Southern Highlander, 1956 Fall, Volume 43, Issue 3

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Opening of Grand March on Mountain Day

THE BERRY SCHOOLS, MOUNT BERRY, GA.


m FALL, 1956

PRAYER
HOLY SPIRIT of God, abide with us; inspire all ^ our thoughts; pervade our imaginations; suggest all our decisions; order all our doings. Be with us in our silence and in our speech, in our haste and in our leisure, in company and in solitude, in the fresh ness of the morning and in the weariness of the even ing; and give us grace at all times humbly to rejoice in thy mysterious companionship; through Jesus Christ our Lord. Amen.
The Southern Highlander

MOUNTAIN DAY
Mountain Day is a celebration which grew out of the modesty and wisdom of Martha Berry. In the early days of the Schools the students, working closely with Miss Berry, would feel towards her as they would towards very close members of the family. It was only natural that they would want to show this feeling for her on one of her most important days, the cele bration of her birth. So on October 7, the students in some small way would demonstrate, through gifts to her, the

The Southern Highlander

Vol. 43

Fall 1956

No. 3

Founded by Miss Martha Berry January 13, 1902
Mount Berry, Floyd County, Georgia

Berry Schools are eleemosynary institutions. Gifts are tax exempt according to federal law.

BOARD OF TRUSTEES
Chairman
Wm. McChesney Martin, Jr. Washington, D. C.
Dr. Harmon Caldwell Mrs. Virginia Campbell Courts Nelson Macy, Jr. Robert F. Maddox E. W. Moise John A. Sibley G. Lamar Westcott R. W. Woodruff

Published by The Berry School, Inc.,
at Mount Berry, Georgia

Printed and Published quarterly at Mount Berry, Georgia. Entered as Second Class Mail Matter at Mount Berry, Georgia, Act of Congress, March 3, 1879. Acceptance for mail ing at special rates of postage provided for by section 1103, Act of October 3, 1917. Author ized July 24, 1918.
Printed hy Students on the School's Press

high regard and esteem in which she was held. Such a demonstration, di rected to herself individually by those for whom she was devoting and was to devote her whole life, she would ac cept with modesty; but since she was the person she was, she quickly saw what would be for her the best of all birthday presents, a present for the Schools. Further she saw that such a present for the Schools, given by the very students who made that school, would serve not only as a means of their expression of esteem for her but also would quicken in them the sense of helping in the building of the Schools. How were such thoughts to be put into practice? The intuitive sense for the right solution, so char acteristic of Miss Berry, solved the problem without delay. The day would be a student holiday--a time of gaiety, of games, of dancing, and of music.
So it was that on this last October 7th the students and faculty of the Berry Schools followed the custom as it has been practiced for a half century in celebrating the birthday of our foun der. This birthday was the celebration of the ninetieth anniversary of Miss Berry's birth, and it had about it a special air; consequently there was a soecial homecoming for the Alumni, who participated again in the festivi ties as they had when they were here as students.
In the early morning there was the assembly of students, alumni, and faculty in the chapel. This traditional service begins the day of celebration. This year it was particularly signifi cant, for during the service the por trait of M. Gordon Keown, one of the most illustrious alumni, was unveiled.
After the services in the chapel, the assembly gathered by the grave of Miss Berry for a memorial service.
The School trucks were waiting to transport the student body to the Boys' High School at the foot of Lavender Mountain. It is in this beau tiful mountain setting that the princi pal part of the celebration takes part. First, there is the picnic lunch, which in the days of Miss Berry, was the student's birthday lunch for her. It was and still is prepared by the stu dents.

Fall, 1956

3

After the lunch and rest interval, ball games are played by the student body. The principal game which attracts the most attention is the touch foot ball game between the two literary societies, the Georgians and Syrrebs; and here the student body is usually equally divided in its loyalties.
As the day begins to draw to a close, the most solemn parts of the cele brations are observed. First there is the traditional organ recital in the Frost Memorial Chapel, and from there the students go down into the valley at the foot of the hill on which the chapel stands. There, to the music of
the student band, the students perform the Grand March, which begins with students marching singly past a deco rated basket into which they drop the traditional gift, a penny for each year of their life--a gift for presentation to Miss Berry's Schools. The March is
continued until the student bodv moves in a massed company towards the bas ket. Before the gift basket it stops. During Miss Berry's lifetime, she would be standing there and one of the students would formally present to her the students' gift for her Schools. Always for Miss Berry the gift, though small it be, was most important for it signified to her more than money. It was the gift of her own boys and girls, a pift which symbolized the esteem,
the faith which those for whom she devoted her life had for her. She doubtless realized that as long as this faith endured the Berry Schools would never cease to carry out its respon sibility to the humanity it sought to serve.
Indeed she was right in her assur ance. The alumni and the friends of the Schools have kept alive that vision. New friends of the Schools have ioined and are still joining the ranks of those who celebrate her birthday with a gift to the Schools, and as Berry grows in its service to meet new demands of our times, it needs more friends who wish to be a part of this most unique educational institution which has been tried for over a half century and which has never been found wanting in the fulfillment of its basic philosophy-- "Not to be ministered unto, but to to Minister." The tremendous respon sibility of Berry in its ministering is

felt more acutely as this twentieth century passes. The exorbitant de mands of science, the high demands for teachers of all subjects, and the increasing demands from other fields-- all these mean that we cannot let our country down by permitting boys and girls with good minds, and with a burn ing desire for education go to waste for the lack of opportunity. It is you, the friends of Berry, who will keep our Gates of Opportunity open, who will have the assurance that a con tribution to Berry is an act of faith in the vision of Miss Berry, an investment in the advancement of our society and culture, and a declaration of love for humanity.
Periodicals Needed By
The Memorial Library
1. American Scholar ($3.00) 2. Banking ($4.00 per year) 3. Congressional Digest ($6.00)
4. Design ($4.00) 5. Political Science Quarterly ($5.00) 6. Publishers' Weekly ($6.00) 7. Quarterly Journal of Economics
($5.00) 8. Social Studies ($2.00) 9. Teachers College Record ($3.00
per year) 10. Theatre Arts ($5.00)
Keown Portrait Unveiled
The Berry Alumni Association pre sented a portrait of Mr. M. Gordon Keown to The Schools on Homecoming Day, October 6.
Mr. Keown was a graduate of The Berry Class of 1905 and after doing graduate work at The University of Georgia, and at Ames, Iowa, he re turned to the campus where he acted as business advisor to Miss Berry until her death. He acted also as Post master and Alumni Trustee until his death in 1956.
The presentation was held at a joint chapel program held on Mountain Day. Two grandchildren, Chris Keown and David Riggs, unveiled the portrait.
The portrait, painted by Mr. A. Allyn Bishop of Bradenton, Florida, now hangs in the Memorial Library.

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The Southern Highlander

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Pictured above are: left: Mr. and Mrs. Earl Riggs, David and Mary Ann. Right: Mr. and Mrs. Hugh Keown, Mark, Charles, John and Chris.

D.A.R. TRIBUTE
As early as 1904, Miss Berry spoke before the Continental Congress of the D.A.R., and Berry was the first school to get aid from the D.A.R. before there was a list of Approved Schools. The D.A.R. also encouraged her to start the Girls' School, as did President Theodore Roosevelt. There were serious objections to the Girls' School; didn't Miss Berry have all she could do running the Boys' School? Wasn't the deficit large enough with out adding any more? There wasn't room for all the boys who wanted to come so why branch out and take in girls?
But Miss Berry felt that the D.A.R., President Roosevelt, all the girls who wanted to come, and herself consti tuted a majority, so the motion carried and the Girls' School was started on Thanksgiving day, 1909, with 14 girls.
Mrs. Frederic A. Groves, the 1956 President General of The National Society of the Daughters of the Amer ican Revolution, recently made the following comments at each of the seven fall conferences she attended:

"I would not take time here recapitu lating what we have done in the way of aiding our Approved Schools but I would like to remind you of the Berry Schools. As you may know the 90th birthday anniversary of Miss Martha Berry, a Georgia D.A.R., will be ob served next month. Every spire that rises skyward on The Berry School buildings carries D.A.R. hopes and prayers. We are thankful that we gave Miss Berry her first encouragement to build her Girls' School and we re joice in all our contributions to her noble work."
EDITH KERMIT ROOSEVELT
VISITS BERRY CAMPUS
On October 7, forty-six years ago Theodore Roosevelt came to Georgia and visited Martha Berry at her thenstruggling school. The occasion was also Martha Berry's birthday. This year, the ninetieth anniversary of Miss Berry's birth, brought the granddaugh ter of the late Theodore Roosevelt to our campus.

Fall, 1956 9

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Reminiscences on Mountain Day

Miss Roosevelt, who is a writer, spent some time doing a series of articles but she was also a feature of the Mountain Day program which in cluded a visit to the log cabin in which her grandfather was entertained and which is now dedicated to Teddy Roosevelt. It contains many mementos of him and his visit.
Pictured above, Dr. John R. Ber trand shows Miss Roosevelt a picture of her grandfather and a letter of encouragement Roosevelt sent Miss Berry.
To the left of President Bertrand is Dr. S. H. Cook, Dean of The Schools, who was Athletic Director and teach er at the time of Teddy Roosevelt's visit. Right of Dr. Cook is Mr. E. H. Hoge, former comptroller of The Berry Schools, who was here at the time of Roosevelt's visit. To the right of Miss Roosevelt is Mr. Grady Hamrick, Su perintendent of the Masonic Orphanage at Macon, Georgia, who, as a Berry student, met Roosevelt's train in 1910. To the extreme right is Mr. Walter Johnson, present Alumni Secretary who, as a student, served meals during the Roosevelt visit.

PHYSICAL SCIENCES AT BERRY
For the twelve years since World War II, science and mathematics have played an increasing part in the ed ucation of Berry College students, partly due to the demand of the times. One of our boys who was raised in the Possum Trot area of the Berry cam pus, has gone far in the field of Physics. After graduation from Berry, he served through World War II as a navy officer. Returning from service he obtained his A.M. degree from Emory University and his Ph.D. from Duke University. For the past several years he has been professor of Physics at the University of Georgia, with the exception of one year when he had a research assignment for the Navy at Harvard University. He is just one of many outstanding Berry graduates. We have nine physics majors in gradu ate school, thirteen in industry, two in the air corps, and seven are teach ing physics. One has the Ph.D., five will receive their Ph.D. degrees soon, ten have their M.A. degrees and six are now working for their M.A. de grees.

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The Southern Highlander

In the field of chemistry the record is about the same as in Physics; and, of course, the mathematics department has contributed very heavily in both of these fields. One of our chemistry majors will receive his Ph.D. from Emory at the end of this quarter.
We are proud of the record of our students, but we are also concerned about the future. What we have ac complished up to now has been done with cheap and often homemade equip ment.
In order to meet the demands for the future, we need equipment of the more expensive type in order to obtain more accurate results. This type of equip ment is essential for the training now demanded by both graduate schools and industry. Several thousand dollars worth of equipment is needed right now.
LANGUAGE RECORDS
The foreign language department needs voice recordings of French, Spanish, and German for audio-visual aid in teaching. These records cost from ten to fifteen dollars a set.

The Dignity of Work -- A Basic Aim
"Even in the meanest sorts of labor, the whole soul of a man is composed into a hind of real harmony the instant he sets himself to work."
--Thomas Carlyle
The preamble to The Statutes of the Berry Schools contains two state ments which establish the traditional function of the work program:
1. The Berry Schools were found ed. . . in the dignity of labor.
2. It is the desire of the Board of Trustees that work and study shall always remain complemen tary functions, each informing and reinforcing the other, and that both be so organized and directed as to enrich the oppor tunities of rural life.
From the beginning the Berry Schools have held to the philosophy that work is and ought to be dignified and that the best way to give practi cal application to this concept would be to provide an educational program

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which allowed for actual work experi ence. We believe that such useful employment develops a sense of ac complishment, responsibility, coopera tiveness, and understanding sympathy for the fellow worker, to say nothing of the sense of accomplishment the worker gains from having learned to do a job well. Furthermore, the work pro gram gives a student the opportunity to work his way through college with out risking certain difficulties of sched ule arrangement which would be a great problem in any other type of school.
As the work program is organized here, a student works two full days a week and does all his classwork four days a week. Work includes such jobs as laundry assignments, secretarial work, food processing, weaving, cloth ing construction, agricultural and for estry work in all of its phases, clean up work, and jobs having to do with construction and maintainance around the campus. Students have some de gree of freedom in the selection of their work assignments which often times will be directly related to their occupational plans for the future. The work is supervised and the student is graded on the quality of his work.
It seems characteristic of Martha Berry's foresight that she should or ganize a school with a work program. Though tuition money for students is not so hard come by as it was during the early days of the school, the need for efficient and enthusias tic workers in all fields of human en deavor is even greater than it was when the schools had their inception.
MEMORIAL LIBRARY
In the "advancement and diffusion of knowledge and understanding," the college library occupies a position of strategic importance. Faculty and stu dents, represent, even separately, high ly selected groups; the two groups working together compose a group of unique significance. First-rate library service is absolutely necessary for success in their enterprise. Such serv ice demands not only a generous array of well selected, up-to-date books

and journals, not only a professional staff, intelligent and quick to see their educational opportunities, but also physical equipment which meets the needs of the situation.
The library is a necessary part of the educational process, for it is both the mine and the box of tools by which it is worked. On its richness and variety, on the convenience, attrac tiveness and accessibility of its housing, depends, in no inconsiderable degree the success of the student in securing an education.
Our new addition to our present college library building is progressing nicely, and we are very proud that in the near future our building will be come a reality. Our present building is small but with the new addition we shall be able to seat 240 college stu dents. Our present book collection totals 26,000 volumes. The new ad dition will provide for 50,000 volumes. Funds have been made available for the building. We need money for the equipment, and for many needed books and periodicals which we do not have. To give the college student at Berry every opportunity to enrich his life, and to educate him to take his place in our world of today, our libra ry holdings must be the best we can get for him.
A list of books that we would like very much to have follows, and if any of you have any of these, we will appreciate your gift. These books are out-of-print, and we need them to enrich our library holdings.
We are making a direct appeal to you for the following books which are out of print. Should you possess copies which you could donate to The Memo rial Library at The Berry Schools, the student body and the faculty would be grateful for your gift.
ANCHORS TO WINDWARD. Stability and personal peace here and now. White, Stewart Edward. Dutton 1943
BEST SHORT STORIES. Dreiser, Theo dore. World 1947
BIBELOT, THE. Thomas B. Mosher. (Want complete set or any part of set)
BOY'S WILL. Frost, Robert. Holt new ed 1934
CALENDAR OF GREAT MEN (Comte's) Harrison, Frederick, ed. Macmillan

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The Southern Highlander

CHRONICLES OF ENGLISH, FRANCE and SPAIN. Froissart, Jean. Dutton. "Every
man's" or Macmillan's "Globe" DICTIONARY OF AMERICAN ENGLISH ON HISTORICAL PRINCIPLES. Edited by
Sir William A. Craigie, James R. Hulbert and others. 4 vols. Univ. of Chicago Pr. 1936-43. The ENGLISH POETS. Ward, Thomas Humphrey, ed. 1880-1918. Macmillan. (Need Vol. 5 only) FIFTY YEARS OF BEST SELLERS,18951945. Alice P. Hackett, ed. Bowker. 1945 Supplement 1945-51. GIFTS OF LIFE. Ludwig, Emil. Little 1931. GREAT THINKERS. Lodge, Rupert Clendon. Beacon Pr. 1951. HISTORY OF THE UNITED STATES during
the administration of Jefferson and Madi son (1885-91) Adams, Henry. Scribner. I WAS THERE. Leahy, Wiliam D. McGraw 1950.
LIGHT OF THE WORLD. Arnold, Edwin. Doubleday.
LITERARY CULTURE IN EARLY NEW ENGLAND, 1620-1730. Wright, Thomas God
dard. Yale Univ. Press 1920
LITTLE JOURNEYS. Hubbard, Elbert (Want complete set or any part of a set.)

MARK, TWAIN. Masters, Edgar Lee. Scrib ners 1938.
MOMENTS OF VISION. Hardy, Thomas. Macmillan 1918.
The WORLD'S DESIRE. Haggard, Sir Henry Rider. (Or any of these by Haggard): KING SOLOMON'S MINES PRIDE OF MONTEZUMA MONTEZUMA'S DAUGHTER
NOAH WEBSTER. Warfel, Harry R.
The NORTH POLE, ITS DISCOVERY IN 1909. Peary, Robert Edwin. Lippincott. 1910 ed 1934 ed.
ON THE PLANTATION. Harris, Joel C. Appleton 1892 (Or any other books by Harris)
ON VITAL RESERVES. James, William, Holt 1916
The PHILOSOPHY OF JOHN DEWEY, a critical analysis. Feldman, W. T. Johns Hopkins Press 1934.
SELECTED POEMS. Reese, Lizette Woodworth. Farrar & Rinehart 1926
VACHEL LINDSEY. Masters, Edgar Lee. Scribners 1935
WHITMAN. Masters, Edgar Lee. Scribners 1937.

Shown below is a facsimile of the bookplate used in gift books to The Memorial Library

EX LIBRIS

MEMORIAL
LIBRARY BERRTCOLLEGE

Gift of_

Fall, 1956

9

A MESSAGE TO THE FRIENDS OF BERRY

Just recently I had occasion to reread the story of Solomon and his feelings when he was left with the responsibility of leadership of the chil dren of Israel after the death of their beloved king, David. To follow such a great king caused him to cry out to God, "I am but a little child: I 'now not how to go out or to come in . . . Give therefore thy servant an under standing heart . . This story has special meaning for me now because i find myself in a position of leadership in an institution which was formerly organized and guided by so great a person as Martha Beiry. n so
also pray for an understanding heart. . . When we stop to think, we know that spiritual values are the only per
manent things in life. It was on spiritual values that these schools were founded and on the same spiritual values that the aims for the future will be based. Concretely stated, the basic aims of these schools have always been: to provide for well-disciplined learning which we know contributes to a life capable of wider service; to develop self-reliance and a sense of the dignity of work through a program designed to give actual work experi ence; to enhance the development of richer and more sensitive lives by a constant regard for beauty in every aspect of campus life.
It seems to me that these basic aims at Berry will always remain up to date for these have been proved through the ages to be eternal. Naturally, the methods in which we implement the basic aims must be realistic and
consistent with the times. During World War II the South experienced many changes with the
displacement brought on by war. Young people from the South, as well as from every other part of the country, travelled over the world. Their horizons were tremendously enlarged during the war. During the postwar years there began, and is continuing, an industrial revolution in the South. As a result, people in the states served by Berry are virtually as widely travelled and have access to almost as many good educational institutions and op portunities as have young people in any other part of the country. Education has become increasingly available in the South, through private or public means to virtually all young people who want it. No longer is the basic ques tion one of deciding if there will be educational opportunities for young people in the South. Today the problem is one of choosing desirable goals, the type of education, and the kind of institution in which they will be worked out.
In a single decade, Berry's role has ceased to be solely that of a champion of young men and young women of the rural South who have limited means. It must now compete in a distinctive way with other great institutions of higher learning in the South and in the United States. It must be competitive because the world into which its graduates go is a competitive world. Con ditions in the South and throughout the world demand the highest literary, scientific, and artistic skills that can be brought from Berry. At the same time other forces are hungering for the type of distinctive leadership, the respect for honest labor, the devotion to high cause which graduates of
Berry have historically held. By holding always to its basic values, by being always ready to look to
the future and to adopt new methods and new goals just as Miss Berry did. Berry has the potential, in its various departments and areas of emphasis to become a leader among educational institutions.
If we want Berry to forge ahead in this second half of the twentieth century to accomplishments that will compare favorably with those of the first half, we must believe that it can happen and proceed to act on this faith. We have a Gate of Opportunity. Let us be certain that we also have a Campus of Achievement. "If God be for us, who can be against us?"
JOHN R. BERTRAND, President

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The Bertrand Family

Pictured above is Berry's President, John R. Bertrand, with his wife, Annabel

and their four children listed from left to right are: Janet- May, Tom Diana

and Karen.

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NOTED CHEMIST VISITS BERRY
Berry College students and faculty alike greatly enjoyed and profited by the recent visit of Dr. Otto Eisenschiml to our campus. The distinguished sci entist was heard at a 10:00 o'clock chapel on Friday, October 12; after which, in the science building, he talked informally to students and teach ers, answering their questions and giving advice concerning matters in the areas of industry and business, as well as that of chemistry.
Dr. Eisenschiml has had a long and useful career, and in the field of indus trial chemistry, during the last several years, he has been chairman of the Board of Directors of the Scientific Oil Compounding Company of Chicago.
During World War II, Dr. Eisen schiml was a member of the Chicago Defense Council, Executive Committee, and Associated Defense Committees --Chicago Technical Societies; also Gas Advisory Council Civilian Defense,

f uag0^rea' He is now Chairman of the Chemical Warfare Consulting Committee, Chicago Civil Defense Corporation; member National Re search Council; Member New York Academy of Sciences. His combination of intellectual acumen, technical know how and penetrating insight into the depths of human nature make him one of America's top flight executives.
The outstanding feature of Dr. Eisenschiml's address at the joint chapel meeting was a practical analysis of just how to get a job; how to hold it once it has been obtained; and how to sell oneself to one's boss as to get plenty of promotions. Frequent out burst of Homeric laughter were brought forth by the speaker's many humor ous stories gleaned from his experi ences as an employer of labor.
One of the most valuable of the many fruitful suggestions made by the learned Viennese doctor was that a young man or young woman should use whatever talent he or she has--
(continued on page 21)

Fall, 1956

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THE BERRY SCHOOLS AT THE CROSSROADS
The time is not long past when:
Many people in the Appalachian Hill Country could not read or write.
Educational opportunities were limited to persons living in the larger towns of the Southland.
Young people from rural areas had little opportunity to follow occupations other than those of their fathers.
A farmer had to sit helplessly while a disease wiped out his crops or his livestock.
\yHEN ONE thinks of the strides that life in our country has made in the last fifty years, he begins to comprehend something of the power
of education. When one looks into the ranks of all those who have made this progress possible, he can understand what can be accomplished through education and challenge.
THE BERRY Schools has contributed to this progress. Through more than five decades of service to the Southland, it has produced men and
women who have distinguished themselves in many fields of endeavour. Their achievements stand as tributes to what The Berry Schools has made available to them, both in practical learning and cultural under standing.
JN MOST ways, The Berry Schools has been and still is an ideal campus, offering its students all the advantages that a small high
school and a small college give. In its uncrowded classrooms, stu dents have enjoyed the personal counsel of teachers. In its emphasis upon the spiritual in everyday life and its teachings from the Bible, students have been led to dedicate themselves to lives of Christian service. In its many areas of work opportunities and its required work plan for all its students, students have learned the dignity of honest labor whether skilled or unskilled. The informality of the campus has given students the chance to make close friends with those who will one day be the leaders in their home communities, their states, and our nation. And the picturesque beauty of trees and lakes and shaded walks have lent to a quiet atmosphere for work, for study and for play.

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BUT NOW, The Berry Schools stands at a crossroads--in danger of progress passing it hy. Like many educational institutions through
out the nation, our classrooms and faculty are already overtaxed. Scientific equipment in many of our laboratories is outdated and woefully inadequate. Our staff is grossly underpaid and have remained because of their dedication to their work, but now as new staff members are employed, we are in danger of losing the quality which has marked Berry's staff in the years past. Many of our buildings are badly in need of repair. And we lack the facilities to keep apace with rapidly increasing demands for new fields of education.
OUR PREDICAMENT is not unique. Other educational institutions have faced it for years. As a result, the level of learning in some of
them has faltered. And who suffers when this comes to pass? Not only the students, but the nation as well! Perhaps this is why so many private individuals, businesses and corporations have come to the aid of The Berry Schools throughout its years of service. Those who have seen the potentials of this great educational system have come from every walk of life. And of the hundreds of thousands of dollars in gifts and grants, it is gratifying to know that a very high percentage has come from large numbers of persons making relatively small gifts.
JT IS IMPOSSIBLE to overestimate the value which The Berry Schools has been and will continue to be to the Southland and to the nation.
Your help is needed, regardless of the size of your contribution, to carry on and expand Berry's unique educational program.
We need your help in raising funds for:
OPERATING EXPENSES
Salaries Repairs to equipment and buildings Office equipment Laboratory equipment Dormitory furniture
BUILDINGS
Dormitory for College Men General Warehouse Administration Building Staff housing
And most of all, we need your friendship.

Fall, 1956

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Harold Ogle, Jackie Smith, George Cofield, Mrs. Henry, Boh Hutchins, Harnett Kane, Hazel Guthrie and Kay Davis look at new book.

Critical Acclaim For Miracle in the Mountains
by Harnett T. Kane
with Inez Henry
From the first reviews:
"Martha Berry's story ... is one of the most exciting human documents in America's keeping . . . It's an amaz ing and enthralling tale."
--Virginia Kirkus Bulletin
"Mr. Kane tells the story in his accustomed mastery of forte and ro mance . . . Having known Miss Berry from 1913 to her death, I find myself looking up to see her compelling smile and hear her gentle voice as I turn the pages of Miracle in the Mountains. It is biography at its very best, with interpretative passages that will live as long as type stands up. I commend Miracle in the Mountains as an interesting story of the life of one of America's greatest women-- a priceless record for the saga of one whose end and aim was to serve the

youth of her day and generation by the will of God."
--Dr. Louie D. Newton, Druid Hills Baptist Church
" . . . One of the best writing jobs I have seen in a long time on a work of this sort . . . Her life of patience, energy and dedication to her fellowman is accurately and moving por trayer and is surely headed for the best-seller lists and the screen."
--Governor Marvin Griffin
"This book is the story of Martha Berry, and that story is a miracle indeed--a miracle of the mountains that were both physical and spiritual."
--Daniel A. Poling, Editor, The Christian Herald
"Georgians who are familiar with the magnificent crusade of Martha Berry to bring a practical education to the mountain children of the South have long felt that her story should be told to the nation.
Perhaps the reason it has been so long delayed is the natural aversion of `name' authors to writing about so prosaic a subject as a schoolteacher. But Martha Berry was anything but

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prosaic and Harnett Kane, a perennial best-seller, had the good sense to rea lize it.
The result is a really excellent bi ography of Miss Berry and of her fabulous Berry Schools, coauthored by Mr. Kane and by Inez Henry, Miss Berry's long-time secretary and com panion.
Harnett Kane and Inez Henry have done a good thing. They have told Martha Berry's story simply and well. She is presented as she was: a dy namic, dedicated woman who left the comfortable, casual life of a Southern belle to follow a vision. The story of her successful crusade is fascinating reading and very likely will be filmed by Hollywood."
--Durvoood McAlister The Atlanta Journal and Constitution October 21, 1956
"warm and engrossing story"--Har nett T. Kane has backed his book up with careful research and has turned to Martha Berry's private secretary and companion, Inez Henry, for the significant episodes that go into mak ing a story rich in inspiration.
Kane's account of how the Berry Schools, which started with "classes" held in tumble-down churches and in leaky tents, grew to attract national attention and tbe checks of American industrial tycoons, is well worth the attention of any reader who is inter ested in learning what one, selfless, dedicated woman can perform in a lifetime of helping others help them selves.
As a biography, "Miracle in the Mountains" is first-rate. But as a doc ument about a woman who deserves fame far beyond that which she achiev ed (and she achieved plenty), and as a personal success story, it is a volume that should command the attention of educators and sociologists and of all those who cherish the belief that a horse can be led to water but not made to drink. Martha Berry led her mountaineers to the fountain of learn ing and they drank.
--Pen Wilson in The New Orleans Time, Picayune

MIRACLE IN THE MOUNTAINS
(Excerpts from a sermon preached
in Mount Berry Chapel, October 7,
1956, by Chaplain R. C. Gresham.)
Someone has said that Georgia has produced two great women in the first half of the twentieth century: Margaret Mitchell, who wrote a book, and Martha Berry, who founded a school.
The book, MIRACLE IN THE MOUNTAINS, which tells the story of the life of Martha Berry was written by Harnett T. Kane with Inez Henry.
The first chapter tells the story of Miss Berry's father, a native Virgi nian, who came to the little village that is now Rome because he thought that it would develop into a prosper ous community. He was a veteran of the Mexican War and was later a captain in the Confederacy. His busi ness prospered. At the age of forty he married the daughter of a Gadsden, Alabama, planter, twenty years his junior. He built the mansion, Oak Hill, prior to the War Between the States. It was here that Martha, his second daughter, was born. She grew up to be a companion and confidante of her father's. After spending one miserable year in a Baltimore Fin ishing School, she pleaded not to re turn.
One Sunday, while reading in the little log cabin in which The Berry Schools were born, she was surprised by three shy mountain boys who pass ed by and peeped in the cabin window. She saw them, invited them in and read them Bible stories. When they left, she invited them to return and they came the following Sunday with more and more companions. She began visiting in the homes of these chidren, and it was then that she recog nized the need for a Sunday School which she organized in The Possum Trot Church. The Church had been used by soldiers in 1864, and was in great need of repair. The people who lived in that locality assisted with repairs. Eventually, she had three oth er Sunday Schools.
Romance came into her life in the form of a young man from Virginia. Py this time, her father had become a cotton broker. As time went on, a

Fall, 1956

15

cottage on a tree-shaded lawn in east Rome was chosen to be their home. Soon afterward, her father suffered a stroke which confined him to his wheel chair for two years until his death. His daughter went to the office daily with him and transacted the business according to his direction. In the meantime, she was getting ready to start a day school at Possum Trot. Her fiance came and pleaded for an immediate marriage. She felt that she could not leave her father and her embryonic school, and he went out of her life.
Later, in the depression of the 1930's, when the needs of the School were particularly pressing--the fac ulty was unpaid for months and the student diet was limited--she went to her jewelry box and sold a gold locket to obtain funds for the School. This locket was the last memento of

her lover. This explains to me the transfer of her love for one man to love for boys and girls who wanted an opportunity. This seemed to be the secret behind her zeal to minister unto others. She went everywhere, seeking eager boys and girls in the mountains and building her school. Many friends were drawn to her by her single-hearted devotion and com mitment to The Berry Schools and the ideals she had implanted in them. These ideals stressed the spiritual values as found in Christianity.
The book is written in a graphic and gripping style that holds one's atten tion to the very end. After reading this book, I am sure that those of us at Berry will understand better the herculean labors of this woman who was committed to one purpose--pro viding educational opportunity for the young people of the South.

<-

Please send me_copy(ies) of

<85-

MIRACLE IN THE MOUNTAINS

By Harnett T. Kane

With Inez Henry

at $3.95, plus 12c tax ($4.07)

<

Payment enclosed. Make checks payable to The Berry Schools.
< ' ^5-
NAME ...

ADDRESS
<-

16

The Southern Highlander

(Mose woods illese are 9 think 9 kr, is house is m the village though; e will not see me stopping here
9o wa tch h is woods fill up with snow.
Qfliuy Lliittttlle lhieorse must Itkhink it efueer 9 slop without a farmhouse near Qielween the woods and frozen lake 9he darkest evening of the year.
&Ce gives Lis harness hells a shake 90 ask if there is some mistake. 9"he only, other sound s the sweep (9f easy wind and downy flake.
9ke woods are lovely, dark anJ Jeep. 93ut (9 have promises to keep, 91 nd miles to go before (9 sleepr 91nd miles to go before (9 sleep.
===(^J\soberl ^rosl

RECITATION HALL,
BOYS' HIGH SCHOOL
Nothing about the fire deterred them; they would not allow it. And only momentarily did they acknowl edge a loss that was as serious as the destruction of the Recitation Hall. Then the students and faculty alike, of the Mount Berry School For Boys, set about to meet the emergency, and industry and resourcefulness replaced shock and sadness. Bereft of almost all their classrooms, records, books, supplies, they took hold of a critical situation with the courage and hope that is their natural heritage as mem bers of The Berry Schools, and im mediately found substitutes for their various losses. Space was inadequate, furniture was sometimes crude, but classes were resumed the day after the fire which was Monday, without any interruption in schedule what soever. It may be said then that almost as soon as the disaster occurred, the tremendous task of reconstruction was half accomplished.
As for salvage, there was almost none. A shell of a building, smokestained stone walls, a few items that had been in a remote corner of the biology

laboratory, a radiator, an iron pipe or two--this was all that remained. Virtually a whole building had to be wrought anew. Meantime while plans for the actual construction went forward, classes were held in the gym nasium which was sectioned off with partitions into small rooms, and in the shop, the campus store, the library, and residence living rooms. Then the
builders came.
As the range of the situation re sulting from the terrible fire became apparent, strictest economy was seen to be necessary in the entire procedure. Students were among the members of the construction crews for the new building. Stone could be had locally, and timbers from our own forests were to provide floors and roof. But this was only a beginning. The college itself was forced to abandon tempora rily, building projects already under way--projects vitally important to its own expansion--in order that the more pressing need of the High School be
met. The task of reparation is even now
incomplete, it has required far more than our own resources could provide. We must therefore appeal to others for aid in a vastly encompassing situ ation which once approached crisis.



K

,

IP
Temporary Classroom at Boys' High School

18

The Southern Highlander

Students Write of Berry Influence in Their Lives

THE FAITH OF

and tattered Bible. As she thumbed

MARTHA BERRY

through the pages, the Bible seemed to fall open to a certain page as if it

The old clock on the mantle over had been opened there many times.

the fireplace had just struck eleven Miss Berry's eyes automatically went

as Miss Berry made her way up the to the chapter on the page that was

narrow staircase to her small room underlined in pencil--Psalms 121. The

in the attic of Roosevelt Cottage. As chapter began: "I will lift mine eyes

she climbed the stairs wearily, she thought of the boy she had just left.
Fred had knocked on her door not more than an hour and a half ago. He had walked twelve miles from his home over beyond Lavender Moun tain to inquire about attending The Berry Schools. Fred's mother had died when he was born; and last week, on Fred's fifteenth birthday, his father had died quite suddenly of a heart attack.

unto the hills, from whence cometh my help. My help cometh from the Lord . . . He . . . will not slumber."
Reassured, Miss Berry closed the Bible gently and put it in its usual place--beneath the plaque which read: "Prayer Changes Things." After turning down the lamp, she went over and knelt beside her bed, bowed her head humbly, and prayed. A short time later she lifted her eyes and looked out the window at the full

Fred, not knowing what to do, came to see if he could work and go to school at "this new school" he had heard about. Fred didn't have a cent for registration, books, or supplies of

moon just rising over Lavender Moun tain. Miss Berry's lips began to move slowly and softly as she said, "I will lift mine eyes unto the hills, from whence cometh my help."

any kind. Miss Berry had taken the

boy over to the boy's dormitory and had assigned him some sheets, towels, and a room. He was to start to work

THE BERRY OPPORTUNITY CHANGED MY LIFE

the next morning on the farm.
Miss Berry entered her dimly lit room and made her way carefully to the kerosene lamp to turn it up. After putting a few pine cones in the stove in order to heat the small room quick ly, she sat down at her desk. Putting her head in her hands she shut her eyes and tried to clear her mind of the worries and cares of the day. But she could not forget about the team of horses she had bought. It was time to start plowing the fields and with only three horses it would have been im possible to get the fields prepared in time for planting. Next week was the deadline for paying for the horses, and she had no idea how the bill would be paid because she had just used the balance of her account for food for her boys.

I do not know exactly how I came to be at the chapel at such an unusual time unless I say, my walk took me there. It was late in the evening and I saw no one because the day's work was about over for everyone on the campus. As I approached the beautiful work of art, I paused and lifted my eyes to the tower, following it to the very top which shone with the last rays of a sinking sun. Suddenly, some strange power within me all but cried out in yearning to go inside the chapel. My first thought was that it would be impossible because the door is always locked when the chapel is not in use. I turned, delibrately, to retrace my steps for it was getting late. Walking away, I pulled my sweater close about me as the evening breeze blew cooly in my face. I had taken only a few

Almost in desperation she reached steps in my homeward direction when

over and picked up her much used some unseen force compelled me to

Fall, 195G

19

turn and look once more at the magnificant chapel. However, as I looked that time, it was not at the tower bathed in sunlight, but at the door which the breeze was gently opening. It seems I had no choice and so I turned quickly, almost running, until I stood before the half-opened door. Cautiously, at first, I ascended the steps, one, two, three, four--and I was within the looming chapel. Gazing about me I was able to see only a few feet ahead to the pews that stood out in the faint light that glimmered in through the windows. How small I felt standing there alone! In the dim lighting, familiar objects took on a strangeness I could feel way down in side. Wondering why I was there, I moved, it seemed not of my own voli tion, down the green carpeted aisle in much the same manner as a little boy ventures out alone after dark.
Nearing the front of the chapel, I could see only the empty choir stalls and would have fled immediately but for the sound which froze me in terror. Not knowing from what direction the sound came, I dared not move! With a thousand thoughts racing in my fear ful hear, I mustered up enough cour age to raise my eyes in the direction of the cross which was scarcely visible in the light of the window above it. There on the altar beside the row of candles sat my visitor and the cause of my fear. The little grey squirrel was apparently as frightened as I and had dropped the huge acorn from its mouth upon seeing me. We stood there, the small squirrel upon the altar, and I, a few feet away between the choir stalls, motionless,, and immovable. Gradually my fears subsided and I sank down upon the softness of the carpet while my friend sat looking at me. Perhaps it was when I glanced at the acorn which had rolled in front
of the cross, that I knew I was there, for when my eyes fell on the frighten ed little animal once more they did not see the squirrel. They saw a a frightened little girl arriving at Berry for the first time.
My heart reached out to my puzzled little friend as I recalled with what terror I, too, had stood in the midst of strange surroundings. It was three summers ago and still I remember

with alacrity the impression of gran deur that was mine when I stood for the first time before the enormous buildings. Beauty and strength were wed in the solidity of the groundwork and the height of the slender spires. How was it possible that this great creation could have emerged from one small log cabin? My question re mained unanswered until I saw the squirrel in the chapel. Much like the squirrel, with very little to offer, I had come to Berry, awkward and afraid. The question was answered fully for the first time as I stood there. It was then that the realization came to me that Miss Martha Berry had changed my life in much the same way she built a school of tall, graceful buildings from one log cabin. She had taken my life in its crude and simple form and made of it a tall and sturdy building.
There was only one log cabin in the beginning. Knowing that its strength must come from within, Miss Berry filled the cabin with eager youth who drank deeply of the Bible stories told by the gentle lady. The beginning of my life here at Berry was the same for I was not long here before I knew that my strength came from Christ whom Berry had enabled me to know in His fullest joy. Realizing that the small cabin with all its striving could not be adequate for a school, Miss Berry sought the help of others in order to expand its growth. My life, as it was, could not fulfill its purpose. It was too small and weak to withstand the things which must be encounter ed. Willing lives, dedicated to the same God who guided Miss Berry, have shaped and moulded my life so that it is becoming stronger and more stead fast daily.
It was not an easy task to build a school. There were times when no pro gress was visible and it was necessary to look to the days to come when the buildings would stand complete. One by one each brick was laid until one day the little cabin had become a part of a great institution. Nor is it easy to build a life. Because someone had faith enough to look beyond the failures of a young person and believe in her, I have found myself a part of the dream for which Miss Berry spent her life.

20

The Southern Highlander

It was not done in one day nor one week, but in the course of my stay at Berry, my life has been greatly changed.
Not only were the buildings fash ioned in outward beauty, but also within they excelled all others. It was the kind of beauty that one rarely finds inside a building. Miss Berry taught me to open unashamed the doors to my life that it need not be hidden from anyone. Upon the inner walls of the buildings are passages of Scripture that Miss Berry used constantly. I have learned that hiding God's word within a life by writing it upon the inner walls of the heart will help keep that life strong and influential for God.
The pools in front of the lovely buildings at Berry reflect always the buildings, their structure, and all that stands near. Just as the pools reflect, so do the things that I do and say mirror the kind of structure I am and of what material I am made. Those who have stood near me during my growth here at Berry will be reflected in the same way.
Within each building Miss Berry saw the need of placing some kind of music. She placed in my life the har mony of order and beauty and re kindled the joy of a song that lingers long "after it is heard no more." Upon these buildings is engraved the Berry seal. To those who have gone before and those who are yet to come, the seal will grow in meaning. Even so, the seal is forever stamped on my life, identifying me with this sacred spot. Everyone I meet, will know that the simplicity of the cabin is my life before I came to Berry; they, too, will know the sacredness of God's word which Miss Berry has helped plant in my heart. The light of understanding shown me when I groped in darkness, and the dignity of honest labor by which I was able to be a Berry student will also be shown in my life.
The hurrying of tiny feet brought me back to the empty chapel in which I sat. Somehow the darkness was friendlier and the objects which had appeared so foreign were once more warm and dear to me. Rising to my feet, I saw that the little squirrel was gone and had not taken the acorn.
Yes! The frightened youngster was

gone, too. I was no longer the fearful newcomer, but a confident and hope ful student who need not run away in terror. Reaching to pick up the acorn, I hesitated and then drew back my hand empty. Instead of taking the acorn, I knelt and left there on the altar along-side the small sacrifice of the squirrel, my own offering, a pray er of thankfulness to God for Martha Berry who changed my life.

Man

Oh, may I join the choir invisible Or those immortal dead who live again In minds made better by their presence; live In pulses stirred to generosity, In deeds of daring rectitude, in scorn For miserable aims that end with self, In thoughts sublime that pierce the night
like stars, And with their mild persistence urge men's
search To vaster issues . . .
--George Eliot

taii

1

i) fflva

NOTED CHEMIST
(continued from page 11)
even if it is only one--not lamenting the non-possession of other talents. "Make the most of your own per sonality," was his advice. All of which is summed up in the Parable of the Talents, as recorded in Matthew, XXV.
As one listened to Dr. Eisenschiml, he got the impression of being in the presence of a dynamo surcharged with boundless energy. Here is power, one thought, the power of a great personality in action. It was quite evident that the speaker was not giving advice which he himself had not taken. There was not the slightest inconsis tency between his discourse and his life pattern. It is easy to imagine that he. as a young man starting out in life, bad said to himself:"Otto, you have a life to live and a work to do--acquit vourself like a man. Put all you have into your job, and do it better than the fehow next to vou. Be satisfied only with the best. No halfwav measures-- and you are going to climb to the top."
Dr. Eisuschiml was born in Vienna. Austria. He is the author of several books, some of them having to do with Abraham Lincoln.

Fall, 1956

21

OUR BAND - ITS NEEDS
There are at least fifty students here at Berry who would like to be in the Berry Band, and according to The Seashore Musical Aptitude test these students have good musical talent. However, we do not have the necessary musical instruments for student practice purposes. Berry now has a twenty-eight piece band but it is unbalanced because we need the following instruments:
1 Bass Drum 1 Snare Drum 1 pair of cymbals 4 E flat Alto Horns 2 Baritone Horns Any other musical instruments can be used to great advantage to teach those who want to learn but cannot afford the instruments. There is also a great need for pianos. There are several assembly rooms on the campus that are used for group singing but do not have a piano in them. There is also a need for practice pianos for those who want to study the piano.
-- Gifts are deductible for income tax purposes -- Anything sent to The Berry Schools is deeply appreciated, and a good use is found for everything contributed.
GIFT BLANK
Name
Street
City .
I enclose my check for $ . to help the Berry boys rebuild their much needed recitation hall, or other purposes.
Please make checks payable to The Berry Schools, and mail to Mount Berry, Georgia.
The Southern Highlander 22

The following hack copies of periodicals are needed to make our library
files complete. Any contribution would be deeply appreciated and of great assistance.

AMERICAN FRUIT GROWER February, 1955 March, 1955 April, 1955 August, 1955 January, 1956 February, 1956 July, 1956
AMERICAN HEREFORD JOURNAL (2 copies per month) January 15, 1955 February 15, 1955 March 15, 1955 May 15, 1955
THE AMERICAN MATHEMATICAL MONTHLY January--May, 1955
ARTS All issues of 1955 January--March, May, 1956
BUSINESS TEACHER November, December, 1955 January, 1956
CHILD STUDY September, 1955
CHRISTIAN SCHOLAR December, 1955 June, 1956 September, 1956
COMMONWEAL September 7, 1956
CREATIVE WRITING May--September, 1955 December, 1955 All issues of 1956
DUROC NEWS August, 1955 September, 1955 November, 1955 December, 1955 January, 1956 February, 1956 May, 1956 July, 1956 August, 1956
EASTERN BREEDER AND BROILER GROWER All 1955 issues January, 1956 May, 1956 June, 1956 July, 1956 March, 1956
EDUCATION DIGEST January 5, 1955 February, 1955 May, 1955
ELEMENTARY SCHOOL JOURNAL September, 1956
FARM QUARTERLY March, 1955
FARM AND RANCH February, 1955 May, 1955
HAMPSHIRE AMERICAN HERDSMAN January--April, 1955
JERSEY JOURNAL June 20--October 20, 1956

JOURNAL OF ENGLISH LITERARY HISTORY All 1956 issues
JOURNAL OF GEOGRAPHY January, 1956 February, 1956
JOURNAL OF HEALTH January--June, 1955
JOURNAL OF HEREDITY All 1955 issues
JOURNAL OF WILDLIFE MANAGEMENT All 1955 issues
LADIES HOME JOURNAL January, 1955 May, 1955
LOOK January (1 & 2), 1955
MODERN LANGUAGE JOURNAL January--May, 1955
MUSIC EDUCATORS JOURNAL All 1955 issues January, 1956
NATIONAL PARENT-TEACHER January--April, 1955
NATIONAL REVIEW January--November 12, 1955
OPERA NEWS All 1955 issues
POPULAR ELECTRONICS All 1955 issues January, 1956
THE POULTRYMAN January--August 12, 1955
POULTRY TRIBUNE January--April, 1955
QUARTERLY JOURNAL OF SPEECH February, 1955 April, 1955
RESEARCH QUARTERLY OF AMERICAN ASSOCIATION OF HEALTH, ED., AND RECREATION March, 1955 May, 1955
RURAL SOCIOLOGY June, 1956 September, 1956
SCHOLASTIC COACH January--June, 1955
SCIENCE TEACHER September, 1955 October, 1955 November, 1955 All 1956 issues
SEWANEE REVIEW April, 1955 July, 1955
SOIL SCIENCE All 1955 issues February, 1956 March, 1956
SOUTHERN LIVESTOCK JOURNAL January--April, 1955
SPORTING NEWS January--March, 1956
THE SPOTTED POLAND CHINA BULLETIN January, 1955 February, 1955

Fall, 1956

BOARD OF TRUSTEES
THE BERRY SCHOOLS (Incorporated)
William McChesney Martin, Chairman Washington, D. C.

Dr. Harmon Caldwell, Atlanta Mrs. Virginia Campbell Courts, Atlanta Nelson Macy, New York Robert F. Maddox, Atlanta

E. W. Moise, Atlanta John A. Sibley, Atlanta G. Lamar Westcott, Dalton Robert W. Woodruff, Atlanta

FORM OF BEQUEST
I give and bequeath to The Berry Schools (Incorporated) the sum of _ _.. Dollars to be appropriated by the Trustees for the benefit of the Schools in such manner as they shall think will be most useful.

I give and bequeath to The Berry Schools (Incorporated) the sum of ...... Dollars to be safely invested by them and called the... Scholarship.
I give and bequeath to The Berry Schools (Incorporated) the sum of ________ Dollars to be safely invested by them and called the .. Endowment Fund. The interest of this fund shall be applied toward the general expenses.
$5000 Endows a Permanent Working Scholarship $ 150 Provides a Working Scholarship for one year
Make checks payable to The Berry Schools and mail to The Berry Schools, Mount Berry, Ga.

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