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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 



You Are Cordially Invited to Join the 

Agnes Scott Alumnae Association 

Members, Families and Friends on a Fun-Filled Tour to 

SPAIN and PORTUGAL 

Including the fabled island of MADEIRA and a full-day side trip to TANGIER, MOROCCO 

1 6 Days- June 4-1 9, 1 973 

$997 

Complete Price 

Roundtrip from New York 




Plan now to join your friends on this 
exciting trip to sunny Iberia! 

Look at some of the features that make this great 
trip so appealing: 



* All First Class and Deluxe hotels 

* Minimum of 2 meals daily 

* Small, cordial group not a mass movement 

* Leisurely paced no long bus rides or one- 
night stops 

* All sightseeing included  no "optional" extras 

* All tips and baggage handling included 

* Experienced tour escort throughout 

Visiting: 
LISBON SEVILLE 

MADEIRA ALGECIRAS 

MADRID TANGIER 

GRANADA COSTA DEL SOL 

All space on the tour is assigned strictly on a first- 
come, first-served basis. Send now for complete 
information or better yet, send in your refundable 
deposit today to reserve your place! 
Clip and mail today! 



TO: Osborne Travel Service, Inc. 

3379 Peachtree Road, N.E. 

Atlanta, Georgia 30326 
( ) Gentlemen: Yes! I want to go on the exciting tour 
to Spain and Portugal planned for the Agnes Scott 
Alumnae Association and friends in June! My check 
to cover the deposit in the amount of $ 1 00 per person 
is enclosed 

( ) Gentlemen. Yes 1 I am interested but need more 
information and itinerary Please rush 1 

NAME(S) 

(Please indicate first name of accompanying spouse 

and/or children, if any) 

ADDRESS 

ZIP 



TELEPHONE. 



mmm s 



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