil This reduction in size tends
) be conducive to in depth
iscussions, to nurture objectivity,
id to allow the members to re-
<amine perpetually their positions
i the handling of each case.

As the supreme court, the Honor
ourt has impressive areas of primary
irisdiction which are deemed non-
egotiable: academic dishonesty,
ealing, lying, cheating,
lopardizing the safety or property
f others, and violation of the drug

Senior Claire Hodges

policy. The common denominator of
these areas is honor. Through the
continually altering student
government and judicial organization
remain that constant, the honor
system. Because the honor system
exists and operates successfully at
Agnes Scott, the non-negotiables can
be asserted and maintained. A
student need not lock her dorm room
each time she leaves, as at other
colleges. Tests are not monitored,
and professors assign take-home
tests, all made possible because of
the fact of the honor system The
most striking example of the honor
system working smoothly, to the
benefit of the campus community is
the self-scheduling of examinations
by students. Each student may take
her exams at her convenience and in
any of a prescribed number of
classrooms. With a minimum of
restrictions and a maximum of
freedom each student is allowed to
exercise and cultivate her own sense
of honor in relation to other human
beings.

by Claire Hodges

Chairman Agnes Scott Honor Court

PARENTS RETURN

On February 11-12, 1972, the
parents of Agnes Scott Sophomores
returned to college. A tradition which
remains, Sophomore Parents'
Weekend had two new features-a
For Fathers Only reception and a
Glee Club concert.

The weekend began on Friday with
registration, open classes for parents,
and a chapel service in Maclean. In
the afternoon, classes, exhibits, and
tours were available before the For
Fathers Only reception at 3:00. The
faculty men met the fathers and
hosted a panel which answered
questions that fathers were eager to
know: Why is tuition so high? What
does the College do with all the
money?

After a late afternoon basketball
game between sophomores and

15

freshmen, the evening activities gave
the parents the choice of a
Blackfriars' production "Call to
Order" or a Dolphin Club water
show entitled "Show Biz". And at
9:45, parents and students met in
the Hub for a party. The Hub party
was new last year.

On Saturday, classes with large
enrollments of sophomores were
held, especially for the benefit of
parents (though possibly not so
exciting for the sophomores).
Saturday chapel featured a Glee Club
performance, followed by a luncheon
in honor of parents and a desert-
coffee hosted by President and Mrs
Alston.

In an era when traditions are being
questioned and, in many cases,
destroyed, Sophomore Parents'
Weekend is, by now, long-lasting and
time-honored, being held for the
first time in 1958.

OLYMPIC TOUR

The Agnes Scott Athletic
Association will sponsor a 1972
Olympic Tour this summer. Departing
New York August 16, the tour begins
in Zurich, includes travels in
Switzerland, Italy, Austria and
Germany, and ends in Munich for the
Twentieth Olympic Games, before

OLYMPIC TOUR

(continued)

leaving for New York on September 6.

The highlight of the tour is, of
course, the Olympic Games. During
the four days spent in Munich, the
group will have the opportunity to
see Swimming, Fencing, Yachting,
Cycling, Canoeing, Ice Hockey,
Football, Basketball, and the
Equestrian Event, Tickets have been
secured and are available for tour
members to purchase if they wish.

The group will travel from Zurich,
Switzerland through the Alps south
through western Italy to Rome and
then north by way of Venice to
Austria and finally to Germany One
of the many short excursions takes
them into the "Sound of Music"
country to Salzburg.

Miss Peggy Cox of the Agnes Scott
Physical Education Department, is
coordinating reservations for the
tour. She says that there are still
a few openings for students or
alumnae, but it they are not tilled by
February 29, they will be returned to
the Tour Director and opened to the
general public

A BIRTHDAY PARTY

On February 23, 1972, Agnes
Scott College again observed
Founder's Day. This year Dean Rusk,

former Secretary of State and
currently Professor of International
Law at the University of Georgia,
spoke at Convocation in Gaines
Chapel. Alumnae clubs across the
country recognize the occasion by
holding special meetings to hear a
member of the Agnes Scott faculty or
administration discuss Agnes Scott
today

Founder's Day is the annual
celebration of the birthday of Agnes
Scott's founder, Colonel George
Washington Scott. Colonel Scott,
born February 22, 1829, gave the
money for the first building and
financially supported the school
during the early years, Agnes Scott
was named for his mother, Agnes
Irvine Scott.

As with many other formal
traditions, the atmosphere, but in
this case, not the purpose, of
Founder's Day has changed.
Originally, students actively
participated in Founder's Day
festivities. Costumed in period
clothes, seniors performed for faculty
and other students. Until recently,
many local alumnae attended

Seniors dressed as colonial dames and gentlemen to celebrate early Founder s Day

16

Convocation, student panels and
luncheon. Today it is strictly an
academic occasion, reflected by the
academic procession and speaker
of scholastic as well as political
prominence.

COURSES OPEN TO ALUMNAE

Have you ever wished that you hac
been able to take Mrs. Pepperdene's
Chaucer course or Miss Winter's
History of the Theatre course or any
of those others that sounded
interesting (but unnecessary for the
major)? Now is your chance, alumnae
to take those courses "just for fun."

On lanuary 20, 1972, the ASC
Academic Council passed a new
policy permitting alumnae and
other eligible members of the
community to enroll in < ollege
courses for academic credit.

Those wishing to enroll in t lasses
must make application through the
Admissions Office. Obviously, the
process will be less complicated for
alumnae than for those who have
never attended Agnes Scott. The
students will be charged tuition
by the quarter hour

All classes will be open to those
who have met the pre-requisites for
the courses, but preference will be
given to regular degree candidates.
In other words, if a popular class
becomes too full, it will be closed
to non-degree students.

Those who enroll will be .designate!
special students and will, of course,
be expected to fulfill all course
requirements, including tests, papers
and exams, as undergraduate credit
will be given upon satifactory
completion of the course. The grades
will be recorded on the students'
permanent records at Agnes Scott.
The only problem may be that
those who have been away from
formal studies for a number of years
may find the "going rather rough";
therefore, Dean Gary recommends
that non-degree students take
advantage of the pass-fail option.

DEATHS
FACULTY

1906

Annie Jo Peter Perrow, date unknown

1908

Ethel Reid, Sept. 21, 1971

1910

1915

Ethel R

Septem

1923

Etoise Knight Jones, October, 1971.

1926

Mrs. J. I
Power,

1931

J. P. Mc
1971.

1933

Sue Hutcheson, date unknown.

1934

Mrs Za<
Jones L<

1938

Mary Pr

1971

1941

George
William:

1943

Ruth Lineback von Arx. November, 1971

1945

Mrs. Jake Kuniansky, mother of Elaine
Kuniansky Gutstadt. spring. 1971.
Betty Matilda Regenstein, date unknown

1954

Kenichi
YoshimL

1959

Ted R. F
October

1962

Mr. Jose
Joanna

1963

Julianne
October

1965

Frederic
Georgia

1969

Charles B Griffis, father of Lalla Gnffis
Mangin, September 1. 1971.

Kenichi Kojima. husband of Chizuko
Yoshimura Kojima. November, 1971

RETURN

POSTAGE GUARANTEED BY ALUMNAE QUARTERLY. AGNES SCOTT COLLEGE. DECATUR. GEORGIA 30tff

Library-Agnes Scott College
Decatur, GA 30030

Harbor at Island of Rhbdes

0^

tMp"

/

If you are wondering what to do
this summer, consider a trip to
Greece, loin other alumnae
husbands, and friends on a seven-day
cruise to the Creek Isles as well as
trips to Athens, Delphi, Istanbul <\nd
Rome, Find a friend who shares youl
interest or make new friends when
you come with us. All you have to do
is mail a check for $150 to hold a
reservation, and you receive all the
information you need.

The group will depart from New

York on |une 16, fly to Athens, sail
ibul, and then embark on a
cruise of the Aegean. Ports of < all
include the islands of Delos, Rhode:
,um\ Crete, More sightseeing in Athe
followed by a visit to Delphi
and several days in Rome to compfc
the two-week tour. We return to Ne
York on lune 30. While we are gone
,hop, make triend'
ieai echoes ol the pas
walk through the ancient
temples or sail the Aegean.

\ I

M^A/Q,UARTEf<LX 0*PRING, 1972

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FRONT COVER: Christie Woodfin's
composite of life at Agnes Scott,
circa 1972.

THE ALUMNAE QUARTERLY VOL. 50, NO. 3

contende

5
6

9
12

I 7 *

Merlin Remembered: How to Keep the Magic

by Barbara Murlin Pendleton '40 and Carey Bowen '62

Why Teach in a Liberal Arts College

by Richard Parry

An Interview with May Sarton

by Carey Bowen '62

News Section

What's In a Name?

by Carey Bowen '62

Class News

by Kay Harvey Beebe '65

Photo Credits

Pages 1, 2, 7, 9, 12 Virginia Brewer

Pages 4, 15 Eric Lewis

Front Cover Christie Theriot Woodfin '68

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen '62
Design Consullant/lohn 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

MERLIN REMEMBERED

How to Keep the Magic

Fate would be fated; dreams desire to sleep
This the forsaken will not understand.
Arthur upon the road began to weep
And said to Gawen "Remember when this hand
Once haled a sword from stone;

now no less strong
It cannot dream of such a thing to do."

(Richard Wilbur, "Merlin Enthralled")

In the last two issues of the Quarterly we have
tried to bring you back to Agnes Scott,
figuratively perhaps to elicit some nostalgia,
hopefully, to renew, or even engender, some
loyalty. We have attempted to redefine what the
College stands for, what it has meant to former
students, what it is like now. In the fall issue,
the Magic of Agnes Scott that rare quality which
generates a special kind of educational
experience was eloquently defined by a number
of outstanding alumnae. In the winter issue
students and administrators, people living and
working on campus now, discussed some of the
sights, sounds and personality traits of Agnes
Scott today, the tangible qualities and facts
that continue to give her magic.

There seems to be only one more point to
make, one more question to ask: How does one
keep the magic? How can we as alumnae, as
adults who believe in superior education, do
our part to further the purposes, to insure the
future of Agnes Scott and of all similar
educational institutions, when private colleges
throughout the country have been threatened by
lack of financial and moral support, when many
strong colleges have denied standards and turned
to cheap or bizarre gimmicks, when the basic
concept of formal education is being questioned
by the young? As the poet said, "Merlin,
Merlin . . . where are you hiding?"

Very candidly, we have tried to focus your
attention on Agnes Scott again so that you could

help us answer the questions, so that you could
help keep the magic alive.

And how does one go about protecting what
Agnes Scott is and has been, the essence of
that which makes her special? Barring Merlin's
unexpected awakening, the answer probably
lies finally within the consciousness the
crystal cave perhaps of everyone who cares.
But because we sometimes need a gentle nudge,
as well as inspirational ideas, we suggest at least
the beginning of an answer responsibility, the
responsibility of awareness and involvement.

In a world which seems to change as often as
skirt lenghts, becoming informed presents an
almost overwhelming task. After getting
everyone bathed, dressed, fed, advised and off
to school or work, creating a charming home,
beginning, running, ending a dozen projects or
coming home from an exhausting day on a job,
there is too little time for study. But
learning, searching, growing are the strengths
today for the institutions and ideas we believe
in, as well as for ourselves as human beings.

Few of us are experts on world events, politics
or education today, but we cannot fail to realize
(continued on next page)

How to Keep the Magic (continued)

the importance of all of it for our children,
indeed for our own future. Whether the turmoil,
the unrest, the changes, the problems are
frightening or encouraging, we cannot ignore the
world outside our own spheres. The sources for
information are myriad, from U. S. News &
World Report and Saturday Review to the nightly
TV news broadcast.

Furthermore, if every alumna is an ambassador
/public relations woman for Agnes Scott, each of
us must educate herself about the College.
Obviously, everyone cannot return to Decatur
for a refresher course in "Contemporary ASC,"
but we can learn from the pamphlets, brochures,
booklets sent from Agnes Scott about present
conditions at the College. Also, the Agnes Scott
Alumnae Quarterly attempts to offer all alumnae
an up-to-date picture of the College. And if the
literature you receive is not informative or
interesting, write the Alumnae Office. We would
be delighted to answer or publish your letter,
incorporate your ideas or articles, or offer a
greater variety and depth of information, if it
possible.

But still, awareness is not research; it is an
attitude. Although reading, listening, discussing
are inevitable, they are by-products not causes
of an attitude which seeks to realize itself through
its relationship to the surrounding events, ideas
and trends. It is responsibility, the responsibility
to grow, by becoming aware.

The second facet of the responsibility to keep
the magic is involvement. And if that seems
trite, it probably is, but nonetheless worth the
repetition. Involvement means simply being true
to the best you have learned to be. It means
employing all the attributes and benefits that
come from the swift college years: the
determination, the effort of will, the discipline,
the honing of the intellect, the knowledge gained
from "creative sparks," the building of character,
the realization of the intrinsic worth of one's
fellows, the value of friendship.

And when one goes out from the campus, what
then? The responsibility is there to bring
into focus all the mental and spiritual qualities
that weave the fibers of the inner life, that
toughen the resources of the human spirit. The
responsibility is there to keep alive within
you the life of the mind through all the means
available, to be the best you can whether it be
wife, mother, volunteer, professional, or all four.

To be involved means that now in this time and
in the place where you are, your College needs
you, perhaps as never before, to support her
through all the means available projects, gifts,
enthusiasm and consicously becoming the best
you are capable of. We cannot forget or lull
ourselves to sleep. Awareness, involvement,
growth, interest these are responsibility. They
include, indeed assume, your responsibility to
Agnes Scott and whatever the College and the
experience of it has meant to you. If that is
magic, perhaps Merlin could do no more.

by B. Pendleton and C. Bowen

About the Author

Richard Parry, Chairman of the Philosophy
Department at Agnes Scott, received his
B.A. degree from Georgetown University,
his M.A. from Yale University, and his
PhD from the University of North Carolina
at Chapel Hill Assistant Professor Parry
is young, popular, and as the following
article reveals, eloquent and articulate.

Why Teach in a Liberal Arts College

BY RICHARD PARRY

I wish to organize these idiosyncratic remarks
around a dialectic of advantages and
disadvantages. A small liberal arts college has
advantages and disadvantages for teachers and I
recount them on the slightly egocentric belief
that they will be of interest to students and former
students. If the alledged facts are not interesting,
here at least are motivations, rationalizations,
and outright excuses.

Teaching is an art: Because the relation
between student and teacher is so much more
intimate than it is at larger institutions, a much
greater effort can be made by a teacher to adapt
courses to the interests and capabilities of
students. Students are not faceless numbers who
must be processed through mammoth,
multisectioned courses. As a consequence
teaching undergraduates can rise to the level of
an art in the small liberal arts college. The use of
the word "art" seems, of course, pretentious. If
I say that it is related to Aristotle's notion of art,
that may be more informative but still
pretentious. The problem here is that it may not
be pretentious to attempt to discover principles
whose application allows one to move and guide
the intellectual growth of one's students; it is just
pretentious to say that that is what one is doing.

With that disclaimer, let me illustrate the
general way that one comes to see teaching as an
art in the liberal arts college by contrasting our
situation with that of larger institutions where I
formerly taught. At these places, I seemed to
myself to have had little choice but to aim my
efforts at a point just above the median
intelligence level of the class. Knowing that there
was probably a large number of unqualified

students in the classroom, I could not slow up
the others for the good of the unqualified.
Further, the numbers are so great that variation
for the sake of whatever peculiarities a particular
class might present was necessarily limited.
Success or even education then for a student
under these circumstances is too often like the
play of biological survival.

To live with this statistical reality, I became
indifferent to the fact that a percentage of my
students would fail my course and that others
would receive no credit towards graduation.
Unfortunately, often this attitude meant that I
did not take the performance of my students as
an indication of the quality of my teaching. One
can easily believe then that from year to year it
is not so much his teaching that is at stake as
the ability of his students to learn. Yet under
different conditions that allow one to become
more closely acquainted with the intellectual
abilities of his students, student performance
becomes an important indication of success or
failure of one's teaching, just as a physician can
know a great deal about science and lose too
many patients because he is artless, so a teacher
can know a great deal about his subject and lose
too many students because he has no art. If it is
only that at a small liberal arts college we do not
have to live with the statistical realities of a large
university, that alone would be enough to afford
the conditions for developing teaching as an art.

Another advantage of the small liberal arts
college is that it can be devoted to the liberal
arts and nothing else. It is not attempting to hold
its own within the arena of the university. It does
(continued on next page)

Why Teach (continued)

not have to dilute its mission by looking to feed
its graduates into the various professional schools
lurking on the same campus. Nor does it have to
compete with the other imminently more practical
undergraduateschools, i.e., business administration
and nursing. Its identity is not always called into
question by a vice president for fiscal affairs
comparing its enrollment-budget ratio with that
of the school of engineering. I presume that we
all know that a liberal arts college is impractical
and expensive. I also presume that we appreciate
not having to be defensive about it all the time.

But these advantages are not the greatest. I
have found that the liberal arts college is a
comfortable place to grow intellectually in some
directions at least. One is not being pushed to
publish or to compete in the professional realm.
Nor have I been distracted by having to teach
logic to nurses or philosophy to engineers. I
have been allowed even encouraged to
squander time on the "useless." For a humanist,
this means growing and maturing while teaching
and mulling over from year to year the classical
texts of our intellectual tradition. I have had the
almost unknown delight of yearly coming round
again to Plato and Aristotle, St. Augustine,
Descartes and Hume. On occasion this brings an
awareness of one's developed comprehension of
these rich minds an intrinsically rewarding gauge
of intellectual growth. But even on those
occasions when one realizes that he does not and
has not ever understood, this in itself is a
refreshing reminder of the distance yet to be
traveled and a challenge to do so.

If the advantages are great, the disadvantages
are great as well. In the first place, the teaching
load demanded of one at a small liberal arts
college like Agnes Scott is enormous. It is a
horrendous task to teach the number of hours
one is expected to teach and to do so with the
firm resolve that he will do a respectable job. The
quality of teaching tends to suffer. It suffers not
just because one has too many preparations to
make but because the preparations are in such
disparate fields of interest within one's own
discipline that it does not allow for fruitful
concentration. I am not here talking about the
concentration and specialization encouraged in
institutions where research is the primary goal of
the faculty. I am talking about the kind of

concentration which allows orderly development
in one's own intellectual life. Such orderly
development is very important for someone who
is striving for an intellectual integrity in his
teaching.

Moreover, the load leaves one little time
afterward for research. Yet such research is
necessary for one to keep abreast of developments
in his area of concentration. Further, research and
writing are necessary if one is to be on the
growing edge of his own discipline. And in a
more self-regarding vein, a scholar wishes not just
to be a good teacher but to have some standing
within his own discipline. It is merely in the
interest of the college that the faculty have that
standing. It is in the interest, then, of the college
to provide time for its faculty to attain that
standing. I have said that I am not pushed to
publish; I would not mind a nudge, however, if
that were coupled with a teaching load
correspondingly lightened.

Another disadvantage is the parochialism and
conservatism that often infects the small liberal
arts college. A small college is less likely to be in
the mainstream of intellectual and academic
developments. Its faculty will not include people
who want to teach graduate students or to do
research, but those people who do are almost
always those who are making the major
contributions to scholarship. One tends to be
insulated then from these developments and to
lose sight of the outside world. Further, a small
college is more likely to take a prospective faculty
member's personality into account in hiring as
well as that of a current member, in questions of
rehiring, promotion and tenure. This, of course,
is a function of size; harmonious relations are
more of a necessity in a small college.
Nevertheless, this contributes to a homogeneity of
faculty outlook. This not to say that there will be
no disagreement; it is just that the ground of
disagreement is usually very much narrower than
it would otherwise be. Further, if the existing
faculty is conservative, then the newer members
will also be conservative although this often
comes as news to the existing faculty. That again
only reflects parochialism. What this means for the
teacher is that he is not challenged frequently
enough or insistently enough by the audacity of
creative minds. The dangers of intellectual torpor
and self satisfaction are great. And since we are

so homogeneous, we are too often denied the
delights of faculty members clashing on
substantive issues in those areas where
comtemporary disagreement exists. The clashing
that there is will be largely procedural skirmishes
within an already agreed upon or ever
unquestioned territory. If one does not have
the intellectual delight that comes from engaging
in the larger disagreements, he will miss the
release of creativity that those disagreements
occasion.

I do not wish this to be simply a catalogue of
advantages and disadvantages. In fact it ought to
be the basis for a program to build upon the
advantages and to lessen or eliminate the
disadvantages. It is entirely consistent with what
we know of Agnes Scott to believe that we can
preserve our advantages and overcome the
disadvantages.

In fact, I would like to sum up my remarks
and sanction them with authority by quoting
two excerpts from Yale University's Report of the
President, statements which seem to me to be
apposite to this endeavor:

Society will need as never before minds and
spirits which are not thrown or jolted or cast
into despair by constant confrontation with
surprise. A spirit which welcomes challenge
with a hospitable mind, a willingness to take on
the new and to assume the risk of
unpredictability with some courage and zest,
are the qualities which the world most needs. A
university, then, must strive to be a place which
attracts and stimulates those people who do
have a taste for exploration, discovery and
creation.

At the same time, a person cannot face change
with serenity if he does not have some sense of
what has mattered in the past and some inner
conviction about which values seemed
transitory and which have seemed steadfast.
Precisely because of the pressures and tensions
of the rate of obsolescence, society needs
people who have convictions borne of their
own informed, critical judgment of their
heritage. The capacity to criticize and the
capacity to appreciate are mutually dependent.

A university must seek to foster both.
Kingman Brewster, "A Taste for Explorations,
Discovery, and Creation," Yale Alumni Magazine;
March, 1972; p. 25.

An Interne

BYCA

I came here to create a world
As strong, renewable, fertile,
As the world of nature all around me
Learned to clear myself as I
have cleared the pasture,
Learned to wait,

Learned that change is always in the making
(Inner and outer) if one can be patient,
Learned to trust myself.

In "Gestalt at Sixty," the opening poem of May
Sarton's new book of poetry, A Durable Fire,
the poet compares and identifies her own mental
and emotional struggle to grow with that of
nature, and like nature, she is willing to be reborn
and to "go where tides replace time, /Where my
world will open to a far horizon/Over the floating,
never-still flux and change." Although she is
speaking here of her life in Nelson, New
Hampshire, May Sarton has indeed gone out to
other worlds. And she has come to Agnes Scott
to create not a poem or a home but a sense
of awareness, a knowledge of feeling, an
understanding of self. Writer-in-residence
and visiting lecturer at Agnes Scott, spring
quarter, 1972, Miss Sarton has written more than
twenty books novels, volumes of non-fiction
and poetry, including The Small Room, Plant
Dreaming Deep, A Private Mythology. This spring
she has taught English Composition and
Creative Writing. She believes that "to teach
is to be aware of everything." What better
gift can we be offered from one who is willing
to teach us?

The following are some questions and
paraphrased answers that I have compiled
after an interview with May Sarton on April
28, just days before A Durable Fire came out on
her sixtieth birthday, May 3, 1972.

Question: Why did you come to Agnes Scott to
teach?

Answer: For a number of reasons. The most
important is that "Agnes Scott is one of the

colleges with fervor"; this is due partly to its
size and location, but it is more than that. I
have lectured or taught at many colleges (perhaps
300), from Harvard to the very small or very new
colleges, and I have found that Agnes Scott is
one of the most exciting. I came too to honor
the memory of Ellen Douglass Leyburn, who was
one of my dearest friends. Once I was lecturing
here about ten years ago and I had been given
more than thirty short stories to read and
criticze. As Miss Leyburn introduced me to the
audience, she said that they were "witnessing
an act of grace." Also, Agnes Scott has a
"beautiful" English Department not only Mrs.
Margaret Pepperdene, the Chairman of the
Department, but also the young people who are
alive and interesting and strong.

Question: Why did you agree to teach freshmen?

Answer: Actually, I was asked to accept Miss
Margret Trotter's schedule, so I did not ask
to be given a freshman class; and sometimes,
perhaps, we are disappointed with each other.
But it is rewarding to see them suddenly become
aware of themselves and their feelings. For
example, last week I took the whole class period
to read love poems, some of which were my then
unpublished poems (from A Durable Fire), and
by the end of the class many of the girls had
tears in their eyes. Its thrilling to see them
respond to emotion.

As for my creative writing class, it is
important to know that creative writing courses
are not designed to make writers (actually, it
is almost impossible to teach someone to
write). But "it is good to have to think about
feelings; that way one can examine and use
feeling; it is a way to grow." In fact, both
types of courses should open up the beautiful
world of trees, leaves, flowers, love, hope,
anquish, fear nature and emotion.

Question: Do you see any significant changes
at Agnes Scott since your visit ten years ago?

th May Sarton

IN '62

Differences in students, faculty, administration?

Answer: Of course, there is an enormous change
in dress. Even though "I have felt like Rip Van
Winkle walking back onto the campus," I think
it is rather healthy in the freedom it symbolizes.

The only significant change I see, and
incidentally, the main disappointment I have had
in the students, is that they are not more "alive."
Ten years ago they were more active, especially
politically. Of course, they do seem to be very
active in areas of social work and community
involvement, but they are not especially aware
of things happening around them and things
happening nationally

"To me, to teach anything (or to learn), one
must be aware of everything."

The only other disappointment I have
experienced in some of my students is that there
seems to be no ambition, or only a mediocre
ambition. "If there is no great dream at twenty,
when will one have a dream? And if there is no
dream, one will have to live life moderately,
lacking excitement, lacking goals."

Question: Do you have any ideas concerning
Agnes Scott's realizing herself fully as a liberal
arts, undergraduate woman's college in the
South?

Answer: Yes, particularly in the area of racial
understanding. Agnes Scott should be able to
bring a greater number of upper middle class
blacks into the school, particularly as Atlanta
is blessed with a large upper class, wealthy
community of blacks. Because Agnes Scott has
so few black students, most of the girls have
not known blacks who were their social,
economic, and educational equals; they have
known only inferiors servants, manual laborers,
etc. Therefore, they cannot really know,
understand or appreciate blacks; one can never
do so unless one knows ones peers. We need a
more active recruitment program among the
upper middle class black community here. We

May Sarton, internationally known poet and novelist, visited
Agnes Scott as writer-in-residence and visiting lecturer. Her
popularity as a writer was enhanced as students discovered
her brilliance as a teacher.

need to say to the blacks, "We need you as much
as you need us." Agnes Scott could be a leader
in the crusade to get qualified, socially equal
blacks, because, unlike state or government
supported schools, Agnes Scott does not have to
have a quota.

Question: Why do you think a woman's college
is particularly valuable in the development
of women as human beings as well as women?

Answer: Because of Women's Liberation, the
woman's college has been given a "raison
d'etre." There are many things that are good
about a single sex college; many things can
happen in the classroom that could not

(continued on next page)

May Sarton

(continued)

happen in a coed class; many things that can
be discussed here are too emotional or personal
to be discussed in a coed class; therefore, it is
good to teach the short story and poetry.

But I prefer teaching in coed colleges. It is
better on the whole to have mixed classes,
because the girls tend to dominate, to be
sharper; so it is better to have more boys than
girls. Also, girls tend to take criticism badly;
they take it much more personally than do boys.
It is more emotionally exhausting to teach them.

At Scott, the students do see boys often,
socially. Also, now that the College has more
male professors than they did previously, the
students have more daily contact with men.

Question: Can a woman be a great artist and
have an adult relationship with husband and
family? In other words, can a woman have both
"worlds"?

Answer: No. I see three major problems for the
woman artist. One is the antagonism of men in
general personally, critically, economically.
Men don't want women to create; they are
subconsciously jealous of women already,
because a woman can create a baby. So a
creative, successful woman (in many fields,
but particularly in the arts) is a double threat
to them.

Another problem is that creative success is
not easy to achieve or live with anyway, but
especially not for women. Although many artists
are criticized for not being "normal," a woman
seems to get even more criticism frequently
unfair criticism from literary critics, from society,
from the "ordinary" people. She receives pity,
sometimes even scorn, because she "never had
a home or family; she was never a 'normal'
woman."

Finally, art takes too much from you. It is a
lover or husband and family; so there is almost
no time or emotion left for those who need you.
Any artist has this problem but it is more acute
for the woman, as she usually has to give more
to the family relationship more time, more
work, more emotion.

Question: Would you go back and change your
life now?

Answer: No, it has been a way of suffering; but
I would not change.

For ten years I have been rooted in these hills,

The changing light on landlocked lakes,

For ten years have called a mountain, friend,

Have been nourished by plants, still waters,

Trees in their seasons,

Have fought in this quiet place

For my self.

May Sarton went to Nelson, to her wonderful
home in New Hampshire, to get away from the
"marketplace": the criticism, the pity, the hurt,
the pull of people. May Sarton represents
something because she is living alone, not walled
in by family, because she has expressed some
things people needed to say themselves. Her
fans write to her constantly; she knows that she
has been helpful to people, not just because
they have enjoyed her books, but because they
have said, '"You have given me something; I
read your book (or poem) when I needed some
help. Thank you."'

And we too are her fans. We too want to say
'You have helped us. Thank you for coming to
Agnes Scott, for wanting to create a world of
awareness, of feeling, of self for our own selves.'
Whatever loss May Sarton may have suffered,
from sacrifice of husband, children, 'typical'
woman's role, as well as from the pain of
suffering from "too much caring," we have
gained. We have the gift of her art.

Where it's at .

NEWS OF AND AROUND ASC

\ White Elephant?

f a White Elephant Sale sounds to
ou like a disaster, it must have
sgistered total insanity to the Agnes
cott Administration. They thought
: was to be a "White Sale" shades
f linens at Rich's. But the two
itlanta Alumnae Clubs' White
lephant Sale on March 16, 1972
/as neither disaster nor insanity; it
/as a roaring success and a fun,
xciting day.

The White Elephant Sale was an
uction sponsored by the Atlanta and
bung Atlanta ASC Alumnae Clubs,
he members were asked to bring
heir "treasured trash" to Penny
irown Barnett's (32) prior to the
uction date. The treasured trash
ou know, all that "stuff" in the attic
anged in individuality from baby
cales and vaporizers (bought,
Tcidentally, by new or waiting
lothers) to Noritake vases and a
antastic (?) seashell centerpiece. The
lore "valuable" items were reserved
Dr the auction; the smaller or less
narketable items were displayed and
old from tables set up as a flea
larket with prices starting as low as

dime.

The doors (of Penny Brown
iarnett's beautiful, big home) were
ipened at 10:30 A.M. for the 52
lumnae who attended to buy coffee
ir cokes, shop the Flea Market and
isit. The auction itself began at 11 :30
/ith Penny as the entertaining, fast-
alking auctioneer and Anne Dieseker
leebe '67 as bookkeeper-counter. The
uction ended at 12:30 and was
ollowed by a free lunch of homemade
laked beans and cole slaw.

As all food, drink, and "elephants"
vere donated by members, the only
ixpense for the project was a nominal
um to cover mailing. And the net
>rofit was $312.20 excellent for a
irst try. This money is to be put into
i savings account for the time being

GOING ONCE, TWICE, SOLD TO NUMBER 70!

Auctioneer Penny Brown Barnett 32 sells "object dart" to highest bidder at the Atlanta
Alumnae Club's White Elephant Sale. Spectators include (clockwise from right) Sally
Fortson Wurz '57, Barbara Murlin Pendleton '40, Mary lervis Hayes '67, Carey Bowen '62,
Carolyn West Parker '60, and Anne Diseker Beebe '67.

and used later for the College.

According to Anne Beebe, President
of the Young Atlanta Club, the
members were "very enthusiastic and
eager to have another auction next
year." And even the director-
producer, Charlotte Webb Kendall
'65, claims that the "project was a
simple one to stage."

The moral of the story is that "You
too can stage an auction." Or perhaps
you can design your own project
for fun and profit. If the purpose of
the ASC Alumnae Clubs is greater
than just "getting old friends together
for visiting"; if the significance of the
groups (especially outside Atlanta) is
actually to further the aims of the
College in a given community, then
you might want to consider seriously
organizing a project designed to make
money and perhaps create interest.
(For information about the auction or

other possible projects, contact the
ASC Alumnae Office, Agnes Scott
College; Decatur, CA 30030.)

GCS for Agnes Scott

In May 1972 the College is putting
into effect a Gynecological Counseling
Service which has gradually evolved
from recognition that more must be
done to meet the gynecological needs
of students. After many months of
consideration and discussion, the first
effort was to invite Dr. Armand
Hendee to conduct two educational
seminars for freshmen in the early
fall of 1971. Dr. Armand E. Hendee is
Chief of Staff, Gynecology and
Obstetrics, Emory University Hospital,
and Associate Professor in the
Department of Gynecology and

Obstetrics, Emory University School
of Medicine. Following this, plans
were developed to add a gynecologist
to the ASC Health Service Staff as a
consultant, and Dr. Hendee accepted
the assignment. Working with Dr.
Hendee and sharing responsibility
for the Gynecological Counseling
Service is Dr. Malcolm Freeman. Dr.
Freeman is Vice Chairman,
Department of Gynecology and
Obstetrics, Emory University School
of Medicine, and Director of the
Division of Perinatal Pathology,
Emory University School of Medicine
and Grady Hospital. The Counseling
Service is available to students for
two hours a week and has been
functioning on a trial basis since
May 8. Plans are underway to continue
the Gynecological Counseling Service
this fall.

Self-scheduled
Examinations

During exam week at the end of
fall quarter, 1971, Agnes Scott
students took their exams when they
were ready. The revised exam
procedure, passed by Academic
Council in October, 1971, allows for
a flexible schedule on the part of
the student and no added burden for
the faculty member.

The student takes an envelope to
each of her professors, who places
an exam in the envelope and sends
it to the office of the Dean of the
Faculty. There the exams are filed
under the student's name to await
exam week.

During exam week, the student
simply reports to the Dean's Office
before any exam period and asks for
the exam she wishes to take.

The self-scheduled exam not only
relieves much of the pressure imposed
on the student by pre-set
examinations, but also allows a
greater flexibility in preparing for
exams. In addition, the new method
encourages, indeed demands a
degree of self-discipline never
required when exam schedules were
dictated.

According to Dean Julia Gary, there
were no incidents of student's
procrastinating or confusing exams.
Students and faculty reacted
favorably to the revised system.

Vocations and
Careers

On the evening of April 3, 1972, in
Rebekah Reception Room, a casual
observer would conclude that the
generation gap had been bridged.
And, in effect, it had. The occasion
was the first Vocational Seminar
sponsored by the Agnes Scott Dana
Scholars. The scene included students
in blue jeans and "shrinks" or mini-
skirts and sandals, engaged in serious
tete-a-tetes with alumnae from
various classes.

The Dana Scholars are a group of
students from different classes who
hold scholarships from the Charles
A. Dana Foundation. The students,
who are chosen according to certain
strict qualifications, including but not
limited to high academic standing,
share this honor with students from a
number of other college campuses.
Although not an established
organization, the girls, identified
as Dana Scholars, meet as a group
from time to time. And this year,
because they wanted to make a
constructive contribution to the
College, decided to sponsor a program
which focused specifically on career
orientation and opportunities

Consequently, last fall the group
invited Alan Neely to speak on proper
procedures for interviewing for jobs,
and in April, they hosted the
Vocational Seminar.

The Seminar, organized and led
mainly by Cynthia Wilkes '73 and Jane
Parsons 73, featured a short panel
discussion by ASC alumnae, during
which each member introduced
herself and briefly described her
occupation, any sort of special
training she may have had, and how
she entered her field. Afterwards,
during an informal coffee, the
alumnae on the panel and other
alumnae who had attended the
seminar, talked with individual
students about their special interests
in specific fields. The alumnae
participating in the panel were:
Blythe Posey Ashmore '58 (and her
husband Jack), a housewife who
works as a special team which her
husband raising children; Judy
Brantley '63, a Project Officer with
the U.S. Government; Sydney Fleming
Corley '54, a doctor who is working
with psychiatric interns and residents
at Emory while her children are young;
Martha Harris '70, a Loan Officer at a

local bank; Myree Wells Maas '42,
retired retailer from the Casual Corner;
Sarah Francis McDonald '36, a
prominent Decatur lawyer; Linda
Gearreald Rector '63, Merchandise
Manager at Davison's; and Memye
Curtis Tucker '56, presently a housewife
with many outstanding talents,
including playwrighting, teaching,
volunteer work, and incidentally, the
incoming President of the Agnes
Scott Alumnae Association.

New and
Interesting Books

by Sally Smith Howard 60

THE BELL JAR, Sylvia Plath,

paperback, $.95, Bantam

"A novel about Sylvia Plath's
20th year; about how she tried to
die, and how they stuck her
together with glue. It is a fine
novel, as bitter and remorseless as
her last poems the kind of book
Salinger's Franny might have
written about herself ten years
later, if she had spent those ten
years in Hell."

THE PASSIONS OF THE MIND, Irving
Stone, paperback, $1.95, NAL.
"A novel as big as its subject It
brings one as a participant into
the life and career of a bold one,
Sigmund Freud, who proved that
some of the most exciting
challenges are not met on the
battlefield or on icy mountain
peaks, but inside the heart and
mind of an individual human
being."

THE NAKED CHILDREN, Daniel Fader,

hardcover, $6.95, MacMillan.
"This is the story of one school
year in the life of Cleo, Wentworth,
Snapper, Rubbergut, and Uncle
Wiggly. Thirteen and fourteen
year olds in the 1965-66 academic
year, eighth and ninth grade
students in Washington's Garnet-
Patterson Junior High School,
organized and led by Cleo, the only
girl they were my companions,
my friends, and my colleagues.
They were also the single most
powerful force I have ever known
for good change in bad education."

KINDS OF LOVE, May Sarton,

hardcover, $6.95, Norton.

10

"In May Sarton's richest and most
complex novel, she writes about
Willard, a small town lost in the
rocky hills of New Hampshire. As
the reader is taken into its secret
'history, he comes to know a rich
variety of human beings. In some
ways, this is a novel about kinds of
passion and kinds of courage."

GRAIN OF MUSTARD SEED, May
rton, paperback, $1.95, Norton.
"This is a book of new poems by
May Sarton, all of which bear the
imprint of a mature poet in a period
of growth. The lyric poet whom
Miss Sarton's readers have come to
know is here throughout, but the
lyricism has a new toughness and
resilience. In both ballad and free
verse forms, a searching spirit
responds to the world around her."

ERAMICS: A POTTER'S HANDBOOK,
lenn C. Nelson, illus,, oversize
perback, $8.00, Holt, Rinehart, &
'inston.

"A studio handbook for the
practicing potter, intended to
provide essential information on
the history of man's
accomplishment in clay and glazes
and on the means of transforming
raw, wet clay into fired and
finished pieces."

ISTORY OF ART: A SURVEY OF THE
AJOR VISUAL ARTS FROM THE
AWN OF HISTORY TO THE PRESENT
AY, H. W. Janson, illus. hardcover,
13.95, Prentice-Hall
"In the seven years after this book
was first published in 1962, more

than a million copies were sold,
and it was translated into eleven
languages. It has become the most
widely used and highly regarded
art history of our time a
phenomenon in the history of the
book publishing industry. Now,
revised and enlarged, it is more
useful than ever."

ISSUES IN POLITICS AND
GOVERNMENT, David Bell, Karl
Deutsch, Seymour Lipset, oversize
paperback, $5.25, Houghton Miflin.
"To understand modern politics,
one must learn to compare many
kinds of evidence. This book is
designed to this end. It deals with
a variety of countries, approaches,
and examples. Its topics range
from participation to performance,
as discussed by authors from the
United States, Britain, France,
Germany, and the Soviet Union."

THE CONTEMPORARY AMERICAN
FAMILY, William J. Goode, editor,
paperback, $2.95.
"Despite group sex, despite the
growing number of communal
living experiments, and despite
predictions of the family's
impending gloom, William J.
Goode sees little evidence that
the family is disintegrating as a
social unit in our civilization. The
reason is not that secular societies
find the family useless; quite the
contrary, they have come to lean
too heavily upon it, forcing the
family to carry the burden of
individual emotional problems.
This book is a dynamic collection

of articles drawn from the pages
of the NEW YORK TIMES by such
such distinguished writers as
Margaret Mead, Robin Fox,
Christopher )enck, Bennett M.
Berger, Walter Sullivan."

PSYCHOLOGY AND THE HUMAN
DILEMMA, Rollo May, $2 95, Van

Nostrand.
"Rollo May teacher,
psychoanalyst, author, and widely
known lecturer presents his
penetrating views on the conflicts
involved in being a person amid
the demands of the modern world.
Even as he acknowledges that the
20th century involves psychological
dilemmas more pronounced and
more difficult to endure or resolve
than those of former historical
periods, Dr. May sustains the view
that man's unique ability to
comprehend paradox and wrestle
with dilemma can enable him
to develop constructively within
the 'human predictament."'

You may order any other book ( not
listed on this page) you would like
to have. The ASC Bookstore will get
it for you. If it is in paperback form
the paperback will be sent to you
unless you specify hard cover.
The Bookstore features novelty items,
such as ASC mugs, ASC stationary,
plaques, charms, etc. Would you be
interested in knowing about these
items? Please indicate on order blank
whether you order books or not.

)BELL|AR$.95

) PASSIONS OF THEMIND51. 95

) NAKED CHILDREN $6.95

) KINDS OF LOVE $6.95

) MUSTARD SEED $1.95

) CERAMICS $8.00

) HISTORY OF ART $13.95

) POLITICS & GOV'T $5.25

) CONTEMPORARY AMERICAN FAMILY $2.95

) HUMAN DILEMMA $2.95

Ither books (or novelties) not listed:

ASC Alumnae Office
ASC Decatur, CA. 30030

Name.

Address.

1. You will be charged a small amount extra to cover the cost of mailing.

2. You will be billed later. Do not pay in advance.

3. When bill comes, make your check payable to ASC Bookstore.

4. Would you be interested in novelty items featured in the Bookstore?

( ) Yes ( ) No

What's in a Name?

BY CAREY BOWEN '62

In a world which has become
increasingly secularized, writing
about any form of traditional
religious service may appear passe.
Nevertheless, young people across
the country seem to be striving to find
a way to express man's basic need
for faith, for belief in a Creator.
Some have joined the Jesus
movement, the Crusade for Christ or
Young Life. Others, finding these too
fundamental or even fanatical in
origin and expression, have turned to
a secular kind of religion and become
humanitarians. Even the hippies, the
true ones, preach love and peace,
bases of all Cod-oriented religions.

Although many young people and
more adults appear apathetic, the
trend among those who care seems to
be to find a new name and perhaps
a new expression for the same ideas
they learned in Sunday School.

Agnes Scott has not escaped the
questions, challenges, or changes
of the young as indeed she should
not, if she is to remain attractive to
thinking young women. And,
naturally, the traditional religious
aspect of campus life has been
affected. Analyzing the presence or
lack of Christian atmosphere on
campus is beyond this writer's ken
or courage. Suffice it to say that
traditional expressions of faith have
altered in personality as much as
many other rituals popular in these
students' parents' day.

One interesting example of
changing character in 1972 is
Religious Emphasis Week. For the
first time since Christian Association
began sponsoring a week of special
religious services in 1940, the name
has been changed. It is now called
Focus on Faith Week.

The new name is perhaps more
appropriate than the old one not
only because it is more up-to-date
in tone but also because it better
describes the themes for a majority
of R. E. Week speakers during the
last thirty-two years, especially
since the mid-50's. Faith, in whatever
kind of world it was being termed
that year, has been the single most
important thing considered in R. E.
themes during these last fifteen

Dr Mary Boney, C4 Advisor, chats with Dr. Robert Evens during Focus on Faith Week at
ASC Sidney Kerr 72. 77-72 President of CA, and other interested students enjoy punch and
intellectual stimulation in the informal atmosphere created by Dr. Evans' relaxed approach
to the Christian faith

or twenty years.

It is particularly significant to
note the change in the titles of key-
note speeches for the different years.
As with other things, the names
reflect the changing interest from
that of a fundamental Christianity in
the 40's to an inner-focused analysis
of humanity, though the word "faith"
has appeared much more frequently
in recent years.

Dr. Roswell C. Long, in the first
R. E. Week, led the campus to
consider the "Integrated Christian
Personality"; and in 1941, Dean
Ernest Cadman Caldwell spoke on
"The Teachings of Jesus." However,
in 1972, Dr. Robert C. Evans, bearded,
wearing a stained-glass cross over
his casual shirt, sat on a table or
wandered around the small stage in
Dana to lead the handful of students
and faculty in a very academic
approach to "Faith and the Future
What does it mean to be human in
a Cultural Revolution." And even
seven years ago, Dr. George Buttrick
spoke on "Christian Faith in an
Alien World," In 1952, however,
when the U. S. began its fearful
witch-hunt, Dr. Elton Trueblood gave
an "Affirmative Answer to

Communism."

The list of speakers since 1940
shows the majority to be
Presbyterians, obviously due to the
traditional ties of Agnes Scott with
the Presbyterian Church; however,
there have been a number of Baptists,
Methodists, Episcopalians, and a
Quaker. And one of the two men most
frequently invited back is a Lutheran,
Dr Edmund Steimle. The other was
Dr. Donald Miller of Union
Theological Seminary in Richmond,
who came in 1947 and 48 and then
again in '49 when he filled in for
Dr. Peter Marshall, who died in
January that year. Strangely enough,
there has been only one woman to
lead R. E. Week, Dr. Rachel
Henderlite, an alumna of the class
of '28 who came in 1956.

Perhaps the change from Religious
Emphasis Week to Focus on Faith
Week means only that we need new
titles in a culture that has re-named
everything, including themselves;
maybe it simply reflects a changing
interest in a secularly focused,
inner-directed world. Or is this a
grasping attempt to preserve
something that is dying? I don't know
after all, what's in a name?

12

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, ACNES SCOTT COLLEGE, DECATUR, GEORCIA 30030

HAVE YOU EVER THOUGHT ABOUT PROJECTS?

what they can do for your club?
what they can do for Agnes Scott?
what they can do to promote the
College in your community?

IF NOT, WHY NOT START NOW!

I

Front Cover: An interpretation of
the fragmentation at some of to-
day's women by Christie Theriot
Woodfin.

The Alumnae Quarterly Vol. 50, No. 4

contend

\J

1 Open Letter to the Ladies

by Barbara Murlin Pendleton '40 and Carey Bowen '62

2 MS: Fairy Tale

3 MRS

by Gene Slack Morse '41

r i A View from the Hinterlands

by Mary Ann Lusk ]orgenson '63

7 Women Speaking Out: Interview with a City Commissioner

by Carey Bowen '62

I I Women Speaking Out: The Greening of a Mad Housewife

by Mary Womack Cox '64

14 And a Final Note

by Barbara Murlin Pendleton '40

1 5 News Section

19 Class News

by Taffy Stills 74 and Deborah Arnold Fleming 71

Photo Credits

Front Cover: Christie Theriot Woodfin

Page 1 Silhouette

Page 2 Bob Special

Page 9 Kerr Studio

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen '62
Design Consultant/lohn 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.

EDITORIAL

"You've come a long
way, baby"

Open Letter to the Ladies

Dear Gloria, Germaine and Mothers of the
World (and, of course, all you listening alums),

We would like to ask you to stop cooking,
teaching, marching, painting, sweeping, writing
and working and think for a bit with us about
women as a group (that's Croup, these days).
Oh, we know, we know, this has all been said
before (the numbers of feminist pro and con-
articles we've read are enough to make one
wonder who started the fire), but WE have never
said it. Of course, many Agnes Scott alumnae
have voiced their individual opinions you know,
we are a hyper-vocal group in season. However,
we thought, just once for fun, that one issue of
the Quarterly might do well to focus itself on
women, as women, doing women things, thinking
women thoughts (after all, a female audience
we've got).

Now, before you begin framing or burning the
magazine, let us explain the plan or maybe the
point. After reading and talking and "debating"
with the men in our lives, we asked a couple of
thoughtful alumnae to help us by verbalizing their
feelings about Women's Lib and the contemporary
feminist movement or about their own
particular place as educated women in the
world. Happily, they consented (it's heart-warming
to discover how symphathetic ASC folks are)

and the results were amazing not at all what we
had expected, but much, much better. Despite
the fact that they are diverse in style we have
everything from a collection of thoughts and
feelings to a personal interview the articles by
our guests are marked by a thoughtful approach
to the subject and an honest attempt to think
through the writer's situation and emotions at the
moment. And the amazing part is that they each
reveal the author's self-consciousness as a
woman, responsible to her education, her role,
herself. We can see an almost uncanny obligation
to realize themselves and to pass on the
experience to the reader.

What more could we ask, ladies? All those
other magazines explore the facts and problems
of women in careers, in homes vs. careers, of
women vs. men. We believe that here we have
approached the real issue: who we are,
individually or together. And after all, what
else is important?

And if you find us forciful, albeit, female,
Gloria, et.al., that's good. We give you the
"thinking" woman, as we see her, as she
sees herself.

Yours very truly,
The Editors

MS: Fairy Tale

Once upon a time there was a Little Girl She
played with dolls and climbed trees; she went
to tea parties and rode bicycles; she read books
and learned to bake cookies. Soon, as with all
little girls, she began to grow up. Of course, she
experienced all the little-girl-growing-up pains
that plague those looooong years like braces
and big feet, spelling and sweethearts, geography
and grace, and later, bras, biology, blind dates,
ballet lessons, and Boys. But despite her
doubts, she did grow up and turned into a Big
Girl. And everybody said, "How nice. She is
surely happy."

Pretty, witty, smart, popular, the Big Girl now
had lots of boy friends perhaps even a fraternity
pin or two and a college scholarship. She liked
to wear pretty dresses and to study chemistry.
She liked to dance and to lead student panels.
She liked being student body president and liked
going to parties. And almost everybody said,
"How nice. She is happy."

Then the Big Girl decided to become a doctor.
She did. And a few people said, "How nice. She
is happy." Then she started practicing medicine
for children in a big city and soon became very
rich, highly respected and loved by all the
children she made well. But some people said,
"Isn't that a pity. She must be unhappy."

Now, as that was not what the people had
been saying, she was confused and asked one of
her men friends about it. He said, "Well, what do
you expect? You are unhappy, aren't you?"

The Big Girl didn't think so, but she went to the
store and bought some pretty new clothes and

Despite the fact that the real
the feminist movement are still
and, in the main, extremelv sul
we present here two view-points
theme The topic would appeal

fixed her hair style and wore her new shoes, and
she felt pretty. But people said again, "Isn't it a
pity. She is unhappy."

So she started dating one of her men friends
steadily that way she always had a date for
dinner parties and theatre parties and cocktail
parties and convention parties and boating parties
and opera parties. Also, she liked dating her man
friend; she enjoyed his company and felt warm
and secure and feminine and loved and
happy. But everybody said, "Isn't it a pity.
She's unhappy."

So the Big Girl went back home to her mother
and said, "What is a pity, Mother? I feel happy;
I think happy; I wake up happy and go to bed
happy. Why do they say I'm not happy?" And
her mother put her arm around the Big Girl and
said that everybody saw what she couldn't see,
"Of course, you're not happy; you don't have a
husband and a little girl."

So the Big Girl got married and had a little
girl and lived. And everybody said, "How
nice. She is surely happy."

-pro and con But we suggest
7 expresses the author's desire
wed to choose her own lifestyle
ntent without interference from
w seek to impose their own

on everyone.

h: Fairy Tale," written by "one
ters Crimm," as our anonymous
'shes to be named, is merely an
o reveal the frustrations she has
s imposed by a society which
's women to be married if they
"normal" and happy. "
buttal to the pro-feminist short,
y, Gene Slack Morse '41, Past-

of the Agnes Scott Alumnae
>n, has written an article which
Bin for women from the other
le fence. Cene, happily married
ester Morse and mother of four,
=s all the positive, creative traits
man dedicated to her family but
/olved in civic and religious ac-
well as ASC alumnae affairs

MRS.

Falling in love, getting married and "settling
down' to keep house and raise a family was, in my
growing-up years of the 30's, the accepted life-
style for most women, educated or not. We were
nurtured in the tradition of "Women's place is
in the home" and "The hand that rocks the
cradle rules the world" and were convinced that
homemaking and motherhood were the highest
calling we could possibly follow.

True, we were encouraged at Agnes Scott to
stretch our minds, to try our intellectual wings in
learned endeavor, to participate in the larger
world of the professions, government, civic
responsibilities; but always in the back of our
minds we were secure in the knowledge of our
peculiar worth as women of the unique
contribution we could make by serving as the
stable element in the home.

Perhaps we were brainwashed to accept the
role our men wanted us to follow; who can say?
At any rate, accept it we did, and for many of
us, acceptance has led to a rewarding and
fulfilling life of love and service, in and out of

the home. For others it has meant lives of quiet
frustration a feeling of being left out
somehow, of lacking identity. And the crucial
question here seems to be whether or not the
latter are unsatisfied because they are truly
unfulfilled or because they feel the guilt imposed
by the recent inundation of feminist books,
articles, TV shows and attitudes which picture
the Housewife as only a lost human being, a
creature with no identity, or even a parasite who
contributes nothing to civilization.

The Woman's Liberation movement is great! No
one can argue with its accomplishments in
securing for women a more equal role in
business, the professions, the world of letters.
Fields of endeavor are open to our daughters
which were closed to us, and the opportunities
for achieving success in many careers are limited
only by one's ability and ambition. A woman is
no longer sentenced to the choice of Old Maid
or Housewife, like it or not. Freedom of choice
a wider range of choice is the greatest
contribution of the movement.

But there is a negative contribution, or
implication, also. The Woman's Lib philosophy
has produced the "liberated woman," the militant
feminist who considers the role of wife and
mother to be one of slavery. For her, marriage is a
mockery, child-bearing a rewarding experience
only as long as the continued responsibility of
raising the child in no way interferes with her
career. Her emphasis is on self-fulfillment,
without regard for the needs of others around
her even those others whom she has brought

(continued)

MRS.

(continued)

into the world. And this new feminist has
spoken in a loud voice.

What is the Woman's Lib philsophy doing to
our daughters? For one thing, it has put on the
defensive any educated woman who decides to
follow the traditional role of homemaker. One
lists her occupation as "Housewife" with inner
apologies, hesitating to admit that she has not
contributed to the Gross National Product but has
contributed to overpopulation by producing
four children. The implication of the feminist is
that she who donates her talents to her family or
community is wasting them. Today's college
student is torn between the world of the feminist
and the world symbolized by her mother. The
glory has been stripped from the jobs of
homemaking and child-rearing. "Sure you keep
house and have kids, but what do you do?"

Woman's Liberation has, in many cases, made
women who have chosen the traditional
woman's role feel guilty because they are not
"doing anything." Despite the fact that most
articles and books fail to define the basic
concepts of the Movement (almost certainly it
has as many meanings as adherents and
opponents), and thus most women do not even
know what it is, most are aware of it; and many
have reacted either by joining the labor force at a
time when they were not emotionally or
circumstantially ready, or perhaps more
damning, by feeling useless and harboring guilt
for being only housewives and mothers

In defense of the wife as a whole woman, let
us consider as objectively as possible her life and
daily tasks, indeed her almost overwhelming
lifetime responsibilities. The things that we do
are so numerous that a list could fill several
pages. Many of us are content to spend our lives
in nurturing the man we love and raising his
children our children admittedly following his
lead and spending hours, years of our time doing
the little things which seem so trivial but whose
importance cannot be overestimated. We believe
in the home as the fount and reservoir of love,
companionship, caring a place for developing
whole persons. Of course, there are dull jobs,
routine tasks, which are part of the daily life of
the housewife. We do the chores mundane as
well as creative which are necessary for the
maintenance and growth of a home; sometimes
we smile as we work; sometimes we simply

endure the cooking and cleaning, the washing
and ironing, the changing of diapers or teaching
of children, the gardening, the decorating, even
the planning of our homes. But we also have the
opportunity maybe, for some, the obligation
to serve as volunteers in every worthwhile field
outside the home, from working in day care
centers or teaching in the ghettos to leading
tours of the art museums. We are PTA workers,
class mothers, Girl Scout or Sunday School
leaders, youth group directors, Red Cross or
hospital volunteers. We are the backbone of most
church organizations. We are artists, actresses,
politicians, writers, organizers, beautifiers,
responsible citizens. And, ironically, we are those
called upon to do almost anything that requires
time, energy, patience, and flexible schedules,
called upon by those who work from nine to five
and lack the time that we who "have nothing
to do" must have.

But first of all, we are wives and mothers,
proud of our role in the home and community.
We do not or should not feel our education
wasted, for education has broadened our
outlook, enriched our lives and given us an
understanding of human beings (after all, we do
have a liberal arts education) and an enthusiasm
which we can share with, or, hopefully, pass on
to future generations.

We have no quarrel with the independent,
single career woman nor with those of our
number who have full-time, salaried jobs
outside the home. Actually, many wives now
successfully combine career and family. There
are even moments when we envy them both the
glamour real or imagined and the freedom
from the daily tedium of household tasks. But
we want it understood, especially by the young
woman who is undecided as to her future role
or is afraid of the consequences because she is
observing the contemporary stigma placed on the
housewife, that ours is a chosen role; that we are
not trapped in our situation except by the
voluntary responsibility to those we love. Why
should women who have created homes, borne
and molded children, loved, served and
strengthened husbands, contributed to, indeed
led, civic, religious, and political activities,
feel guilt for doing nothing? The new
feminism notwithstanding, the movement to
liberate women has or should have freed
women to make their choices. Let us make sure
that we allow our daughters to make their own.

by Gene Slack Morse, '41

Wife, mother, teacher, and freshman law
student this fall, Mary Ann Lusk jorgenson
'63 writes of her views of women and
Agnes Scott. After almost ten years, she
sees the experience at a woman's college
as unique in that young women can try
on many hats within an atmosphere that
encourages self-awareness. She challenges
all of us to keep it that way.

A View from the Hinterlands

BY MARY ANN LUSK JORGENSON, '63

Recently I heard a university president tally the
assets of his university and comment, I suspect
only half ironically, "What a pity to waste all this
on the young." The words are an oblique
reflection of my thoughts about Agnes Scott
after ten years, one more degree, a husband,
three jobs, two children, and four moves.

When students are made to feel important,
creative, comfortable, they have difficulty
recognizing the uniqueness of the atmosphere
surrounding them. Ten years later, I appreciate
having been in a place FOR women. What I
remember most about Agr\es Scott is relationships
with competent, intelligent women. In classes
and friendships, I think those opportunities to
have honest intellectual searches with other
women were all the difference. Also, female
students held positions of leadership;
incredibly, such a scheme felt natural and
comfortable.

More than half the faculty were female and that
ratio felt right. In fact I cannot remember even
thinking about it. Nor did I feel uneasy or
suspicious then about the fact that though men
were a minority, they chaired more than half
the departments and 40% of them were full
professors while only 13% of the women had
been promoted to that rank. Rather, I knew I was
surrounded by women faculty of the greatest
depth, women who seemed endlessly able to
reach out to students and return inward to gather
strength and perspective. I did somehow know
that those relationships with faculty who made
me feel my ideas mattered were unusual, not to
be found on many campuses.

My tenure in the "real world" has shown me in
fact how unique that aura of selfhood was. The
pressures to "adjust" to the expected roles of
wife and mother are legion, but they can be
faced with the help of a "liberated" husband.

However, the images I see of women in other
roles are more embarrassing. I have taught in
four school systems as far apart as New York and
San Diego. Teaching had been suggested as a
very appropriate profession for women, and in
each case the department was composed
primarily of women. But each of my English
departments was chaired by a man. I am no
longer naive enough to think such situations
accidental; rather, I imagine men were chosen
to lend authority to the position. Many women
were delegates to the Democratic Convention,
but in my community, and many others around
me, there is still a "woman's slot" on the
board of education and a "woman's seat" on the
city council. And last week I read in the paper
about the formation of another citizens group
here in Cleveland. The members had elected men
to be president and vice-president and a
woman to be recording secretary! I still laugh a
lot despite the implicit indignities, but I doubt
any woman survives the constant bombardment
of such taunts without being touched.

As a result I find myself looking to Agnes Scott
to recover that atmosphere of confidence in
women's abilities. Increasingly, I turn to the
Alumnae Quarterly for a special inspiration and
support. And I am convinced that as alumnae we
need each other as much as the college needs us.

I especially appreciate the Alumnae Quarterly
now for the unique magazine it is. Other
magazines tell us what to wear, what to cook,
how to cook it, how to make husbands happy;
some new ones are telling us how to create and
sustain changes in our lives. But nowhere else
do I see a magazine with the purpose of
maintaining a sense of community among
women, and no other magazine has such
potential to provide inspiring images of women.
As I grapple with the notion of "woman's role,"

(continued)

I need to know what women are thinking, doing,
or trying to do, and what they are learning about
themselves. The "Class News" doesn't answer the
need for several reasons. Too often (in fact more
than half the time) the entries are about people
other than the graduate. And the person with a
new interest, job, honor, or degree just tickles my
interest but can't satisfy my curiosity, at least not
in two or three lines. But sections such as "Agnes
Scott in the World" do show a kaleidoscope of
admirable women.

I want to hear more from women who have
made choices and are living with them.

In addition to the Quarterly I need more
contact with alumnae as individuals, i have
lived too long in the hinterlands with little
communication with other Scotties. Five of us
did find each other in New York and I felt
especially strengthened each time we got
together. Such contacts made me more aware of
Agnes Scott than I had been for several years.
With more national organization, renewed interest
in the college would spill over into benefits,
especially, for example, in the area of
admissions. Scott graduates do have an
obligation to help qualified girls and Agnes Scott
find each other, and considering that some
colleges use alumnae committees to screen
applicants from their geographical area, we
haven't done very much. And perhaps more
national organization would result in a broader
geographical representation on the alumnae
executive board. More participation by scattered
alumnae does require a special commitment from
those women whose work is more difficult from
afar, and it does require money from
somewhere, probably from us. But for the
college to maintain a national image and for
alumnae to feel their degrees are supported by a
national reputation, the makeup of such boards
is important.

In fact, the Board of Trustees needs the
presence and ideas of more alumnae, too.
Certainly no one is more interested in the
continuing health of an institution nor more
knowledgeable about the objectives and results
of educational policies than are alumnae. In
reading the Gourman Report: Ratings of
American Colleges ,* I found that the ones whose
boards of trustees were given high ratings had one
quality in common: they all had at least one
fourth (some as many as one half) their
members elected by alumnae. Not only do
alumnae have valuable insight and foresight to

offer, but the opportunity to vote for board
members would tie us all closer to the
school. At least I recognize the special loyalty
and concern I have toward the university where
I received the M.A.T. degree, when, every year, I
receive a ballot to vote for the Board of
Overseers composed entirely of graduates. And
I must admit to another feeling of importance of
self worth again, when I am asked for my vote.

There may be a more important reason for
alumnae to serve on the Board of Trustees, the
Alumnae Association Executive Board, special
college committees, etc., at Agnes Scott. And
that reason centers around the special situation of
women today. Alumnae, perhaps, have a
perspective valuable for its distance. I think the
college needs to know what we think of our
education ten or twenty years later. Is it still
serving us well? We know the implications of
college as terminal education (and for 70% of its
graduates, Agnes Scott is terminal, according to
figures provided by Agnes Scott in 1972 to the
American Council on Education). We know
different majors exist in men's colleges, such as
business, journalism, engineering, all under the
aegis of liberal arts, whereas women's colleges
provide chiefly teacher training programs.
Certainly one of the sureties of the current
thinking among women is that they do not want
a "man's world" either that women are misled
if they think selfhood is found totally in a career.
On the other hand we cannot educate for
volunteer work or a woman's role alone,
however subtly. And we can't say to women, by
implication again, that teaching is the suitable
profession for women. Career choices must be
limited for the B.A. graduate or 70% of Davidson
alumni wouldn't be continuing their education.
Such knotty areas are at the heart of graduates'
lives whether we are at home or working, and
we owe the college and tomorrow's students the
benefits of our experiences.

I am glad I spent four years at Agnes Scott. I
see it as a place where women can relax and
work for themselves, where they can try on many
roles for size and keep the ones that matter.
Women need Agnes Scott, and so do alumnae.
I hope we can all work together to keep it so.

* Although neither the author nor the editors
can conclusively verify the reputation of the
Gourman Report, the American Council on
Education seems to think "it is as good as any
other rating system." Nevertheless, the author's
point is well-taken.

Women Speaking Out

The following two articles were inspired by two
things: a repeated request for more articles on
outstanding alumnae the sort of feature we have
presented in "Agnes Scott in the World" and a
desire on the part of your editors to focus this
issue on women, where we stand, how we think
what we do. The results of integrating these ideas
are two articles which do not just picture the
achievements of alumnae but give them a chance
to speak for themselves as women. They were
selected not because they are women and,

incidentally, Agnes Scott alumnae but just
because they are women committed to and
involved in issues and events crucial to our times.
Both of them have chosen a personally satisfying
career, that of wife and mother, but not at the
sacrifice of their creative instincts and
individual talents. We have asked them to voice
their opinions and share their special problems
and triumphs to speak out, as women, as human
beings, about their work.

Interview with a City Commissioner

BY CAREY BOWEN '62

In December of 1971, Ann Avant Crichton '61
was elected to the Decatur City Commission.
Although Ann is not the only woman on Decatur's
five-member commission, she won the seat by
defeating two male candidates for her first term
as an elected official. Ann has two children and a
husband, Tom, who is a Decatur Attorney.

The interview, which she graciously worked
into her full schedule, reveals her responsibilities,
her civic plans and hopes as well as her attitudes
about women in public office and women as
intelligent, important human beings.

Question: Let's just start at the beginning. How
did you get interested in politics?

Answer: Actually, I did not plan to become
involved in politics; my involvement has a great
deal to do with our move to Decatur.

Question: Okay, why did you move to Decatur?
And what did that have to do with it?

Answer: We examined the town carefully before
we moved. People had said that the town seemed
to be "dying"; that is, few young people were
moving here; there were hard feelings because of
recent desegregation problems. Nevertheless, we
decided to move into Decatur because it had
some very appealing features. The schools are
small, with good reputations for education for
children. They had been desegregated

peacefully, and we definitely wanted our children
in these kinds of schools; they needed
experiences for living in the world. Decatur also
has some identity and some "caring." This
situation seemed to be a challenge, and we were
willing to accept that challenge, to invest our
financial resources and indeed, ourselves.

So my "political" career actually began in the
Decatur grammar school PTA. Here they had
integrated, neighborhood schools (which tend to
give a sense of individual identity a very
important thing for those who live in a world
becoming increasingly urbanized), but the schools
had a combined council. As I worked on the
council, I found that we were dealing with
problems that concerned the schools directly:
day care centers, working mothers, vandalism,
juvenile delinquency. But they were all problems
which also had wider social implications. I
became active in the church and then the Decatur
Cooperative Ministry. This is a group of thirteen
churches in the area, a group which I helped to
organize and became the first chairman of the
board. We were working with problems like
governmental structure, civic organization, power
struggles, housing; so again I found myself dealing
with problems of the whole city.

Then Decatur had a bond election in which
we had to decide whether to go forward or give
up the struggle for better conditions. The bond
passed three to one, so there was a new reason
to go on working.

Later I was appointed to the Citizens Advisory
Committee by the Mayor. I had been seeing
problems but I had not thought of becoming active
politically myself. Then a group of men in town
asked me to run for office. I actually hadn't
thought of it before, and I turned them down the
first time so that I could think and test the idea
on my family. Finally my husband (who was more
willing for me to run than I) and I decided that
this was the best contribution I could make to
the community.

Question: And we're glad you did. Let me ask
right here, for those who are as uninformed as I,
exactly what is a city commission form of
government?

Answer: A Commission-City Manager form of
government is one which is distinguished by the
fact that it has distinct divisions of responsibility.
The commission is the legislative body; that is,
they set policy and pass laws. And they are
executive in that they appoint the city manager,
but the city manager, who is a professional,
carries out the policy. The mayor is simply one of
the commissioners. He and the vice-mayor are
elected by the commission. After his appointment
by the commission, the city manager hires the
department heads; therefore, the commissioners
cannot run on campaign promises to "get
someone into office." Each time a new board of
commissioners is elected, all department heads
are dismissed, and they start all over.

The Commission-City Manager form of
government is an extremely efficient form of
government for towns, especially those under
half a million. Many cities in Georgia are
changing to this type of government, but Decatur
has the only pure form.

Question: Why is this type of government so
desirable?

Answer; Decatur's unique; it is non-political and
non-partisan. I am not saying that party identity
is unimportant; it is definitely important on a
large scale (like national or maybe state) politics,
but not on a small scale. And because Decatur is
non-political, the whole effect is to point up the
citizens, their needs and their feelings. If a
governmental system is non-political, citizens'
jobs are not "plums" but contributions they can

make to the city. The only officials which are
elected are the commissioners and, as I said
before, they do not appoint the department heads;
the city manager does the appointing. So the city
is run by the citizens.

Question: Are most people as uneducated about
government as I?

Answer: Yes. The average citizen is abysmally
ignorant about the actual situation, especially
city government.

Question: Is there any way to help people become
more knowledgeable about governmental
structure?

Answer: Well, I am now trying to institute an
intern program in the high schools so that young
people can see government first-hand. They need
a model program to be able to understand.
Another need is for an Institute of Government,
for all interested citizens.

People don't really understand the way the
government works. Many times all they know is
what politicians promise and then the big things
the government spends for. For example,
politicians run on financial promises, but 90% of
the budget is spent before the officials take
office; there are so many fixed costs that they
don't really have the option to spend much of it
the way they see fit.

However, there is another side to the picture.
People should surely be interested enough to
vote intelligently, but obviously everyone cannot
become involved in details or actual city
management. So, of course, everyone cannot be
totally educated to government. That would not
work. Therefore, there is fine line between non-
involvement or lack of interest and an impossible
involvement. But certainly concerned citizens
can educate themselves on the issues and vote for
those who best represent their ideas and needs.

Question: But why don't more people vote?

Answer: I don't really know, but one reason is
that they cannot see the relationship between
civic or legislative action (taxes for example) and
what or whom they vote for. Only a few people
can see the whole, but I believe that if we teach
more people about governmental structure as
with the high school intern program they should
become more interested.

8

Ann Avant Crichton '61

One important thing that citizens don't
understand is the flexibility and seeming
incongruities in government. Fluidity in politics,
legislation is essential, but our government,
national, state and local, is so flexible that the
citizens forget the purpose and the reason it is
flexible. It is frustrating, but if it were not flexible
as well as fluid, we would either become stagnant
or go to extremes. Also, there is no right
answer for everyone, so changes must be slow,
so that we can weigh the options, and there must
be compromise. In fact, compromise is what a
democratic government is based on. But that
does not mean that we stop working for change.
We must work even harder for change; that is
the only way that anything can ever get done;
that is the only way the democratic system can
move. It will move slowly, yes, but with judgment
if the officials are selected wisely by the
citizens so that the options can be weighed and
the best compromise can be reached, always
prodded on by the citizens who care enough to
study and speak and write.

Question: This is a leading and rather obvious
question, but do you think women are more
ignorant about politics than are men?

Answer: Well, maybe. As I indicated, most people
are uninformed about city government especially,
and women have additional problems.

Traditionally, women's interests have not lain
there. Also, in the case of most married women,
during the first ten years of marriage to the time
when the children are in school, women get
drowned in the "Marriage Syndrome." This
happens not only because they are tied down
circumstantially but because they are so tired.
Of course, day care centers would help
tremendously, but children are not as confining
as women make them out to be. Women forget
that the quality of time and energy spent with
children is more important than the quantity.
I believe that most women want to have a
home and family, but many are not satisfied just
to stay at home. This does not mean that they
must take nine-to-five jobs; in fact, if everyone
worked full-time, there would be no one to take
the volunteer jobs. We would have to hire people
to teach Sunday School, to assume the presidency
of the PTA, to lead youth groups, etc. However,
women many times do need something else to do,
and these things are hard to find. Also, it is hard
to get started, unless the woman is particularly
aggressive and imaginative or possesses a
particular interest. Finally, even when something
becomes available, the decision to take it is a
hard one for the wife and mother to make.

Question: Do you think that the kind of
responsibility you have assumed has affected
your life as a wife and mother?

Answer: Definitely, although I do not think it is
necessarily bad. Of course, in politics, one is
always so visible and one's image changes.
Anyone must realize that before taking any sort
of public office.

At first, I felt that I did not spend enough time
at home with my husband and children, especially
since I am frequently active at night many
night meetings, dinner meetings, speeches. But
my husband likes the fact that I am in office,
mainly because I am happier; also he enjoys the
excitement, the glamour, the "fun" that comes to
both of us as a result of the office. And he does
not feel overshadowed at all. He is secure in
himself; he is a successful lawyer and is not
interested in public office himself, so we don't
compete. Perhaps it would have been worse if
we were in the same profession or both interested
in the same type of civic or political activity. We

might have felt competition then. Or if he had
been a different type of man, he might have been
threatened. I believe that if a man is successful
and feels secure, he usually does not mind his
wife's participation or achievement in things that
have not been traditionally "feminine.''

Question: Do you think the reason you didn't
become more actively involved in politics sooner
was a result of your obligations to your family?

Answer: As I told you earlier, I actually had not
thought of running for office until I was asked.
And I turned down the first offer so that I could
discuss it at length with my family. That is a
difficult choice to make for them, and obviously
there are some real changes that it can and does
create. I thought it only fair to work out the
choice with them.

Question: You have said that you actually had not
considered elected office until you were asked to
run. Do you think your previous lack of political
ambition had anything to do with your being a
woman?

Answer: Probably, somewhat. Women have not
traditionally been involved in politics, especially
not the elected offices. However, there is another
reason. Anyone who aspires to public office must
have either an inflated ego or the ability to deal
with the fact that he is acting as if he had.
Anytime one runs for office, he is saying in effect,
"Judge me." Of course, his actual words are based
on the idea that the public will judge his ideas,
but the fact is that he knows that they are judging
him and so he must be aware of and able to deal
with the real or assumed ego which can sponsor
this sort of self-confidence. It is hard to accept.

Question: I can understand the vulnerability of a
candidate, especially a female one. But once she
makes the plunge, do you think that a woman can
serve in elected office as well as a man?

Answer: Of course, that depends totally on the
woman. But in general, she certainly can. In fact,
her circumstances may make it easier for her.
Women have more responsibility at home, but if
a woman does not have a full-time job also, her
time is more flexible (I do not say she has more
time but a more flexible schedule). Also, she can
make time for study, writing, etc. For example,
last winter when the state legislature was in
session, I spent almost every day at the Capitol,

whereas the men on the commission had full-
time jobs which prevented their attending the
sessions except occasionally.

Of course, there are some problems women
face once they assume office, but there are also
some definite advantages to being a woman. On
the plus side, there are usually more opportunities
to be heard than one might have if she were not a
woman, partly because people are curious about
a woman who is a city commissioner (or almost
any other civic official). There is novelty to it so
they accept appointments with you just to find
out about you. For example, a state senator might
say, "Let's go to lunch and see why you are a city
commissioner." And, of course, as I have his
attention, I can voice my opinion or state my
problem.

On the other side, this advantage contains the
seeds of the greatest disadvantage. There are men
who are suspicious of women in leadership
roles; they feel that women are too emotional and
that any leadership position is not their "place."
But that is not impossible to overcome if one is
aware of her business. And people expect you to
be especially aware of things, capable of
vocalizing your beliefs, knowledgeable about
your responsibilities; all officials should be and
are expected to be, but there seems to be a bit
more pressure on a woman. Maybe that means
that a woman has to be a little "sharper" than a
man in the same position, but if one is truly
interested, that problem can be turned into an
advantage. A woman has an advantage because
she is a woman, dealing with men. I am not
trying to be a man; on the contrary, I am trying
to be the best woman I can. That does not mean
that I have to spend three hours on my make-up
or my hair (there is not time for that anyway),
but I am proud to be a woman, and I want to
make the best of it. If the Woman's Liberationists
are trying to make all of us just alike, they have
missed the best part of being a woman. And they
are missing one of the great advantages that a
woman has when she is doing her job almost
any job. I am a woman and I like it. So I am
going to be one, the best one I can.

Feminity is not external things; it has to do with
self-awareness. This can easily be integrated with
the serious acceptance of one's responsibilities
as a civic leader, because therein one must also
realize oneself what he or she is and must do
as a human being.

10

Mary Womack Cox '64, Miami wife and mother,
lightheartedly pictures her initiation into and
continued struggle for the preservation of the
natural world. She not only advises us that
"ecology begins at home," but suggests a path
that many women, wives, mothers, professionals,
can follow both to rid themselves of a sense of
uselessness and to add their talents and education
to the war for a better world.

There was a day, not too long after my
daughter was born, when I found myself
dressed in a faded shift, sneakers, and hair-
curlers, pushing the stroller around the block and
wondering how in the world I had become Mrs.
Average Middle-Class Housewife, object of so
much of my youthful scorn. What ever happened
to the Brilliant Student, the Sensitive Artist, the
Adventurous Career Girl? Where along the way
had I lost ME?

Women's Lib notwithstanding, I suspect my
experience was not unique. For every alumna
who's been elected to public office, or risen to the
top of her profession, or received her Ph.D. on the
day her first child was born, there's undoubtedly
another who at this stage in her career is up to
her elbows in the breakfast dishes, with the
morning paper, unread and oatmeal-spattered,
under the high chair and an incipient Identity
Crisis lurking on the other side of the very next
quiet moment. The Mad Housewife the situation
is a clinche, but a reality. It's not simply that we
Average Middle-Class Housewives have had

BY MARY WOMACK COX '64

rather a bad press in the past few years; there is
also a genuine sense of waste. There are obviously
qualities of mind and spirit that aren't getting
much use at the kitchen sink, and this disturbs us.
As Linus said to Charlie Brown, "There's no
heavier burden than a Great Potential."

Fortunately for me, at about the time I was
trudging around the block with nothing to show
for my Great Potential but a howling baby in a
stoller, "ecology" was becoming a household
word. Ecology had been a required course for my
friends who majored in biology, and pollution
had meant Los Angeles smog or, closer to home,
the water in the Miami River; but suddenly, every
night on the news, there was that picture of the
giant hand, ready to crush the earth like an
overripe melon, and that doomsday voice
intoning, "Can the world be saved?" In the ranks
of important questions in my life, "Where have
I lost ME?" had acquired some tough competition.

My first reaction to the enormity of the
environmental crisis was unmitigated,
paralyzing gloom; my second was guilt. Driving
around town on my little errands, I brooded over
my car's contribution to smog and the paving
over of the good green earth, while regretfully
acknowledging the impossibility of carrying a
three-month-old infant and four bags of groceries
on a bicycle. After several weeks of such
breast-beating futility, however, I began to look
for things I could do to lessen my impact on the
natural world.

At a meeting of a few local housewives who
were also looking for ways to avoid polluting, I
read an article about the damage done to
waterways by the phosphate from detergents.

11

The writer encouraged the use of soap powder
and washing soda, or at the very least, a
low-phosphate detergent, and added a list of the
phosphate content of several detergents. Since
the brand I used wasn't on the list, within the
next few days I had (1 ) bought a large box of
Ivory Snow, (2) begun writing to detergent
manufacturers to ask the phosphate content of
their products, and (3) unwittingly embarked on a
project that was to last nearly two years with me
in the brave new role of environmental activist.

Because I had soon collected all of the
detergent-phosphate lists then available, I
became known among Dade County's amateur
environmentalists as somewhat of an authority
on the detergent problem; consequently, I found
myself spending a lot of time on the telephone,
giving out the latest word from the Federal
Water Quality Administration, or Northwestern
University, or Consumers Union. Among the
information I collected and dispensed was the
Chicago ordinance banning phosphate detergents,
and taking our cue from this, several of us
decided to work for passage of a similar
ordinance in our county. Since a large and vocal
organization of condominium-dwellers had the
same idea, convincing the County Commission
was a relatively simple affair; the ordinance was
passed. Such was our political naivete that we
thought we'd won the detergent battle. In fact,
we couldn't have been more mistaken.

During the next year the major detergent
manufacturers brought their case to the County
Commission, the Pollution Control Hearing
Board, the State Legislature, and even to Federal
District Court, winning delays in enforcement,
and trying to have the ordinance repealed. I
helped defend the anti-phosphate position before
county officials time and again, and testified
in court that I found non-phosphate detergents
safe and effective. After the judge refused to
grant the detergent makers a temporary
injunction against the ordinance, we were
euphoric for one week, until the Surgeon
General issued his statement condemning
non-phosphate detergents as a health hazard.
The battle was on again; more hearings, with
doctors arguing both sides of the health
question, scientists debating whether removing
phosphate from detergents would really improve

water quality, and the housewives who started
the whole thing urging the Commissioners to
hold firm. Fortunately, they did; no phosphate
detergents have been sold in Dade County since
December 31, 1971, and phosphate levels in our
canals are already lower.

Only scientists can determine exactly how
much good the phosphate ban has done for our
environment, but I know what it has done for me.
During the past two years I have made new
friends, learned a great deal about the complexity
of both environmental problems and the political
process, and gotten a new image of myself as an
active leader in the community. To be honest, it
has been a tremendous ego trip for the Mad
Housewife to find that her Great Potential is
really useful.

I used to feel that the educated housewife was
perhaps a luxury, an icing person on society's
cake, but now I believe we have essential roles to
play. First, because we are not bound by a
forty-hour work week and the pressures of earning
a living, we are often able to attend more public
meetings and participate more fully in community
activities than men and women who have jobs.
Even when our outside activities are limited by
young children, we usually have a few spare
minutes for keeping informed, making some
phone calls, or writing letters to public officials.

Equally important, we really do influence the
way our families live. Environmentalists and
social scientists have warned us that if civilization
is to survive, our life-style must be drastically
altered; we can no longer tolerate the gap
between haves and have-nots, the waste of
dwindling natural resources in the production of
throwaway goods, or the unrestrained expansion
of either the population or the economy. As
wives and mothers, we have more to change than
simply our brand of detergent, though that's a
start that, and saving papers for recycling, and
putting a brick in the toilet tank, and all the other
little things that can add up to a less polluting
household. But we will also be the ones to decide
whether we really want or need to bear a third or
fourth child; as the bumper sticker says,
"Overpopulation begins at home." And we must
teach the children we do have to live less
wastefully, and more harmoniously with man and
nature, and even when this means discarding

12

some of our own cherished habits and attitudes.
No legislation can change attitudes; this is
our job.

A young scientist who helped us in the
detergent controversy explained his activism by
saying, "Every day I see the dead fish in the tanks
in the lab, and the lines on the graph that
measure pollutants pouring into the water.
Knowing what I know, how could I sleep at night
if I didn't try to do something about it?" I
remember that comment last summer when I
read the accounts of the Pentagon Papers,
because Daniel Ellsberg explained his actions in
the same way; knowing what he knew, how could
he live with himself if he did not make that
knowledge available to the public? I believe that
we Mad Housewives, although we're not
conducting scientific studies and don't have
access to classified information, are nonetheless

in the same situation as my scientist friend and
Daniel Ellsberg; knowing what we know, as
educated women, about the terrible needs and
problems of the world, we will continue to feel
frustrated as long as we stand at the kitchen sink
and do nothing about what we know.

The only way to bear the burden of a Great
Potential is to bear it into the fray. There are
plenty of battles; choose your cause or maybe it
will choose you. (After all, I never set out to
tackle the detergent industry and the Surgeon
General!) One quotation I remember from my
days as an English major seems appropriate here.
Eliot was, of course, referring to his own struggle
with words. Still

"For us, there is only the trying. The rest is
not our business."

(T. S. Eliot, "East Coker," V, Four Quartets)

MOVING

If you are moving, please give us advance notice, so that the
Agnes Scott Alumnae Quarterly can follow you to keep you posted
on College happenings.

lust drop this coupon into an envelope and mail to:

Agnes Scott Alumnae Quarterly

Agnes Scott College

Decatur, CA 30030

Name (First)

(Maiden)

(Last)

Husband's name or initials

( lass

New Street Address

< ii\

State

Zip Code

Old City, State, Zip

Effective date of new address

If you send advance notice of your new address, we can proces
more quickly and save the College money on returned mail.
Thank you very much.

13

And a Final Note

BY BARBARA MURLIN PENDLETON '40

On the streets you see them, driving their
"charges," running their errands. In the
classrooms, the embassies, the brokerage firms,
city councils, offices, hospitals, as well as the
nurseries, laundry rooms, and the kitchens, they
are products of a liberal arts education. And what
are these women doing! 1 Some are thinking,
creating, expanding their minds, as they fill their
roles of professionals, wives, mothers or perhaps
all three; others are fighting a frustrating battle
with uselessness, loss of identity, or even apathy
as they feel a real or imagined, permanent or
temporary trap of Housewife.

Neil Armstrong took a giant stride for all
mankind when he took his first step on the
surface of the moon. Women in the seventies
need to be taking giant strides on the pavements
of earth to come into their own. There are fewer
women proportionately entering graduate school
now than in the 30's, few beginning law or
medicine, and almost none in the top levels of
management in retailing, insurance, brokerages,
public office or other male-dominated areas. The
image of women on television is one of inferior
beings eternally questioning, in strident voices,
the whiteness of their wash or the polish on their
kitchen floors, or of sex symbols selling
mouthwash or toothpaste. One sees them jubilant
when their husbands praise their lovely hands-
after a day in the sink, and thrilled with their
husbands' appetite for breakfast cereal. Their role
in the sickening melodramas is always inferior,
with some superior male solving their problems
with debonair aplomb, or logical, brilliant but
militant until Mr. Right walks in to transorm them
into lovely, simpering fools.

Surely educated women deserve better than
this. When, after four years, with leather-bound
diploma in hand, the Agnes Scott graduate
emerges into the world, she does not want to be
patted on the head and told, "That's fine, but
what can you do? How many words per minute

do you type? Do you take shorthand?" And,
this, sometimes even with a graduate degree!

This point of view does not imply that the
woman must avoid or abandon husband, children
and fulfilling family life, unless she so chooses.
It merely implies that each woman can come to
terms with her own life if she seeks a way. The
opening of the windows of the mind does not
necessarily lead to graduate school, the
professions or even a job, but on the other hand
it should not necessarily have a stagnating and
corrosive effect on those who voluntarily choose
roles of wives and mothers.

Although the ways are as multitude as the
numbers and the interests of the women, the
attitude is a constant: I am important, a whole,
complete being, with love and talent and ideas
to contribute. The challenge must be provocative.

14

WHERE ITS AT.." News of and around ASC

\gnes Scott President's
\dvisory Council Named

k President's Advisory Council has

>een established this year and held
ts first meeting on May 19. It is
omposed of men and women from
'arious cities throughout Georgia,
nd from other states.

The membership consists of
lumnae, husbands of alumnae,
:hildren of alumnae, parents of
tudents, and other interested persons,
t brings together people who are
nterested in civic and educational
iffairs and in Agnes Scott College,
hey represent a wide geographical
listribution in the South, varying
ges, and wide fields of interest,
anging from young mothers to a
last governor.

The purpose of the Committee is
o provide a two way means of
:ommunication between Agnes
cott and the members. The College
vants to tell them about Agnes
cott as it is today and what it hopes
o be, and in turn, to receive the
eactions of the members to these
ims and thus to add a new
limension to the view of activities,
irogress, and plans of the College,
he group will have no direct
esponsibility to the College, but
ts members, who will meet together
ince a year, will be well qualified
o interpret Agnes Scott.

Members of the President's
advisory Council are:
/lartha Eskridge Ayers, Alumna
iugene L. Bothwell, Architect,
iothwell Jenkins, Slay & Associates
Harllee Branch, Jr., Former Chairman,
he Southern Company
awton M. Calhoun, President,
avannah Foods and Industries, Inc.
"harles S. Daley, President, The
ourth National Bank

arry L. Dalton, Chairman, Executive
Committee, American Credit

ompany

enneth W. Dunwody, Jr., President,
Iherokee Brick and Tile Company
idward E. Elson, President, Atlanta
Jews Agency
4argaret Powell Flowers, Alumna

Harriet Griffin Harris, Alumna

W. T. Harris, Chairman, Harris-Teeter

Supermarkets, Inc

Raymond A. Jones, |r., Executive

Vice-President, J. A. Jones

Construction Company

Monroe M. Kimbrel, President,

Federal Reserve Bank of Atlanta

Bert Lance, Director, Georgia State

Highway Department

J. Erskine Love, Jr., President,

Printpak, Inc.

Julius A. McCurdy, Chairman, Decatur

Federal Savings and Loan

Marian W. Ottley, President,

Connecticut Realty Company

Evangeline Papageorge, Ph.D.,

Alunma, Associate Dean, Emory

University School of Medicine

Ida Louise Brittain Patterson, Alumna

John C. Portman, Jr., Architect,

John Portman & Associates

Louis Regenstein, Attorney,

Kilpatrick, Cody, Rogers, McClatchey

& Regenstein

Dean Rusk, Distinguished Professor,

University of Georgia School of

Law; Former United States Secretary

of State

Carl E. Sanders, Attorney, Troutman,

Sanders, Lockerman & Ashmore;

Former Governor of Georgia

Miriam F. Smith, M.D., Alumna,

Psychiatrist

John W. Thatcher, President, Banana

Supply Company

Pollard Turman, Chairman, J. M. Tull

Industries, Inc.

Margaret Weeks, Alumna

Call for Nominations
For Executive Board

Suggestions for nominations for
elective positions on the Executive
Board of the Alumnae Association
are in order. The Nominating
Committee will be considering
candidates for two regional
vice-presidents: Region I (Conn.,
Del., III., Maine, Mass., Mich., N.H.,
N.J., N.Y., Ohio, Penn., R.I., Vermont,
and Wise.) and Region II ( I nd., Ky.,
Md., N.C., S.C., Va., Washington,
D.C., and W. Va.), treasurer, career
advisory chairman, education

chairman, house chairman, and
nominations chairman.

Requirements for the positions
include time to attend the three
annual board meetings plus a strong
feeling of loyalty to the College, and
the time and ability to work on their
specific duties and in their areas of
responsibility.

A committee of the Board has
been at work reviewing and up-dating
job positions on the Executive Board.
These resumes will be distributed at
or before the first meeting.

Your suggestions for nominees with
any pertinent materials should be
mailed not later than a week after
you receive the Quarterly to:
Alumnae Director
Agnes Scott College
Decatur, Ca. 30030

The materials will be forwarded to
the Nominations Committee.

Council Meeting Set
For February at School

Plans are underway for an Alumnae
Council meeting to be held in
February. Invited back to the
campus will be class presidents and
secretaries, fund chairmen, alumnae
admissions representatives, regional
vice-presidents and club presidents.
Workshops, panels, discussions of the
tasks at hand and suggestions from
alumnae will be part of the day's
activities as well as a time for
recreation. All of Atlanta's recreational
facilities will be available.

Many new plans and projects will
be discussed, as well as current issues
and concerns. Students, Dean Gary
and Dean Jones and Dr. Alston will
be the afternoon panelists and
speakers. It may well prove to be one
of the most inspiring of times for
you one of rededication, and
realization of the values and spirit
that are at Agnes Scott and what
alumnae can do to keep them alive.
Please mark your calendars now and
plan to come you will be hearing
more shortly.

15

Happiness is Taking
Stock in Agnes Scott

The Atlanta Agnes Scott Alumnae
Club has planned a varied series of
programs for the 1972-73 meetings.
They are presenting these diverse
topics as a Conglomerate, designed to
interest the alumna in "investing" in
herself by participating in club
activities and meetings whose
programs range from lecture/
discussions of great literature, new
fiction and American biography to
speeches dealing with the 1972
student and the future plans for the
College.

The September program opens the
year with Dr. George P. Hayes,
Professor of English, Emeritus, on
"Great Literature." And Miss Robin
)ones, Dean of Students, describes
"The Agnes Scott Student Vintage
1972" at the October luncheon at the
Swan Coach House.

A Holiday Tasting Brunch in
November features food, fun and Dr.
Wallace Alston speaking on the Agnes
Scott in the future, in "The Way
Ahead." Then in January, Assistant
Professor of English, B. W. Ball leads
a review of two books, The Mind of
the South, by W. |. Cash and lames
Dickeys' Deliverance and short stories
by Flannery O'Connor.

Finally, in March, Dr. Walter Posey,
Professor of History and Political
Science, Emeritus, lectures on "The
Essence of Biography," which will
explain how to read and appreciate
biographies as well as how to select
interesting, valid biographies to read
and study.

For a Fair Fall

On Monday, September 18, from
10:00 A.M. -3:00 P.M., Main
Quadrangle will be transformed into
a busy, colorful bazaar. The occasion

will be the first "Fall Fair"
sponsored by the Agnes Scott Faculty
Wives' Club.

The fair will feature potted plants,
bedspreads, curtains, posters, prints,
hand-made pottery, mobiles, and
cushions as well as "white elephants"
and home-made goodies all for sale
to students, faculty, staff and
alumnae. Proceeds will be donated to
the Martin Luther King Scholarship
Fund.

A group project, for which members
are donating and selling goods, the
fair is designed to benefit the entire
College community by exhibiting
attractive merchandise and
contributing to the Scholarship
Fund, which in the Spring of 1972
was worth only $2,910. The
scholarship, awarded annually to a
Negro student, is an Endowment
fund, from which only the income
can be granted to a student.

loyce Staven, Chairman of the
Faculty Wives' Club, and Susan
Parry, Fair Committee Chairman,
hope to make the Fall Fair an annual
event. They would also like to invite
all alumnae in the Decatur-Atlanta
area to come for fun, food, and profit.

A New Direction

The Decatur Agnes Scott Club takes
a new direction this year as it salutes
the city of Decatur which is
celebrating its 150th year. The
programs will seek to point up the
role of the College in the community,
and to involve Decatur friends and
neighbors in some of its presentations.

The speakers for the first program,
a luncheon meeting, will be
representatives from the city
government; the program is entitled
"Understanding Decatur".

The national political scene will be
the focus of two nights in late
October when the Agnes Scott

Department of History and Political
Science and the Decatur Club will
present a lecture by Professor Angus
Campbell, Director of Survey
Research Center, University of
Michigan, "Symposium: Election
1972", and the following night a
panel discussion "The 1972 Election:
Trends and Changes in the American
Electorate and the Implications for
the Future of American Politics".
Panelists will include Professor
Campbell and distinguished
journalists and politicans. A public
reception will follow.

The December meeting will be a
history of Decatur's first 150 years
1823-1973 by Mrs. Caroline Clarke '27,
former director, DeKalb County
Department of Family and Children's
Services.

"Gown Helps Town" will be the
focus of the lanuary meeting when
Dr. W. Edward McNair, Director of
Public Relations will be the speaker.
At this time a community project will
be presented and discussed.

"Fashions Old and New" is the
theme of the March meeting. The
annual fashion show is always a time
of fun for all, and this year it will
depict fashions of the past as well as
present and future.

Climaxing the year's themes,
projects and programs will be the
"May Celebration Town and Gown".
The May Dell will provide the setting
for displays by the Garden
Department of the Decatur Woman's
Club and of the Art Department
of Agnes Scott College. The
entertainment will be provided by
the Decatur-DeKalb Civic Ballet and
the Agnes Scott Madrigal Singers.
Booths, art, singers and dancers in
the al fresco setting will be a colorful
and exciting finale to which the
college and the community will
be invited.

1(>

V Greek Excursion

)n the afternoon of July 16 twenty
avelers boardered Olympic Airways
Dr Athens, Greece. The group was
omposed of alumnae, friends,
arents, and a husband. A sleepless
ight (for most) was followed by an

vigorating climb to the top of the
cropolis in the 90 degree heat, then
ame confusion as to what ship on
'hich to embark. Finally, order,
anity, and reason prevailed, cabin
ssignments were made, luggage
elivered, and travelers were free to
o as they pleased. For the next
even days the Jupiter cruised the
egean, including day-long stops on
ie islands, and sailing through the
lardenelles to Istanbul. At Izmir,
urkey the only unfortunate event
ccurred. Alumna Helena Hermance
ilgour '26 broke her leg on board
ie ship. After it was set she and her
usband |im flew home from Athens.

side trip to Delphi was included in
ie Grecian idyll and a few days in
ome completed the tour. One
^members the cloudless blue skies,
ie serene temples, magnificant
leaters, the haunting beauty and
enius of the classicial art that
ourished in the second millenium,

C, the clamor and color of the
azaars, the palaces and lofty
hurches, sleepy villages, the Villa
'Este Fountains by night; myriad
ights pervade the senses even after
/eeks at home. But also one

members the people the Greeks
nd the Italians and the other

mericans, the expertise of the
uides, and the innate kindness of
eople everywhere.

"o Be a Tower Club

"An alumnae club is an
rganization of alumnae of Agnes

ott whose purpose is to promote
le interests of the College and to

develop among the alumnae a spirit
of fellowship and service." This
statement, set out in the Agnes Scott
Alumnae Club Handbook, defines
officially the purpose and intentions
of an alumnae club. But informally
and specifically, what is the "raison
d'etre" and function of an alumnae
club?

Obviously, a club will provide an
opportunity for alumnae to meet
other alumnae in the community,
renew old acquaintenances and
gather to exchange ideas or perhaps
simply to enjoy social intercourse.
Also, it should offer interesting,
stimulating programs of intellectual
enrichment as well as serve as a
liaison for the College and alumnae,
wherein the alumnae can keep
informed of the College's growth and
development. However, there would
seem to be a further purpose for
alumnae clubs; the alumnae club
should serve as a channel for a unique
contribution from alumnae to Agnes
Scott. Alumnae, especially those
affiliated with a club can intelligently
interpret the aims and standards of
the College to the community, as the
members individually exemplify the
product of the kind of educational
experience Agnes Scott offers a
vital public relations role. This, of
course, means that all alumnae
represent the College any time they
speak or write of it; therefore,
consciously or not, each alumna is
an advertisement to young women
interested in attending college.

The second, very tangible
contribution alumnae clubs can make
is to assist in fund-raising.
Individually, alumnae have always
been generous in their financial
support of the College, and certain
clubs have supported the Fund
regularly. Some clubs make an annual
donation with money left over from
dues, and three clubs have set up
special endowment funds: the

Chattanooga Alumnae Club
Scholarship Fund, worth $2,007; the
New Orleans Alumnae Club
Scholarship Fund of $4,510; and the
Washington, D.C. Alumnae Club
Scholarship Fund, now worth $1,100.
The efforts of these and other clubs
are certainly commendable, but as
with any endowment gifts, only the
income from these funds can
benefit the student and consequently
the College. Therefore, in these
inflationary times when all private
institutions must fight to keep
rising costs equal to or below current,
operating income, there is a new
obligation both for interested, loyal
alumnae and for alumnae
organizations as a group.

The Club Chairman and the Project
Chairman of the Agnes Scott Alumnae
Executive Board have a challenge
and a suggestion for all alumnae
clubs. They believe that each club
could become a Tower Club by
contributing $1000. to the ASC
Annual Fund. Actually, the money
could be raised and banked over a
period of time and donated to Agnes
Scott each time it reaches $1000, at
which time the club would receive a
special citation and recognition as
a Tower Club.

The best method for a club to reach
its total is fund-raising projects. And
despite the fact that many people
feel saturated with "projects," they
can be fun. Book Fairs, Wine-tasting
Fetes, Auctions, Fashion Shows,
Gallery Openings, Home Tours,
Bazaars the possibilities are
limitless and the rewards, substantial.
Not only can clubs make a valuable
contribution to the operation of the
College, but the effort should result
in a stimulation of interest in the
club and in Agnes Scott among
members.

In the early fall, the Alumnae
Executive Board is going to suggest a
national project for all clubs to

17

participate in if they are interested.
This kind of project has been very
successful for other women's colleges,
and the Agnes Scott Alumnae
Association is eager to initiate an
appropriate and stimulating project
which will be fun for the members
and extremely helpful for the College-
fin fact, if anyone has a suggestion,
the Project Chairman would be
delighted to consider it. lust send it
to the Alumnae Office; Agnes Scott
College; Decatur, CA 30030.)
Information about a proposed
national project and specific details
about becoming a Tower Club will
be published in the Quarterly and
will be sent to all active clubs as soon
as possible.

A Threat to
Family Security

Have you ever taken a good hard look
at the Federal estate tax? You should,
tor it may pose a real threat to your
family's security.

A $200,000 estate can be depleted
by taxes of more than $50,000 in
passing from a husband to his wife
and then to his children. And the
greater the value of the estate, the
higher the possible tax cost. The
Federal estate tax at your husband's
death could be as much as $150,000
if his estate is valued at $500,000. But
careful planning can dramatically
minimize this harsh depletion.

Assuming that your estate or your
husband's estate is too small to be
hit with a big tax can be a tragic
mistake. The tax is imposed on
capital all the property a person is
able to accumulate with a lifetime of
effort. And in today's inflationary
economy, it is probable that the
family wealth of most of the alumnae
of Agnes Scott College is well in
excess of the $60,000 estate tax
exemption.

For proof, add up the present values
of your home, your bank accounts,
your securities, your business interests,
your realty investments, and all your
other assets. Then add in the full
value of your jointly owned property,
the full proceeds of all life insurance
and any death benefits that may lie
payable to your family. Is the total
over $60,000?

Recognizing the danger is the all-
important first step. After that, there
are many roads open to minimize the
tax and still carry out your objectives.
If you're married and most of the
family wealth is held by your husband,
the so-called marital deduction can
greatly reduce the estate tax that will
be payable at his death. However, the
marital deduction can be highly
technical. So you'll both want to be
sure its benefits aren't inadvertently
lost.

Married or single, you can reduce
your estate tax liability by making a
gift or bequest to Agnes Scott College.
For our Federal tax laws, including
the Tax Reform Act, encourage the
generous private support of America's
colleges and universities by providing
many tax benefits for gifts to
education.

Thus, if you make a deferred
bequest to Agnes Scott College, your
estate can gain a large tax-saving
deduction even though your family
will receive all the income from all
your property. Trusts are important.
They can often avoid a costly second
tax on the same property and still
give your beneficiaries sound, flexible
security. And trusts created during
your lifetime can also minimize vour
income taxes, separate for you the
burdens and anxieties of ownership
from the rewards of ownership and
serve as a cornerstone for a very
effective estate plan.

Can your family afford to ignore the
Federal estate tax? Few can. The price
is too high. And careful, skillful
planning taking advantage of trusts,

the marital deduction and deferred
gifts to education is too rewarding
to pass up

Agnes Scott College has a
publication explaining the estate tax
and time-proven techniques for
lessening its impact. We urge you to
send for it as a first step toward an
estate plan which will accomplish all
your objectives. If you are interested
in obtaining information, write to the
Development Office, Agnes Scott
College, Decatur, Ca. 30030.

Decatur Arts Festival

Can you imagine music of all types,
art in all its forms, bagpipers, Creek
dancers, clowns, all performing and ir
view of the Courthouse Square in
Decatur on an April day? The second
annual Decatur Arts Festival took
place on Saturday, April 22 and was
expanded into a day of fun and
festivities for all age groups.

Art including sculpture and design
was displayed and sold. The
participants included local artists,
students from the city schools and
from Agnes Scott College. Alumnae
and students from the College also
acted as hostesses during the day, no
mean feat since it coincided this
year with Alumnae Day at the College.

Music was continuous during the
day and varied from organ grinders,
rock music to Senior Swingers.
Weaving, wine decanting, tie dyeing,
candle making, wood carving,
furniture refinishing, and silk
screening were demonstrated.

An early morning downpour forced
some of the exhibits and activities
under cover but failed to dampen the
spirits of the crowd. The success of
the past two years promises to make
it an annual event and one of
involvement for all Decaturites.

18

DEATHS

Dr Mary Stuart MacDougall. June 19, 1972.

Rosa Aubrey Gooding (Mrs Henry E .). August

24. 1971.

Angie Cubbedge Stegner (Mrs. J. O). Winter.

1972.

1921

Mary Louise Green Morrow (Mrs. T. G.),
January 31, 1971
Augusta Laxton, August 17, 1971
Sarah Stansell Felts. May 8, 1972.

1922

Helene Norwood Lammers (Mrs Claude Jor
June 25. 1972

ACAD

Marion Phinizy Black (Mrs David C), Spring,

19 72 .

Hazel RossGaddy (Mrs J. Lockhart). April 13.

1972.

Annie Widener Holbrook (Mrs R S).

January 19, 1972.

1906

Alice Cowles Barringer (Mrs. Osmond L).
March 14, 1972.

1924

Francis Amis, January 31. 1972

Ann Hertzler Jervis (Mrs. R. A), November .

1971.

1925

Jennie Lynn Duvall Nyman (Mrs Richard C
March 2. 1972.

Laura Margaret Mitchell, Winter. 1972
Mildred Plunkett, Winter. 1972.

1909

Louise Dallis Park (Mrs. Emory). November 16.
1971.

Helen Atkins Morgan. February 27, 1972.
Charles Gilbert Meriwether, husband ot
Elizabeth Little Meriwether. February, 1972

1910

Marian Brumby Hammond (Mrs J. Frank).
September 25. 1971

1937

Mary Gillespie Thompson (Mrs Cecil). June
14. 1972

1911

Theodosia Willingham Anderson (Mrs. W W .),
May 11. 1972.

1939

Mary Workman. March 17, 1971.

1913

Gertrude McDowell Scott. January 25. 1972
Emma Pope Moss Dieckmann (Mrs Christian
W). May 11. 1972.

1914

Katherine Kennedy Goodman (Mrs John M .).

April 3. 1972

Anna Turner Ireland (Mrs. David W). January

15. 1972.

Mary Ward Harrington (Mrs. W. D).

September, 1971.

1940

Walter H McGee, husband of Earnestine Ce
McGee. May 22. 1972.

1942

Elise Schukraft. mother ot Helen Schukraft
Sutherland. March 28, 1972

1943 ,u ,

Theodosia Willingham Anderson, mother ot

Emily Anderson Hightower. May 11, 1972.

Aileen Fisher Freels (Mrs. J. C), Winter, 1972
Almeda Hutches on. sister of Louise Hutcheson.
May 20. 1972.
Clara Weekes. date unknown.

1917

Annie Lauri Flake, date unknown
Florence Gresham, Spring, 1972

1949

Henry Quillian. brother of Dorothy Quillian
Reeves, April 24. 1972

1951

Nell Roach Hollifield, mother of Anne
Hollifield Webb and Betty Hollifield Leonard
June 11. 1972.

1919

Jean Baker Todd. February 19. 1972.
Almeda Hutcheson, May 20. 1972

1952 k

Bernice Wing Lee (Mrs. J.G.). October 11.
1971

1920

Katherine Richards Morton Dortch (Mrs
Robert), March 27. 1972.

1973

Melanie Kay McManus, July 10. 1972

22

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

l~tbvvy

v ua< e

c '>c/ e

em )oi^

But
Don't Fail to circle your calendar for

February, 1973
THE ASC ALUMNAE COUNCIL

Come to ASC Alumnae Leaders: Presidents & Secretaries

Fund Chairmen, Admission Representatives and

Regional Vice-Presidents

All invited for a day of learning

See page 15 for details

ClV c/e and anticipate

/*<**

ALUMNAE QUARTERLY FALL 1972

Front Cover: )udy Brantley '63
whimsically pictures the ASC stu-
dent carrying the sign of hope-
that "Frodo Lives" and that the
spirit, the value, the special op-
portunities offered by the private,
liberal arts college will endure

m m*

THE ALUMNAE QUARTERLY VOL. 51 NO. 1

oondenb

] Frodo Lives., .at ASC

by Barbara Murlin Pendleton '40 and Carey Bowen '62

) Letters to the Editor

4

Building a Better Mousetrap

by Carey Bowen '62

6
10

15

18

Lest We Grow Complacent

by Carey Bowen '62

Agnes Scott in the World

by )ene Sharp Black '57

News Section

Last Year was a Very Good Year

by Barbara Murlin Pendleton '40
Class News

Photo Credits

Pages 8, 28 Silhouette

Page 12 Virginia Brewer

Page 13 Memye Curtis Tucker

Page 14 Ken Patterson

Page 23 Tulane Alumni Association

Page 28 Collage by George B. Bowling

Inside Back Cover Osborne Travel Service

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen '62
Design Consultant/ lohn Stuart McKenzie
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

Editorial

by Barbara Murlin Pendleton '40 and Carey Bowen '62

Frodo Lives... at ASC

In J.R.R. Tolkein's modern/medieval epic about
evil and good, power and annihilable war and the
struggle to preserve life in his imaginary Middle
Earth, the protagonist Frodo must conquer
seemingly insurmountable obstacles to return
the ring of absolute power to its dark place of
origin and thence destroy it. Physically
wounded, emotionally scarred and no longer
innocent, Frodo is nevertheless undefeated. He
completes his mission and, in the final chapter,
sails away with some of his companion Ring-
bearers to a "brighter land" west of the sea.

The popularity among the young of Dr.
Tolkein's trilogy and his hobbit* hero Frodo
inspired the button manufacturers once again to
cash in with button-pins boldly proclaiming
"Frodo Lives." The students and older idealists
wanted the world to know that they knew Frodo
lived through his perilous journey and saved his
land for those who would follow, or perhaps that
good, imagination, beauty and bravery could
triumph in a world fraught with evil. And we want
the Alumnae Quarterly to wear this sign of hope.

Using the symbolic statement for a more
specific idea, though no less important, we too
would like to announce our optimism and our
belief that noble things can triumph that the
spirit, the value, the essence of the private
college will survive. We believe that the
opportunity to experience and learn creativity,
appreciation of ideas, sensitivity to the worth of
human values, the basic qualities of mind that
allow a person to adapt and contribute to
civilization indeed, the special advantages that
a college such as Agnes Scott can offer-
will endure.

In this issue of the Quarterly we have delineated
some of the major concerns of the private
liberal arts college, and we have the obligation
to our readers to probe the problems, to depict
the objectives, to restate the values and
directions of this type of education.

The times are crucial, but private liberal arts
colleges are struggling mightily with their

problems. In the fiscal area Agnes Scott is in the
black, but it is not an easy task (See page 15).
Over a hundred private colleges have gone under
and closed their doors. But the picture is not all
grim Princeton has reversed a $1 million deficit
in 1970-71 to a surplus of $32,000 in its $80
million dollar budget in 1971-72. Alumnae and
friends of Agnes Scott have been a major source
of income in past years and we depend on them
in an ever-increasing way for their understanding
and gifts.

In the area of admissions our article on the
Alumnae Admissions Program seeks to let
alumnae know the problems of the single-sex
private college and what steps Agnes Scott is
taking to provide as large a pool of well-
qualified applicants as possible. (See page 4).

In the United States students by and large
have become cynical about the Establishment,
but in some colleges, including Agnes Scott,
students are continuing to work through the
means available to effect the changes they feel
are necessary to their intellectual growth. The
young women at Agnes Scott today believe in
the validity of a liberal arts education and the
concept of a single-sex college

The immediate concerns of these students
are those dealing with the realm of the mind:
the academic ability of the students, the quality
of the work, the relations between students and
faculty members, the kind of classroom
experience which fosters creativity and
imagination. (See page 6).

Although in this issue of the Quarterly we
describe some of the obstacles and challenges
faced by the private, liberal arts, single-sex
college, our tenet is that this institution and others
of her ilk will pass through the dangers, overcome
the obstacles, and continue to perform her
valuable mission. (After all, a hero cannot die.)

:: A hobbit is an imaginary creature smaller than a
dwarf with large furry feet who lives in a
hobbit hole.

Letters

Summer Quarterly Evokes Response

Although a Letters to the Editor column
is hardl\ an innovative idea the magazine
start has been eager to initiate one in the
Alumnae Quarterly We believe that
personal opinions from readers can onl\
aid us in creating .1 bettei more relevant
periodii ,il. and perhaps the publication ol
these letter-, will stimulate other alumnae
to \ erbalize their ideas and reaction'.
to the content', and editorial approach
of the Quarter^ Obviously, this type
oi column is impossible without
communication from alumnae so we
urge all readers to feel free to write us
theii responses to the QuarterK as well
as then feelings about the College and or
the \lumn.ie *\sso< iation I )ui onl)
request is th.it be< au.se or limited space
letters to the editor run no more than
250-300 words if possible In order to
provide the kinds of a< tivities, literature.
and inioini.iiion you desire we mum
maintain an honest, uninhibited exchange
of ideas with you Please help i/s

To the Editor

The Alumnae Quarterly arrived last
week and I was upset by the approach
to the whole issue of the Women's
"Movement ." To me it represented a
very shallow handling of a subject
which I know many women are
struggling with intensely yet there
was no sense of personal questioning.
It seemed more like: "At Agnes Scott
we didn't want to be so subjective
that we can't maintain a critical,
objective attitude."

To be specific ... I was sorry to see
that you used the term "Women's
Lib" to refer to the Women's Liberation
Movement That's really a convenient
title invented by the media which
suggests a passing fad rather than a
serious phase of an historical
struggle. . .

I was also sorry that the story
about the woman who became a
doctor didn't go more deeply into the
issues of a real life situation. I
sympathize with the author and
wished that she had spoken more
specifically of the problems and the
ambivalence that she felt

The defense of women in traditional
roles was just the same old story: a

woman who raises ( hildren and does
volunteer work, etc knows she's
performing a valuable service, and it's
true that our society doesn't place
any value on that service (e.g.
financial reward, sine e women are
not even eligible for Social Security
arter fifty years of housework) But
I think there are fewer women who
are satisfied by this role, given a
wider range of choices, than Gene
Morse implies. . . .

And if one is really concerned with
change in a community, why not be
in a position to use power directly,
e g in professional work or in an
ele< ted office, instead of always
trying to influeni e things from behind
the si cues (whu h seems sometimes
to be the Agnes S< ott ideal '

I don't think Women's Liberation is
saying that women have to 1 house
between marriage and family and a
career. In fact, I think that man>
women writers have suggested that
an ideal situation would involve
( lose human relationships jncl
satisfying work And this goes for
men as well as women Women s
Liberation is trying to give both men
and women broader experieni es th.it
the\ might be fulfilled in more ways
that they traditionally are, for
example, freedom for men to spend
more time with their children as
they mature.

I was glad to read Mary Ann's
responses to the College and her
experiences now, after ten years. I
agree with her suggestion that
alumnae need more chances to hear
about others and reflect on their
experiences at Agnes Scott. Another
suggestion of hers that I endorse is
that we hear more from alumnae in
the Class News and less about
husbands I'm not nearly as interested
in what one s husband is doing as in
more details about her In fact, I
would like to see other ways of
presenting news about alumnae which
would not be limited to a list of facts.

I know I sound critical, but I care
about the Quarterly being relevant to

us and to the issues that are on our
minds I think you share that goal,
and that what I say will be taken
seriously. That's why I am letting
you know

Lynn Denton '63
Philadelphia, PA

The editors were especially appreciative
of this letter and the time and thought
that went into it as well as the concern
that motivated it Because of the length,
we were forced to cut a few very salient
points However, we hope that we
maintained enough oi the thrust that
other alumnae will read and react

In response onlv to your preference :
news < ,1 alumnae rather than oi their
families, we heartily agree and can only
plead ignorance Many alumnae, either
from modesty, conditioning, or lack of
respect for their own activities,
accomplishments and thoughts, send
news onl) oi husbands, children, or ev(
grandchildren Can vou think of a
solution'

\s tor another method of presenting
alumnae news, we have not only tried tc
feature regularly one or two women in t.
"Agnes Scott in the World" section, but
have included the news column "Where
It's At. hoping to incorporate short
news items about individuals or groups
alumnae as well as campus events. But
again, we must depend mainly on bits
and pieces acquired usually by accident
~Edi

*

To the Editor:

I finally got around to reading my
Alumnae Quarterly, which arrived
some weeks ago. I have several mor
or less minor comments whic h I
would like to take the time
to pass on. . . .

It's not all complaints I have I
like what goes on in the Quarterly;
I even read the other classes' news.
I'm proud of my school and glad I
went there. I only wish I could visit
with other alumnae more

I have managed only one reunion
in two years and have never been
invited to an area meeting of alumn
until this spring in Raleigh, after I'd
been away from Durham nearly a
year! I begin to feel mildly bitter

nen the only semi-personal contacts
e at money-request time. Not that I
jject to being asked tor money; I'd
st like a little more. Is all this the
obleni of the class secretary? I know
eryone has to be at least as busy
I am, after all I work only part
ne and have only one child, but I
>n't want to feel that my college is
pping away from me because I
in't have plane fare every year at
union time.

Finally, when news items are
ceived there at the Alumnae Office,
a they never passed on the class
cretaries? I never seem to have the
dress of our secretary at hand, so
ve sent big news like marriage, my
n's birth, etc. to your address, but
ntion is not made. This sounds
If-centered, but my experiences
akes me wonder if others have
2 same.

Shannon Preston Cumming

McCormick '60

Philadelphia, PA

e editor* do not think you are self-
itered, and we want to print your
ter and the answer, as many others
ve had similar complaints about clubs
d Class News. Perhaps we can explain
; mechanics and the Alumnae Office
ponsibility and/or capability. Clubs
tsently exist in about fifteen cities in
j country, but we can only keep up with
iir organization, indeed their
stence. if the officers let us know,
hough the Office is willing to help any
erested alumna organize a club, the
:al alumnae must not only set up and
) the clubs, but they are also the ones
o control the meeting times and
'itations. Also, obviously, it would be
possible for us to send the names of
;ryone who had recently moved into
area, unless the officers should write
a complete list every year (we cannot
id it automatically because we do not
ow the new officers until they write or
I). And even then, we would miss the
ople who had moved after the list was
it. Incidentally, we have about
1-300 alumnae who change habitats
;ry three months, and the problem of
rely recording them is overwhelming
the staff!

\nd Class News a highly
understood and criticized
Mem for your editors. Theoretically,
iss News is witten by each Class
zretary and sent to the Alumnae Office
iwever, because of many complicated
Mems of ours and of busy secretaries,
ny times the Class News Editor (who.
the way, must double as Alumnae
fice Secretary, when we have one) must
iplv collate the various items we
:eive through letters, phone calls, and
rsonal contacts. Also, the mechanics of
iting Class New. are quite involved in

that she must sift through all items to be
sure they have not appeared in past issues
or that they are not simply unfounded
rumor Because we are very human, some
items are unwittingly omitted, but we are
happy to print any news that is not
repetitious or too long for the space
available. Finally, we do not send news to
class secretaries as the\ would s/mp/y
have to send it back to us, and even if
that were not complicated, it would be
too time-consuming Editor

-::

To the Editor:

The marvelous Summer Quarterly
came yesterday and among other
things has focused a number of
random thoughts that usually come to
me about the time we get settled in a
new place and then slowly sink back
into the subconscious. . . .

It seems that you are making a
monumental effort to get on a
schedule and catch up with the
season. I wonder if you have an
unreasonable delay in actual
production or if it has been at the
office's end of things. At any rate, I
like the turn the contents have
taken. Two suggestions: 1 ) Fix the
deadlines on the big events for
alumnae Founder's Day, Reunion,
even Christmas. The ones published
do not reflect a tie-in. If need be your
class notes deadline could be
separate. As of now, you are missing
three good class notes bonanza
periods, especially Christmas. 2)
Encourage more and better class
notes. Often the notes don't even
mention where someone lives. In
fact, usually they don't. This is a
useful fact, especially in none lub
areas. Most people read up and down
year-groups from their classes. The
notes could be done in fine type and
very narrow margins in order to hold
down production costs and include
more news. I think this whole area
needs a good deal of attention after
all this is the basic link.

As an afterthought, I think most
would join me in suggesting that if
you could have another article by
going to slick paper, do so. I think the
Quarterly looks elegant, but would
rather have more of it, more promptly.
Esther Thomas Smith '61
Vienna, VA

Thanks for your praise and suggestions
About schedule, sometimes there is a
printer's delay, but frequently, the
holdup comes from the "creative' end
Compilation of Class News takes many
days of staff time, and class secretaries

are a few days late sometimes We do try
to include the last-minute items, but,
because of the alphabetical organization,
this sometimes requires re-typing and
revising And though your editors must
plead guilty to tardiness in many cases,
we have little control over guest authors
who are kind enough to share their time
and ideas (without remuneration! but
sometimes run a tew days after deadline.
Speaking of deadlines, they are set up to
coincide with publication times instead of
alumnae activities. These time limits.
although possibly not particularly logical
for Class News, are a must if we are to
adhere, even loosely, with a quarterly
publication schedule Also, we cannot
include any address unless the writer
specifically requests it I m sure you can
see how much space that would require-
However, anyone interested in a specific
address may write the Alumnae Office
at any time

About more class notes, there seem to
be two sides to this question. Many
alumnae have encouraged us to cut down
as much as possible on numbers of items
and condense the news we include, so
that the space could be used tor more
articles or more extensive treatment of the
subject matter

Finally, we appreciate the suggestion
about the use of slick paper, however,
after looking into comparative prices, we
found that there is little difference in
costs of the two types of paper And we
too prefer the vellum finish. As tor setting
the Class News in finer t\pe. we have
considered the possibilities for some time
but have not come to a final decision
Some alumnae feel that smaller type
would be difficult to read. Incidentally,
we would welcome opinions on this idea
from any alumna Editor

-::

::

To the Editor:

I just want to tell you how much I
enjoyed the last issue of the
Quarterly. The articles have been
excellent, and the book review is an
interesting addition. The Class News
Editor has done a great job of pepping
up Class News.

Elizabeth Dykes Leitzes '65
Irvington-on-Hudson, NY

To the Editor:

Thank you for the best Quarterly
ever! I received the Summer, 1972
issue yesterday and read it from cover
to cover without stopping. Especially
did I enjoy the articles by Mary Ann
Lusk lorgenson '63 and Mary
Womack Cox '64.

Betsy Hammond Stevens '61

Ellijay, CA

(continued on page 27)

Building a B

BY

One of the most ominous and ironic predictions
in the last few years for the future of the private
liberal arts college appeared in a magazine
review of Models and Mavericks, A Profile of
Private Liberal Arts Colleges, by Morris T. Keeton.
Mr. Keeton stated, "Private four-year liberal arts
colleges dominated American higher education
for over two centuries. No other single type of
institution has so enriched the academic
enterprise or been the source of so much creative
thinking and innovation. They have been models
of institutional autonomy and have set standards
for concern for the individual student. Today,
however, they enroll only one in five of all
American students in colleges and universities,
and this proportion, despite predictions of
increasing enrollments, will become smaller in
the years ahead." 1

As a result of countless prognostications similar
to Mr. Keeton's as well as the tangible evidence of
smaller applicant pools and decreasing
enrollments, most private institutions have
begun to open the windows of their ivoiy
towers. They are in the process of re-examining
both the image and curriculum of the institution
and their methods of locating and attracting
prospective students. To alter the metaphor,
colleges are not only "building better mousetraps,"
but they are beginning to market them more
effectively.

Agnes Scott too is not immune to the crisis
threatening the survival of many similar
institutions. Therefore, despite her historically
conservative attitude and approach as well as the
traditional stability and absence of serious
enrollment difficulties up to this point, Agnes
Scott has not been afraid to re-evaluate the total
College environment and purpose, including
academic programs, student activities, faculty and
administrative accountability, policies and
positions, justifable goals, and alumnae affairs.
One result has been an intensified study of
curriculum and calendar and the initiation of

certain external procedures, particularly an
enlarged, more complex plan for fund-raising and
an expanded admissions program

In 1971, the Alumnae Office and the Admissions
Office launched the Alumnae Admissions
Program by asking alumnae in specific areas of
the country to serve as Alumnae Admissions
Representatives for the College. Since that time,
the numbers of alumnae involved have increased
and their responsibilities have become more
extensive and more relevant to the efforts of the
College as a whole. In part, the growth has been
brought about by a re-evaluation of the program
by the College, but mainly, the enthusiasm and
loyalty of the alumnae have effected it.

Philsnphic ally, the essential position of the
alumnae representatives is that of "referral
centers" for students in the area to receive
information about the College. The representatives
have been provided enough current material
about Agnes Scott in 1972 as well as information
about general admissions procedures to be able
to answer questions from interested students and
their parents and to judge when to refer questions
to the Admissions Office. The names and
addresses of these alumnae appear in the
Agnes Scott College Bulletin which all students
who have indicated an interest in the College
receive.

In addition, the alumnae representatives' duties
have been broadened to include, when possible
and appropriate, attending College Day/Night
programs held at local high schools, when the
College admissions representatives have been
unable to attend; planning get-togethers in their
homes for prospective students, to present the
College slide show and introduce the girls to the
admissions representative; actively seeking out
high school guidance counselors to present
themselves as liaison people who are available for
information or even for immediate, personal
contact with local students; and most important,
remaining alert to possible prospective students

Mousetrap

'62

who might have an interest in Agnes Scott if they
received information from the College and/or
spoke with an informed alumna. These
volunteers, while certainly not expected or
qualified to replace the official admissions
representatives, serve as informed field
workers who can assist the staff and represent the
College "on the spot."

Obviously, the aims of any high-quality college
admissions program are to obtain and maintain a
sizable pool of suitable applicants to ensure the
enrollment of enough academically and
emotionally qualified students for each incoming
freshman class. And notwithstanding the
historically fine work of the ASC Admissions
Office as well as the attraction of Agnes Scott as
an institution which offers a unique educational
experience for young women, the purpose of the
Alumnae Admissions Program is to expand the
range and the efforts of the Admissions Office,
especially when distance or time makes it
impossible for staff representatives to reach
the specific areas.

The thrust and effect of the program,
however, have gone deeper even than a wider
geographical exposure of the College. The
representatives have not only furnished
valuable information on a local level; they have
provided a significant personal contact for the
student from someone "unofficially" attached to

the College and yet equipped with pertinent
information as well as first-hand knowledge of the
experience at Agnes Scott. Although the
effectiveness of the Alumnae Admissions
Program is statistically undeterminable after only
one year, the enthusiasm engendered and the
image of the College, honestly and personally
projected, must certainly prove to be an
enhancement of the admissions program, a
positive enrichment of the future student
population, and not the least important, a
strengthening factor for alumnae-Agnes Scott
ties in the years to come.

President Alston believes, as he had occasion
recently to say publicly, that the plan for the use
of alumnae in admissions is one of the most
promising of the means that Agnes Scott is
employing to discover and interest students who
should enroll here.

In an article published in a 1961 edition of
Saturday Review, Frederick W. Ness, then
president of the Association of American
Colleges, said that "the survival of the small
college depends largely on its creativity." 2 Ten
years later he amends his statement to say that
"an absolute prerequisite to creativity is the
ability to think and to plan realistically and as a
unified academic community." 3 The Agnes Scott
Administration, by an honest self-examination
and the initiation of some far-sighted new
programs involving the entire academic
community faculty, students and alumnae has
taken steps not only to ensure the survival of the
College as a high-quality liberal arts college, but
also to preserve the vitality, the attitude, the
spirit which makes this kind of education a unique
experience in the maturation and development
of the whole person.

1 "Public vs. Private Institutions," Alma Mater,
The journal of the American Alumni Council,
45 (December, 1971), 9.

2 "The Survival of the Small Colleges," p. 38.

3 Ibid., pp. 38-39.

Lest We Grow Complacent

BY CAREY BOWEN '62

Originally, this artic le was to be an opinion
poll, primarily cataloguing answers from a number
of students to questions concerning the
continued survival of the private, liberal arts,
single-sex college. However, as this interviewer
listened and noted the thoughts of the first few
students, the character began to change and a
broader, more complex theme and design
emerged. Therefore, rather than a simple,
objective recording of random student opinions,
the piece has become a more subjective
discussion of the questions by a few articulate,
interested students.

The five students represented below obviously
do not reflet t a c ross sec tion of the Agnes Scott
student population, hut these young women
reveal singularly mature judgment as well as
unquestioned loyalty and devotion to Agnes
Si ott, albeit colored somewhat by the enthusiasm
and impatience of youth. These students are:
Susan Freeman, senior, |ulia Larue, senior, Sarah
Louise Price, senior (and alumna, x-'69), Libby
Rhett, senior and Christi Roberts, sophomore.

Although the thoughts expressed by these
students do not necessarily reflect the editorial
stand of the magazine staff actually how can
anyone not personally involved completely
understand the situation the editors believe
that the alumnae publication has the obligation
not only to make public the opinions of ASC
students but also to inform alumnae of the
critical nature of the issues involved. We realize
that enthusiasm must be tempered with wisdom,
but perhaps we should remember that experience
must also be enlivened with excitement.

DO YOU THINK THE SMALL, INDEPENDENT
COLLEGE HAS LOST ITS APPEAL TO STUDENTS' 1

If the educational journals and news media are
to be believed, the private institutions throughout
the country have been adversely affected by
changing times and thoughts. Enrollments

decreased and in some cases dropped acutely
after the mid-60's. The decline can be attributed
in part to the graduation of the post-World War II
"baby boom" children. But much of the problem
can be blamed on changes in attitude: in some
previously highly structured circles, it is no
longer socially unacceptable to delay formal
education or even by-pass it. And the choice of
multipurpose institutions or coed colleges has
been popular among many high school students
who are increasingly "career oriented." Whatever
the reasons, the private, liberal arts, single-sex
colleges seem to have suffered. And many have
declared bankruptcy and closed or merged with
larger institutions.

Nevertheless, the private college has its
devotees, many of them present students. In
answer to questions concerning the recent trend
away from the private college, the ASC students
felt that there was actually a slight decline in
popularity among students of the 70's, but they
did not feel that this kind of institution had lost
its appeal for all students nor that it would in the
future. "The small, private college, offering
sophisticated academic challenges, will always be
attractive to the truly motivated student," stated
Julia Larue. And Susan Freeman said that "some
private colleges don't seem as hard hit as ASC, but
I believe that they started preparing for the
slump earlier."

The students felt that despite this slump and
the negative predictions by many experts, there
are many solutions to the enrollment problems,
including better and more wide-spread public
relations and advertising efforts, stronger
recruitment programs and certain innovative
academic programs. They were pleased that
Agnes Scott had begun the Alumnae Admissions
Program and enthusiastic about the prospects of
a special student-alumnae council which is
planned by the Alumnae Office to begin early
in 1973.

lulia Larue, Sarah Louise Price, and Libby Rhett

Susan Freeman

Chnsti Roberts

DO YOU THINK A SINGLE-SEX COLLEGE IS
HELPFUL OR HARMFUL TO A STUDENT WHO
SPENDS FOUR YEARS IN SUCH AN INSTITUTION'

Again, the students agreed that, although a
single-sex college might not be appropriate for
everyone, the experience is right for them
Christi Roberts likes being in a single-sex school;
she does not "feel isolated in a woman's college,
and Agnes Scott has the added attraction of being
in Atlanta." "If girls or boys are hurt by the
experience, they are not well-rounded to begin
with," said Julia Larue.

According to Sarah Louise Price, "Agnes Scott
forced [her] to come out of a shell." And Libby
^hett reports that it motivated her to be more
:han a follower: "At a university I might not

even know what I had missed. But here I have
learned not to underestimate myself and to try to
accomplish something academic without the fear
of turning off men."

Some additional praise for the woman's college
comes from Russell Shunk, Admissions Director of
Wilson College in Chambersburg, Pennsylvania,
who believes that "some women shouldn't go to
college with men." He asserts that "The most
significant advantage of a women's college ... is
that it prepares women for leadership roles, since
they are leaders in their college communities."
Citing a study conducted by Elizabeth Tidball
Peters, an alumna of Mount Holyoke and now a
professor of medicine at Georgetown Medical
School in Washington, D.C., Mr. Shunk reports
that "graduates of women's schools are 2.3 times
more likely to be recognized for career
achievement than women graduates of coed
institutions." 1

DO YOU THINK THE LIBERAL ARTS
CURRICULUM HAS LOST ITS RELEVANCE TO
THE "REAL WORLD"? AND DO YOU THINK
THAT HAVING A LIBERAL ARTS EDUCATION
WILL HURT YOUR CAREER OPPORTUNITIES?

More practical than many 18-21 year-olds some
years ago, today's ASC students do not expect a
liberal arts education only to "train" them for a
career nor to get them a better job. They seem to
appreciate the more aesthetic, more intangible
benefits of the liberal arts program as well as the
broadness of the experience. They also agreed
that a liberal arts education is the best
preparation for adult life and for a career in
almost any field. Christi Roberts believes that
concentration on a specialized field limits one's
scope and Sarah Louise Price, speaking from her
experience in the business world, said that a
"broader background has helped me much more
than a narrow course of study in a specific field."

Lest We Grow Complacent

(continued)

The opinions of these students seem to echo
the statement of Thomas Hedley Reynolds,
President of Bates College, in the 1971-1972
Report of the President:

For at least a century young people who
have been disciplined in the liberal arts
have emerged as better thinkers, and as a
result, almost always better doers, in
nearly every field, compared to those
trained more directly for a particular
profession or technical specialty. Now, at a
time when the conditions of life in this
country are manifestly unpredictable, it
seems to me that the kind of preparation
that the liberal arts provides is the kind of
preparation which will in the long run
prove most useful. The unpredictableness of
the future puts emphasis on the men or
women who can grow, who can understand,
and who can think things out for themselves. 2

IF YOU WERE CONSIDERING A COLLEGE NOW,
WOULD YOU CHOOSE ACNES SCOTT?

To this final question, the girls once more
answered in the positive, but this time they
"took the floor" to offer suggestions for change
and growth. Their suggestions were complex in
many cases and sometimes personal, but mainly,
they spt>ke as students throughout the nation are
speaking, to ask, indeed plead, for a vote in the
total college program, a voice in the design and
contents of their education.

The particular interests of the ASC students are
those dealing with the academic motivation of
the student body as a whole, the scholastic
standards and intellectual challenges, the interest
and involvement of faculty members in and out of
the classroom and the establishment or
maintenance of the kind of atmosphere which
encourages active student participation and
individual creativity.

Their complaints are that they believe that the
college needs to re-examine the curriculum In
this case, they are asking for a redefinition,
particularly in broader, more relevant terms, of
the liberal arts, arguing that many liberal arts
colleges have remained too long in a rigid
curriculum. According to Susan Freeman, "Agnes
Scott and many similar schools need to redefine

the meaning of the liberal arts." She went on to
express a wish that Agnes Scott had more intern
programs and more field experience for students
in all disciplines. "I'm not talking about just
practical experience per se but a greater
opportunity for broader understanding as well as
human involvement. Isn't that what the liberal
arts is all about?"

Sarah Louise Price thinks that there is a change
in the faculty-student relationship since 1965,
when she was a student before: "then there was
much more academic exchange between students
and faculty in and out of the classroom."
Whether these changes and problems are a
result of a younger, more mobile faculty, a true
lack of interest on the part of some professors or
perhaps simply a characteristic of our busy times
is impossible to say. But it should be encouraging
to note the concern these students have for
whatever affects their self-development.

Especially in the area of curriculum, these
students mirror the thoughts and demands of
undergraduates across the country. According to
Louis T. Benezet, president of the State
University of New York at Albany,

Student interest in university decision-
making comes down, in concrete terms,
to a demand for change in what is being
taught in the general undergraduate program.
Many students just how many, we don't
know believe the big questions that will
affect their lives in the world they face
aren't being tackled in the college courses.

There is a growing expression of belief
that traditional liberal arts and science
disciplines will not do the job for mankind
if we are to have a world worth living in
by the year 2000, or perhaps if we are to
have a world at all. 3

Mr. Benezet realizes the problems and
inadequacies of students' challenging the
validity of the traditional arts and sciences, but
he goes on to say that "student views need
tempering by other intellectual forces such as
have held the university together over centuries.
They also need to be thoughtfully heard." 4

Interestingly enough, when questioned about
the present social rules and what this writer
suspected to be general campus unrest about

restrictions concerning the consumption of
alcoholic beverages on campus, the students
virtually dismissed these fears. The impression
they conveyed was that while some students felt
that the social policies are archaic and
inappropriate for the moral standards and
individual acceptance of responsibility of the
1972 young woman, most students did not
consider social rules as important a problem as
that of academics. Libby Rhett stated that "Agnes
Scott is an academic community with all
involved in at least some of the decision-making
but because students feel frustrated due to their
impotence in the area of classroom or
curriculum problems, students have turned their
attention and energy to changing social rules."

Perhaps it is worth noting here that one can say
of ASC students that they are not only able to
concern themselves with the important factors of
self-development but to admit to a bit of child-
like frustration that even when they seem to be
demanding change on the social level, they are
truly more interested in the intellectual issues.

Obviously, it is not wrong to realize that the
impetuosity of youth leads to unwise or hasty
decisions and that the impatience of the young
needs tempering or time to mellow. But it is a mistake
to assume that modern young people do not
understand the problems they live with everyday,
even if they sometimes fail to appreciate the
complexities or imprudence of certain solutions. As
Susan Freeman puts it, "We don't want to wait for
the change, not because of the length of time
involved in effecting it, but because we don't see
the evolution." And even if we question their
impatience, can we feel superior unless we take
the time to hear their voices and inform ourselves
about the problems facing higher education today?

1 Russel Shunk, "Some Women Shouldn't Co to
College With Men," The Atlanta Constitution,
October 20, 1972, Section B, p. 10., col. 1.

2 Thomas Hedley Reynolds, Report of the
President, 7977-7972, No. 3, (September, 1972),
p. 17.

3 Louis T. Benezet, "Should Students Have a
Voice in What They're Taught?" The Chronicle
of Higher Education, VII, 9 (November 20,
1972), p. 8.

4 Ibid.

Agnes Scott in the World

Theatre for Sheer Delight

By )ene Sharp Black '57

An award-winning motion picture
director; a successful director-writer
for educational television; a director,
lighting and set designer for theatre
productions each is a glamorous
vocation. Barbara Battle '56 has filled
all of them at one time or another as
well as the career of teacher of
English and Dramatic Art, of
Television and Motion Pictures and
of Theatre and Technical Directing.

Barbara's latest achievement is that
of film director. Her picture on tennis
champion Margaret Court was shown
on the Agnes Scott campus last fall. In
composing this film, Barbara followed
Miss Court to tournaments on three
continents Europe (England),
Australia and the United States.
During the 1970 filming, Margaret
Court became the second woman in
the history of tennis to complete the
Grand Slam, by winning the four
major tennis titles: the Australian, the
French, the English and the United
States. Some of the locations for the
film were Wimbledon in England;
Forest Hills in New York; Perth,
Australia (Miss Court's present home)
Albury, New South Wales, Australia
(her childhood home) and Melbourne,
Victoria. It took eight months of
shooting and editing to complete the
fifty-two minute color film to
Barbara's satisfaction.

Barbara's interest in drama
developed during her Agnes S< ott
days She majored in English, as a
drama major was not offered then,
and did a unique independent study
project. She researched, designed
sets and costumes, helped ( ut the
acting version and handled all
technical aspects for a Blackfriar's
production of Moliere's Le Bourjois
Centilhomme

Following graduation from Agnes
Scott, Barbara went to the University
of North Carolina for an M.A, degree
in Dramatic Art It was there she
developed a keen interest in
religious drama. She wrote her
master's thesis on "The Religious

Film Director, Barbara Battle on Location

Dramas of Christopher Fry." Upon
completing her degree work in
February, 1958, she went to New York
to take a course in religious drama at
Union Theological Seminary She
discovered the course was the
"wrong one," but was unable to
change due to her working hours at
the New York Publu Library I he
"wrong course" covered basic play
productions for people interested in
directing churc h dramas. However,
through this < nurse, Barbara was
assigned to direc t several i hurt h
plays in the New York area, thus
giving her her first paid, professional
experience in directing.

In the fall of 1958, Barbara went to
Salem College in Winston-Salem, NC

as Assistant Professor of English anc
Dramatic Art For the next six years,
she found "sheer pleasure' in
teaching and delight in directing
plays that provided her students
with a variety of experience in dram,
styles, acting and production
During this period, she also found
time to work with the town's
community theatre. While teaching
at Salem, Barbara enrolled in a
summer workshop course on radio
and television at New York Universii
She wanted to broaden her knowled;
ut the communications arts ,)nd ti
learn how these media c ould be
utilized to publicize her Salem
College productions. The course,

(continued on page '.

10

Where its at . . .

NEWS OF AND AROUND ASC

low About Taxes?

Now that the shouting has died and
le election is over, the voters wait
>r a new administration or at least
new version of the old to put into
ffect its campaign promises,
owever, the time for involvement
nd awareness has not passed;
itizens cannot afford to become
amplacent when Congress considers
igislation which could seriously
ffect their interests. And despite the
ict that, theoretically, all previous
ills are thrown out and new ones
itroduced at the next meeting of
ongress, Agnes Scott alumnae
ideed anyone vitally interested in
igher education should concern
lemselves with the various tax
;form bills which were introduced
ider the old regime. These perhaps
dicate the drift of things to come.
Of primary interest to colleges are
e proposed bills to revise estate and
ft taxes. If they are re-introduced
id passed as written, this legislation
ould modify or even eliminate the
writable contribution deduction.
ie financial significance of these
oposals to all institutions partly or
holly supported by private gifts is
squieting.

A bill (HR15230) introduced jointly
/ Wilbur Mills, Chairman of the
ouse Ways and Means Committee,
id Senator Mike Mansfield is a good
ample of the type of tax reform bill
)nsidered by the last session of
jngress. This bill, which would
eoretically repeal 54 tax
eferences by 1975, contains a
ction (312) eliminating the entire
laritable deduction. And despite the
ct that many people feel that the
ills-Mansfield Bill was designed
imarily to flag down the fact that
vestigation is needed for tax
eferences, it could prove to be a
;athervane and a sign for those of
who should be concerned enough
keep alert to future proposals.

Another bill (HR11058and
HR11862), which was introduced by
Representative lames C. Corman and
25 co-sponsors, is the kind of
legislation which may be the most
dangerous to all private institutions;
it would limit deductions for
charitable gifts to the amount that
is above three percent. And if this or
a similar proposal is introduced, it
might be supported by those in the
Treasury Department who are in favor
of simplifying the tax returns, in this
case by eliminating the numbers of
small charitable gifts. Although few
argue that tax reporting is sadly in
need of simplification and many feel
strongly that tax preferences certainly
need examination, private institutions
such as colleges and universities
could easily be hurt by the changes
for expediency.

Obviously, no one knows for sure
what the new administration will
bring and all hope that the future
will be bright; however, all citizens
need to be aware of Congressional
concerns and proposed legislation.
And if the past session of Congress
offers a true indication of trends,
taxes will be a focal point. Dr. Paul
McCain, Agnes Scott Vice President
for Development, believes that in
the next session of Congress, "tax
reforms will be one of the major
domestic issues." He urges all
alumnae to keep informed and if the
issues become threatening, to join us
in writing our Congressmen to
emphasize the need for continued
private support of our institution.

New Orleans Club
Holds Meetings

The New Orlean Club under the
able leadership of Ruth Van Deman
Walters '66, President, and Georgia
Little Owens '25, Secretary-Treasurer
has held two meetings this year. The

April meeting was a "self-study"
business discussion. The purpose and
intent of the group was examined, and
a questionnaire was devised which
was sent to the entire roster of the
New Orleans area.*

The goals and turn tions of the
group were reassessed, and a meeting
was scheduled for the fall of 1972
with the aim to revitalize the club.

This meeting was held Friday
evening November 17 at 6 o'clock in
the Tulane Alumni House A social
hour was followed by a catered
dinner. Mrs. Miriam Dru< ker,
professor of psychology, gave the
alumnae .mi<\ their husbands
(numbering about thirty) some
illuminating insights on Agnes Scott
called "A Candid View of the
College". The next morning a small
group met with Mrs. Drucker before
a beautiful bay window of the New
Orleans Yacht Club to talk further
about the College and wish her well
before putting her on her return flight
to Atlanta. The New Orleans Club
is to be congratulated on its
organization, enthusiasm, ,\nd
enterprise.

:: The Alumnae Office would be
happy to send a sample copy to any
club considering mailing out a
questionnaire to its membership

Alumnae Clubs

The Alumnae Office receives
inquiries from time to time from
alumnae concerning the formation of
clubs in the areas in which they live.
The Office is happy to furnish lists of
alumnae in designated areas, along
with a club handbook which gives
guidelines on forming a club. All
club presidents will be invited back
to the campus February 2 to the
Alumnae Council to hear present and
future plans for clubs. Donna Dugger
Smith '53 Projects Chairman, and
Anne Diseker Beebe '67 Club

(continued on next page)

11

Where it's at

Chairman will be coordinating this
meeting and presenting a variety of
fund raising projects and other
suggestions for meetings. The College
tries whenever possible to send a
speaker from the faculty or
administration to one meeting a
year, if requested.

Many alumnae feel strongly about
starting clubs in their areas. We
cannot do this is we do not have your
help. Please write the Alumnae Office
if you wish to form a club.

Thanks, Alumnae
From the Glee Club

We, the members of the Agnes
Scott College Glee Club and the
Agnes Scott Madrigal Singers, wish to
thank the alumnae of Agnes Scott for
their financial and moral support.
Your contributions helped make
possible our recent European concert
tour, a greater than we dreamed
success For our first scheduled
appearance, we say before, during,
and after the evening service at St.
Mark's Cathedral in Venice, Italy We
were excited to learn that the
President of the Republic attended
the service that evening. Also, the
presiding Bishop was complimentary
of our singing, and gave us a private
viewing of a jeweled altarpiece that
is rarely available for public viewing.
The most profound experience in St
Mark's, however, was hearing the
sound of singing as it filled this
magnificent holy sanctuary.

While St. Mark's Cathedral was our
most impressive concert site, our
most memorable experience was the
public concert we gave in St.
Stephen's Cathedral in Zagreb,
Yugoslavia. We sang to an audience
estimated at 900, many of whom were
standing in the aisles. We received
spontaneous applause, a phenomenon
that had happened only once before
in this sanctuary, and we were
delighted to sing several encores.

Although our remaining
performances were somewhat less
spectacular, they were nonetheless
rewarding. We sang during and after
the evening service at the

Mr- Ted Matthews and Glee Club on Tour in Europe

Piaristenkirche in Vienna, Austria.
The Manager of District VIM in
Vienna, who had never before
attended ser\ i< e when an Anieni an
group was singing, spoke with us after
the performance and heartily
complimented our singing. Our
next performance was held in
Salzburg at the Nonnberg Convent in
the sanctuary where the marriage
scene from T/ie Sound of Music was
filmed. It was a public performance,
but we cannot estimate the lull size
of our audience, because the sisters
remained hidden from public view
even during the performance. We
sang in the Menno Simonszhuis in
Amsterdam, Holland and received a

standing ovation at what was a very
moving final performance for us.

We believe that through our music
we carried a significant message to
Europe, a message of good will and
understanding; and we feel as if our
meaning were heard and appreciates
In addition, our own lives have been
immeasurably enru heel by our
experiences in Europe I hese
experiences would not have been
possible had it not been for
contributions received from Agnes
Scott alumnae, and we sincerely
express our appreciation to you
Theodore K. Mathews
Assistant Professor of Music
Director, Agnes Scott Glee Clu

Alumnae Leaders Meet on Campus February 2

The Alumnae Council meets
February 2, 1973. Participants will be
fund chairmen, alumnae admissions
representatives, class presidents and
secretaries, regional vice presidents,
club presidents and members of the
Executive Board. Plans are for
alumnae to visit an 8:30 class if they
wish The first session consists of
workshops in the various areas of
alumnae concerns and a general
meeting afterward which will give a
brief resume of each group's work
and plans. Next comes a buffet
luncheon in Rebekah. The afternoon
program will consist of panelists and

speakers which include Dr. Alston,
Dean Gary and Dean lones and
students.

Regional Vice-President lane king
Allen and members of the Executive
Board will be working with the 1
alumnae staff to coordinate the days
events. It you are in the above
categories of alumnae work and by
some chance do not receive an
invitation to come to the Alumnae
Council, please write the Alumnae
Office. The Alumnae Association is
eager for this to be an informative,
enthusiastic, even inspirational day
back on campus. Do come!

12

Alumnae Aid in Selection
Of New President

Agnes Scott alumnae are involved
n many ways in the nomination of a
new president for the College. As
ndividuals and groups, they have
Jiscussed the requirements for the
)ffice; many have submitted names
or consideration; and two alumnae
)n the Board of Trustees Gene
lack Morse '41 and Suzella Burns
vlewsome '57 are members of the
rustees' Special Committee to
dominate a President of Agnes
cott College.
Alumnae are officially represented
>y the Alumnae Advisory Committee.
ts officers, Memye Curtis Tucker '56,
"hairman, Eleanor Hutchens '40,
~o-Chairman, and Mary Beth Thomas
33, Secretary, also meet with the
tudent, Faculty, and Administrative
advisory Committees and the
rustees' Special Committee.
The Alumnae Advisory Committee
i pictured above at its October 20
neeting. Its members reflect the
liversity and distinction of Agnes
cott alumnae. They include:
mn Avant Crichton '61, Decatur, Ca.
Commissioner, City of Decatur,
enny Brown Barnett 32, Atlanta, Ca.
Member, Board of Visitors, Emory
University; Past President, Agnes
Scott Alumnae Association,
arolyn Cox 71, New Haven, CT.
Law student, Yale University,
temye Curtis Tucker, Ph.D. '56,
Marietta, Ca. President, Agnes
Scott Alumnae Association.
ou Frank '69, Augusta, Ca. Medical
student, Medical College of
Georgia.

1ary Ellen Harvey Newton '16,
Decatur, Ga. Longtime member,
Decatur Board of Education and
leader in civic, church and alumnae
activities.

eanor Hutchens, Ph.D. '40,
Huntsville, Ala. Professor of
English, University of Alabama at
Huntsville; Past President, Agnes
Scott Alumnae Association; former
Director of Alumnae Affairs,
arah Frances McDonald 36, Decatur,
Ga. Attorney; Past President,
Agnes Scott Alumnae Association.

Alumnae Advisory Committee at October meeting. Lett to right, first row, Eleanor Hutchens,
Evangeline Papageorge; second row, Memye Curtis Tucker, Mary Ben Wright Erwin; third
row, Sarah Francis McDonald. Mary Beth Thomas, Lou Pate Koenig; back row, Mary Hart
Richardson Britt, Anne Avant Crichton. Not pictured: Penny Brown Barnett, Carolyn Cox,
Lou Frank

Evangeline T. Papageorge, Ph.D. '28,
Atlanta, Ga. Associate Dean, Emory
University Medical School.

Lou Pate Koenig, 39, Chevy Chase,
MD. Systems analyst, The Urban
Institute, Washington, D.C.; past
Regional Vice President, Agnes
Scott Alumnae Association.

Mary Hart Richardson Britt, Ph.D. '60,
Madison, Wl. Teacher of English in
Continuing Education Division,
University of Wisconsin.

Mary Beth Thomas, Ph.D. '63, Raleigh,
N.C. Assistant Professor of
Biology, Wake Forest University.

Mary Ben Wright Erwin '25, Avondale
Estates, Ga. Retired from career in
communications; active in alumnae
affairs.

Young Atlanta Club Meets

In 1972-73, the Young Atlanta
Agnes Scott Alumnae Club focuses
its attention on civic affairs and
individual questions. The programs
very in subject matter from a speech
by an Atlanta Alderman to a Spring
fashion show.

For those alumnae outside the
Atlanta area, the Young Atlanta Club
is made up of alumnae from the
classes of the last ten years. Their
meetings, the second Thursday of the
month, in the homes of alumnae, are
held .it night for the convenience of
alumnae who work or who must find
baby-sitters for small children. The
interests of these young women seem
to center on community activities,
politics, and national problems as
well as on personal questions and
directions.

The first program of the year, in
September, featured Dr. Miriam
Drucker, Chairman of the Psychology
Department, Agnes Scott College,
discussing "Guidelines for the First
Ten Years "; and Mr. Wyche Fowler,
Atlanta Alderman, spoke at the
October meeting on "Politics in
General, with Emphasis on Atlanta."
In November, Mr. Bob Margolin of the
Robinson-Humphrey Company told
the young alumnae how investing can
be exciting and rewarding for the
average person

For the December program, Dr.
Alston will talk to the Club about

(continued on page 14)

13

Where its at...

Agnes Scott His topic will he "The
Way Ahead." The focus of the
February meeting will again be
Atlanta, as Mr. Don Clark, honorary
consul of Korea and international
corporate lawyer, discusses Atlanta
as the new international cit\

Spring holds a lighter note with
Mrs Louise Isaacson Bernard, Agnes
Scott alumna and owner of Isaacson's
of Phipps Plaza, presenting a spring
And summer fashion show in March,
,iikI alumnae and husbands gathering
in April for a cookout And the final
meeting features Mr. Ellis McDougald,
Director of the State Department of
Corrections, who will speak on
Georgia's prisons and what the
future holds.

Careers for Alumnae

Agnes Scott is expanding the
ser\ ii es of the Vocational Offi< e of
the College in an effort to assist
alumnae who are seeking employ ment
The Office plans to update referem e
folders for all alumnae who send
information and to be able to put

interested alumnae in touch with
prospective employers. Alumnae who
are considering returning to the
labor market are urged to update
their reference folders at the
College to reflect their work history
and experience. Also, it is helpful to
include references from volunteer
activities provided they are related to
the labor market. Potential employers
prefer the ease and economy of
procuring references from a single
source In addition, ,\n individual
agreeing to at t as a referent e finds
the completion of a single referenc e
far easier than completing multiple
reference forms or writing referent e
letters Recent graduates who did not
set up this folder during the senior
year should find it advantageous to
do so now.

Alumnae who hold graduate
degrees will find it more expeditious
to update their reference folder with
the institution awarding the last
degree It you wish to establish or
update your reference folder at
Agnes s< i >tt please c omplete the
form below and return to Vol ational
Office. Agnes Scott College;
Decatur. G A 30030.

Name-

Current Address.

Year of Agnes Scott College Graduation: Major:

In order to update my reference folder, references should be procured from:

Name

Address

Official Position

Dr. Alston Sets Retirement

Dr Wallace Alston, third president
of Agnes Scott, has announced that
he intends to retire no later than
\. ivember 1, 1973. He came to the
College in 1948 as vice-president and
became president three years later.

Dr. Alston has enriched the
quality of the standards of the
College as well as enlarged and
strengthened the facilities of the
i ampus, the faculty and the student
body.

President and Mrs. Alston are
expanding a home on Norris Lake in
Gwinnett County, where they will
live. He plans to read, preach,
travel and read.

He has been a popular president,
having close personal contacts
with students, faculty and the
administration, and he has been a
leader in educational and church
activities.

A committee of the Board of
Trustees has been appointed to
select a new president The final
choice lies with this group. A
committee of three faculty members,
three students and three alumnae are
in an advisory capacity to the
committee of the Board of Trustees.

If you have a candidate whose
name you would like to place before
the committee, please mail your
suggestion, and if possible a dossier
to Dr. I. Davison Philips, 205
Svcamore Street. Decatur, Georgia
30030, or in care of the College.

14

Last Year Was a Very Good Year

Last year was a very good year . . .
nd the College wants to thank each
if you who gave time and money to
nake the 1971-72 Annual Fund a
uccess. It was not an easy task, and
'ach year it becomes ever more
ifficult.

The efforts of all the Class
'hairmen and Agents, the General
'hairman (Sarah Frances McDonald
S6) and Special Gifts Chairman
Betty Lou Houck Smith '35) resulted

3,035 alumnae contributing
178,248. Thank you again for your
ifts, your involvement, your caring.

The way ahead is arduous. "About
,vo-thirds of the nation's institutions
f higher education public and
rivate, two-year and four-year are

such financial difficulty that they
an stay in business only by sacrificing
3me of the quality and services
ormally considered essential to their
rograms." And this situation is

by Barbara Murlin Pendleton '40

compounded by the disparity between
the escalating costs of education and
the declining rate of the increase of
funding. These are some of the hard
facts from Alma Mater (a publication
of the American Alumni Council) in a
review of The New Depression in
Higher Education A Study of
Financial Conditions at 41 Colleges
and Universities by Earl F. Cheit

What has Agnes Scott done to
avert such a crisis on our campus?
The wise direction of Dr. Alston in
the use of the funds and the careful
balancing of the budget, the
leadership of the Financial Committee
of the Board of Trustees in the
selection and management of our
investment portfolio, the work of the
Development Office and the Alumnae
Office and the hundreds of volunteers
all these efforts have managed to
keep us in the black.

During the last fiscal year 1971-72

alumnae gave $126,64 ', to the Annual
Fund, out of a total of $247,891 This
is money that can be used for the
current year's expenses. To give
examples of rising costs of obligatory
current expenses, there will be a
large increase in social security, a
possible increase in the minimum
hourly wage (bills now pending before
Congress), unemployment tax (the
College just came under this tax
requirement in 1972), an increase in
salaries, an increase in the cost of the
retirement plan, and an increase in
insurance (property and liability). To
meet these necessary increases the
alumnae portion has been budgeted
for $200,000 for the current fiscal year.
It will take increased endeavors and
expanded fund raising techniques to
raise our level of giving. This we must
do and we are counting on each of
you to help us in the year ahead.

ANNUAL GIVING PROGRAM-FINANCIAL REPORT

July 1, 1971 -June 30, 1972

ANNUAL FUND

CAPITAL FUND*

TOTAL

ilumnae

arents

nd

riends

oun-
ations

usiness

nd

ndustry

Number

Amount

Paid

Number

Paid
Amount

Number
Con-
tributed

Amount
Con-
tributed

2,930

126,643 84

105

5 t, 604 12

3,035

178,247 96

166

20,114.57

4b

137,880.62

212

157,995.19

27

112,632.63

8

248,375.00

35

361,007.63

See**
Below

38,500.14

See**
Below

65.00

See**
Below

38,565 .14

OTAL

3,123

297,891.18

159

437,924.74

3,282

735,815.92

Capital contributions reflected in this report are new gifts received since luly 1, 1971 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.
ercentage of participation 34.1 Average Gift $58.77

15

GENERAL CHAIRMAN:
Sarah Frances McDonald '36
SPECIAL GIFTS CHAIRMAN:
Betty Lou Houck Smith '35

CLASS CHAIRMAN

Honor Guard Mary Wallace Kirk

1914 Annie Tait Jenkins

1921 Sarah Fulton

1923 Beth McClure McCeachy

1924 Frances Gilliland Stukes

1925 Isabel Ferguson Hargadine

1926 Rosalie Wooten Deck

1927 Louise Lovejoy lackson

1928 Patricia Collins Andretta

1929 Esther Nisbet Anderson

1930 Shannon Preston Cumming

1931 ' Marion Fielder Martin

1932 Louise Stakely

1933 Gail Nelson Blain
1934

1935 Frances McCalla Ingles

1936 Dean McKoin Bushong

1937 Kathleen Daniel Spicer

1938 lane Guthrie Rhodes

1939 Lou Pate Koenig

1940 Katherine Patton Carssow

1941 Dorothy Travis Joyner

1942 Claire Purcell Smith

1943 Anne Paisley Boyd

1944 Quincy Mills lones

1945 Elizabeth Carpenter Bardin

1946 Rosalind Price Sasser

1947 Rosemary lones Cox

1948 Rebekah Scott Bryan

1949 Helen Crawford White

1950 Sara lane Campbell Harris

1951 Jeanne Kline Brown

1952 Kathren Freeman Stelzner

1953 Mary Anne Garrard lernigan

1954 Mitzi Kiser Law

1955 Carolyn Alford Beaty

1956 Louise Rainey Ammons

1957 Jackie Rountree Andrews

1958 Langhorne Sydnor Mauck

1959 Donalyn Moore McTier

1960 Nancy Duvall

1961 Betsy Dalton Brand

1962 Lebby Rogers Harrison

1963 Mary Ann Gregory Dean

1964 ludy Stark Romanchuk

1965 Kay Harvey Beebe

1966 Linda Preston Watts

1967 Mary Jervis Hayes

1968 lean Binkley

1969 Margaret Gillespie

1970 Martha Harris

1971 Dale Derrick Rudolph

PERCENTAGE

NUMBER

OF CLASS

CONTRIBUTING

CONTRIBUTING

244

21

17

39

60

53

49

34

43

37

62

50

58

47

75

50

52

42

68

44

62

46

44

39

62

56

48

39

46

40

46

37

57

43

46

39

57

40

60

46

51

34

47

31

55

36

43

33

55

36

46

31

<>2

37

58

36

54

35

60'

35

48

33

44

26

55

33

50

38

43

33

58

39

62

40

73

41

59

35

82

47

74

41

81

-14

78

40

77

38

52

25

78

38

53

25

(,o

33

(.1

30

82

35

78

35

46

21

16

TOWER CIRCLE

B>nvmous

Bfosof 41

luth Anderson ( ) Neal 18

da Louise Brittain Patterson '21

lima Buchanan Brown '16

uzella Burns Newsome 57

Mary Duckworth Cellerstedt 46
Diana Dyei Wilson 52
Martha Eskridge Ayers I I
Ethel Freeland Darden '29
Elizabeth Henderson ( ameron 43
Louise Hollingsworth lackson 32
Betty I ou Hour, k Smith !

Bertha Hudson Whitaker Acad.
Annie Tait Jenkins '14
Man Keeslei Dalt in 25
Margaret Rowe lones 19

Mane Louise Scott O'Neill 4.'
Mane Simpson Rutland '35
Augusta Skeen Cooper '17

Ruth Thomas Stemmons '28
lull. i Thompson Smith '31
Man Warren Read 29
Margaret C Wei
Violet Weeks Miller '29
Man West Thatcher '15

COLONNADE CLUB

lass of 73

ett\ Brown Ra\ 48

lelen Gates Carson 40

melia Davis Lut hsinger '48

. |. Ellison Candler '49

my Evans Blair '52

lora Ferrell Gentry '26

arah Frances Flowers Beasley '24

lo Ann Hall Hunsinger '55
Elinor Hamilton Hightowei !4
Quenelle Harrold Sheffield -' I
Maryellen Harvey Newton '1b
Genet I leen Barron '47
Ann Herman Dunwody 52
Katherine Hunter Branch 29
Isabel I i iwrani e Watson !4

Julia Mulliss Wyei 29
Sarah Frances Mi Donald '36
Lou Pate Koenig '39
Dorothy Peace Ramsaur '47
Hyta Plowden Mederer 34
Carrie Scandrett 24
Virginia Sevier Hanna '27
Virginia Shaftner Pleasants '30

Man Shewmaker '28
Lula Smith VVestc ott '19
Willie W Smith _'"
Marguerite Watts Cooper '19
Roberta Winter 2~
Catherine Wood LeSourd '36
Louise Woodard Clifton 27

QUADRANGLE QUORUM

janette Archer Neal '22
orothv Avery Newton 38
mily Bailey '61
gnes Ball '17

isephine Barry Brown '30
lary Beasley White '36
jcile Beaver '46
orothy Brown Cantrell 29
mah Buchanan Albaugh '16
atricia Collins Andretta '28
an Corbett Griffin 61
izabeth R. Ellington '54
largaret Erwin Walker '42
izabeth Espy Hooks '37
izabeth Farmer Brown 45

Philippa Gili hnst 23
Sallie Greenfield Blum 56
Evelyn Hannah Sommerville '23
Mary Elizabeth Hays Babcoc k 49
Margaret Hippee Lehmann '34
Victoria Howie Kerr 24
Eleanor Hutchens '40
Elizabeth lefferson Boyt 62
Marianne Jeffries Williams 47
Mary Wallace Kirk '11
lane Knight Lowe '23
Pearl Kunnes '27
Anne Kyle McLaughlin '17
Henrietta Lambdin Turner '15

Laurice Looper Swann 44

lane Meadows Oliver '47 (Deceased)

Dorothy Medlock Bond '50

Catherine Mitchell Lynn 27

Catherine Mock Hodgin '26

Nam y Moorer Cantev !8

lean McAlister 21

f loise Mi i all Cuyton 40

Sue McCurdy Hosterman 61

Caroline McKinney Clarke 27

Katherine McKoy Ehling '49

Virginia Mc Whorter Freeman 40

Barbara Ann Oglesln 59

Saxon Pope Bargeron '32

Virginia Prettvm.m S4
Vera Reins Kampei In-.t
Charme Robinson Ritter '61
Lebby Rogers Harrison 62
Julia Pratt Smith Slack '12
Virginia Suttenfield '38
Miriam Thompson Felder !2
Margaret VanDeman Blac kmon 63
Crystal Hope- Wellborn Gregg 10
Nani \ W heelei I >oole\ 57
Agnes White Snnford '21
Anne Whitfield 57
Fran, es W ilson Hurst 17
Lovelyn Wilson Heywarcl i2

labeth Alexander HiRRins
ncv Alexander lohnson ji
Belvn Altotd Bzie.sell xtf

k<f Allen Gardner t.2
3 Anderson McNeels 1

n Bailex CSven 19
riha BaCer Wilting Jr.
Jyn Barneti Kennedy 2
ly Bales Fernandez 43
lyn Balv Landis 40

lie Bond 53

#W Bowers Hamilton 2fc
nces Breg Marsden 41
Sphine Bndgnan 27
HeFJridgman Lertch 29
* Broad Stevenson bl
eyAnn Brooks 42
elope Brown Barneti I.

rBullard Hodges
na Bush Jackson 29
fcne Byrd Hopkins 52

Sylvia Chapman Sager b4
Deborah Ann Claiborne 70
Cama Clarkson Merrill '50
Mary Ann Cochran Abbott

Katherinei r.r.k s, hai.-r 1,5
Sally Cothron Lambeth 29
Elizabeth Cous.ns Moiley 38
Mildred Cussan Wright 27
Phyllis Cos Wh.tesell 60
Sarah Cumming Mitchell 65
Catherine Come 4"
Memye Curtis Tucker '56
Betsy Dalton Brand 61
Kathleen Daniel Spicer '37
Lucille Denn.son Keenan 37
Dale Dick lohnson '59
Eileen Dodd Sams '23
Sophie Elva Drake Drake 08
Caroline Dudley Bell '59
Doris Dunn St Clair '38
Madelame Dunseith Alston 2
Nancv Duvall 60
Susan DverOhver 42
Mary Elliot 32
Carolyn Ess.g Frederick 28
Isabel Ferguson Hargadine '25
lulia Finley McCulchen '33
Betty Fountain Edwards 35
Mary E Francs Ault 40

Betry V. Cash 29
Karen Cearreald '66
Ehse M C.bson '29
Frances C.lliland Stukes 24
Lou.se Girardeau Cook 28
Lillian Wuim Cousins '29

Sarah Glenn Boy
Susan Clenn '32
Martha Goddard Lovell 49
P.ialnii- Cordon Woods 34
Lucy Goss Herbert "34
H. tty Green Rush 53
Gertrude Green Blalock 26

Carol Cr.lfin Scoville '3
Eleanor T Hall 39
lane Bailey Hall Hefnei

Libby Harshbarger Broadus 6.
lulia Harvard Warnock 44
Elizabeth Hatchett 29
Katherine Hay Rouse 16
Helen Heard Lowrey '67
El.zaheth Henderson Palmer .
Mary Henderson Hill '36
Ann Henry '41
Dons Henderson Vaughn 42

Chopin Hudson F

THE MAINLINERS

n Beason 62
nson Smith 54
izzard 19

Carol lones Hay '54

Sarah Nichols ludge 3b

Harriet Smith 11

Man Mice luhan J"

Fanny Niles Bolton 31

M.nam F Sm.lh '57

LaMvra Kane Swjn.,,n .'.1

1 il.i \M-tl.-et Davis 32

Em.lv. Ann Sp.v, Sin m 25

Mary Anna Ogden Bryan 51

Frances Spratlin Hargreti 41

SallvMav kinn 1'.

Louise Stakely 32

Jean Kirkpatr.ck Cobb 37

EvariKL'lirit' Pjpageoige 28

Frances Steele Fmnev 37

Dorothy Laird Foster 63

N.na Parke Hopkins 35

\'irg-nu Stephens Clary '37

Helen Frances Land Ledbetter 52

Julia Patch Weston 42

lean Stewart Staton 46

M,.r\ Spoiswood Payne 17

Nancy StillmanCraii 61

Ceraldme LeMay '29

llniviRe Pwkinc Ferrv It,

Belle-Ward Stowe Abernathtj '30

Linda Lent* Woods '62

Patricia Persohn 49

Mary Sturtevant Bean 33

Caroline Lmgle Lester 13

Viral, Pen, Dagenharl '55

Olivia Ward Swann '26

Flnrem e Little 17

Lii.i Por, hw German 28

Mabel Talmage 14

Lucille Little Morgan '2)

Blvthe Posev Ashmore 58

Sarah Tate Tumlin '25

Hametturton Maior 49

ln-.-pliini- Pou Varner 24

Robin Taylor Horneffer 4-1

Elizabeth K Lynch 13

Celetta Powell lones 4b

Frances TennentEll.s '25

Mriri-aret Powell Flowers 4J

Man,' Louise Thames Cartledge '30

Carolyn Magruder Ruppemhal 58

Linda Preston Watts 66

Nancy Thomas Hill '56

Anne Martin Elliott 41

Rosalind Pi.ce Sasser 46

Elizabeth Thrasher Baldwin 15

Marjone Tippms lohnson 44

s.ilhe Mecsd Hunter 60

Louise Pruitt lones 42

Harriet Todd Callant '30

i.J.th Memn Simmons 47

Uilvii I'm kett Woodward 4H

Sara Townsend Pitlman '10

Diane Miller Wise 65

Claire Purrell Smith 42

Martha Trimble Wapi-n-ki A4

l:i-nK Millet Smith 19

Manoric ReHZ Tutnbull '62

Rosslyn Troth Zook 63

Margaret Mmter Hyatt '57

Helen lean Rui, -

iMbel Trusloiv Fine '50

Elizabeth Moore Bohannon 43

Rii.,ihe Robinson Sanlord 21

Ruby Rosser Davis 43

Norma Tucker Sturtevant 2b

Patn, ,a Morgan Fisher 53

i Lira Rountree Couch '43

Virginia Tumlin Cofftn '39

Elizabeth Moss Harris 20

Cvk.lv Rudi.ill Landlord >ri

Mary Ann Turner Edwards 45

Louise McCain (Joyce '34

Nannie-Graham Sanders 2m

Elinor Tyler Richardson '39

Margaret McCatlie 09

Rusalth., liagan Sanders 2

Ruth VanDeman Walters bb

lane McCoy Gardner 2H

H.ivden S.,nfrjrd Sam, i"

Magara Waldron Crosby 16

Mary I McCurdy '24

Evelyn F Salterwhiie 27

Sue- Walker C.:ddard 55

Sarah McCurdy Evans 21

luAnnS.iivverDcldi.eJd =.))

Beth Walton Callaway '47

Frances McDonald Moore 37

Ruth S, andrell Hardy 22

Rebecca Wammock Rountree 70

limmie A McCee Coll.ngs 51

Florence Schuler Cathev Inst

Catherine Warren Dukehart 51

Ed.th McCranahan Smith T 29

Rebekah Scott Bryan '48

ollins U

Martha Mcintosh Nail 23

Margaret Sheftall Chester 42

a. -Us '55

Sara M, Inure Mjhner 55

Robbie Shelnutt Upshaw 56

^athleen Wh.ttield Perry '54

Elizabeth Shepherd Cree-. 1"

Laura Whitner Dorsey '3S

Soil Newell Newton JS

Ann Shires Penoel '57

Elizabeth Williams Henn,- "49

Carolyn Newton Currv 66

Virginia Skinner lones 50

Martha Williamson Riggs 12

Gene Slack Morse 41

ludith Wilson Elliott 28

Mary Alice Newton Bishop 37

kuth sl. k Roach '40

Raemond Wilson Craig 30

Marie Woods Shannon 51

Elizabeth Wuherspoon Patterson 19

The Tower Circle is the group ot donors of $1000 or more Colonnade Club is
that group who gave S500 or more Quadrangle Qurorum is the group who con-
tributed S250 or more. The Mainlmers is the group who donated 5100 or more

17

Theatre

(continued from page 10)

which included three weeks of film
study, was the beginning of a new
vocation for Barbara. She says I was
completely fascinated and intrigued."
The summer after she left Salem she
returned to N.Y.U. to take another
course in film.

As part of this course, Barbara
produced a twelve-minute short film
entitled "Hello World!". It is an
expressionistic account of a five-year-
old boy's discovery of his city, New
York, at dawn. The film captured
immediate attention. It received the
CINE "Golden Eagle" Award in 1965,
the Vancouver Film Festival Merit
Award in 1966 and the La Plata Film
Festival's Merit Award in 1966.

Barbara then received a scholarship
to Columbia University to begin work
on her doctorate. Beginning research
in theatre for her dissertation, Barbara
was soon led into motion pictures.
She forged new inroads by gaining
permission to research and write on
"George Cukor and the American
Theatrical Film", rather than some
"obscure Renaissance playwright," as
her professor had advised. She
selected Cukor because of his
theatrical background and subsequent
Hollywood film career during the
1930's and the advent of sound.

While working on the Ph.D., which

she received in 1969, Barbara taught
a variety of courses at several New
York colleges. Between 1964 and 1968.
she was Instructor of Communications
Arts and Sciences, School of General
Studies, Queens College; Staff
Producer, Summer Motion Picture
Workshop, New York University;
Instructor of Theatre Arts, Summer
Session, Columbia University;
Technical Director and Lecturer in
English, Barnard College; and
Instructor of Theatre and Technical
I )i ret t' ir, Teachers College, Columbia
University.

She further enriched her experience
by directing, writing and producing
films tor the New York Public Library,
tor TriMod Films, Inc. and for New
York University's educational
television She directed plays at
Columbia University and served as
lighting and set designer for
productions at Columbia, Barnard
and Teachers College.

Barbara's career thus far reflects her
enjoyment of creativity and her
willingness to be flexible and to
develop the untried sides of her
talent In describing the plays her
Salem students produced, Barbara
once said, "You'll always get good
audiences if you've got good stuff."
Her past achievements promise future
audiences of many years "good stuff"
to come through films and the
theatre.

20

DEATHS

Institute

Ida Hamilton, October 22, 1972.
Carrie Smith Noel (Mrs L. P.) Summer 1972.
Bessie E. Young Brown (Mrs Paul F ),
Spring 1972.

1910

1936

1938

Lillian Croft. July 29, 1972.

1913

Florence Smith Sims (Mrs, Joseph T ),
Spring 1972.

1940

Goode Stringer Heaslett, father of Polly
Heaslett Badger.

Mrs. Eva C Pirkle, mother of Eva Ann Pirkle
Winter, October 11. 1972.

1914

Katherine Kennedy Goodman (Mrs. John M.)
April 3. 1972

1916

Charis Hood Barwick (Mrs Arthur W),
July 21, 1972.

1917

Suzanne Ring Uehling (Mrs Edward).
September 8. 1972

1921

Sarah Stansell Felts (Mrs), May 1972.
Scoop D Hooker, husband of Louise Slack
Hooker. September 15, 1972

1922

Ellen Lydia French, February 17. 1972

1924

1941

Joseph Albert, husband of Beatrice Shamos
Albert, September 30, 1972

1947

Jane Meadows Oliver (Mrs Carl S.. Jr.),
September 30, 1972.

1952

1958

1959

Richard M Dexter, father of Margaret E
Dexter. July, 1972.

I960

Richard M. Hawkins, father of Katherine

Hawkins Linebaugh. January 4, 1972.

1927

Mrs. William M McLaurin, mother of Cleo

McLaurm Baldndge, July 28, 1972.

Lena Stein Lew (Mrs. Milton), April 18, 1971.

1962

William C Bowen. Jr., father of Carey S.
Bowen. August 21. 1972
Joyce Towsend Jones (Mrs Francis Lee).
Summer. 1972.

1931

Charles Wright, husband of Ditty Winters
Wright. June 1972.

1969

Mrs Ben P Gilbert, mother of Anne Gilbert
Potts, September 24. 1972.

1932

Elena V. Greenfield, Spring 1972

1973

Frances Murray, August 18. 1972.

_>4

S$&>'

A

Spirit,

excitement,

unique academic experiences

are alive and well

at Agnes Scott ^_,

let's keep it so!

"** ll !**^

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

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( ) Gentlemen: Yes! I want to go on the exciting tour
to Spain and Portugal planned for the Agnes Scott
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ALUMNAE QUARTERLY D WINTER 1973

K

t TA% 'i/llWirWlK

"T^T

THE ALUMNAE QUARTERLY VOL. 51 NO. 2

' \tMm

pn> ^ j ,- ]| S i' '

I^SS ! I I !f^>i!S!

Front Cover: Christie Theriot Wood-
fin '68 "On Women."

contend

2
5

Further Persuasions on Women

by Barbara Murlin Pendleton '40

Letters to the Editor

The Not-So-Tender Trap

by Carey Bowen '62

9 What I Really Want (Freud Would Never Understand]
by Lynn B. Denton '63

lO What I Am About

'^- by Belita Eileen Stafford 72

ia Agnes Scott in the World

\\j) Those Women in Law
by Susannah Masten '59

l ~7 News Section

20

Class News

by Shelia Wilkins '69

Photo Credits

Pages 1, 6, 7, 8, 12 - Silhouette

Page 4-Chuck Rogers

Page 15-Reproduced by Southern Living

Page 19-Van Buren Colley

Page 26-R. Gunther

Front Cover-Christie Theriot Woodfin '68

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

Published four times yearly: Fall, Winter, Spring and Summe
Agnes Scott College, Decatur, Ga. Second class postage pa
Decatur, Georgia 30030

: ditorial

urtber Persuasions on Women

by Barbara Murlin Pendleton '40

In the Summer Issue of the Quarterly the
editors endeavored to explore the role of some
women in today's world. This we did with articles
and by an interview with alumnae, and, not
surprisingly, it evoked some comments - pro
and con.

Some valid criticisms emerged: we did not
present the view of single women and our treat-
ment of the subject was too superficial. In this
ssue we attempt to probe more deeply into the
concerns of women as they face the tumultuous
world of the 70's, shackled by certain aspects of
our culture and heritage. At the same time they
are feeling the unfettering effects of a liberal
arts education combined with the articulation of
these conflicts and concerns in the press and by
the more vocal members of various women's
groups.

We are for the most part products of the Judeo-
Christian heritage. Its literature and teaching in
the main reinforce (if unintentionally) the negative,
passive, humble role of women. Interestingly
enough most of the recent texts are written and
taught by women. It was Jesus who defied the
old and respected laws and rites and proved
his respect for women and thereby his beiief that
they were not unequal to men. 1

Patricia Agnew, of the Washington, D.C. New-
house News Service writes that schools are the
major culprit in perpetuating the idea that women

are inferior. She notes that sex discrimination
begins at the time a boy or girl enters school,
and that the idea of the superior male and inferior
female is perpetuated by the teachers, the vast
majority of whom are women. 2

It has been agreed that men and women have
equal intelligence and creative ability. But society
teaches us that femininity is a "passive depen-
dency state," not even necessarily associated with
positive mental health. 3 At the American As-
sociation for the Advancement of Science it was
brought out that psychological testing is not
always an accurate measurement of male-female
motivation. Dr. Aleatha Huston Stein and
Margaret M. Bailey of Pennsylvania State Univer-
sity stated that feminine women are not under-
achieves, but that the channels they choose are
social skills, and that the women who succeed in
the traditional masculine areas do so by not
following the usual concepts of femininity. 4

In mature intelligent, analytical women the
attitude of society - that of placing women in
stereotyped roles - is destined to bring about
definite inner conflicts. The woman of today in
searching her soul, in exploring the vast corridors
and labyrinth of her mind, often yet untapped, in
trying to reach conclusions about love, marriage
careers, professions has monumental decisions
to make. The following articles explore some of
the modern dilemas of our writers.

'Karen Peterson. The Atlanta Journal, March 11, 1973
'Patricia Agnew. The Atlanta Constitution. December 7. 1972
'Susan Fogg. The Atlanta Journal. January 1 1973
'Ibid.

Letters

Alums Ask for More -- On Women

To the Editors:

I congratulate you on the focus of
the summer issue of the Quarterly
and on what I understand will be the
theme of the winter issue - women,
their options in this period of incipient
liberation, and the consequences
of their decisions. The thrust of the
articles struck a responsive chord
in me, because within the last year I
went through a decision-making
period that was somehow one of the
most difficult of my life and, in many
ways, one of the most important. The
question was whether my household
would fall apart if I, the mother of a
one and a half-year-old daughter, a
wife, and a half-hearted housekeeper,
should allow myself the luxury and
intellectual pleasure of accepting a
part-time job I really wanted. Though
I had done sporadic free-lance editing
since my child was born, I had never
worked away from the house for more
than one day a week, and the thought
of leaving her really traumatized me
because of the adjustment I thought
she would have to make and of the
important time together we would
miss.

After much deliberation and dis-
cussion with my husband and friends,
I decided I owed it to myself to give
the job a chance. Ten months later
I feel as though I have the best of
both worlds; I enjoy my work editing
a medical journal and find that for
my daughter and me it is, indeed,
the quality of the time spent together
and not the quantity that is important.
As for my husband, he has been
totally supportive and is pleased that
I am working, partly because I am
more satisfied with myself.

I have written this to you not as
a testimonial to the joys of working
or to sway anyone to my point of view
but rather to present for consideration
a third alternative to working or
staying at home. For women like me
who choose neither to relinquish the
pleasure of child-rearing from 9 to 5,
five days a week, nor to postpone
a career until their children are in

school (or out of school), part-time
positions are or should be available.
If they're not, we ought to take steps
to see that the consciousness of the
business (and academic) community
is raised to the point where such
positions are created (for example, by
allowing two women to share one
job). We've lived with too few satis-
factory options for too long; we need
all we can create now.

Sincerely,

Linda Kay Hudson McGowan '65

Boston, MA

To the Editors:

How much I appreciate your special
issue on women! But frankly, it only
whetted my appetite for more. I would
be interested in reading an article
by an unmarried Scottie and perhaps
in hearing from a married woman who
is also holding down a full-time
paying job.

I felt the issue was a little one-sided
in favor of the woman who is ful-
filling the traditional role of wife,
mother and homemaker and pursuing
outside interests on a limited basis.
I guess I am one step beyond that
stage and would like to explain my
position and share my feelings with
other readers.

Certainly the child-rearing years
are so time-consuming that it would
be difficult to juggle too many activi-
ties in addition to your home and
family responsibilities. However,
before long they are in school all day
and really take up a small amount of
one's time, when viewed as a whole.
Why should a woman expect to spend
her whole life at home as wife and
mother, when there is time and
opportunity for her to do otherwise?
Why can't family be on an equal
footing with career?

Part-time volunteer work may
satisfy some women, and certainly
phoning 100 homes for your political
party, alphabetizing 3x5 cards for

church groups and other dull ad
istrative jobs are necessary for t
most worthwhile causes, but the
don't leave others with much mc
sense of accomplishment than
polishing all the silver. Of cours<
these jobs must be done to sup
organizations; I am not belittling
organizations nor their accompli
ments; I am saying that this kinc
participation by the housewife
doesn't fill up that hollow spot, ai
it does, it doesn't last long.

I am convinced we all need lo
term goals, and in the setting of tl
goals, the working toward them
the attainment, we receive a sen
of satisfaction. This is, of course,
for men and women alike, yet woi
are not forced very often to mak
such decisions.

Personally speaking, I am at hi
with my two pre-schoolers, lovini
part of my life but being frustratt
with the other part. In order to
broaden my life I abandoned sor
of my coffee-drinking, chatting-w
neighbors life to join the League
Women Voters. There I found in
terestmg and interested women
working for changes in governmi
with care and intelligence. Being
member of this group has been
important to me, and I shall alwayi
a member; however, it wasn't the
kind of work I wanted to do full-ti

Ironically, my position as wife
mother has helped me understanc
own goal. I have had the leisure
search my soul and come arouni
slowly to a decision about how I v\
to spend much of my time aheac
want to become a child psycholoi
and I am sure that knowing my
children and their friends has hel
me come to this conclusion. Hav
set my goal and started by takini
two courses, I am a changed per;
I am happy, healthy, and better
organized. My children come hor
from kindergarten to an eager
mother, and my husband is deligl"
and proud of my ventures.

ater, when my children are grown,
II have an Interesting and fili-
ng life, as does my husband. I
>w I will be giving up some
asures I enjoy now, but I shall
ays try to be available for my
sband and children, to steal time
hobbies and the League of Women
:ers, yet not be dependent upon
m alone for my satisfaction. I view
s not really giving up anything,
adding to my life immeasurably.

Sincerely,

Sue Amidon Mount '62

Richardson, TX

hanks to both of you for your sugges-
s and comments on the Quarterly.
particularly for your willingness to
re with us your ideas, feelings and
is. There are, of course, many paths
might take, depending on her
rests, talents, ambitions, and individual
ation, and your solutions might or
ht not be applicable in another case,
vever, the opportunity to learn what
3r women are doing and becoming,
ecially those like you who have chosen
more difficult route - that of comi-
ng the roles of wife/mother and
fessional - is often helpful to others
) are searching for the appropriate
ice of life-styles and lifework. Your
ounts also prove that in two instances
sast women have been free enough
iocial pressure and/or personally
osed restrictions to make choices
spendently. Is not the freedom to make
choice true liberation 9

-Editor

the Editors:

White it is good to see the Quarterly
;ing note of the current develop-
snts in the changes of roles of
men and men in our society, it is
lappointing that your issue on
'omen" did not report to its female
dience the laws already in effect
it prohibit discrimination based on
k in all aspects of employment
oughout the United States, by any
tployer of 25 or more, including
nools, colleges, state, local, and
Jeral governments, as well as
vate employers.
The procedure for reporting
scrimination and obtaining relief
simple and does not require a
vyer or payment of a fee. The
nplest thing is to contact the U.S.
>/il Service Commission about
deral employment, and the Equal
nployment Opportunity Com-

mission for any other. Both are
headquartered in Washington. Also,
if any of your readers has specific
questions about employment, I'd be
glad to have them contact me directly
at the EEOC Regional Office in
Atlanta or through the ASC Alumnae
Office. It is my job!

I would like to raise several points
in response to the articles:

1. As is usually the case, such terms
as "women's liberation," "women's
role" are used with no definition as to
what the terms mean to the writer.
That wouldn't get past a freshman
theme conference - at least not

34 years ago and I hope not now.

2. You say the articles give the
alumnae who wrote them "the chance
to speak for themselves as women"
You can't do that! No individual can
speak both for "herself" and "as a
woman" at the same time. For each
of the authors, "being herself"
includes "being a woman." No other
woman can speak for me as a woman
any more than I can speak for her.
It's the freedom to differ not as women
but without regard to being women
that is important. What I want as an
individual is not necessarily that
which other women want. Our
common interest lies in not being
restricted by others' choices, in
having our limits set by individual
limitations (physical, intellectual or
whatever) and interests, not by
limitations on "women" as a group.

3. The treatments of marriage deal
only with the woman whose "full-
time career" is that of wife/mother.
For some it is good, for others, not.
The point to "women's liberation,"
as I know it from my experience
serving on the National NOW Board
and working for EEOC and from
meeting with women throughout the
southeast, is that a woman's choices
need not be restricted to either/or
-either a "career" or a "housewife,"
but that she, like her male associates
and her own marriage partner, may
also have the choice of combining the
two into a life which does not deny
her satisfaction as an individual
human being who happens to be
female just because she wishes to
develop her talents and use them
professionally. "Women's liberation"
does not reject marriage or down-
grade the roles of wife and/or
mother. Expanding opportunities

for women make the fulltime wife/
mother a free choice, not one directed
by economic or social pressures, and
permit a combination of the roles

of parent and professional for a
woman, without emotional costs to
herself, her husband and her
children. Hopefully, it will permit men
to combine successfully these roles
also, again at less emotional and
physical costs to themselves. The
results could be longer-living men,
healthier and happier women, and
children blessed with two real
parents, not a mother and an absent
father.

Thanks for listening.

Eliza Paschall Morrison '38
Atlanta, GA

Thanks for speaking

-Editor

To The Editors:

The Fall 1972 issue of THE
QUARTERLY reached my address on
February 16, 1973.

If winter comes, can Spring be
far behind?

Martha McCoy '59
New Orleans, LA

"The world is too much with us; late and

soon.
Getting and spending, we lay waste our

powers;
Little we see in Nature that is ours."

-Editors (with thanks to W. Wordsworth)

To the Editors:

I have been meaning to write about
the Alumnae Quarterly for some time
now. I believe that each issue is better
and more interesting than the
previous one and the entire quarterly
is a credit to Agnes Scott - and to
you. You have had some excellent
ideas and have used them to
advantage.

Martha Mcintosh Nail '23
Albany, GA

* *

To the Editors:

In response to a letter from Dot
Medlock Bond about publication of
the Agnes Scott Cookbook, I placed

Carey Bowen '62 rings the bell for female freedom and, incidentally tor luncheon during '73 Alumnae Weekend.
4

T^e Not -So -Tender Trap

by Carey Bowen '62

I have been labeled, variously and often
multaneously, a "woman's libber" and a "sweet
outh'n lady," depending on the attitudes, origins
id beliefs of the speaker. Now, not fancying
bels, except for inanimate objects and unknown
)use plants, I usually take a mild defensive
jproach and try stubbornly to explain whatever
was that brought on the name-calling in the first
ace. The result is sometimes a lively argument
at is surely rather old to those who are aware

the now widely-aired questions of women's
ghts, problems, etc. At other times I am ignored,
ssted, laughed-at or sadistically subjected to a
swildering diatribe on world economics vs. the
)cio-psychological effects of foreign exchange
' worse still, two group "seminars" on baseball
id diaper rash.

The reasons for the diverse male and female
isponses to my statements or to any discussion

women and their recent attention as a group
we been much explored in current literature;
erefore, I smugly accept the resulting actions
reactions. But the dichhotomy implied in the
3ntradictory appellations interests me. Perhaps
means that I speak for "equal-pay-for-equal-
ork" while waiting for men to open doors or even
at I ask for both equal opportunity for profes-
onal advancement and the right to bring my
an his coffee and homemade cake. On the other
and, it may mean that my definition of female
Deration is not militant enough for the propo-
ents, resistant enough for the opponents or
assive enough for the fearful. When I ask for
)eration, I seek recognition and acceptance as
human being, while dressing, smelling, feeling,
ving and relating to others as a woman. That
is includes the responsibilities, the rights and
e opportunity to succeed and be praised without
reat to men as well as to fail and suffer the
onsequences without "protection," I accept. But
lat it must preclude my right to the fun, the
ngular creative opportunity, the joy of being a
oman and loving a man, I reject. I agree with
lose wise men and women who define "women's
beration" as the right to choose a life-style:
lat of professional, of wife and mother or a

happy, guilt-free combination of both. Rubbish to
those women who must leave their family
responsibilities, declare their "independence" by
denying their femininity, or burn their bras! That
method of protest may be suitable for them - I do
try to tolerate individual convictions - but give
me frilly bras and lacy gowns, four shades of
lipstick and silverware under candlelight. Just
give me the opportunity to earn the financial
means to purchase them and enough self-dignity
to share with a man, a relationship that can only
be created and sustained through honest com-
munication, challenging intellectual exchange
and mutual respect for the worth of each other.
If this is simplistic or worse, impossible, it is
nevertheless not a compromise. It seems to be
the only fulfilling approach and understanding
of "women's liberation," "men's liberation," or
human relations.

There is, however, a related point which de-
serves examination in this defintion of female
freedom. That is the culturally produced but
self-sustained frustration which I call the Woman
Trap. The fact that I verbalize this thought now
means that the women's movement literature has
helped me recognize the problem and put my
ideas into perspective, but I have long sensed
and submitted to this obstacle in my own some-
what sluggish efforts toward maturity.

The woman trap is essentially the psychological
barrier which prevents a woman from accom-
plishing her best, according to her abilities,
personality, likes and dislikes. This obstacle
stems from anxiety and results in compromise,
frustration and often ambivalence. Consequently,
the woman trap is one of the most significant
hindrances to a woman's liberation - the freedom
to make a choice. Liberation is possible only
when one is personally free to accept it.

To be more specific, the trap has been for me
an unconscious, psychological block produced
by environment and social conditioning. A little
girl is seldom asked what she wants to be "when
she grows up"; she is expected to be a mother.
During the formative years, she is handed dolls,
taught to cook, and prodded to improve her

T^e Not-So-Tender Trap

personal appearance, while encouraged to do
well in school and in other activities. As high
performance is typically seen as preparation for
a successful career - in the working world, the
conflict is begun early. The young female, there-
fore, receives garbled messages and double-
pronged goals; she often forms two ideals for
herself: one in the role of wife and mother and
one as successful in a career (difficult to imagine
as only someone's wife).

The social conditioning is continued as one
grows older. Not only do the hometown matrons
inquire immediately upon graduation, "Well,
honey, now when are you getting married?" But
the single girl soon discovers that society is
arranged for couples. Only recently do "nice
girls" venture into restaurants and theatres alone.
Invitations invariably entreat one to "bring a
date." And as one grows older she is increasingly
and uncomfortably aware of being a threat to her
married friends, presumably because her gay,
exciting, rather wicked single life might become
attractive to their husbands (as if most single girls
would want that problem too).

Another kind of pressure for a woman springs
from the need for financial security. Economics
are for most adults a daily fact of life. The single
woman especially must support herself. Why
should hers be an eked-out existence, if she is
willing to work as hard as a man? By the same
token, why should the married woman or the
woman with independent means be discriminated
against on the pay scale? Bernice Sandler, in an
article attacking unequal salaries in the academic
world, answers the statement that women do not
need as much money as men with a question,
"Is anyone seriously suggesting that we stop
paying people on the basis of merit but begin to
pay them on the basis of need.?" 1

Also, there is very little ego gratification in the
knowledge that one's services come "cheap."
Whether or not material reward is one's objec-
tive, success and achievement have always been
rewarded with money and prestige. And,
historically, most working women have not been
equally remunerated or recognized for their
labor. Frequently, the results have been that
women themselves have not felt their work to be
as significant as that of their male colleagues or
their husbands. So, of course, they have taken

their jobs lightly; of course, they have felt less
loyalty to their employers. Also (and this point
will be discussed at some length below), some
women do not want to accomplish anything
significant for fear of losing their femininity. On
the other hand, this ineuqality has been the
motivation for many women to try harder, to be
"better" than their male counterparts, partly in
hopes that greater merit would produce at least
comparable reward as well as personal
gratification.

However, until recently, the effect of financial
insecurity has been that for most young women -
educated or not - joining the labor force was
merely a stopgap measure until they found
husbands. This is not to say that all females
"marry for money" (although one certainly cannot
discount that impetus) but that many rationalize
their inferior social positions and career oppor-
tunities with the knowledge that their 'careers"
were only temporary and, after all, one is not
expected to assume a place in society until she
is MR. X's WIFE. Not only has the world missed
many contributions, but the conflict of this pres-

6

jre to the woman who has been taught to value
grsonal achievement and independence is
Dvious.

But these are not the most important problems;
ley are simply added twists to the knife. Not only
as the female been conditioned to "find a hus-
and before it is too late," but she has a deeper,
ore basic motivation for seeking a meaningful
ilationship with a man - the need for love and
<change and the natural results of a love
ilationship, children. In my opinion, the human
;sire for love, or more accurately, the fear of
issing it, has been the main reason why women
ave believed and behaved as they have,
nether they were content with their situations
' not. The passive acceptance of an inferior
)le - when they were capable and eager to
eate, to solve scientific, legal, economic pro-
lems, to lead politically, spiritually, mentally;
le hesitation to make their views known or some-
nes even to form opinions; the reluctance to
ign themselves with the new crusaders for
ghts, even when these crusaders were not
ysterical, militant or extreme all these are
ireats to their search for husbands or their
ideavors to keep them. Interestingly enough,

if^\

some women recognize but seem to ignore the
fact that a husband who is attracted only by one's
so-called femininity can hardly fill the need for
communication, respect and understanding of the
real person, the essential factors of a love
relationship. He is, nevertheless, a husband. He
provides the necessary position in society, the
opportunity to fulfill the pre-conceived female
goal. Of course, one does not have to be married
to find love, but society does not sanction physical
intimacy between unmarried people, despite the
recent heralding of sexual freedom. And certainly
more important, most responsible adults will not
consider bearing children out of wedlock.

If these arguments sound trite, they are none-
theless part of the conditioning of a young woman
and help to explain one facet of her self-image.
The conflict, as mentioned above, comes from
the other motivation - the push to achieve, to
excell in academic pursuits, leadership and
career concerns, the need for ego satisfaction for
the woman who thrives on accomplishment and
recognition and who enjoys the realm of ideas.
That these two goals are no longer mutually
exclusive is unimportant if one's self-concept is
formed. Many women, myself among them, are
still afraid to abandon the ultimate goal of
marriage, mainly for fear of remaining unloved
and unwilling to discard the dream of an exciting,
fulfilling career. Afraid to decide between the
goals and too trapped to work for both, they are
unable to begin either and end up doing nothing.

An interesting discussion of the anxiety which
causes the woman trap was published in an early
edition of MS magazine. Vivian Gornick's article
entitled "Why Women Fear Success" explores
the idea that girls are afraid to excell for fear that
they will appear "unfeminine." They are afraid
to succeed, she says, because they have been
conditioned to believe that femininity and
achievement are incompatible. This fear, pre-
valent among women of demonstrably high
intelligence, coming from homes where high
achievement was much valued, produces an
inhibiting anxiety and a subconscious anger.
Although the author does not attempt to explain
society's reasons for equating passivity with
femininity, she makes a strong case for that kind
of female conditioning and of the anxiety existent
in educated women today. "Our culture has made

a deep split in the souls of its women, and the
result is insupportable anxiety which can bear up
only by transforming itself into the malevolence
of what is known as passive-aggressive behavior.
Behind the 'passive' exterior of many women
there lies a growing anger over lost energies and
confused lives . . . ." 2

If Ms. Gornick's theory is correct, this anxiety
and fear are an explanation for much of the
stifling I have been describing. However, in my
experience, the answer is more complicated than
just the fear of success, as the effect has been
less anger than immobilization, the inability to
act. Many women not only hesitate to plan or
prepare themselves for a serious career but even
fail to define their career objectives. This is not
to say that I believe that every woman should
desire a full-time career or that the role of wife/
mother is not an admirable goal, but that
personally, I have hesitated to begin, while stating
that I would like to work, to be a professional
woman, whether I were married or not. There-
fore, for the last nine years, I have acutally been
"biding my time" in interesting but compromising
jobs, waiting for something - the Call or Prince
Charming.

Paradoxically, this impasse can influence one's
behavior within a man-woman relationship also.
It can result in an ambivalence in one's attitude
toward marriage. After two broken engagements
and numerous almost-serious relationships with
men, most of whom would not have been "right"
anyway, I have been forced to conclude that
subconsciously I did not really want to assume the
traditional woman's role either, although I believe
in and still aspire to a marriage which involves
real emotional investment and the special oppor-
tunity to bear and love children. Perhaps the
ambivalence could be attributed to fear of a role
which could prohibit self-fulfillment - an ironic
attitude when one is reluctant to begin that search
anyway - but the children of the 40's and 50's
grew up before it became fashionable for women
to equate their wifehood with inferiority and
stagnation. Perhaps this vascillation springs from
my own personal neuroses, but I maintain that
much of the blame must be placed on the woman
trap. So again, I want both to love and to be
loved, to enjoy the blessings of a good marriage
but fear the wife role, just as I want a career but
have been hesitant to begin one.

The solution? No one knows all the answers or
the appropriate course of action for everyone, but

I do predict an optimistic future where choice,
self-esteem and psychological independence
are possible and desirable. There must be hope:
after all, I now have the courage and the motiva-
tion to explore the problem in print. Maybe
today's young women are already free of the
woman trap; they appear to be. Maybe only the
time to produce a new generation can completely
destroy the obstacles. I am sure that liberation
requires the unhampered desire to accept it. And
true freedom is the unquestioned right to have
both "worlds" - not necessarily the best of them
for that is properly only earned - and the op-
portunity to choose a life-style, to differ from men
as well as other women, and to achieve the most
according to whatever unique abilities Providence
granted. At the same time, it must include the
right to remain a woman, to develop my selfhood
through my social relationships, my creativity
in whatever realms, and through a union with a
man I love, respect and cherish. Human dignity
can be acquired but not through the loss of
femininity. Not only is the price too high, a vital
segment of one's humanness - the special joys
and blessing granted to one's sex - is lost.

'Bernice Sandler, "Why Women Need Less Pay (and Other Myths)," The Chronicle

of Higher Education. March 12, 1973, p9

'Vivan Gornick. "Why Women Fear Success," MS. Spring, 1972. p. 52

8

W&flt I Really Want
(Vreud Would Never Understand)

by Lynn B. Denton '63

Recently the editors of the Alumnae Quarterly
telephoned to say that the winter issue of the
magazine would feature a second group of
articles of women's issues and to ask me to con-
tribute something from whatever perspective I
wanted to use. Since that time I've sifted through
many ideas, trying to focus on concerns which
are most important to me as a woman. For
example, as a single woman, I still find it a hassle
to function in certain circumstances which a man
can usually handle so much more easily - like
trying to avoid being exploited by an automobile
repair service. (Why didn't I learn a few basic facts
about cars as I grew up?) And, as a "woman
artist," I have experienced certain professional
situations in which the seriousness of my commit-
ment was doubted.

However, more important than the fact of these
external problems is the way in which they reflect
and perpetuate a specifically female condition.
They relate to a certain attitude in myself - about
myself - which determines my effectiveness in
these situations. I guess I'm talking about a belief
in my own importance - as a person as well as a
woman. It seems to me that this sense of self-
worth has been one of the most difficult to realize
and develop, perhaps because it is a quality which
our society does not encourage in women.

During my adolescence and even the first few
years after college, I was not able to identify easily
my real wants and needs in relation to the goals
which our culture has told me I should set. I know
that young men experience this kind of confusion
too, but the importance of their individual talents
and work is never questioned by society; their
wants and needs are expected to relate to their
special gifts, while those of women, as Simone
de Beauvoir has suggested, are supposedly
defined by their generic nature; e.g., women
function more by their instincts or natural tenden-
cies, while men act by their individual powers of
reasoning.'

Having slowly and painfully become more
aware of the pressures brought to bear by my
family and other social forces, I am at last begin-

ning to feel freer to ask, "What do I want?" And I
am beginning to consider more seriously a
second question, which is just as difficult, "What
is the most effective way to realize it?"

For me as a woman, the first question is still
full of conflict; one's early lessons are slow to
dim. From childhood, a girl learns that her status
in society will not come from what she as an
individual can do but from the accomplishments
and status of the man she chooses. By now this
point is rather familiar to readers of recent
women's literature. I can only emphasize its
effect on me, as I recall experiences beginning
as early as the sixth grade. While my boy friends
continued to follow individual interests, I gave up
climbing trees with them and gradually began
to become preoccupied with ways of making my-
self desirable to these same tree-climbing male
friends.

In college the tendency seems to accelerate.
Although at Agnes Scott we were proud of our
intellectual interests, we rarely allowed them to
obscure the real goal - finding a husband or at
least a steady boy friend. (Those few women who
did not share this attitude in college can testify,
I'm sure, to the sense of isolation they often
felt.) By the time a woman is out of college, she
is so accustomed to identifying her own ambi-
tions and goals with those of a particular man
and/or potential husband that it is almost
impossible to feel really self-sufficient. No wonder
promising, educated women have been eager to
give up everything for marriage without con-
sidering whether or not they are getting a fair deal.
Incidentally, although I did not marry, I remember
that three or four moves made after college
were due to the influence of some man.

If, in any case, a woman doesn't choose
marriage, there are other inevitable conflicts,
for she is not offered alternative ways of satisfying
needs which marriage does satisfy. In sexual
matters especially, there is a difference between
society's attitude toward unmarried men and
unmarried women. An unmarried woman who
shows a desire for a healthy sex life is still con-

wljat I Reallxj Want [Freud Would Never Understanc

[Continued)

Lynn B. Denton 63 doing what she really likes.

sidered at least embarrassingly aggressive or at
worst immoral, though this has always been
considered normal behavior for men. In fact, the
life of the "carefree bachelor," however empty,
is envied and romanticized, while single women -
although no longer thought of as languishing -
still must be discreet about any sexual
experiences.

Female role expectations, especially those of
seeking and finding her identity and goals only
with and through her husband - are related to
the larger issue of passivity in women. Because
as a girl I was supposed to wait for a boy to ask
me out, to talk softly, to show little initiative, and
to wear clothes designed for looks rather than
activity, I realized early that passivity was
considered a desirable trait in young ladies.
And it was gradually cultivated in social and
personal relationships.

The submissiveness inherent in the stereo-
typed female role emerges as the desire to serve,
assist, or support someone else. I always felt
very "feminine" when I was comforting my tired
or injured boy friends after a rough ball game,
even if I did resent somewhat playing such a
passive role. Later it seemed easier to spend
time helping a special man advance his work than
to initiate my own special projects during
leisure time.

This attitude rewards a woman with feelings of
importance that she can offer much valued
tenderness or of virtue that she has sacrificed
her own interests to help someone else. The
tragedy is that in rationalizing her totally passive
actions she is failing to use whatever unique
talents she might be able to give to society.

Some of the greatest satisfactions I have felt
lately have come as I faced certain decisions I
had never felt I could cope with alone (without
the help of the man who was special to me at the
time, and then found - to my surprise - that my
own insights could be trusted every bit as much
as his in solving those problems! The result is
that I have felt a much greater appreciation of
my own unique qualities and a much greater
sense of security that they will take me and
sustain me wherever I choose to go.

There are other reasons why, as an educated

10

woman especially, I have received conflicting
messages from society. In my work, I have felt
less cultural pressure to be "successful"; that
is, to make money. The advantage of this indif-
ference is that I have always felt freer to explore
creative possibilities in my work and have allowed
nyself plenty of time to do so. But. on the other
land, this attitude reflects the lack of importance
society places on a woman's success in a so-
sailed man's world, a feeling which I'm afraid I
nave shared myself. Not only does this lack of
Dressure many times foster a lack of ambition,
but it spills over into one's daily life. Why did I
grow up feeling that it was not important for me
[0 learn to handle money, just as it was not
mportant to know how to take care of a car? How
rustrating to discover how totally dependent I
still am in areas which are vital for surviving day
to day.

Someday I envision having my own complete
oottery and teaching my own students. The
dea of managing such a large project is rather
tightening. Do I really take myself seriously
anough to make a major investment of time and
noney based on the quality of my work? It would
De much easier to support a man who was doing
:he same thing.

I have been trying to sort out and explain the
ways in which society has discouraged my self-
development, because I am a woman. But finally
have asked the question, "What do I really
want for my life-style, my relationships, my
work?" If I can take myself seriously enough to
ask this question, I must face the second one,
aerhaps even more problematic, "How can I
most effectively realize it?"

This question and its answer are problematic
aecause in the past desirability in women has
Deen equated with yielding, softness, and a wish
to please. In the South, especially I think, this
is true. Thus the easiest way women - including
nyself - have been able to realize power,
nfluence and "success" in a man's world is by
tried and true "underground" techniques: a soft
voice, a big smile, a special dress. This has meant
that only under the very illusion of acceptance
and passivity could the opposite feelings be
expressed.

Learning to relate to men by various manipula-
tive techniques - when they work - does pro-
duce the illusion of power for a woman. For
myself this has often been the most comfortable
way of trying to get what I want without
sacrificing a certain "feminine" image of myself.
At the same time the necessity to conceal the
intensity of one's feelings is frustrating when
relating to men. I was terrified that I would appear
overly aggressive and therefore less attractive
to men who interested me. This is still a problem
for me now: as a single woman I am constantly
faced with the possibility of relationships which
either do or don't develop. It is hard to realize
that I can be at least fifty per cent responsible for
what happens (again, that old sense of inequality).

But, more important, I have become more and
more aware of the way this game results in the
dehumanization of both men and women in
denying the validity of certain natural feelings
and in treating a person as an irrational creature
to be manipulated rather than a person with
whom to communicate these feelings. Until
there is an acceptance and appreciation by both
men and women of the whole nature of the
other, there will continue to be a sense of
cynicism in the relationship of the sexes in
American life.

In summing up these observations, it seems
to me that in trying to take myself seriously as
a woman in society, I have experienced a tremen-
dous amount of conflict with the roles I was
taught were appropriate. In asserting myself
directly I have been affected by feeling a loss of
"femininity," a guilt in the realization of other
people's equally demanding needs or a fear that
what my family said I should want might be
wiser (at least safer) after all.

It has been very difficult to appreciate the
importance of my personal judgment in these
circumstances, assuming that I can know what
my own judgment is. But I am much closer to
understanding myself than ever before and
feeling more and more relaxed about taking risks
which might offer more creative possibilities
for living. And that's where I'm sure I want to go.

'Simone de Beauvior. The Second Sex (Knopf. NY), 1952

4^

what I Am About

By Belita Eileen Stafford 72

As a result of a request by the editors of the
Alumnae Quarterly for an article on problems
I have faced as a woman and particularly as a
black woman, I have given the question a great
deal of thought. And initially, I was reluctant to
write anything at all, for I just do not have that
many problems. Perhaps a psychologist would
say that I am not aware of my problems as a
woman or that, due to a need to suppress or
repress, I refuse to recognize them. However, I do
not feel that this is the case, primarily because I
am still in school and I think that within the
confines of the institution of higher learning, one
has the opportunity to achieve the most on her
own merits and the problems of male-female
equality are not so pronounced as they are in
the working world.

My mind goes back to Agnes Scott and what
my problems were there. In spite of the academic
freedom that we enjoyed, I cannot help but
believe that the social restrictions were placed
upon us because we were women. And these
social restrictions posed a problem. A second
problem was my need to question my classmates'

and my own efficacy in terms of a male reference
point. I often wondered if we as individuals and
as a school were doing as much or more than
males in similar situations. A third problem for
me at Agnes Scott was the absence of more
black students and professors.

Now that I am attending graduate schocl in
social work, an area where women have been in
the majority since its beginnings, I have continued
to experience personally few problems related
to my sex. However, although women historically
have dominated the field, men are entering in
increasing numbers and certain inequalities
have appeared. Men have assumed an in-
equitable number of administrative positions, the
positions of power; for example, most deans of
social work schools and heads of social work
agencies are men. Therefore, when we consider
the fact that women developed casework therapy
and expanded it to heights which pervade all
aspects of human service, we must recognize
the implications of increased male dominance
in the vital positions of the field and the effects
of frustration this dominance must have on
women social workers. Another source of
frustration is that in spite of the success of social
work and its treatment methods, social work has
not received the recognition that it should as a
profession. That this is mainly due, I think, to the
numbers of women in the field suggests that
society considers "typical women's work" to be of
less significance than the work done in fields
"typically for men."

The irony of this situation is that here is a
powerful group of people who can accomplish
many things without limitations imposed by sex
and without strictly male leadership, but in a
way any power derived from success is illusory
because men hold the positions of power. If
women in social work can begin to realize the
power and ability we have and move into the
positions of influence, we are "on our way."

Although I may not share the problems of all
women to the same degree (if at all), I am sensitive
to them, and as long as some women have pro-
blems and limitations that affect women as a
group, so do I. My womanliness, however, is
inextricably woven into my blackness. I, there-
fore, consider one of my responsibilities, if not
problems, to be always alert for undercurrents
about blacks. As a black woman, I am caught in
the problems and conflicts of my people, prob-
lems peculiar to black women and how they and
black men relate. And right now, I feel very good
and secure in myself as a woman and as a person
and what I am about.

12

Agnes Scott in the World

T^ose Women in Law

Saval) Frances McDonald 36

I do general civil practice - meaning, in 1951,
when I began practicing law, anything that came
to me, including collections, subrogation claims
for insurance companies, checking titles to real
estate, handling claims and trying law suits
involving minor automobile collisions, boundary
line disputes, dog cases and divorce suits, all
requiring a great deal of work and returning
little remuneration. I also did legal research and
prepared appellate briefs for my own clients and
for other lawyers. In one such instance this
resulted in my being allowed to argue another
associate's case in the Supreme Court of Georgia
- the first time I had appeared before any court.
I shall never forget that after preparing for the
big day, I went out and bought a sincere black
dress and, believe it or not, a beautiful, large,
black hat to appear for the first time before the
eminent Justices of the Supreme Court. This was
a memorable day and I was frightened beyond
belief, but I won the law suit.

I have always had a deep interest in wills,
estates, administration, adoptions and real
estate, and in recent years I have confined my
practice more and more to these fields.

I have been blessed in that I have always
enjoyed a great rapport with the men lawyers.
The Decatur attorneys used to introduce me as
the prettiest, most charming member of the Bar,
which, for a woman, made "good listening," but
I looked at these compliments with a grain of salt
since for long years I was the only woman lawyer
in Decatur.

I read something recently which expresses the
feeling I have always had but have never been
able to put into such descriptive words. A fellow
woman lawyer said, "I want to be treated as a
woman except when I am practicing law, then I
want to be treated as a lawyer."

My association in the profession has been
largely with men since it has been a male
dominated field. The two exceptions have been
with two outstanding woman attorneys. I think it

is interesting that at an annual meeting of the
Agnes Scott Alumnae Association I had the
opportunity to begin to know Ellen Hines Smith
'61, and this chance meeting resulted in our
forming an association in the practice of law for
several years, until her husband Lesesne, took
her back to their native Spartanburg, South
Carolina. She has since become a judge and I am
proud of Ellen and am grateful for the warm and
stimulating association we had. The other is my
present association with Margaret Hills Fairleigh.
We share offices and, as she is one of the finest
attorneys I know, I am indeed fortunate. In think-
ing back over my office associations, I find a very
interesting coincidence. First I worked for and
later shared offices with Hugh Burgess who was
married to Rose Abercrombie X-20, an Agnes
Scott alumna. My next associate was Ellen Hines
Smith, also an alumna. Following her, Richard A.
Hills, Jr. shared offices with me and we still work
together. His mother, Doris Dunn St. Clair X-38,
is an Agnes Scott alumna.

I have always been deeply interested in and
committed to continuing legal education. Actually,
any attorney who is not is in trouble since law
changes daily and one of the greatest problems
and frustrations to an attorney (or any profes-
sional person) is keeping up with the deluge of
legal publications coming across our desks each
day. One of the most practical ways to keep up
with one's profession is to attend seminars. In our
own local bar association, twice I have arranged
seminars on Wills and Administration of Estates.
I have served on the Continuing Legal Education
Committee of the State Bar of Georgia. We have
an outstanding program of seminars throughout
the year and have the opportunity to learn from
the best in various fields of law. I have the highest
respect for these attorneys who give so much
time to preparing the courses. And I would like to
pay tribute to the legal profession for I have never
had a single attorney, the best in the profession,
to turn me down when I asked for advice about
a problem or asked him to participate in a
seminar or to talk to the bar association.

13

Sarah Frances McDonald '36

We have once each year a fiduciary seminar
which is primarily for attorneys in the field of
Estate Planning. At one of these seminars I was
chairman of one section, planned the program
and presided.

Last year when we received the information
and reservation form for the seminar, it contained
the usual question: "Will you be accompanied by
wife?" Margaret Hills Fairleigh, my present
associate, and I were discussing arrangements to
go and she showed me her form on which she had
struck "wife" and inserted "spouse" since her
husband was going with her. I also struck "wife"
and inserted "gentleman friend and dog." I sent
this to the personal attention of Jim Curtis, the
coordinator at the University of Georgia Center
for Continuing Legal Education. When I arrived
at Sea Palms I went to pick up my badge and Jim
handed me two badges: one with my name on it
and the other marked "I am Sarah Frances
McDonald's dog." I inherited a wonderful Welsh
Corgi from our late Director of Alumnae Affairs,
Ann Worthy Johnson '38, and I imagine this was
the first dog who was ever registered as a par-
ticipant in the fiduciary seminar.

I have also been Chairman of the Program
Committee for the Decatur-DeKalb Bar Associa-
tion for a number of years and have attempted
to plan programs around the various fields of law
and have secured speakers of real quality. To
keep lawyers abreast of changes in the law, new
ideas, new concepts and methods is one of the
primary functions of the bar associations.

When I was president of the Georgia Associa-
tion of Women Lawyers, we spent most of our

year studying family courts. We studied what
other states were doing and looked in depth to the
pros and cons of such courts. Unfortunately, the
climate among Judges of Superior Courts who
handle divorce cases and within the Legislature
for financing them was not right for acceptance of
the idea, but I feel that we certainly will see family
courts more widely used.

I am a member of the Atlanta Estate Planning
Council, the members of which are those
composing the estate planning team, attorneys,
C.P.A.'s, bank trust officers and life underwriters.
I was the first woman attorney member and I shall
never forget the night I went to my first meeting
at the Commerce Club. I knew that the Commerce
Club was restricted to men. and when I ap-
proached the sixteenth floor, I had the sinking
feeling that I might be trespassing on hallowed
male ground. Fortunately Margaret Fairleigh is
the second woman attorney to be a member of
the Council.

That brings me to women's lib. I was liberated
long ago - the day I began to practice law. I have
always had a deep conviction that women are
people and that women are entitled to be treated
as people and I suppose this belief has paid off
because I have no complaint about inequality.
I abhor "Ms." almost as much as lavender.

Through the years I have often been invited
to speak to groups on legal subjects, usually on
adoptions, divorce and family law, and wills,
estate planning and administration of estates.
My frank friend, Margaret Fairleigh, remarked one
day that she noted in the paper that I was making
a talk. I admitted this and stated that I had another
coming up. She said "You're just shooting off your
mouth all over the place." It's good to have a frank
friend to put one in one's place.

Often my life gets hectic, filled with pressures,
and I feel that I am going off in too many direc-
tions, but it surely isn't dull. As a release valve I
use my yard, both vegetables and flowers,
particularly roses. I call my yard and garden my
psychiatrist couch. It costs as much or more for
am sure that every tomato I grow costs $10.95.
I love my home and my "back forty," which one
of my two-year-old neighbors labeled "Old
McDonald's Farm." I have many friends and fifty-
two first cousins so I have many house guests,
one of whom calls my place "McDonald's Motel."

Other releases from work pressures are travel
and golf, when there is time. I also love to dance
and enjoy playing bridge.

Through the years I have been involved in many
Bar Association, civic and community projects.

14

I was Atlanta's Woman of the Year in Professions
in 1957. Other highlights were being charter
President of Decatur Business and Professional
Women's Club, being on the Chamber of Com-
merce Board and a Third Vice President at one
time, and being involved in the affairs of Agnes
Scott. I wouldn't swap my association with Agnes
Scott for anything. It has been tne most delightful,
stimulating work outside of the law I think I have
ever done. The people are so wonderful and I
have never felt that I was wasting my time during
the years I served on the Executive Board of the
Alumnae Association, the year following my
presidency when I was on the Board of Trustees,
and most recently, serving as a member of the
Alumnae Committee for the Selection of a New
President. I believe so strongly and firmly in
Agnes Scott that it is sheer joy to be involved in
its activities. I even enjoyed asking people for
money when I was National Fund Chairman.

One of the greatest joys of practicing law is
association with other lawyers. Most of them have
quick minds, ready wit and a great store of
anecdotes.

Another bonus feature of the practice of law
is the freedom to think, speak and act as one
chooses. I am beholden to no one except my
clients, my professional responsibility, my own
conscience and my deep desire to do the best job
I can for my client.

men nines Smith <5i

Warrants for murder, assault complaints, and
traffic offenses are just part of the daily routine
for Ellen Hines Smith '61 . Ellen is South Carolina's
first and only woman judge - one of tne judges
of a three-judge court with civil and criminal
jurisdiction in Spartanburg County.

Her entry into the field of law came naturally.
Her father and older brother are both lawyers.
Ellen says her father influenced her interest in
the profession. "Not because he wanted me to
become a lawyer but looking at him and admiring
him so, I wanted to become a lawyer too," she
explains.

After Agnes Scott, Ellen entered law school
and finished second in her class at the University
of South Carolina. She joined Southern Bell's
legal staff in Atlanta, then became associated
with ASC graduate Sarah Frances McDonald.
Later she and her husband Lesesne moved back
to Spartanburg and she commuted to Greenville,
SC to work. Ellen was the recipient of a Reginald

Heber Smith Community Lawyer Fellowship,
attached to the Greenville legal services agency
for the purposes of doing law reform, when she
received her present appointment.

On the bench Ellen's biggest "shake-up" so
far came when a man was brought before her
for threatening his wife. Weighing the pros and
cons, she decided to allow the man to sign his
own bond, rather than to lock him up long enough
to find someone else to sign it. Perhaps her
evaluation of the seriousness of the situation was
wrong; perhaps the result would have been the
same even had she kept the man a bit longer;
nevertheless, the man went straight home and
killed his wife. Sometimes even a judge's most
valuable tool, plain common sense, doesn't help.
"There are no Solomons any more," she says.

In private life being a judge sometimes has its
drawbacks. Ellen probably wouldn't wear curlers
to the grocery store anyway, but now she can't.
People, it seems, have definite ideas about the
conduct of a judge. And, whether she likes it or
not, she must maintain a kind of 24-hour dignity.

Ellen has encountered little male resentment
of her position. Turning the tables on the saying,
she maintains, "I always treat all men as gentle-
men until they prove otherwise. And so far they
have all been gentleman."

She doesn't want to be singled out because
of her sex. Of her achievements she says, "I don't
believe I have ever set out to prove anything -
maybe I have subconsciously - but I really don't
think so."

Ellen's personal life is also a success. Her hus-
band Lesesne, who has recently established a
real estate agency, Smith-Newcome Realty, is
proud of Ellen's accomplishments and has
supported her from the oeginning. Life for Ellen
Hines Smith is filled with the satisfaction of
pursuing her personal and official goals.

Lucy Scljow Henri tze f 6i

For Lucy Schow Henritze '62, Emory Univer-
sity's first woman law professor, the study of law
was a "happy accident". After graduation from
Agnes Scott, she was considering working on a
Master's degree in English at Emory while holding
a full-time job. Classes held during the daytime,
however, presented a problem. Someone told
her that law school had evening classes, and
that's when she decided to investigate the field
of law.

She soon learned that all her thinking as an
English major had to be revamped. There is no
"right" answer in English. "But the law says the
correct answer in this situation is - the correct
way to think is this," Lucy explains. Nevertheless,
she found the new discipline fascinating. She
began to see law as "an obsessively consuming,
absorbing, and very personal affiliation." For-
getting about graduate study in English, she
finished law school in 1966.

The next year she was one of 50 lawyers
in the country awarded a Reginald Heber Smith
fellowship in community law. funded by the Office
of Economic Opportunity. Assigned to the Emory
Community Legal Services Center, she found
that her most satisfying cases involved working
with individual clients.

Her favorite client was a black woman who
walked in with a final notice of foreclosure on the
house she had lived in for 20 years. The woman
couldn't read the notice and wanted to know what
it meant. She was carrying a shopping bag
crammed with every scrap of paper she had ever
received, including Christmas cards. Lucy waded
through everything in the bag and found the
original deed to the house. This confirmed her
client's ownership of the house, and the case
was settled.

Later, during Lucy's pregnancy, the woman
brought her a two gallon jar containing essence
of boiled grapefruit rind, which she claimed had

Lucy Schow Henritze '62.
given her the strength to bear nine healthy
children. The stuff tasted terrible, Lucy says, bu
her daughter Fairchild arrived normal and
healthy.

Altogether Lucy was involved in poverty law
seven years, before and after graduation from
law school. At the legal services center, she anc
other staff members often worked from ten to
twelve hours a day. She began to feel she couk
no longer put in such long hours. The sad thine
about poverty law, she discovered, is that one
can't practice it for a long period without a break
or one becomes calloused. Teaching seemed a
good alternative, and she spent a year at Harvarc
working on an advanced degree.

Lucy is now associate professor of law at
Emory's law school. She finds a "cavalier gentle-
ness" in the attitude of men faculty members
there. "They tease me, but it is a fond teasing,"
she says. "Their attitude is, your brain may be as
good a? mine, but in our personal relationships
we are still very, very different."

There, is no doubt that Lucy, who is married to
a lawyer, loves her profession and excels in it.
One of her current clients is a 14-year old girl
who is not allowed to play Little League baseball.
The world will be hearing from Lucy Schow
Henritze.

LettersContinued

an order for one last August, sending
my check for $3.50 for payment.
Since that time I have received no
information about the release of the
book, nor have I received my copy.
Furthermore, I have not seen any
announcement in the Quarterly about
the Cookbook.

If the book has been released and
my order has been overlooked, I shall

appreciate your sending my copy.
If, on the other hand, there is a
continuing delay with the printing,
a word of explanation will suffice.

Annie Will Miller Klugh X-24

Dallas, TX

To you and the many other alumnae who
have inquired about or despaired of the
arrival of the Agnes Scott Cookbook,
please don't give up hope. The Cookbook
is still "in the works'' and will be delivered

to all who have placed orders as soc
as possible.
As announced in the Fall, 1971 Quart
the initial delay was occasioned by tl
deaths of the husbands of both the ei
and the illustrator. This fact has not
caused personal grief and loss but h
necessitated a change of printers am
format of the book.

The editors of the Cookbook and the
alumnae staff appreciate your contini
patience in this matter.

-Ed

16

Where it's at..."

NEWS OF AND AROUND ASC

Mumnae Clubs
fleet, Greet, Eat

light alumnae clubs met for lunch-
i on February 24, with members of

faculty or administration as
jakers. Three other clubs met in
rch. Enthusiastic reports from
h the club representatives and

speakers attest to the interest
i loyalty of the alumnae, as well
the astuteness and knowledge of

speakers.
The following clubs met on
Druary 24:

Mhens, Ga.: Eighteen alumnae
t to hear Dr. Paul McCain, Director
Development, enjoy a Dutch
cheon, and learn the latest news
the College.

Hugusta. Ga.: Dr. Sandra Bowden,
sistant Professor of Biology was

speaker. She and her husband
re delightful representatives of
i College.

Birmingham, Ala.: Twenty-two
mnae were present to hear Dr.
in Gignilhat, Associate Professor
History, at the King's Inn
staurant. The classes ranged from
14 to 1972 - one earlier graduate
mitted she came just to see what
; younger generation is like. The
;retary, Mary Ann Hornbuckle,
ote that it was a delightful meeting,
d that she only got lost once
;ing Dr. Gignilliat to the airport.
Columbia, S. C: Dr. Marie Pepe,
Dfessor of Art, and her husband
re guests of the Columbia Club.
. Pepe found the twenty alumnae
10 came to the luncheon at the
Kon Motor Inn to be an interested
d enthusiastic group with pertinent
estions. They were also eager to
I Dr. Pepe what the South Carolina
imnae were accomplishing.
Louisville, Ky.: There were thirty
jmnae present for the luncheon at
5 home of Helen Wayt Cocks. Miss
ibin Jones, Dean of-Students was
3 speaker. This was a fine repre-

sentation for the area, the alumnae
were charmed with the new dean, and
the informal setting was one enjoyed
by all.

Memphis, Term.: Dr, Kwai Sing
Chang, Professor of Bible and
Religion represented the College at
this meeting, which had a good
attendance of about thirty alumnae.

Dr. Chang was asked by his
hostess Jean McCurdy Meade, to
stay over and teach her Sunday
School class the next day (a further
evidence of his popularity).

Nashville, Term.: Dr Margaret
Ammons, Associate Professor of
Education, was the speaker for this
alumnae club. The questions were
timely and penetrating and the
meeting was well-attended.

Washington, D. C: A large gather-
ing of about 70 alumnae attended the
luncheon in McLean, Virginia when
Miss Julia Gary, Dean of the Faculty,
spoke. Dean Gary was enthusiastic
about the interest and loyalty of the
club and of their desire to help the
College in all the ways they could.
The members presented her with a
check to bring back to the College
which the group had earned through
various projects.

Two meetings were held in March:

Macon, Ga.: The Macon Club met
on the night of March 8 to hear Dean
Julia Gary, who brought them current
news of the College. There was a
discussion of the problem of
strengthening and enlarging the
membership.

Marietta, Ga.: This meeting was
held March 3, with Mrs. Ann Rivers
Thompson, Associate Director of
Admissions as the speaker. The
Pine-Tree Country Club provided
the setting, and about 25 alumnae
were present, spanning a number of
years. Mrs. Thompson showed the
college slide show, and answered
questions about the College.

San Francisco Bay Area: Dr and
Mrs. Alston attended a meeting of
the Association of American Colleges

in San Francisco in January. On the
fourteenth the alumnae of 17 women's
colleges were invited to Mills College
for a program, and then the alumnae
from each college met with their
respective presidents. Eight Agnes
Scott alumnae were delighted to have
this rare opportunity to meet with
Dr. and Mrs. Alston.

First Alumnae Council

BeJIs are ringing for ASC. On
Friday, February 2 at 10 a.m., 50
alumnae from all over the country
convened for the first Agnes Scott
Alumnae Council.

After coffee and cake in the Faculty
Club, alums were welcomed by
President Memye Curtis Tucker '56,
who introduced the alumnae and
told what offices they held. Barbara
Murlm Pendleton '40, Director of
Alumnae Affairs gave a brief history
of councils at other colleges and the
dynamic effect such meetings can
produce. The slide show of the
college ended the general meeting
and was informative, innovative and
nostalgic.

Workshops in the areas of admis-
sions, fund raising, class offices, and
clubs provided an opportunity for
learning, for a spirited exchange of
ideas, for suggestions and, hopefully,
solutions and answers for questions.
A brief wrap-up session was next on
the agenda, each group making a
succinct report of the main items
discussed.

Dr. J, Davidson Philips gave a pro-
gress report on the search for a new
president during the buffet luncheon
in Rebekah. The Dean of the Faculty.
Dr. Julia Gary, and the Dean of
Students, Miss Robin Jones spoke on
academic affairs, new programs and
the making of a good alumna. A
student and faculty panel gave the
group an up-to-date account of stu-
dent concerns, the enrollment
problem, what Agnes Scott can do to
attract students, and the extent to

17

'Where it's at..."

which extra-curricular activities are
pursued by students, on and off
campus.

The meeting was concluded by an
inspiring talk by Dr. Alston on the
state of the college and what it can
offer in the future. Our thanks go to
Jane King Allen '59, Regional Vice-
president, and Becky Evans Callahan
'60 Entertainment Chairman, and
other members of the Executive Board
for their efforts to make the events
of the Alumnae Council proceed
smoothly and to make it a worthwhile
venture.

Dr. Marvin Perry Elected
New President

On Tuesday, March 22, the Board
of Trustees elected Dr. Marvin Banks
Perry, Jr. the fourth president of
Agnes Scott College. Teacher, author
and college administrator, Dr. Perry
will begin his duties on July 1, 1973,
when Dr. Wallace Alston retires. Dr.
Perry is currently the President of
Goucher College in Towson,
Maryland.

After spending his childhood in
Atlanta and Newton, Massachusetts,
Dr. Perry received his B.A. degree in
1940 from the University of Virginia.
Later he received the M.A. and Ph.D.
degrees in English from Harvard
University.

Dr. Perry began his teaching career
in 1947 at the University of Virginia.
In 1951 he joined the faculty of
Washington and Lee University,
where he became Professor and
Chairman of the Department of
English. In 1960 he returned to the
University of Virginia as Professor
of English and Dean of Admissions.
He became President of Goucher
College in 1967.

He is married to Ellen Gilliam
Perry of Lynchburg, Virginia. Mrs.
Perry is a graduate of Sweet Briar
College and of the Columbia Univer-
sity Library School. Dr. and Mrs. Perry
have two daughters: Elizabeth, a
senior at Sweet Briar, and Margaret,
a sophomore at the University of
Virginia.

Dr. Marvin Banks Perry, Jr.

After the extensive and exhausting
search by the Committee to Select a
New President, led by Dr. J. Davison
Philips, Dr. Perry was the unanimous
choice of the Board of Trustees. The
entire Agnes Scott community, stu-
dents, faculty, administrators and
alumnae, welcomes him and his
family and look forward to his leader-
ship in continuing and increasing the
tradition of excellence.

Old Mortar Boards
Never Fade Away

When the Georgia State University
Honor Society. Crimson Key, became
a chapter of Mortar Board in
February, 1972, they had an active
group of Crimson Key alumnae. At the
suggestion of the National Office of
Mortar Board, they formed the
Atlanta Mortar Board Alumnae Club
in the Fall of 72 and are now open
for membership for all Mortar Board
alumnae in the Atlanta area. Virginia
Kreuger, President, announces that
they have planned a luncheon
meeting, frequently with a speaker,
on the second Saturday of each
month. The dues are five dollars

($5.00) a year. Any eligible Agnes
Scott alumnae interested in joining
the group are encouraged to send
their name and address and member-
ship fee to the Treasurer, Mrs. Pat
Sartain; 2016 Avis Lane; Tucker, GA
30084 or to Ms. Virginia Kreuger;
2358 Tristan Circle; Atlanta, GA
30329 (telephone: 634-4343).

Atlanta Symposium
for Environmental
Control Held

by Andrea Helms, ASC News Director

Attended by over 600 people, the
Atlanta Environmental Symposium
held at Agnes Scott College
February 13-15 explored "The Limits
To Growth: Implications For the
Future" in Atlanta, the United States
and the international community.

Designed and organized by two
Agnes Scott faculty members, David
Orr of the history and political
science department and Robert Leslie
of the mathematics department, the
Symposium was co-sponsored by
the Georgia Conservancy, Inc., the
Southern Council on International
and Public Affairs, and the United
Nations Association of the United
States of America, Atlanta Chapter.
Contributing funds were nine Atlant;
area businesses and financial
institutions.

Symposium lectures and discus-
sions were based on The Limits To
Growth, a report of research by an
international team of scientists at
the Massachusetts Institute of
Technology. The science team
studied a mathematical systems
dynamics model of the world to deter-
mine the economic, social-
psychological and environmental
implications of continued worldwide
growth.

The research disclosed that five
factors - population increase,
agricultural production, nonrenew-
able resource depletion, industrial
output and pollution generation -
determine and in their interactions
ultimately place limits on global
economic and population growth.

1 ,

hese five growth limit factors were
iscussed during the Symposium by
jch eminent experts as Jorgan
anders, co-author of The Limits
o Growth; ecologist-author Dr.
jgene P. Odum of the University of
eorgia; Dr. Raymond A. Bauer,
;onomist and professor of business
dministration at Harvard Univer-
ty; Arsen J. Darnay, director of the
esource Recovery Division, En-
ronmental Protection Agency; Dr.
e r man E. Daly, professor of econo-
ics at Louisiana State University
id proponent of a steady-state
;onomy; and Dr. William B. Harrison,
lemical engineer and head of
outhern Services, research and
evelopment department concerned
ith all aspects of power generation
nd utilization.

A highlight of the sessions on
ternational growth was a speech by
aurice Strong, executive director of
e United Nations Environment Pro-
am who discussed the politics of
ternational environment problems
id the recommendations of the
13-nation U.N. Conference for the
uman Environment held in Stock-
)lm last summer.
According to the Agnes Scott
chitects of the Atlanta Environ-
ental Symposium, the conference
as designed primarily to stimulate
inking about environmental prob-
ms. If the numerous inquiries
/ governmental agencies, busi-
isses and individuals about
'nopsis reports on the Symposium
e any indication of Drs. Orr and
islie's success, then the Symposium
is surely promoted thought and
reshadowed possible action.

:ONGRATULATIONS TO
R. FLORENE DUNSTON

Dr. Florene Dunston, Professor
Spanish and Chairman of the
epartment at Agnes Scott is active
civic and professional affairs and
as recently recognized for out-
anding public service. She holds a
Jmber of "firsts" for a woman; she is
ce-chairman of the Board of

Dr. Florene Dunston

Trustees of Tift College, Chairman of
the Department of Foreign Languages
of the South Atlantic Modern
Language Association, and is among
the first four women deacons in the
Decatur First Baptist Church. She
was named Atlanta's Woman of the
Year in Education in 1963. A past-
president of the American Association
of University Women, she is also
listed in Who's Who in America. She
is to be admired for her outstanding
record of service and her contribu-
tions to the community, the church,
and the professional world.

Paducah Party
for Prospects

Paducah, KY Alumna Admissions
Representative, Suzella "Sis" Burns
Newsome '57 reports that her January
coke party for prospective students
was a success. Angie Jarrett 71 of the
College's admissions staff showed
the Agnes Scott slide show to thirteen
high school students and answered
questions about admissions policies
and specifics about the College.

In the evening, after the students

left, Sis and Angie had a repeat
performance of the slide show for a
few local alumnae. Up-to-date and
attractive, the slide show is not only
an effective admissions tool; it is
also an informative, if slightly
nostalgic, treat for alumnae,
especially those who have been
unable to visit the campus for a
number of years.

DANA SCHOLARS PROMOTE
CAREER COUNSELING SESSION

On the night of February 28 eight
alumnae were invited to the campus
to talk with students about their
careers, the preparation and know-
how involved, and the rewards. The
alumnae and their fields were:

Betty Fountain Edwards '35
(Mrs. H. G.) professor and space
scientist,

Beverly Kenton Mason '62 - real
estate

Ann Avant Crichton - '61
(Mrs. G. T.) - politics - City
Commissioner

Adelaide Ryall Beall '52 (Mrs. D. M.)
- special education

Myree Wells Maas '42 (Mrs.
Joseph) - merchandising

Susan Parken TeStrake '65
(Mrs. Bernard) - social work

Nancy Duvall '60 - clinical
psychologist

Marilyn Belanus Davis x-54 (Mrs.
William) - stock broker
The meeting began with the alumnae
giving an introduction concerning
their careers and how they chose
them. It was interesting to note that
without exception, whatever the field,
all the women stated that a fine
liberal arts education was the best
foundation they could have had for
their profession. The discussion was
witty and spirited. After this general
presentation, refreshments were
served and the group broke up into
individual sessions for a question and
answer period. Although the atten-
dance was not large, there was
lively interaction between students
and alumnae and the Dana Scholars
hope to have more meetings next
year.

19

DEATHS

Faculty

Mrs. George P. Hayes, wile of George P Hayes,
former chairman of the department of English.
November 29. 1972.

Mr Edward Ladd, former professor of educa-
tion, January 23, 1973

Academy

Louise Minge Cameron.

1907

Bessie Baker Milikin (Mrs Richard M .).
Fall, 1972.

1913

Livia Bogacki Hill (Mrs Ashby E), Winter.
1972

1914

Bertha Matheson Adams, November 1, 1972.

1918

Marguerite Shambaugh Ross (Mrs Arnold C .),
November 30, 1972.

1919

Ross Wilburn. brother of Llewellyn Wilburn,
December 26. 1972.

1920

S D Hooker, husband of Louise Slack Hooker,
September 14. 1972

Elizabeth Walker Hunter, sister of Jane Walker
Wells, December 30, 1972.

1921

Fred Patterson, husband of Ida Bnttan

T. A. Branch, husband of Caroline Montgomery

Branch, January 8. 1973.

1923

Jessie May Hatcher Cutler (Mrs C A )
Eleanor Hyde.

Hilda McConnell Adams (Mrs. B. R.). December
4, 1972.

1926

Rev. Frederick C. Debele, Jr., brother of
Margaret Debele Maner, July 23. 1972

1927

Marcia Green, December 12, 1972.

Mrs. S. B. McKinney, mother of Caroline

McKinney Clarke. December 20, 1972

1929

Charlotte E. Hunter, Octobei 25, 1972

1930

January 15, 1973.

Mrs. Mary Leary. mother of Katherine Leary

Holland, Fall, 1972.

1931

Margaret Marshall, January 19, 1973.

1932

Mrs. Norving Green, mother of Ruth Green.
Fall, 72,

Mrs. M. O. Hollis, mother of Sarah Hollis Baker
February 18,1973.

1933

Mary Ruth Rountree Cox (Mrs. Marvin H),
August 29, 1972.

1935

Frances Travis Abbott (Mrs Fred), October
29. 1972

1938

Dr Alexander W All'son, brother of Nell Allison
Sheldon. January 1, 1973.

1940

Thomas Stewart, father of Betty Ann Stewart
Dunn. October 19. 1972.

1941

Mrs. Millard J.Copeland mother of Freda

Copeland Hoffman. December 30, 1972.

Rev. Frederick C Debele, Jr.. brother of Dorothy

Debele Purvis, July 23, 1972.

Anita Woolfolk Cleveland (Mrs Thomas W ).

January 11, 1973

1942

Thomas Stewart, father of Mary Helen Stewart
Coffey, October 19, 1972

1943

Daniel Marshall Holsenbeck, father of Bryant
Holsenbeck Moore, January 27, 1973.

1949

Dr. William Geffcken. father of Katherine
Geffcken, December 14, 1972
Dr Joseph E. Lever, brother of Rebecca Lever
Brown. November 13, 1972.

1950

Sara Campbell Harris, February 23. 1973

1953

S D Hooker, lather of Peggy Hooker Hartwein,
September 14, 1972.

1957

J H. Easley, father of Harriet Easley Workman,
September 19, 1972.

1960

Eugene Alford, father of Angelyn Alford Bagwell,
October 25, 1972.

1962

Thomas Gilliland, father of Kay Gilliland
Stevenson, January 16, 1973.

1963

Rev. Frederick C. Debele, Jr., father of Anne
Debele Herbertson, July 23, 1972.

1965

James Minos Dykes, father of Elizabeth Dykes
Leitzes, August 31. 1972

1967

Romeal Theriot, father of Christi Theriot
Woodfin, December 19, 1972.

1973

Frances Murray, August, 1972.

25

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, ACNES SCOTT COLLEGE, DECATUR, GEORGIA H)03i

are you going to Spain"?
Why nof

Library-Agnes Scott College
Decatur, GA 30030

&*

ALUMNAE QUARTERLY D SPRING 1973

Dr. Alston Retires

THE ALUMNAE QUARTERLY VOL. 51 NO. 3

contente

1 Accomplishing a Vision
by Barbara Murlin Pendleton '40

~? Letters to the Editor

8

IO

II

15

IN PRIAISE OF DR. ALSTON

by Margret G. Trotter, Professor of English

From the Alumnae

by Suzella Burns Newsome '57

From the Students

by Lucy Brockman 74

Agnes Scott in the World

Madelaine Dunseith Alston '28
by Susannah Masten '59

News Section

Class News

by Shelia Wilkins '69

Photo Credits

Front Cover, Pages 1, TO, 11, 12, 13, 14, 17-Chuck Rog<
Pages 4, 14, 15-Silhouette staff
Page 14-Kirby Freeman
Page 14 Al Stephenson

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

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

Utorial

Accomplishing a Vision

by Barbara Murlin Pendleton '40

)r. Wallace Alston begins a new phase of his
the editors want to present to our alumnae
is of the President by a faculty member, by an
nna-trustee, and by a student. An interview
1 Mrs. Alston, herself an alumna, completes
tribute to this man and his wife who have
int so much in the life of the College,
did not know Dr. Alston as a student, but came
espect him and to learn from him when he
ke with vigor and intensity to alumnae groups,
was able to keep us aware of the strengths of
College - the continuity of leadership, its
ilty and administration and its ability to attract
lents of high caliber. Above all, he strove to
fie and to nourish in alumnae pride in a liberal
education and to imbue us with the desire to
n and learn, and to "do something, be som-

y-"

ght years ago I came to work at the College as
Dciate Director of Alumnae Affairs, and later I
ame Director and Editor of the Quarterly. In

time I have come to know and value the
ous facets of his character and ability which

authors have emphasized. His intellect, his
itual nature, his administrative ability, and his
ng for each member of the college community

indeed a unique combination in a college
sident. As he leaves we wish him well and
se him for accomplishing a vision and say with
iston Churchill, "facts are better than dreams."

Letters

Alumna Asks for Recoffections

To the Editors::

The Quarterly has taken on new life
with the letters from alumnae. I hope
they keep coming and continue in-
teresting.

I have an idea for stimulating a
special series of letters if the supply
should run dry up. You know how
many talks we all listened to at Agnes
Scott; I think it would be interesting
to try to see how many we can
remember anything about. I know I
was often delighted with a good
speech, but now I find I can
remember only three out of the hun-
dreds I must have heard:

1. Marjorie Hope Nicolson, the
17th-Century scholar, on "The
Romance of Scholarship." She
told of working on an old diary
that recorded the baffling dis-
appearance of a pet dog in a wall-
ed garden. When she visited the
English house where the diarist
had lived centuries before, the
family were puzzling over the
remains of a small animal found
in a very old hollow tree that had
just fallen. Miss Nicolson describ-
ed her own ecstasy at being the
only person in the whole world,
living or dead, who knew both
what had become of the dog long
ago and whose bones were
mystifying the present occupants
of the house.

2. Margaret Mead, newly come to
fame, telling us at the beginning
of World War II how patterns of
family government matched
those of the nation: the
domineering father in Germany
had his analogue in the national
dictator, while in American
democracy the child is ruler of
the family, etc. It was a brilliantly
witty speech, perhaps the fun-
niest I have ever heard.

3. Howard Lowry, president of
Wooster College, basing his
whole talk on the fact that the

Eiffel Tower was built in the year
Agnes Scott was founded. His
point was that the tower, planned
for various practical purposes
now obsolete, was not nearly so
good an idea as the liberal arts
college, which contiuned to
fulfill its function long after the
engineering feat became a mere
curiosity. I'd like to know why
these three particular talks have
stayed with me from the 1940's,
and I'd like also to hear what
speeches other alumnae
remember in substance (not just
generally as having been
wonderful at the time).

Eleanor Hutchens '40
Huntsville, AL

Thank you very much for this interesting
suggestion and for the beginning. We
hope other alumnae will call upon their
memories and their muses and respond
with more recollections. We will even try
to be inspired ourselves.

Editors

To the Editors:

I am the new secretary of the class
of 1923 and have been exhorted by
the members who returned for the
50th reunion to have class news every
Quarterly. I understand that we have
not gotten good coverage.

I remember reading where,
because of cost, news items were to
be curtailed. In our opinion this is too
bad. Alumnae who are still interested
in the College have no other way to
hear of their class mates, in many in-
stances. I believe the fact that at our
50th reunion we were able to interest
thirty members in returning show that
there is still interest.

Sincerely,

Dorothy Bowron Collins '23

Birmingham, AL

We appreciate your concern for your
responsibility and for the Class News
tion of the Quarterly; we would like to
plain our position on this controversi
subject. It is true that because of const
rising printing costs, we are condens,
class news and using a different form
however, we have "curtailed" the cl,
news only in the sense that we have
an abbreviated prose style. We have
under any circumstances, omitted an
alumnae names or important events,
example, if a class secretary sends a pa%
facts about her classmates, we use all it
unless they have appeared in a previ
edition or seem to be in poor taste, bu
do edit the prose to attain a consiste
style. On the other hand, if an indivi
sends us a page of news about hersel
about a friend), we must pick only the
portant events as an entire column
one person would be both unfair to
classmates and probably embarrassin,
her. About the space, we could, of coi
devote most of the Quarterly to class n
but we do have alumnae who are a/sc
terested in reading articles about outs
ding alumnae, campus events, ideas
problems of women's colleges, of pn
institutions, of women in general, or a
educational and academic topics. Th
fore, we have tried to reach an approp
balance.

If news items are missing, we suggt
that there is perhaps a misunderstanc
between class secretary and classmate
even a problem with the mails. There
also a possibility of a mix-up on deadli
As stated at the beginning of the Cla
News Section, the deadlines are:
September 10 for Fall; December 10,
Winter; February 10, for Spring; May H
Summer. Sometimes the Quarterly is
arriving; obviously, this is at least in
our fault. (We are sorry and we are tr)
very hard to get our publication on an
current schedule.) The problem arises
when class secretaries look in the issu
which arrives soon after the deadline c
and finds that the latest news she sent t(
in not there. If this should happen to >
please be patient and read the follow
edition; then let us know if your facts
not appear. If news does not get publisl
after two editions of the Quarterly, we

in an investigation to discover the
se and culprit.

Editors

iendum: We do not publish
agements, only weddings; not
gnancies only births-not because we
sider these less than newsworthy but
ause ol possible changes.

the Editors:

have an idea. Why not publish an
mnae directory, as many other in-
jtions do? You might catalogue us
1) class, 2) area-state and city. It
uld stimulate inter-alumnae com-
nication and facilitate already ex-
ig clubs, I would think. What
uld it take? You already have us
nputerized, and you could sell it
Dugh the Quarterly. If you can't get
an alumnae directory, I would ap-
ciate knowing why.
cerely,

tie Talmadge Mill '58
mont, MA

nx you very much for the suggestion,
wish we could tell you that we will give
try, but we have already investigated
possibility. Many alumnae have asked
a directory, but unfortunately, there is
; hope right now. First, we are not
iputerized in any way. We do have
nnae addresses typed on metal plates
hat we can run them through the Ad-
isograph instead of addressing
elopes by hand. But there is no com-
er. Also, we have figured the cost of
ilisbing a directory. As alumnae must
isted not only by class and location, but
i by maiden name and married name, a
ical person would need about six to
e months to do all the addresses and
of-reading. Therefore, the initial outlay
jld not only include publishers' costs
also the expense of hiring an extra
ical employee, and we simply do not
e enough money for such an expense.

Perhaps in the future the College budget
will be more flexible and we could get it
approved for our budget. Until then, we
will just have to wait.

Editors

To the Editors:

At the luncheon in April, comments
I heard on the new format for class
news were favorable except that
locations of people with new
positions are omitted. Three different
people mentioned someone listed as
teaching school with no reference to
where, and they felt that more infor-
mation could have been given.

Harriet Elder Manley '61
Decatur, CA

Good Point. However, the omission is
usually not our fault-honestly. We try to
report all interesting or newsworthy facts,
but our abilities are limited by information
received (from secretaries and individuals).
By the way, we're happy that you approve
class news format; it's encouraging.

To the Editors:

I look forward eagerly to each copy
of the Agnes Scott Alumnae
magazine. It is well written and
edited, and all of you do a fine job. I
only wish class news were more ex-
panded.

Nancy Barrett Hayes '62
Newport News, VA

To the Editors:

I like the changes in the Quarterly.
More, more.

Nancy Gheesling Abel '63
Evanston, IL

To the Editors:

I just wanted to let you know how
much I appreciated "The Not-So-
Tender Trap" in the Alumnae
Quarterly, particularly because the
author expressed so many of the
thoughts I had had, but failed to ar-
ticulate, even to myself. I guess false
pride would have inhibited my saying
some of the things Miss Bowen wrote
so I admired her honesty.

Thanks for publishing it!

Terri Langston '69
Atlanta, GA

And special thanks to you for your own
honesty and for taking time to express
your feelings. The author is particularly
grateful as the article was difficult to write,
not only because readable prose does not
come easily but also because it required a
great deal of soul-baring.

Editors

Designed by Kathleen Duggan, a crewel kit
of Main Tower is available to alumnae,
and friends All materials and complete
instructions included. Send check for
$10.60. payable to Agnes Scott Alumnae
Association; Agnes Scott College; Decatur,
CA 30030

In Praise

Vrom t\)e Vacui

My memory as an instructor at Agnes Scott ex-
tends back into the dim past - into days when the
faculty, in a college just emerging from the effects
of the Depression and the demands of World War
II, lived as graciously as it could, but also very
plainly. I inhabited, with my parents, a faculty
house on the campus which had no central heat
and a red clay front yard which was not just inno-
cent of grass but positively hostile to it. My first
recollections of Dr. Alston are associated with a
most welcome new furnace for the house and
later a truckload of rich topsoil which arrived one
lovely spring day and which in time produced a
morale-building beautiful green lawn. The face of
the College has changed in these last twenty
years, and now faculty lives are no longer Spartan,
but Dr. Alston's concern with the physical sur-
roundings of the faculty has continued to be a
source of encouragement.

He has recongnized the importance in these
days of dealing considerately and openly with the
matter of faculty salaries. It has only been since
1966 that Agnes Scott has joined colleges and un-
iversities all over the nation in reporting its salary
scale in the American Association of University
Professors' Bulletin. In 1966 this was an act of
courage: at that time our average salary had a
rating of D, our minimum C. Today we are by no
means at the top of the list, but we have made
steady and substantial progress in comparison
with colleges of comparable size and quality. Any
faculty member today may know what our salary
scale is, and be proud that Dr. Alston did not wait
to be compelled by law to give women equal pay
for work.

Looking back at catalogues of two decades ago,
I see that while we have in 1972-73 a larger
percentage of men on the faculty and additional
departments such as Speech and Drama and
Philosophy have been added, nevertheless the
relative number of women in administrative posts
has actually increased; again a change not com-
pelled by law. At present it happens that both the

K Alston

Margret G. Trotter, Professor of English

Dean and the Assistant Dean of the Faculty are
women, and more women are chairing
departments than used to be the case. President
Alston's confidence in ability wherever it may be
found and his willingness to consider women as
well as men for responsible positions of
leadership are important in an institution
didicated to the education of women.

With his encouragement, the resonsibility of
the average faculty member for the conduct and
welfare of the institution has been altered. For a
number of years the faculty had shown no interest
in organizing a local chapter of the American
Association of University Professors, and it was
only at Dr. Alston's earnest and repeated
suggestions that by 1965 such a group was at last
formed on the campus. Representatives from
Agnes Scott now attend state and national
meetings of the organization and make a valuable
contribution to the affairs of the College. In the
recent search which was undertaken to find just
the right successor for Dr. Alston, it was the local
chapter of the A.A.U.P. which suggested
guidelines which were helpful in establishing a
new and more democratic procedure for the
search, which came to involve students, alumnae,
and faculty members as well as trustees.

At the present time an elected group of the
faculty are engaged in formulating a constitution
and by-laws so that the faculty may become a
more responsible and influential factor in the
government of the institution.

There has been a continuing need, of which Dr.
Alston is keenly aware, to broaden the scope of
the College by making available to students a
faculty as able and well-trained as possible, but
also representing a diversity of experiences and
background. As I look around me at Facutly
gatherings or processions on academic occasions,
I am pleased to see that we represent different
American regions, different countries, different
races and spectra of belief in a genuinely liberal

tradition. From time to time we have had the ad-
vantage of visting professors from India two in
biology and two in political science and some of
us have had the experience, also broadening, of
teaching in other countries. A liberalized policy of
leaves of absence has given the faculty needed
opportunities to travel and new and fructifying
experiences including post-doctoral study and
research.

And travelers have come here, too. As lecturers
for varying lengths of time from an academic
quarter to a few days, Dr. Alston had brought to
the campus outstanding leaders in thought, in the
arts, in public affairs. As teachers we have been
strengthened and encouraged by association with
them, and they have meant much also to the
students. Robert Frost, already a confirmed visitor
to the campus on his annual Florida migration
when Dr. Alston became President, was received
by the Alstons as a cherished house guest. Sir John
Rothenstein, celebrated director of the Tate
Gallery in London, lectured on art at the College
in 1969-70, returned as visiting lecturer for
another quarter the following year, and has
appeared briefly at other times. May Sarton, the
noted poet and novelist, was Agnes Scott's writer-
in-residence in the spring of 1972. In philosophy
Theodore M. Green joined the faculty for a time
as a distinguished visiting lecturer, and the very
first appointment of a visiting lecturer to serve for
a quarter brought to Agnes Scott George A. But-
trick in the Bible Department.

In a changing world Agnes Scott has been
changing to. It is a difficult task in the secular
world of today to preside over any college, and
particularly one with the strong religious in-
heritance of Agnes Scott. Dr. Alston has faced this
challenge with great courage and willingness to
confront change. Yet we have always known
where he stood-that he was a deeply committed
Christian with a humane concern for all individual
people.

by Margret G. Trotter

In Praise of Br. Alston

(continued)

From tl?e Alumm

I have never known Agnes Scott without Wallace
Alston. All that I have appreciated and cherished
about the campus has been so intertwined with
the person of its President that to me, in many
ways, they are an entity a fabric in which intellec-
tual resourcefulness, academic vigor, and spiritual
acumen are woven together into a varigated and
useful whole. Agnes Scott was founded, nourish-
ed, supported and led by individuals with lofty
dreams and enormous proficiencies; and the
Agnes Scott that I know and love has been blessed
and complemented by a unique person, Wallace
Alston, whose visions and capacities, leadership
and sensitivity are spliced compatibly into those
ideals which characterize the heritage of this
college. To a considerable degree because of this
"happy marriage," we find our college occupying
an enviable place in the field of higher education
in the United States. She is, without doubt, one of

the finest liberal arts colleges in our land.

Agnes Scott has never been content to tread
water. The past has been good, but not too good
for her to try to be better. As fruitful as by-gone
days have been, there has existed always a
restlessness implying that more productive and
comprehensive ways could be developed for at-
taining Agnes Scott's goals. President Alston,
assisted by capable administrators, has channeled
this restlessness into freshness, into a vision of
academic excellence and spiritual integrity, into a
recommitment to the authentic contributions that
Agnes Scott is capable of making in the lives of
young women and in the soul of society at large.
Curriculum opportunities, salary increases, sab-
batical leaves, administrative responsibility,
spiritual emphasis, social guide-lines all of these
areas need constant oversight and improvement
year by year to win for the College the accolade
"a great institution." President Alston has ad-
dressed himself over and over again to these sen-
sitive, crucial areas of the College's life. His
philosophy includes the conviction that a campus
community never "arrives" and is satisfied. It is,
rather, always on pilgrimage, always striving
toward significance, meaning, and worth.

The cliche, "You can't charge for something
that is being given away down the street," is clever
and true. Agnes Scott has faced many options
through the years concerning the type of institu-
tion she would be. The questions of co-education,
of specialized education, and others have
presented themselves for consideration. Deep in
the heart of the President and his
associates-faculty, administration, students,
alumnae, and trustees is the conviction that
Agnes Scott must never be just another institu-
tion, not even just another great institution. She
must offer uniqueness. The heritage of her past
and the hope of her future are bound up in her
struggle for excellence in the liberal arts within a
Christian context, in her attractiveness to women
of above average intelligence and ability, in her
desire to maintain a workable enrollment. In a
society where bigness abounds, where people
become numbers in files, where television screens
replace the student-professor relationship, there
is an obvious need for an institution like Agnes
Scott. The huge universities as well as the

huzella Burns Newsome 57

urgeoning community colleges have valuable
nd important roles to fill in this complex society,
ut side by side with them must stand the Agnes
cotts.

The measured dimension of the enrollment at
.gnes Scott is conducive to a mutual sense of
omradeship and responsibility among the
lembers of the college community. Size, of
ourse, is not calculated simply to produce
imiliarity. It is planned to encourage faculty-
tudent relationships which will be wholesome
nd invigorating; for example, freshman courses
lught by department chairmen and visiting

gnitaries, small classes and seminars designed
jr depth, and individual independent study.

Agnes Scott has a mission to students that can
e realized only if students are persons, not
iphers. And it's her emphasis on personhood
'hich endears her to so many whose lives she
juches. It is in this area that President Alston has
lade one of his most valuable contributions to
ie campus. His concern for people is legend. At
very turn voices are heard describing
im brilliant, strong, courageous-and always at
le heart of such feeling is gratitude for his caring.

Because of the academic integrity of President
.Iston, the competence of the faculty, and the
ational reputation of both, Agnes Scott has been
ble to attract to campus some of the most ex-
iting, creative, and articulate spokesmen in con-
emporary society. It is a delight to see how "at
ome" Dr. Alston is with journalists, historians,
leologians, poets and scholars from all dis-
iplines. Names such as Robert Frost, George But-
rick, Sir John Gielgud, Pauline Frederick, Victor
rankl, W. H. Auden, Benjamin Mays, J. William
ulbright, and many others come to mind as
uests of the Agnes Scott community. These great
lersonalities come and go, leaving their mark
ipon the heart of the campus.

Part of the beauty of such visits is the contacts
hat the students and other members of the
"ollege family have with them. President and Mrs.
vlston have been extremely gracious through the
ears in opening the doors of their home to
;roups from the campus, allowing them to be ex-
losed in depth to the wisdom and wit of the
elebrities. I remember most vividly the visits of
lobert Frost and his "love affair" with Agnes

Scott. Frost cherished a deep respect for President
Alston and the two enjoyed a memorable, lasting
friendship. This friendship is beautifully expressed
by Frost himself in a dear note, which is one of my
very favorite tid-bits in the Frost Collection in
McCain Library. Dated July 23, 1959 and addressed
to President Alston, Robert Frost laments his
absence at a recent birthday party given in Frost's
honor. He concludes the brief letter with the
following sentiment: "You know how I feel about
your friendship down there at Agnes Scott. . .Ever
yours, Robert."

Wallace Alston's leadership ability and his
charismatic personality have not been confined to
campus. Those of us whose lives have been in-
fluenced so greatly by him rejoice with genuine
pride over his many accomplishments in the
Atlanta area, in the South, and in the nation. As
members of the Search Committee to find his
successor interviewed some of the cream of the
country's academic leadership, it was a very warm
and gratifying experience to have them convey to
us their tremendous admiration for Agnes Scott's
President. Many of them knew Wallace Alston
personally; all of them were keenly aware of him
professionally. His experitise in education is
priceless, and our pride is boundless.

My affection for President Alston finds its
deepest roots in an awareness of how genuinely
he lives his commitment to the Christian faith. His
strength of character is sturdy, yet not "out of
reach." No problem or anxiety seems too menial
for his compassion. God's love shows in his face,
in those piercing yet warm eyes, and in his firm
handshake. He prays, knowing that it matters very
much for what he prays, and he lifts the spirits of
his listeners with his faith, his optimism, and his
trust. Because truth is personified in Christ, he
feels that the search for truth is not only desirable,
but absolutely essential, and he has stood con-
sistently for the pursuit of truth wherever it may
lead.

We salute Wallace Alston as he leaves the
presidency of Agnes Scott College and achieves
the honored distinction of President Emeritus. We
wish both President and Mrs. Alston Godspeed.
Their lives have enriched ours immeasurably and
their years at Agnes Scott "have made all the
difference."

In Praise of Dr. Alston

[continued)

From l

11

Dr. Alston sits with guest author Lucy Brockman '74 during junior
launt festivities

To be president of a college or university, a per-
son must be many different things-an ad-
ministrator, and educator, a businessman, and a
diplomat, to name only a few. This is especially
true of anyone who attempts to run a "top"
college, one with the high level of prestige that
Agnes Scott has always maintained. The president
must be aware of the separate interests of
everyone connected with the college, and able to
deal fairly with each for the good of the whole
community. The demands of a small woman's
college are somewhat greater than those of other
schools. This president must fulfill all the re-
quirements of the large university administrator
with the added challenge to personality of the
small college. Although every member of the
college community judges the president on ever)
aspect of his job, the student's assessment is based
largely on personal characteristics. The availability
and frequency of personal contact with the ad-
ministration is one of the greatest assets of a small
school, and the quality of this contact is an impor-
tant determinant of the student's college ex-
perience.

Judging from Agnes Scott's reputation as an
academic institution, a student expects, when she
first arrives, an academic president. He must be al
that she anticipated being when she
graduates-intelligent, intellectual, scholarly, able
to see and feel with understanding, to teach anc
learn with insight. He must be enthusiastic abou
learning if he is to excite his student's imagination
If a student is made to feel that her intelligence i!
respected and her opinions valued, she will make
a greater effort to develop both. There is an aura
of the "master" about the college president, th(
man who can speak intelligently, "off the cuff,'
on almost any subject. And it is just as importan
that he be able to listen.

From the first moment that a girl walks onto the

idents

\an 74

campus, she is assured of her worth as a thinking,
reasoning human being. She is treated as an equal
by student, facutly, and administration. Every
aspect of her life at Scott affirms this respect and
equality-the Honor System, open participation in
Student Government, and the classroom at-
mosphere. The Scott student has a voice in the
running of the college, and every reason to expect
that she will be heard. This certainty makes for
considerable ease of communication, and the
president should be a part of the process. He must
be available and willing to have frequent personal
contacts with students.

Ideally, any leader should have some degree of
charisma. This becomes a necessity when dealing
with people on a close, long-term basis. To deal
with students on such a basis, the president must
first gain their friendship and respect. He must be
able to attract people to come to him, and know
how to treat them. The president of a woman's
college has to play a variety of roles to his
students from father to friend. Awareness,
judgement, and discretion are a part of every con-
tact, and greater understanding should be the
result.

All these characteristics make up only the basic
outline of the profile of a college president, and,
stated as such, they seem rather cold, for all their
importance. At Agnes Scott it is the person that
counts, and the most important person here for
the last twenty-five years has, of course, been Dr.
Alston. If I were to list all the things that have
made him a good president to students, faculty,
and administration, I would start by repeating all
that I have already said. But, this is common
knowledge to anyone who has had even the
slightest contact with him. As a student, I see Dr.
Alston almost every day, and not only in Convoca-
tion or his office, a circumstance unusual in itself
for a busy college president. Over the years, a

multitude of little things, the smallest touches of
the person have become familiar and have
endeared him to all Scott students.

We all remember, as freshmen, our first ap-
pointment with the president, and how scared we
were. We walked into the office, and, there, sur-
rounding us, towering above us, were all the
books in the world, or so it seemed. Dr. Alston sat
there smiling and chatting, and, suddenly, you
weren't nervous any more even if you hadn't
read any of the summer reading books. He
already knew your name, and he remembered it
the next day, too, when you forgot to wear your
nametag. It was that kind of caring that gave you
that first, warm, good feeling about Agnes Scott.

I still get the same feeling now every time I see
Dr. Alston. I think we all do. If I see him at a dis-
tance, he always waves, unless he's looking the
other way at that moment, waving at someone
else. If we meet in the halls, or on campus, he
always stops, smiles with such pleasure, and takes
my hand while we talk. These are such small
gestures to mean so much. They make you feel
special, and very warm and happy inside.

These are the things that a student looks for in a
president, especially a Scott student. And these
small, personally meaningful moments we have all
had with Dr. Alston make him so much more to us
than just good president. They are the things we
will remember for a long time; talking together in
the amphitheater, that certain smile or understan-
ding look which eased a heavy day, the prayer he
gave for us during exams, or something he said
once that touched one's very center. To all of us
on campus, Dr. Alston is Agnes Scott, the epitome
of everything this college represents. The most
important thing he has been to us is an example. If
we can live up to these high standards, then each
of us will deserve the feeling of pride she gets
when she says, "I was one of Wally's girls!"

Agnes Scott in the World

Madelaine Dunseitl? Alston 18

by Susannah Nlasten 59

Once she arrived, Madelaine Dunseith Alston
never entirely managed to leave Agnes Scott.

She entered college in 1924 and remembers her
freshman year as "all fun". Those were the days of
seated meals, with upperclassmen presiding.
Dances were formal affairs. "And that was the day
when girls danced with girls," Mrs. Alston recalls.

When she left the following year to transfer to
the Atlanta Conservatory of Music, she would
never have guessed that she would return one
day.

Her sophomore year was a significant one.
Recovering from a broken romance, she had vow-
ed not to become invloved again for a long time.
She loved to dance, however, and couldn't refuse
an invitation to a "house dance" at the home of a
Decatur friend, Callie Clarke '27. While a lively
record was playing, an Emory student, Wallace
Alston, cut in. "Later I remembered how nice he
was," Mrs. Alston recalls, "and that he did a very
good double shuffle, as it was called."

Six years later Madelaine Dunseith and Wallace
Alston were married and began building a
partnership. "So much of me is Wallace," Mrs.
Alston says today. "I definitely am my own person,
but we just are a little team together."

As first lady of the campus, Mrs. Alston has
entertained numerous visitors over the last 25
years, among them Senator William Fulbright,
Catherine Marshall, and Robert Frost, who return-
ed many times.

On Frost's first visit she began to learn his way of
doing things-that before his campus lecture he
wanted only two raw eggs, boiling water, and a
lemon instead of dinner, that after the lecture he
wanted a glass of ginger ale with sugar added. She
learned how he liked his bed made and got used
to his troubled walks in the neighborhood at
night.

Mrs. Alston has many fond memories. They run
the gamut from carrying books across campus as a
student to standing in hundreds of receiving lines
as the wife of the president.

Looking back at them all, Mrs. Alston says,
"Nothing could have been happier than the 25

years at Agnes Scott." She will carry with her her
special feelings for the students "the warmest,
friendliest, dearest people," as she describes this
year's crop. She considers the entire college, in
fact-students, faculty, and staff a family. "We all
kind of belong to each other," she says.

Before school closed the Alstons were
presented among other gifts, two rockers for their
home on Norris Lake, where Mrs. Alston is plan-
ning to read, listen to music, and spend time with
friends and grandchildren. She and Dr. Alston
want to do some bird-watching and learn about
wild flowers. And Mrs. Alston hopes to "try to pull
the Braves out of the cellar".

Many pleasures will fill the days. "We are going
to use those rockers," Mrs. Alston vows.

Yet even in the midst of her new life, a part of
Madelaine Dunseith Alston will remain with
Agnes Scott.

10

'Where it's at..."

NEWS OF AND AROUND ASC

marlotte Admissions Party -A Bonanza

^hen the co-ordinators of the ASC

Amissions Program asked Randy
lorton Kratt '58 to become the alum-
a representative in Charlotte, she
ot only accepted the responsibility,
ut she assembled an able and ex-
iting committee, pooled their ideas,
ilents and energies, and started the

r. Margaret Pepperdene in typical lecture

A. . v

Lie Heinrich Van Landingham '63 in-
oducing Dr. Pepperdene to prospective
udenti at Charlotte party

work in earnest. The culmination of
effort was an admissions party which
deserves an A + .

On a Saturday afternoon in
February, thirty-five people gathered
in the lounge of a centrally located
church-twenty-two prospective
students, the rest, local alumnae and
mothers of students. After eating
cookies donated by alums, the group
sat informally to listen to a dynamic
speech by Dr. Margaret Pepperdene,
Chairman of the English Department,
Agnes Scott College, who outlined
the reasons for young women to pur-
sue the liberal arts at women's
colleges. According to reports, she
"cast a spell over us all."

In her account of the plans, Randy
said that the secret of it was very hard
work by her committee: Wardie
Abernethy Martin '59, Dale Dick
Johnson '59, Nancy Edwards '58, Em-
mie Hay Alexander '56, Sue Heinrich
Van Landingham '63, Carolyn
Magruder Ruppenthal '58. First they
reached local high school counselors
at public and private schools, visited
the schools, talked with them, and
gave out fliers publicizing the
meeting with Mrs. Pepperdene. They
contacted local alumnae by letter and
went to the alumnae meeting, passing
out fliers. Then they wrote over 150
letters to girls from the Charlotte area
who had written Agnes Scott for in-
formation. Finally, they invited every
tenth, eleventh, and twelfth grade
student they knew-babysitters,
church youth, friends' children.

The long-range results of such an
affair are uncertain, but the combina-
tion of hard work, loyalty, enthusiasm,
and good ideas of the alumnae in-
volved, a scintillating speaker such as
Mrs. Pepperdene, and intelligent, in-
terested young women can only be
positive and hopefully, a plus for
Agnes Scott. Hats off to you, Charlotte
Committee!

Estate planning -
TJ;e Value to You

The purpose of estate planning is ac-
tually twofold: (1) to make certain you
property goes where your want it to
go, and (2) to save money by minimiz-
ing estate and death taxes.

Estate planning is becoming more
important to an increasing number of
people. Why? For one thing, more
and more families are accumulating
sizable estates. But inflation plays a
role, too. In an inflationary economy,
even a family with modest income can
accumulate an estate well in excess of
the $60,000 estate tax exemption.

Check your own financial situation.
Add up the values of your home, your
bank accounts, your securities, your
business interests, your realty in-
vestments, and all your other assets.
Then add in the full value of your
jointly owned property, the full
proceeds of all insurance on your life
and any death benefits that may be
payable to your family. Chances are
your estate is worth more than you
may have realized.

Now ask yourself this question:
"What happens if I fail to plan my es-
tate carefully?" What happens is this.
In effect, the state plans your estate
for you. This means your property
may not be disposed of in strict ac-
cord with your wishes and that there
may be considerably less property to
dispose of because of heavier taxes.

But consequences such as these can
be avoided with careful planning.
That's why it's important to familiarize
yourself with the various estate plan-
ning techniques that are available to
you. By taking advantage of trusts,
deferred gifts to education, the
marital deduction and other techni-
ques, you can, with professional help,
devise an estate plan that will ac-
complish all of your personal and
financial objectives.

11

Estate planning

{continued)

Wills

Perhaps the most essential step in
planning your estate is to make cer-
tain you have a carefully drawn-up
will. Here are a few important points
you should know abou; wills:

*A will should be made regardless
of the size of your estate. Why?
Because the smaller your estate, the
more important it is to use every pen-
ny effectively. To illustrate this point,
let's assume you are married and have
children. In many states, if you die
without a will, two-thirds of your
property will go to your children and
only one-third to your spouse. If your
wish is to have most of your property
go to your spouse, a will is absolutely
necessary to accomplish your objec-
tive.

*Have an expert help you draw up
your will. Some people have the mis-
conception that anyone can draw up a
will. But the sad truth is that the
average layman does not know all the
things that must be considered in
drawing up a will. A will a is very
technical instrument. And to meet the
formalities required by the courts, ex-

pert assistance is usually needed.

*Rev/ew your will periodically. This
is very important for at least two
reasons. Laws may change. Or,
perhaps even more frequently, family
circumstances may change. In either
case, your will may become outdated,
and your personal and financial ob-
jectives may not be accomplished.

* Always seek expert advice in revis-
ing your will. Just as the courts require
specific formalities for a will to be
brought into effect, the same thing
goes for revising a will. Failure to
adhere to these formalities may cause

a revised will to be considered voic
For that reason, legal counsel shoul
be sought.

This article is published for the ir
formation of Agnes Scott alumnae
and friends. Its purpose is to point ou
developments which may be helpfi
in your tax planning. Through wise
planning, you may be in a better pos
tion to assist education in these tim*
of great financial need. Anyone
wishing additional information on e;
tate tax planning, write to the
Development Office; Agnes Scott
College; Decatur, CA 30030.

class of 1923 Has Record for soil; Keuniovi

by Dorothy Bowron Collins '23

The fiftieth reunion of the Class of
1923 was a glorious success, and broke
all records with the return of thirty
members and several husbands.
Eleven alumnae stayed in the Alum-
nae House, and it sounded like old
days in the dormitories as friends
moved from room to room, swapping
news, sharing photographs, and
bragging about children and
grandchildren.

The Alumnae Association's recep-
tion for Dr. and Mrs. Alston was
delightful, as was the one the Alstons

graciously held in their home honor
ing our class. The weekend was
highlighted by the lovely dinner part
hosted by Quenelle and Frank Shef
field at their home. Frank's music wa
top entertainment and we were hap
py to meet their lovely daughter an
her husband.

Many loved figures and familiar
faces were missing from the group,
but many relayed interesting
messages (see pages 15-16, Class News

It was a memorable weekend anc
one that we will long remember.

192!

Record-breaking Class of '23 at Alumnae Luncheon

12

iSw Reunion Celebrated by class of 1948

he Class of '48 is the greatest ever!
orty-eight alumnae came back to
?minisce and renew old friendships,
ome arrived Friday and attended the
;ception for Dr. Alston and some,
rivate parties. Saturday was The Day:

by Caroline Hodges Roberts '48

the luncheon at the College, a "rap-
party" at Adele's then an open house
given by the "Dalton Gang"-Cenie
Sims Dykes '48, Mary Manly Ryman
'48, Jane Baker Secord "48 and their

husbands; and finally a great dinner
party at the Marriott Motel. To those
who were unable to be with us-we
missed you; come next time. To those
who came-thank you; come again.

mm*A

Faculty Fall Fair
Set for September

m Tuesday, September 18, the Agnes
cott faculty wives will repeat their
lir Fall Fair, from 10:00 AM to 3:30
M in the Main Quadrangle and the
lub. They will sell handicrafts, baked
oods, potted plants, artwork, Christ-
las decorations, children's toys,
lothes, prints, and many other hand-
nade masterpieces. Proceeds will go
3 Agnes Scott's Martin Luther King,
I Scholarship Fund, an endowment
und established after the death of
Martin Luther King, the income from
imich is used to aid black students.
Susan Parry, Fair Committee Chair-
nan, reports that "the whole world is
lositively welcome to come and
nyone who wants to give us money
o work with now will truly be made a
aint." The faculty wives would like to
nvite all Agnes Scott alumnae living
n the Decatur-Atlanta area to attend
nd bring "lots of money."

Another Auction I
Another show!

The Atlanta and Young Atlanta ASC
Alumnae Clubs got together again
and once more the results were
clever, fun, and successful. The Attic,
Art and Antique Auction was held at
the home of Florrie Guy Funk '41 on
Thursday morning, May 10. All alums
and non-alums in the Atlanta area
were invited. And about 75 ladies and
a man gathered to hear Larry
Cellerstedt, husband of Mary
Duckworth Cellerstedt '46, and Vice-
Chairman of Agnes Scott'a Board of
Trustees and Past President of the
Atlanta Chamber of Commerce; Betty
Lou Houck Smith '35 and Penny
Brown Barnett '32 auction original art
work and handicrafts, antiques, sterl-
ing silber, various white elephants and
special, personal items from ASC
faculty members. At 11:30, a
homemade basket lunch, complete
with yellow and white bandana rib-

bons, was available for a $1.50 dona-
tion. Proceeds from the sale exceeded
$800.00.

Civilisation Films
sl^own this Spring

On Thursday January 4 Agnes Scott
showed the first of the film series
CIVILISATION. Written and narrated
by Sir Kenneth Clark, the films deal
with the history of Western man from
medieval times to contemporary
times. Produced by the British Broad-
casting Corporation and presented by
Time-Life Films the series was made
available to the College at no cost by
the National Gallery of Art. The
showings were open to the public
free of charge.

13

Janef Newman Preston
Dies in May, 1973

Miss Janef Preston, assistant
professor emeritus of English at Agnes
Scott and former member of the class
of 1921, died May 22, 1973, of a stroke.
Miss Preston was a native of Green-
ville, South Carolina but lived much
of her life in Decatur. In addition to
her career as a teacher, she was
known for her lyric poetry. She
published a number of poems, in-
cluding a collection entitled Upon
Our Pulses.

Following her death, a memorial
funeral service was held on Thursday,
May 24, in Gaines Chapel of Agnes
Scott College. Dr. Wallace Alston led
the simple, dignified service.

A talented and blithe spirit has left
us and we quote from her poem
"Heightened Hour" as a tribute to
her:

"Your class was not mere time from
bell to bell:

It was a heightened hour of quick sur-
prise

Our pulses measured as you wove the
spell

That gave us ears and that unsealed
our eyes."

DEATHS

Faculty

James T. Gillespiet Spring, 1973, professor-
emeritus of Bible at Agnes Scott College.

Academy

Franklin J. Cory, husband of Lillian Beatty Cory,
February 19, 1973.

Institute

Pauline Burns Sutlon (Mrs. I.H.), April, 1972.

Eva Caldwell Haynes (Mrs. Frank B.), March 5,

1971.

Ethel Coffee (ones (Mrs. George R.).

Sister Monica Furlow, February 12, 1969.

Corinne Simril, February 6, 1968.

Linda Simril Goodwyn (Mrs. Ernest), February 15,

1973.

Julia Smith Sherrill (Mrs. Elva), March 29, 1973.

Emily Trotti Hulsey (Mrs. L. J), Aug. 20, 1972.

Jessie Glenn Young Norton (Mrs. William M.),

April 19, 1970.

1913

Harlin Tucker, husband of Lavalette Sloin
Tucker, Dec. 10, 1972.

1916

Elizabeth Taylor, Winter, 1973.

1917

Mary Virginia Yancey Fahy (Mrs. Joseph A.).
Celia Grant, Oct. 8, 1971.

1919

Mary Belle Wylds Way (Mrs. D. C), June 13, 1972.

1920

Sarah Davis Mann (Mrs. Robert S), Dec. 28, 1972.

1921

William R. Cate, husband of Anna Marie Lan-

dress Cate, Jan. 16, 1973.

Donald Roberts, husband of Frances Charoltte

Markley Roberts, Dec. 20, 1972.

Katherine McRae Moore, Sept. 16, 1972.

Florence Rutherford Kirk (Mrs F.R .), Feb. 1, 1973

1923

Fred P. Reinero, husband of Clara May Allen
Reinero, May, 1973.
Jessie May Hatcher Cutler (Mrs. C.A.).
Eleanor Hyde.

1925

Margaret Ladd May. (Mrs. Jessie L.), March 2,
1973.

1926

Ruth Liggin Trotter (Mrs. Henry F.), Dec. 22, 1972.

1929

Katherine Griffith Johnson (Mrs. John K.), Jan. 16,

1973.

Grace McLaurin Blake (Mrs. Herman), March 15,

1973.

1930

Mary Shall Bonham, mother of Eleanor Bonham
Deex, Jan. 26, 1973.

1931

Margaret Marshall, Jan 16, 1973.

1932

Mary Shall Bonham, mother of Betty Bonham
(Sister Hilda Bonham), Jan. 26. 1973.

1935

Frances Elzabeth Travis Abbott (Mrs. Fred), Oct.
29, 1972.

1938

Ella Ward Allison, mother of Nell Allison
Sheldon, March 19, 1973.

Mary Helen Barrett Coleman (Mrs. Robert M),
Dec. 4, 1972.

1939

Jane Smollen, Jan. 19, 1973.

1940

Mrs. M. Tracy Paris, mother of Beth Paris
Moremen, Jan. 11, 1973.

1941

Mrs. William S. Butt, mother of Frances Butt

Goodwin, March, 1973.

Anita Woolfolk Cleveland (Mrs. Thomas W.)

1945

Mrs. Homer L. Turner, mother of Mary Ann
Turner Edwards, Winter, 1973.

1957

Selina Hinson Coleman (Mrs. Thomas C), April
5, 1973.

1961

Dabney Craybill, husband of Beth Fuller Graybill,
Spring, 1973.

1969

David Purdon Murphy, father of Mary Anne
Murphy Hornbuckle, March 25, 1973.

20

RETURN POSTAGE GUARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA 300

*<? Scott College
Library-Agnes bcooo

Decatur, GA 30030

f

Front cover photo-montage sym-
bolizes the beginning in office of
the fourth president of Agnes
Scott College.

THE ALUMNAE QUARTERLY VOL. 51 NO. 3

condenC

V-

I Letters to the Editor

c. Beyond Survival

by Barbara Murlin Pendleton '40

O Portrait of the Lady as a Human Being

by Carey Bowen Craig '62

U Alumnae Day 73
O News Section

O Class News

by Shelia Wilkins '69

Photo Credits

Front Cover, Hughes Photo-Studies & Chuck Rogers
Pages 2,4,5,6,7 - Chuck Rogers
7 Martha Lou Overton

Editor/Barbara Murlin Pendleton '40
Managing Editor/Carey Bowen Crag '62
Design Consultant/John Stuart McKenzie
Member of American Alumni Council

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

.etters

o the Editors:

I join with the many other alumnae
hat have expressed their interest in
our recent issue on women. I have a
(articular interest due to my recent
nvolvement in our fight for ratifica-
ion of the Equal Rights Amendment
| the South Carolina Legislature.
Vorking in the coalition also, I proud-
/ add, were other Agnes Scott
;raduates, Rep. Carolyn Essig
rederick '28, who introduced the
esolution, Margaret Moses Young '64
nd Jean Hoefer Toal '65.

Passage of the ERA is vital to all
/omen in the United States.
)iscrimination is well documented in
he fields of education, employment
nd financing. It is true that some
/omen have made it in spite of the
ystem but we should be able to
nake it because of the system!

A symbolic statement of equality of
ights before the law for all persons
egardless of sex deserves inclusion in
iur Constitution. The 14th Amend-
nent has not been interpreted
listorically to provide equal protec-
ion before the law for women. That
/as not its intent. If it had been, we
/ould not have needed the 19th
amendment to grant women the right
o vote.

Misinterpretation and ignorance of
he effects of ERA have influenced the
rguments of the opposition. For
uthoritative documentation of the
ffects the only reliable source is the
enate Majority Report, Committee
m the Judiciary (incorporating the
louse Report), March, 1972 and the
iroponents' statements during the
lebate. Court interpretations will be
>ased on this legislative history. Ex-
ellent background information has
>een produced by the Citizen's Ad-
isory Council on the Status of
Vomen, Department of Labor (Dept.
if Labor Bldg., Room 1336,
Vashington, D.C. 20210). It is
vailable free on request.

I serve on the National Board of the
eague of Women Voters. As an
irganization, we are committed to
his fight along with other groups
uch as AAUW, Business and
rofessional Women, National
)rganization for Women, Church
Vomen United, Common Cause,
ieneral Federation of Women's
^lubs. Ratification is our goal; we
an't afford to lose.

Please communicate with your state
representatives. We need the active
and vocal support of all Agnes Scott
graduates!

Keller Henderson Bumgardner '53
Columbia, SC

To the Editor:

I received the winter issue of the
Quarterly and very much enjoyed the
articles on women. It was refreshing
to find that Agnes Scott does, after all,
create - or at least doesn't destroy -
the Thinking Human Being. It is,
nevertheless, too sad that most of us
still fall in the category of those who
take unnecessarily long to realize
what potential we have, and that we
should blame ourselves rather than
Society for not having done as much
with our lives as we would like.

Keep up the good work on the
magazine!

Sandy Prescott Laney '65
Longmont, CO

To the Editors:

We moved to Germany last winter,
and I have been trying to adjust to the
new environment with an overwork-
ed husband and two pre-schoolers
(for whom the move was anything but
easy). I have really enjoyed the latest
issues of the Alumnae Quarterly, as
suddenly in the midst of confusion
and a stream of widely diverse people,
women with whom I feel something
in common are speaking out about
their ways of "coping," struggling and
adapting. It's really great to know -
just to know there are kindred
souls. Keep up the good work.

Julie Norton Keidel '64
Frankfort, Germany

An Alum "Fights for her Rights"

(From a letter written to Eliza Paschall
Morrison)

Dear Ms. Morrison,

I was delighted to read your letter
to the editor in the winter edition of

the Agnes Scott Alumnae Quarterly. It
was like meeting a friend in a strange
place, because just the week before I
had filed a complaint of discrimina-
tion based on sex with the Missouri
Commission on Human Rights and
the EEOC.

I don't know exactly why I'm
writing to you, but reading your letter
helped me quite a bit. Filing a formal
complaint was a traumatic experience
for me . . .

Basically, I guess what I'm trying to
say is that although I know I have
done the right thing, I'm not com-
pletely comfortable with my decision.
I'm very sure of myself as a compe-
tent, working, professional woman,
yet, to have to fight for my rights as
such is difficult . . .

Barbara Lake Finch X-59
St. Louis, MO

Our thanks to Eliza Paschall Morrison '38
lor her informative letter on women's right
and EEOC. We're gratified to know it
helped someone, and that such help is
available for those who feel they are vic-
tims of discrimination.

-Editors

To the Editors:

I am excited about the articles
recently appearing in the Alumnae
Quarterly. I feel that Agnes Scott is
keeping its traditions but meeting the
challenge of 1973 - and what a
challenge it is.

Mary Bell McConkey Taylor '28
Grosse Pointe, Ml

To the Editors:

Congratulations on the continued
improvement of the Alumnae
Magazine. It has become a lively, con-
temporary report of greater interest
to those for whom having a
"profession" was not a choice!
Millie Lane Berg '58
Career Development Supervisor
School District of Philadelphia
Board of Education
Philadelphia, PA

Beyond Survival

By Barbara Murlin Vendleton 40

A poised articulate scholar swiveled his chair
and glanced out at the shiny August leaves. My in-
terview with Dr. Marvin Banks Perry, Jr., fourth
president of Agnes Scott College began. I asked
him first the question foremost in the minds of
many alumnae and faculty members: why were
you attracted to Agnes Scott? His answers were
concise and to the point: its strong academic
tradition; the quality of the people - the
students, faculty, administration, staff, and alum-
nae; the Christian commitment of the College; its
location in a dynamic community; and its strong
financial position.

At this point it became apparent that a signifi-
cant factor in his coming was that this college,
along with other private, liberal arts colleges, es-
pecially women's colleges, is in for some lean
years, and that this presents a marked challenge.
There are a number of reasons for this: the baby
boom is over; there is today some disenchant-
ment of youth with traditional liberal arts educa-
tion; the gap between the cost of private educa-
tion and the cost of public education is ever-
widening; and most of today's young people
appear to prefer a co-educational experience.

President Marvin Banks Perry, jr.

In response to a question about his plans for
Agnes Scott, present and future, he indicated that
he had certain aspirations and developments in
mind for the College in the tradition of academic
excellence. The College can be both demandin;
and flexible, he maintains - flexible in the area o
sound experimentation in a way in which large in-
stitutions are unable to be.

Our basic dilemma, President Perry believes, i
a moral one - not only in education but in public
and private life. Thus education today must be
concerned with more than intellect. The
academic experience, at its best, must be con-
cerned with character and personality as well as
with mind. We must help young people not only
to learn and to know but to find valid principle
by which they can choose what they will love,
honor and serve. Of course, this means a broad
range of influence stemming from the home and
extending to the College community, for intergri
ty can be instilled only by example from parents
friends, institutions; and when students come to
college, by the faculty and administration and
their peers.

President Perry wants very much to develop at
Scott a national and even international student
body from varying socio-economic backgrounds
He would also like to have more local students
than are here at present. The College needs to
become more involved in the community of
Decatur and Atlanta in all the cultural aspects o
its life by making more widely available to the
public our programs of art, music, continuing
education and teaching.

A forceful, energetic man begins a new venture
with a fresh set of problems and opportunities. He
has resources at his command to do an outstan
ding job and meet the challenges that confront
him. He feels that he has a renewed sense of com
mitment to get on with the task and look beyond
survival. Survival is not enough; we are educatin
for more than survival.

Dr. Perry brings to the office of the president ;
straightforward mien with an incisive quality wel
able in this author's opinion to move with the
times, to rise to the challenge, to bring us to the
broad sunlit uplands beyond survival.

Portrait of t{w Lady as a Human Being

By Carey) Bowen Craig '61

One's first impression of the wife of the new
president of Agnes Scott is that of a gracious, in-
terested person. And even if one lays aside obser-
vations upon getting to know the woman, the in-
itial impression is no less true. Mrs. Marvin Perry
has that rare combination of intelligent awareness
of ideas and problems and "down home" warmth
which makes a guest feel immediately comfor-
table. Perhaps her most striking characteristic is
that she cares; she is so genuinely interested in
others that in conversation with her, one finds
oneself launching into long personal narratives.
This trait may be seen more broadly in her
quickly-chosen project for Agnes Scott; that is, to
reverse the tendency of overly modest ASC alum-
nae not to report their accomplishments to the
College. Sincere, alert, concerned, Mrs. Perry is
especially a woman whose real human feelings
overflow.

Ellen Coalter Gilliam was born in Lynchburg,
Virginia, where she spent her youth. Upon
graduation from Lynchburg High School, she
"wanted to go 'way away' from home," and she
explained that, that desire took her twelve miles
down the road to Sweet Briar College. After
college, she taught a year, as she wanted to "bring
light and enlightenment to Virginia." Mrs. Perry
described that year as a "challenging situation."
She smiled, "They were good to endure me."

Although Mrs. Perry did not discuss her
marriage specifically, one of her comments
revealed her feelings on the subject: "I must be
the luckiest person in the world to be living with a
wonderful man like Marvin. Why, just the other
day, I lost a contact lens and he spent the after-
noon helping me look under everything . . ." and
she launched into a very real description of day-
to-day life, the place where love counts.

To a query about her life as a college president's
wife, Mrs. Perry again softened the stiffness of the
question by answering that if one establishes
oneself as an "eccentric," one can avoid the
traditional, expected role. Hardly an eccentric,
she is nevertheless, much too individualistic to fall
into a rigid stereotype of what a college
president's wife should be.

The Perry's home reflects her blend of dignity
and cordiality. It is elegant, with antiques which
her family and his gave to them. An English spinet,

which she played as a child; a pair of Edward Hicks
chairs, which had belonged to her grandmother;
luxurious oriental rugs and magnificent portraits,
which had been in Dr. Perry's family, are here as
appropriate as they were in the gracious homes
they originally adorned. And the atmosphere
makes one easily "at home," comfortable enough
to eat homemade cake and coffee on the sofa.

Especially does one see the sensitivity of the
woman when she talks about or talks to her
daughters. Of Margaret, who is working this
summer in the University of Virginia library and is
planning her junior year (from UVA) in France,
she said that she almost told her not to come
down to visit because she was afraid that Margaret
would be unhappy or homesick. But the visit was a
success, "maybe because the people are so nice."
And with Betsy, a 1973 graduate of Sweet Briar,
who was planning dinner for the family and talk-
ing of a trip to an unknown beauty shop, one
could see a unique mother-daughter relationship
as they talked easily of hair styles, casseroles, and
directions around Atlanta. Perhaps she relates so
well to her children because she seems to ap-
preciate young women today, because she feels
that they have a special "kind of maturity" which
makes them "see you as you really are." Whatever
the reasons, there appeared no generation gap,
no barriers or walls; she said, unhesitatingly, of
her daughters, "They are wonderful."

Selfishly, one of the most exciting aspects of the
arrival of Mrs. Perry is her sincere interest in the
College. Love for Agnes Scott might not be easy
for a new president's wife, for a woman whose
loyalties might naturally lie elsewhere. But love
and concern are obvious in Ellen Perry. She is par-
ticularly pleased with the hearty welcome the
family received and with the atmosphere of in-
timacy which springs mainly from the size of the
College. She is also impressed by the loyalty of
faculty, staff and alumnae whom she has met in all
parts of the country; "That is a real compliment to
the school." And she likes "coming into a College
which, having had religious connections, is com-
fortable with things other than those purely
secular."

And not only does she speak her feelings, she

wants to get involved. Mrs. Perry is interested in

(Continued on next page)

Portrait of tl)e Lady) (continued)

encouraging alumnae to overcome their modesty
and let the College know what they have done
and what they are doing - their achievements
and careers, their crusades and contributions. Not
merely for curiosity or for Alumnae Office
records, these facts need to be known, according
to Ellen Perry, for the continuing effort of the
College to better itself and to attract more

students. "These facts seem to be the foundatior
on which our story to the world should be built
Agnes Scott's image is based mainly on what
Agnes Scott graduates are doing."

Her warmth, her graciousness, her family love
and her concern for Agnes Scott, voiced as a plea
to strengthen the image, are facets of the womar
who is the wife of the new president. Mrs. Perry
said of herself and her position at the College, "
don't mind letting people know I am human."
The portrait she painted was true.

The Perry Family - Margaret, Betsy, Dr. Perry, and Mrs. Perry on campus at Agnes Scott.

Alumnae Day 73:
Parties /Lectures
And a Boutique

From the point of view of a semi-detached
observer, Alumnae Day '73 arrived and departed
much as expected. It had promised the usual dose
of laughter, reminiscing, story-swapping,
nostalgia, boasting, squealing, hugging and tears
of sad-happy past days, and a record number of
alumnae returning to hear Dr. Alston's last Alum-
nae Luncheon speech as President of Agnes Scott
College. No one was disappointed.

On Friday night the scene was set in Winship
Terrace where alumnae in best bib and tucker
gathered to honor Dr. and Mrs. Alston and to
socialize. The guests of honor, unruffled and smil-
ing, shook hands and greeted approximately 400
loyal alums. Typically, Dr. A. knew most by their
first names as well as those of many of the
husbands who were eager to meet or renew the
acquaintance of the President and his Lady who
have represented the essence and spirit of Agnes
Scott to so many past students.

The tables were lavish; the hostesses, gracious;
the guests, glittering; the reception, a success.

Saturday dawned clear and bright for the
traditional alumnae day fare of lectures, luncheon
and reunion parties. Sleepy-eyed alums chose to
attend one of two team-taught classes: "Alias!
alias! that evere love was synne!" the medieval
setting and message of Chaucer's Wyf of Bathe,
taught by Dr. Margaret Pepperdene and Dr.
Geraldine Meroney, or "School for Young
Children Pro and Con" taught by Dr. Miriam
Drucker and Dr. Margaret Ammons. After class or
registration for those late-arrivers who had
lingered longer over coffee with old roommates
or friends, alumnae "looking not a day older"
grouped, gathered, talked and bought original,
alumnae creations from the Boutique, manned by
Donna Dugger Smith '53 and Anne Diseker Beebe

J5"f( i Z \

1 (ouve come lo uL

'67 (profits to be used for Annual Fund). And final-
ly, over 600 alumnae, ASC facutly and staff and a
few brave husbands met in the now-crowed Din-
ing Room to eat, attend the business meeting and
hear Dr. Alston's optimistic speech which brought
smiles, a few tears, and a standing ovation.

The crowd was varied and large. They seemed
happy to be back, glad to see their friends and still
interested in the College, ten, twenty, fifty or even
one year later. And from where this writer stood,
they were an attractive, aware, exciting group -
largely without those "flowered hats." In fact, the
only hats in evidence were worn by the class of '72
or 73 a switch, ladies?

All in all, they seemed to have fun. But is that
the reason they come back every year for tenth,
twenty-fifth, or fortieth reunions just to enjoy
the lectures and the company? Perhaps they come
only to visit, to find out whether or not their
classmates look older than they or whether or not
others really do have lives as exotic and fulfilling
as they sound in Class News. Perhaps they come to
renew acquaintance with the College, to discover
whether modern day students here look as funny
and dirty as they do on the front pages, to find out
whether Agnes Scott has changed so drastically
that they will not recognize it. Or do they come
back because they care, because they believe in
the kind of education for young women that
Agnes Scott offers, regardless of superficial rule
changes or dress regulations, because they wish to
say again to others and to themselves that they are
in the forefront of those who support superior
education and stimulating atmosphere for those
students who wish to learn and seek themselves
for the first time?

Until next year, alumnae ....

it

Where it's at..."

NEWS OF AND AROUND AS

T^e class of 38

What a delight it would be to ram-
ble on about the 35th reunion of our
class, telling all the news that bubbled
out! No room here for that, but we'll
share a few special facts, and promise
details in the next Class News column.

We who went to the reception for
Dr. and Mrs. Alston will never forget
the beautiful impressions of that
memorable evening. Wish we could
all have made it.

Classes next morning brought most
of us together to enjoy Dr.
Pepperdene's lecture on the "Wife of
Bath," and then came the magic mo-
ment when we gathered excitedly at
the sign of '38 at the Alumnae
Luncheon a record turnout where it
seemed order could never come
among alumnae greeting and chatter-
ing. The following happy 38ers lunch-
ed together: Giddy Erwin Dyer, Mary
Elizabeth Galloway Blount, Louise
Young Garrett, Kennon Henderson
Patton, Annie Hastie Mclnnis, Jeanne
Matthews Darlington, Gladys Rogers
Brown, elizabeth Cousins Mozley,
and Nell Allison Sheldon. Margaret

by Nell Allison Sheldon '38

Morrison Blumberg dropped by after
lunch to visit. It was first time back for
some, and we all decided we are
maturing gracefully.

Our informal supper party later at
Eliza King Morrison's was a somewhat
smaller group, but we truly enjoyed
each other and news of many 38ers by
phone or mail. Eliza and Jean
Chalmers Smith joined the original
group for supper, and letters were
shared from: Pixie Fairly Hupper, Jane
Turner Smith, Dot Kelly MacDowell,
Gina Watson Logan, Frances Robin-
son Gabbert, Lib Blackshear Flinn,
Ann Thompson Rose, Babbie Adams
Weersing, and Mary Alice Baker
Lown.

Bee Merrill Holt and Margaret
Lipscomb Martin wrote in later, and
Ann Wheaton Bower called from
California. Main topics were children
and grandchildren, travel, Women's
Lib, Agnes Scott and vows to make it a
large reunion at our 40th - in 1978.
So, start planning, you wonderful,
loyal, clever 38ers, you! And keep the
news coming in.

Summer w\vq t(;e Vacult

Miss Elizabeth Zenn, Professor
Classical Languages and Literature,
and Mrs. Marie Pepe, Chairman oft
Art Department, conducted a sumrr
study abroad program with twenty
two students in Rome. Miss Zenn
taught Roman Art and Architectur
and Mrs. Pepe's course was "Art c
the Italian Renaissance."

Mr. Jay Fuller, Assistant Professor
Music, attended a seminar in pian
teaching at Peabody College.

Miss Elvena Green, Associate
Professor of Speech and Drama,
attended a colloquium on Directing
SMU. This course was attended by
outstanding directors from
throughout the country.

Mr. Kwai Sing Chang, Professor
Bible and Religion, went to the Re|
Institute of Religious Thought at Re{
College, Toronto, attending a coui
entitled "Theological Critique of
Culture."

Mrs. Betsy Kahan, Assistant
Professor of Psychology, continuec
her research on "The Psychology
Women."

Mr. Edward Johnson, Assistant
Professor of Economics, conductec
research on labor unions and intei
viewed a number of labor union
leaders.

Miss Alice Cunningham, Associa
Professor of Chemistry, continued h
research on using high vacuum ele
tron spin resonance spectroscopy ai
rapid scanning ultraviolet-visable
spectroscopy at the University of T
as and the Ohio State University.

Mr. Mark Siegchrist, Assistant
Professor of English, spent part of t
summer in Caen, France doing
research on Robert Browning's poe
"Red Cotton Night Cap Country."

Mr. Marion Clark, Professor of
Chemistry, returned from a sabbatii
quarter at Stanford University.

Miss Margaret Ammons, Associa
Professor of Education, taught in t
graduate school at Emory Universi

Miss Penelope Campbell, Associ;
Professor of History, studied Germ

Georgia State University.
v1r. John Gignilliat, Associate
jfessor of History, is writing a book
d will continue work on it during
ive fall quarter.

Vlr. Paul Mills, Associate Professor
Sociology, was involved in a
search problem at the Retail Credit
impany and utilized the help of
/eral students.

Mr. William Weber received the
.D. degree in June from Columbia
liversity in the field of economics.

' Scott's Bazaar-
bargains unlimited'

In an effort to procure both funds
d favorable publicity for Scott, the
lung Atlanta Alumnae Club, with
e cooperation of the Atlanta and
;catur groups, is planning a bazaar,
i be known as "Scott's Bazaar . . .
irgains unlimited," this major event
II take place October 27 at 10:00
vt at the new Cates Center, 110 E.
idrews Drive, NW. We hope
eryone in the Atlanta area will
ime and bring friends (and money).
The items in the bazaar are being
ndmade by alums and will cover
erything from Christmas stockings
art work to plants and baked goods.
e will have fabric covered picture
imes, beautiful shell necklaces,
ggage racks with bargello straps,
nd painted flower pots, Christmas
corations - everything you will
ed to do your Christmas shopping
rly. Many talented Atlanta area
jms are contributing their unique
asterpieces. Additional volunteers
ould call Christie Theriot Woodfin
355-2525.

Sixty- t(?reers Return
in Record Numbers

by Cheryl Winegar Mullins '63

zabeth Thomas Freyer and Valerie
cLanahan Goetz were hostesses for
union parties held for the class of 63
its 10th reunion in April. The
lowing class members attended the
union festivities: Nancy Abernethy
derwood, Virginia Allen Callaway,
annie Baiiley Graves, Sally
irgstrom Jackson, Judy Brantley,
icky Bruce Jones, Cornelia Bryant,
cie Callaway Majoros, Pat Conrad
hwarz, Sandi Creech Birdsong,

Sarah Cumming Mitchell, Lynn Den-
ton, Nancy Duvall Hargrove, Kennette
Farlowe Brock, Susie Favor Miller,
Mary Jane Fincher Peterson, Betty
Ann Gatewood Wylie, Nancy Gheesl-
ing Abel, Lucy Gordon Andrews,
Mary Ann Gregory Dean, Margaret
Harms, Edith Harrison Hays, Sue
Heinrich Van Landingham, Carol
Hickey, Ellen Hodgson Oakes, Sandra
Johnson Barrow, Ina Jones Hughs,
Lelia Jones Graham, Irene Lavinder
Wade, Page McGavock Kampmeier,
Valerie McLanahan Goetz, Anne

Miller Boyd, Lynn Morley Baldwin,
Pat O'Brian Devine, Kaylynn Ogburn
Kirkland, Kay Robertson Skidmore,
Sally Rodwell Whetstone, Cottie
Slade, Kaye Stapleton Redford, Max-
ime Stubbs Warlick, Lydia Sudbury
Langston, Elizabeth Thomas Freyer,
Mary Beth Thomas, Margaret Van
Deman Blackmon, Louisa Walton
McFadden, Lydia Wammock Thomp-
son, Cheryl Winegar Mullins, Deedie
Withers Estes, Mariane Wurst Schaum,
Louise Zimmerman Austell. Fifty class
members had a marvelous time!

class of 28 Back for 45th Reunion

By Martha Lou Overton '28, Class Secretary

Our forty-fifth reunion was a
memorable occasion on April 14,
1973. In fact, several of us attended
the delightful reception for Dr. Alston
on the night of the 13th. Then on the
14th, there was the enjoyable Alum-
nae luncheon with the following

present: Louise Girardeau Cook, our
president, Emily Cope Fennell,
Carolyn Essig Frederick, Muriel Grif-
fin, Margaret Keith, Elizabeth McEn-
tire, Martna Lou Overton, Dr.
Evangeline Papageorge, Elizabeth
Roark Ellington, Mary Sayward
Rogers, and Josephine Walker Parker.
Immediately after the luncheon and
business meeting we gathered at the
home of Louise Girardeau Cook. Her
home is filled with gorgeous hand-
painted china, painted by Louise
herself. The floors are covered with
handsome Oriental rugs. Collecting
them is one of her many hobbies.
Delightful refreshments were served
by the hostess and co-hostess, Martha
Lou Overton. Although she was un-
able to attend the luncheon, Irene
Garretson Nichols joined us for this
affair and later at Rich's, North
DeKalb Mall, where we had a most
enjoyable dinner together.

ATHS

istitute

1918

Ipha Green Daniel (Mrs. Eugene U, March 22,

173.

lary B. Letford, date unknown.

lary Little Clark (Mrs. James W.), date unknown.

ilie Morrow Croft (Mrs. Robert M.), July 13,

173.

lia Smith Sherrill (Mrs. Elva), March 29, 1973.

ancy Whetstone Scarboro (Mrs. W. H.), 1969.

905

allie Smith Leary (Mrs. William), date unknown.

906

Hie Poole Morris (Mrs.), date unknown.

907

?ne Foscue Patton (Mrs. Roy B.), March 25,
73.

Marguerite Shambaugh Ross (Mrs. Arnold C.)
date unknown.

1921

Hodge Havis, brother of Dorothy Havis

McCullough, April 5, 1973.

Donald Roberts, husband of Frances Charlotte

Markley Roberts, Dec. 20, 1972.

Edna Katherine McRae Moore (Mrs. Kenneth F.),

Sept. 10, 1972.

Florence Rutherford Kirk (Mrs), Feb. 1, 1973.

1926

Ruth Liggin Trotter (Mrs. H. Frank), Dec. 22, 1972.

1928

Elizabeth Cole Shaw (Mrs. Charles), May 20, 1973.
Louise Ceeslin Brosnan (Mrs. William), July 5,
1973.

W8

argie Stribling Tuck (Mrs. Oscar), date
tknown.

cademy

1930

Lillian Dale Thomas, April 26, 1973.

1932

Elizabeth Willingham Crump (Mrs. J. Taylor
Ellyson), March 25, 1968.

ah K. Brown, date unknown.

cy Childress, date unknown.

arl Wilkinson Evans (Mrs. John T.), Nov. 19,

72.

12

ith Slack Smith (Mrs. Hazen), May 14, 1973.

>15

inie Pope Bryan Scott (Mrs. Milton Candler),
ek of June 25, 1973.

H6

iristine Hooper Collier (Mrs. H. L), date

known.

iry Van Arsdel Pitkin (Mrs. Edward M.), June 8,

'2.

H7

ah Conyers Westerveldt (Mrs. M C), March
1973.

ne Kyle McLaughlin (Mrs. Samuel B.), date
<nown.

1939

Robert Edwin Carpenter, husband of Sarah
Cunningham Carpenter, April 13, 1973.

1957

The editors regret that we
erroneously reported the
death of Selina Hinson
Coleman '57 in the Spring
issue of the Quarterly. Her
daughter, Christie Coleman
died in an automobile acci-
dent on April 5, 1973.

1965

James T. McClung, father of Marcia McClung
Porter, date unknown.

1967

Fletcher D. Felker, father of Anne Felker Cataldo,
June 26, 1973.

RETURN POSTACE GUARANTEED BY ALUMNAE QUARTERLY, AGNES SCOTT COLLEGE, DECATUR, GEORGIA 3C030

THERE'S A
NEW YOU
COMING

THE

GREAT SCOTT

WAY!

Break out - to the 1973-74
Alumnae Council
November 1-2

Class Secretaries
Alumnae Reps

Class Presidents
Executive Board
Club Presidents

National Past Presidents

For Reference

Noltobe.ak e f rom , hhrooni