Southern Highlander, 1958 June, Volume 45, Issue 3

Lfc>

THE BERRY SCHOOLS

BULLETIH

!I3i

P II mu

Jke ^eutkern mfklanmt yAAue

JUNE 1958

r'' - <wm

IN THIS ISSUE
PRESIDENT'S REPORT

A YEAR IN RETROSPECT

John R. Bertrand President The Berry Schools

TN REVIEWING Berry's 1957-58 academic year, we are aware * of progress made and we are grateful. However, goals as yet unmet keep us from entertaining any complacent thoughts. In this issue of THE SOUTHERN HIGHLANDER we want to list for you a few of the year's highlights.
The year has seen developments both in our physical facilities and in our academic program. Believing in those principles which have been Berry's foundation since its be ginning, we feel that we are building upon that foundation as we advance in many facets of Berry's whole program.
Although we are pointing out general accomplishments, each contribution made by Berry's staff members and friends has been of utmost importance in reaching these achievements. Dedicated effort has been and will always be vital to our com posite program, and we are deeply grateful to all of you who have contributed so much.
With the following summations of recent accomplishments and the recognition of goals yet to be met, we hope that many of you will see your shadows here and there in our past and in our future and will know that your efforts are bearing fruit and multiplying for the growth and development of The Berry Schools.

THE BERRY SCHOOLS BULLETIN

Volume 45

June 1958

Number 3

The Berry Schools were founded in 1902 by Miss Martha Berry.

The Southern Highlander Issue

The Cover. Immediately before taking the first steps of the 1958 Commencement pro cession, The Berry Schools President John R. Bertrand (foreground, left) pauses to talk with, left to right, William McChesney Martin, schools Board of Trustees chairman; Dean Emeritus S. H. Cook; John A. Sibley, Board of Trustees vice chairman; and com mencement speaker Howell Hollis.
BOARD OF TRUSTEES
William McChesney Martin, Jr., chair man; John A. Sibley, vice chairman; Dr. Harmon Caldwell; Mrs. Virginia Campbell Courts; J. Battle Hall; Mrs. Inez Henry; Nelson Macy, Jr.; E. W. Moise; Pollard Turman; G. Lamar Westcott; and R. W. Woodruff.
The Berry Schools Bulletin is published six times yearly--twice in March, once in June, twice in September, and once in December-- by The Berry Schools, Inc., Mount Berry, Georgia. Second-class mail privileges autho rized at Mount Berry, Georgia, under the Act of August 24, 1912, as amended.
Printed by students at The Berry Schools Press.
June 1958

CONTENTS

A Year in Retrospect Inside Front Cover

A Student Body With Convictions Page 3

New Academic Prestige and

Development

Page 4

New Library Addition

Page 7

New Facilities

Page 8

The Schools' Nerve-Center Page 10

Rising Costs of Education Page 11

Open Avenues of Support Page 12

The Berry Schools' Goals Inside Back Cover

Page 1

THE BERRY SCHOOLS

From Concept into Reality . . .

BEFORE the turn of the century, Miss Martha

Berry began a log cabin Sunday school in

northwest Georgia, and in 1902 she established The

Berry Schools. Mount Berry School for Boys, a

high school with a record of achievement for

young men, prompted the founding of Berry College.

The co-educational college and boys' high school,

often overcoming youths' financial obstacles to Miss Martha Berry

education, have always provided sound education with

Founder

the dignity of labor in a Christian environment.

Both college and high school are fully accredited.

Miss Berry received a series of major recognitions for the schools

which have more than 16,000 former students.

The Berry Schools chaplain talks with some choir members be tween Sunday school and church services on the campus.
I

Page 2

The Berry Schools Bulletin

A STUDENT BODY WITH CONVICTIONS

OF STUDY, WORK AND RELIGION

MORE THAN 800 educations are
in progress at The Berry Schools. Each one is different--yet all are based on a common desire for knowledge and achievement and the opportunity to attain them.
%
Results of an experiment with elec tricity are recorded hy two students in a physics laboratory.

Students and advisors are already dis cussing means of even improving its operation next academic year.
Every student attends Sunday ser vices in the inter-denominational chapels of the non-sectarian, though intensely Christian schools. Religious activities are directed by a resident chaplain. And a number of religious organizations provide additional oppor tunities for worship, service, and personal growth.
The college offers the Bachelor of Arts and Bachelor of Science degrees during a usual four-year program. A general education program and Bible study are designed to equip every college graduate with a sound liberal education for life as an individual, citizen, and member of a family.
With grades nine through twelve, the high school has standards which compare favorably with better pre paratory schools throughout the nation. Both the high school and college are fully accredited and affiliated with various key education organizations.

A distinctive feature of the Berry educational plan has always been the requisite education - work program. Dignity and importance of constructive work have proven to be a significant part of a well-balanced education.
Each student earns meals, room, and partial laundry compensation for his work. If they wish, students may work full time during a summer or semester to earn tuition for two succeeding semesters.
All students live in dormitories, eat in the dining halls, and wear conser vative uniforms. During the academic year just completed, a new and fullfledged student government organiza tion has been functioning at the college.
June 1958

A college student receives practical experience as she works in one of the offices at the schools.
Pace 3

NEW ACADEMIC PRESTIGE

NEW PRESTIGE came to Berry
College when it was voted into membership of the Southern Associa tion of Colleges and Secondary Schools at the annual assembly of the associ ation in December 1957.
The association's committee had visit ed the college for investigative dis cussions as recently as October 1957. The Berry Schools President John R. Bertrand and the College Academic Dean O. N. Darby were attending the assembly when the group's accredi tation of Berry College was announced.
In a Berry College student assembly which followed, Berry's educators pointed out results of accreditation and its benefits to the graduates con

tinuing studies and securing certain types of jobs. Schools' President Emeritus G. Leland Green and Dean Emeritus S. H. Cook recounted the early steps toward accreditation and reiterated its merits to Berry College and the graduates.
The college was already a member of the Association of American Colleges, Association of Georgia Colleges, ac credited by the University of Georgia System, and approved by the Georgia State Department of Education.
Mount Berry School for Boys has been a member of the Southern As sociation since 1922 and is affiliated with five other education organizations.


in a biology laboratory, a student studies the microscopic world.

Page 4

r'H
The Berry Schools Bulletin

ACADEMIC DEVELOPMENT

BERRY COLLEGE'S academic pro gram improved cohesion through curriculum evaluation and yet ex panded during the 1957-58 academic year by adding select courses and three new major areas of study. Stu dents now can complete an academic major in music, physical education, and institutional management.
The new major in music prepares graduates to teach music in the public schools or in private lessons and quali fies them for noteworthy public per formances. Already included in the comprehensive music program are several groups well-known for their public appearances in the region.
Competency to teach physical educa tion and to coach athletics is the result of the new major in physical education. (Athletic scholarships are unknown at the college, and Berry participates on a modest scale of inter-collegiate competition in basketball, baseball, track, and tennis. All students at some time enroll in physical education courses, and a very active intramural program utilizes the athletic facilities.)
V
I"
There are seven class changes a day at the Science-Agriculture building.

/
Students listen as an assistant profes sor of business administration lectures on correct methods.
Institutional management as a major qualifies graduates to take approved dietetic internships for a year at re cognized institutions and become pro fessional dietitians prepared for ad ministrative and supervisory positions in food services. The sequence is estab lished within the Home Economics department;--long recognized for its effective curriculum.
At Mount Berry School for Boys in March 1958 a visiting committee of educators commended the high school's principal, faculty, and staff for their program, interest, and leader ship; their professional relationships with educational organizations; the library services and facilities; the student code and the students' favor able reactions to the general work program; the professional presentation and discussion by the school's staff; and the appearance and atmosphere of the entire campus.

June 1958

Page 5

The high school staff themselves conduct searching, up-to-date studies of the school's activities.
Results of the studies and discussions are identification of strong areas and

programming of efforts for increased effectiveness of the schools. The Mount Berry School for Boys staff are al ready planning for the 1958-59 school year.

Academic Council
Importance of integrated faculty planning was the keynote for the past year's establishment and functioning of the college's Academic Council.
All department heads participate with the Academic Dean in the ses sions evaluating programs and recom mending future courses. The sessions

are important, the college officials and faculty believe, for their exchange of ideas among faculty members and the force they add to the academic pro gram.
The college faculty and staff, too, look to the coming academic year.

TstfU,

Hands of the tower clock (in the background) move unceasingly for ward as gradu ates complete their college careers.
Page 6


rm
V
The Berry Schools Bulletin

A student winnows through the index to the college library: the card catalog.

NEW LIBRARY ADDITION AND FACILITIES

Doors of the new addition to the college library swung open for stu dents, officials, and guests at the formal dedication and opening on October 6, 1957. The addition with up-to-theminute facilities on its basement, main, and mezzanine floors is a contribution of the Max C. Fleischmann Foundation to the schools.

The library is the central service agency meeting the instructional needs of the students and faculty of the college. It will house 90,000 volumes. In the reading room are 232 current periodicals and six daily newspapers.
Reading room area on the first and mezzanine floors has study facilities for 239 students. A seminar room seats 14 persons, and an audio-visual section has seating for 80 persons. New fur nishings include reading tables, chairs, carels, card catalogs, and audio-visual equipment.
Smaller libraries over the campus also serve educational needs. All fresh men are instructed in the use of the libraries, and additional instruction is available to classes and individuals.

A student uses a new microfilm viewer, part of the facilities in the recently opened college library addition.

June 1958

Page 7

MODERN FACILITIES MEAN

NEW SAVINGS AND PRODUCTIVE EXPERIENCE

NEW FREEZER LOCKER, cannery,
and laundry facilities opened in a new building during the summer of 1957 provide important savings to The Berry Schools and gainful experience for students at the new plant.
Modern, large freezer locker facil ities allow the schools to process and freeze fruits, vegetables, and meats raised at the schools and to buy quan tities of other foodstuffs at the proper times for maximum savings. Students gain primarily through experience in modern methods of food handling and its preparation for cold storage.
Ample use is already made of the plant. For example ... in fruits and vegetables alone, the schools ex pect an annual savings of more than $28,000 . . . yearly savings on beef probably will amount to more than $3,200 . . . savings on frozen poultry during a year will likely total more

than $2,800. Why such considerable savings?
Another statistic exemplifies: more than 39,560 gallons of canned fruits and vegetables are used at the schools during a twelve-month period. The plant and facilities provide the most effective use of products and student assistance through cooperative plan ning of the freezer supervisor, dietitian, gardener, and administrator.
Laundry facilities also occupy a part of the building. They are utilized by the supervisor and his student as sistants for the schools' large laundry requirements. (In exchange for some of their work, students are compen sated with some laundry services.)
All these results--to be multiplied by year-after-year productivity--are made possible by a foundation's con tribution totalling most of the cost of the building and facilities.

A student, working on the schools' farm, begins the first step in turning under a cover crop of rye, vetch, and

peas which will add humus to the soil to enrich it.

i'Mf:
3?
Page 8

I'M
mm

Sfc,

* im /v- m

t *

. LJ '

A.^-

^ tfV ft

> :
*> . - * -
The Berry Schools Bulletin

cm m
NT**,

Visitors from around the world come to observe Berry's unique opera tions. Here per sons from the Near and Far East are shown techniques at the food proces sing plant and freezer lockers.

One of the schools' herds men, who also is an instructor in agriculture, points out some qualities of a young hereford to some agri culture rnajors.
4V*

Setback by Fire . . .

The schools entered the academic year with a hardfelt physical loss the first day of classes. A section of the famed Normandy Dairy Barns burned--with the loss estimated at $70,000. The barns are built of brick

and were constructed by students. Before beginning rebuilding the
burned-out portion, schools' officials are weighing today's high cost of con struction and other vital building needs of the schools.

June 1958

Page 9

THE SCHOOLS' NERVE-CENTER

HUMAN RESOURCES are the nerve-center of an educational institution, and The Berry Schools are faced with tremendous problems in securing and keeping first-rate faculty members with comparative second-rate
A* V
A professor's job does not begin or end when he enters or leaves a class room. He spends many hours in pre paration for classroom presentation. salaries. Faculty members are con fronted with the spiraling costs of living.
As continuing benefits to new and proven faculty members, the schools are utilizing available resources to renovate schools-owned housing and construct on a limited scope some moderately priced houses for faculty.

Three of these cottages were completed during the year and are now occupied.

Improvements on existing housing

are necessary, too, since a sizeable portion of faculty housing used today

was built in the 1910's. Improvements are made while the occupants are with in the housing, or the new residents

move in immediately after the im

provements have been made. The in stitution has no wasted housing or

housing expenditures. A maintenance program is constant.

Unmarried faculty members may take meals without charge in the in stitution's dining halls.

However, salary boosts are a primary need, President John R. Bertrand points out. "We are proud that our faculty is much more valuable than

a comparative salary index indicates,"

he stressed. "We are gratified with the

present a vements and the `returns

on our

estment' in faculty."

The schools have gathered a core

of dedicated faculty, President Ber trand explained; but normal, selective faculty replacements and additions result in competitive bids with other institutions and industry for faculty members. In addition, the simple

justice of returns for the faculty's important educational tasks today and the real demands of living costs are necessitating their long, hard looks at teachers' remuneration.

WAGE EQUIVALENTS

(Nine-months Basis)

Instructor Ass't Prof. Assoc. Prof. Professor

Berry College's Average
Compensation*
$3,615 3,994 4,534 5,256

Typical Average National Average

Salary of a Four-Year of All Colleges

College in Georgia

1957-58

$4,033 4,650

$4,087 4,921

5,118

5,731

6,705

7,076

* Includes value of housing and meals.

Page 10

The Berry Schools Bulletin

RISING COSTS OF EDUCATION

COST TO THE SCHOOLS for a student's education for a year has more than doubled since 1942. Also, with the dollar value depreciated by inflation, the working student pays a smaller percentage of his way than he did in 1942.
Of course, every student at Berry works to help himself. All students work at least 16 hours each week. Some pay in cash the edging increases in tuition and fees which the schools are fighting to hold down. Other students work full time at the schools during a summer or regular semester to pay their tuition for two following semesters.

But the difference between student contributions and the total costs per student is wide, and Berry is faced with making up the difference. A small portion of the gulf is made up by the sale of products and revenue from the schools' properties. However, other support, as in the past, is vital to progress, because:
College and university enrollments have constantly increased from 1.1 million in 1930 to nearly 3.2 million in 1956. By 1960, experts estimate, the number will approach four million. By 1970, enrollment in the nation will double today's enrollment--and may go higher.

The Berry Schools Cost Per Student Per Year Has INCREASED 102% Since 1942

st0/v r c*

SCHOOLS

1942
Cost Per Student:

$589.97

Today
Cost Per Student:

$1,189.24

COST PER STUDENT

As the percentage of the total cost contributed by the student decreased, there was an increase in both the percentage and dollars which the schools must make up.

June 1958

Page 11

OPEN AVENUES OF SUPPORT

The schools are constantly working to place their unique program before corporations and foundations for their assistance. But, as many other insti tutions, Berry must look to individuals to secure the needed support.
Two broad avenues of support are
open: Gifts and Endowment,
A GIFT provides immediate, full
benefit to the schools. It may support a special project, as construc tion or to increase faculty salaries, fc. example, or it may be given for max imum benefits determined by the administration and Board of Trustees.
Day-to-day operational costs of the schools are of key importance, and unrestricted funds are essential in this area. Next year the schools must collect more than $200,000 in cash

gifts for operating expenses. Much of

the monies needed for equipment,

materials, etc. must come the same

way.

NDOWMENTS are simply funds

held in trust and invested and used

according to law and the donor's re

quest. They yield financial returns on

the capital invested for an unlimited

period.

The Berry Schools receive no tax-

support. They exist on student en

deavors, funds from the schools' re

sources, and from contributions from

private sources. Gifts to The Berry

Schools are U. S. Income tax-exempt

under Federal law.

The schools can progress by be

quests, annunities, wills, life insurance,

trusts, living trusts, and other means

of contributions.



The process of learning continues long into the night.

Construction Opportunities

A fund is well underway for the construction of a new $500,000 men's dormitory at Berry College. More men students apply for admission to the college than can be accepted, and in many cases there are three students

in a room designed for two. Of course, planning is also under
way on other needed construction at the schools. Information will be fur nished gladly upon request.

Page 12

The Berry Schools Bulletin

AS IN THE PAST, THE BERRY SCHOOLS SEEK ACCOMPLISHMENT OF THESE GOALS
^ To make important contributions to present and future generations through Berry's distinctive program.
0 To attract and develop an outstanding faculty and earnest students capable of making important contributions to their fellow men.
0 To provide a quality of salary and facilities comparable to the finest educational institutions and designed to serve an eminent faculty and highly qualified staff members.
0 To construct new buildings and renew the old.
SUBSCRIPTION FORM
Here is my contribution of $to be used for maximum benefits by The Berry Schools.
N ame---Street-----City__ State--
Please make checks payable to The Berry Schools and mail to Mount Berry, Georgia.
Contributions are deductible for Federal Income Tax purposes. June 1958

THE BERRY SCHOOLS IN BRIEF
Founded: The schools were founded in 1902. Mount Berry School for Boys, the boys' high school today, preceded the addition of Berry Junior college and its establishment as a four-year college in 1930. The college is co-educational.
Purpose: College and high school provide a sound education in a Christian environment for young men and women who possess potential for intellectual growth and development of abilities for successful living.
Work Program: The schools have a requisite, distinctive work program. For room, meals, and partial laundry compensation, students work two days a week; they attend classes four days a week. In addition, full-time work opportunities permit stu dents to earn tuition. In reality it is a practical education-work program with values greater than monetary. Students have a variety of jobs, and they are relied upon as an effective force in the schools' operation.
Land and Buildings: Land of the schools totals more than 30,000 acres. Approximately 600 acres are landscaped for the regular campuses with more than 100 buildings. The remainder is used for agricultural purposes and forest.
Enrollment: Approximately 800 students are enrolled.
Support: The schools are interdenominational and not taxsupported; their program depends solely on funds from endow ment, products, fees, and gifts from friends. Since students do not meet full institutional expenses and needs, the schools seek assistance to continue and develop their program.
Official Recognition: Berry College and Mount Berry School for Boys are fully accredited by the Southern Association of Colleges and Secondary Schools; the college is a member or accredited by four other organizations, and the high school is a member or accredited by five other groups.
Education and Service: The Berry Schools have more than 16,000 former students.

Locations