Southern Highlander, 1958 September, Volume 45, Issue 4


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John R. Bertrand President The Berry Schools


IT IS TIME for us once again to take a long look at the foundation stones of The Berry Schools which are offering a unique educational opportunity to young people of courageous idealism.
These foundation stones represent Berry's life blood and say earnestly to all friends that we believe:
1. In the reality of Christian principles, the true comprehension of which makes certain ever-deepening convictions concerning man's relationship to God and his responsibility to his fellow man,
2. In sound academic preparation as a necessary means toward a deeper understanding of life and its opportunities,
3. In the dignity of all useful work accomplished with sincerity of purpose and honest effort,
4. In simplicity of living and in beauty of surroundings which tend to develop discriminating taste in thought, word, and deed, and
5. In the tradition of innovation established by our founder, Miss Berry, as she constantly developed and adjusted Berry's program to ever-widening opportunities and responsibilities.
"Not to be ministered unto, but to minister" has been the ideal underlying the evolving program of Berry since its founding in 1902.
Such is our inspiring heritage which continues to grow because of the efforts and accomplishments of many friends who believe enough in Berry's distinctive program to work diligently in it and for it year after year.
Berry's future depends on you. We trust you will want to take a part in it!


Volume 45

Number 4

September 1958

The Berry Schools were founded in 1902 by Miss Martha Berry. The Southern Highlander Issue


The Cover. Dean of Students W. T. Hollingsworth (center) steps along a campus walk with two entering col lege freshmen. This year more than 235 freshmen enrolled at Berry College, and 71 freshmen entered Mount Berry School for Boys.
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.
September 1958

A "new year" in September is beginning for hundreds of new and returning students at The Berry Schools as they start a new academic year. They are entering and continu ing studies, religious and work experience in The Berry Schools' unique program. On the preceding page, Berry's president looks at the schools' foundation stones in the insti tution's 57th year of service; on the following pages, schools' officials point out only some facets of the distinctive total program.

The Academic Program at Berry


by Dr. O. N. Darby

Page 2

Secondary Education at Berry by Mr. Fred H. Loveday Page 5

All of Us at Some Time Dream

About Tomorrow

by Mrs. Inez Henry

Page 8

Page 1

by 0. N. Darby Academic Dean

Dr. Darby Dr. O. N. Darby, academic dean of Berry College, who re views the academic program at the college is an educator of long standing. He came to Berry College in 1957 from Mississippi Southern College, Hattiesburg. Dr. Darby has a distinguished career as college professor and administrator and also as a public schools administrator and teacher. He received his BS degree from Mississippi Southern College, MA from the University of Michigan and Ph.D. from Pea body College.
Page 2

To SOME OBSERVERS, academic progress at Berry College may have seemed slow; to others it may at times have seemed too rapid. As a matter of fact, if one takes the long view, observing the growth that has come with the passing years, the progress appears to have been satisfyingly steady.
Though membership in the Southern Association of Colleges and Secondary Schools, which came to the college in December, 1957, may be regarded as a highlight in the academic history of the institution, it should not be thought of as an overnight achievement. Through the years there has been a steady stream of academic development aimed consciously or unconsciously at this goal, and the dedicated efforts of a great many persons have contributed to the victory.
Including part-time instructors, there are on the teaching faculty at Berry College approximately sixty people. Twelve members of the staff hold earned doctor's degrees.
Both the Bachelor of Arts and the Bachelor of Science degrees are of fered, and a major can be had in any one of sixteen different areas: agricul ture, biology, business administration, chemistry, elementary education, Eng lish, general science, home economics,
The Berry Schools Bulletin

institutional management, industrial arts, mathematics, public school music, applied music, physical education, physics, and social science. In addition, work is offered in religious education, German, French, Spanish, art, and applied arts. The curriculum includes a number of preprofessional programs such as prelaw, premedicine, preden tistry, prenursing, pre-engineering, and prepharmacy.
The general education program in cludes the commonly required work. Every student must take twelve hours of English, three hours of speech, ten hours of science (including two of human biology), three hours of mathe matics, nine hours of social science, six hours of religious education, six hours of physical education, one hour of orientation, and three hours of fine arts. In addition, the candidate for the Bachelor of Arts degree must take twelve hours of one foreign language.
Berry College recognizes the im portance of snence and mathematics in modern liv: g, and strong offerings

are provided in biology, chemistry, and physics, as well as mathematics. The excellence of the work in these areas is evidenced by the fact that an increasing number of Berry graduates are holding science and mathematics scholarships in first-class graduate schools.
At the same time, it should be noted, the Berry College faculty recognizes that not all students will become scien tists--at least, not in the usual sense of the word. In the social order of which the student is a part, there must be communication and business and government, there must be cultural activities, there must be music and art and recreation and religion and all the other aspects of life. Consequently an effort is made to provide a broad academic offering from which the student can choose, and an effort is made to guide the student not only into an understanding of the funda mentals of many fields but into a deeper knowledge of the field of his vocational interest.



A student takes a final look at a re ference book in the college library before joining students already on
September 1958

their way to class. Looking through the book stacks in the background is a faculty member.
Page 3

Berry College perhaps sends more graduates into teaching than into any other kind of work. Qualified teachers are turned out not only in elementary education, but in general science, English, home economics, industrial arts, mathematics, business, music, physical education, and social science. But teaching is by no means the only vocation for which Berry College graduates are prepared, for they are to be found in various types of busi ness and in many professions. Some graduates enter agricultural enter prises or prepare to teach vocational agriculture.
It should be pointed out also that the academic work at Berry College is related to religious education. An effort is made through the religiouseducation phase of the academic pro gram to give the student a sense of the desirability--even the necessity-- of a satisfying concept of God and
The. laboratories, adjacent to the class rooms, provide an excellent opportu nity for students to verify the scientific laws they have learned and for ad vanced students to conduct individual research.

God's relation to man and the universe in which man exists.
Finally, it is to be noted that at Berry the academic program is not fixed. And it is to be hoped that it will never be fixed. The administrative organization recognizes the necessity for change and makes provision for the accomplishment of change in a democratic manner. All matters aca demic are normally processed by the Academic Council. This council is made up of a group of twenty persons, with the academic dean as chairman. It includes all department heads. Department heads who wish to propose changes submit their proposals to this body, and the proposals are fully discussed before action is taken. The decisions of the council are, of course, subject to administrative approval. Within the framework of this pro cedure, changes are constantly being made; for the council continually strives to adjust the program to the needs of the students and to keep college offerings and practices in line with the best in modern scholarship.

The academic program is being im proved wherever possible. As the rat ing of Berry College in the minds of its students and alumni continues to rise, the number of applicants for ad mission tends to increase, and com petition for admission, coupled with better high schools in the service area, makes for a student group with a stronger academic background at the time of admission. Better prepared freshmen develop into stronger stu dents, and stronger students mean higher standards of performance.

Those who today are responsible for

the administration of academic affairs

at Berry College--trustees, president,

and faculty alike--are aware of the

splendid heritage which is in their

keeping, and they are dedicated to the

promotion of further growth and

development of an already great


Page 4

The Berry Schools Bulletin

by FRED H. LOVEDAY Principal, Mount Berry School for Boys
Mr. Loveday is in a unique position to write about edu cation at Berry. He is a 1939 graduate of Berry College and was first appointed to the schools' staff in 1939. He received his MA degree from the University of Tennessee and was in the U. S. Navy during World War II. Following the war, in 1947 he was named principal of Mount Berry School for Boys--the position he holds today. Mr. Loveday last year was president of the northwest district of the Georgia High School Principals Association. He is listed in Who's Who in American Education and Who's Who in the South and South west.

VrE believe that the crisis of our times is a spiritual crisis." This is the opening sentence of "A Statement of Faith" by the National Council of Independent Schools, and it conveys a truth which educators must recognize.
To properly relate the many phases of the education of youth to the spiritual crisis of our times is a task that calls forth the best that is in us; it is a job for those who seek a closer walk with God and, at the same time, seek a broader understanding of the needs of humanity.
For over a half century, the Mount Berry School for Boys has sought to educate young men with a conscious ness of and a devotion to truth, good ness, and beauty. The current enroll ment of 210 boarding students has been maintained for some time. This figure represents a limitation set by rooming facilities and the currently rising op erating expenses. Although expansion might be an item for future considera tion, emphasis is now and will continue to be upon quality.
We are very proud of the fine ideals with which the school is endowed. Truly, Berry has something to offer
September 1958

in the solution of the spiritual crisis of our time.
A school, if it is deserving of that designation, must be academically sound. The Mount Berry School for Boys has been accorded recognition in state, regional, and national ac crediting agencies. It offers the full four-year high school course with four years in English, four years in math ematics, four years in science, two years in history, two years in social science, three years in Bible, in ad dition to industrial arts, agriculture, foreign languages, and physical edu cation. For each course, each student is in classroom instruction for 252 minutes per week. A study period of two hours is conducted six nights per week.
Approximately sixty-five percent of our graduates attend college. A large number of the graduates continue here at Berry College while others go else where for their college education. They have made fine records in such insti tutions as the University of Georgia, the University of Alabama, the Uni versity of Tennessee, Georgia Institute of Technology, Duke University, Mer-
Page 5

cer University, Alabama Polytechnic Institute, Massachusetts Institute of Technology, Emory University, and many others.
The development of responsibility in the individual student is given much emphasis at Berry. Every phase of the program is so designed as to offer this type of education.
Every boy must keep his own dormi tory room in order. Every boy has an assigned job in the maintenance and operation of the school plant or with one of the school projects. No one can do this job for him. Advice and guid ance are constantly available from the academic staff and from the work supervisors. Systematic recognitions are accorded to those who show satis factory progress in this regard.
The insistence upon individual re sponsibility is a part of the Berry atmosphere. Most students accept this as a way of living. Occasionally, there are those who cannot or will not. Their stay at Berry is shorter. Berry stands solidly for individual responsi bility in character education and in the total education of youth.
A wholesome religious development for each individual is a cardinal Berry ideal. It is believed that no education is complete without a knowledge of the Bible and especially the teachings of Jesus. Although the school is not in any way affiliated with any religious denomination, it makes an effort to be thoroughly Christian in nature and outlook. Bible is a regular part of the curriculum, and all students must in clude it in their courses of study.
All students attend Sunday School and Worship Services on Sunday mornings. Student religious organiza tions conduct dormitory vespers and prayer meetings. The faculty conducts its own prayer meeting each Wednes day evening. Students conduct a de votional at each evening meal. The Mount Berry school is proud to count among its graduates many ministers, missionaries, and other full-time Chris tian workers in various denominations.

It is fitting that the most beautiful building at the boys' school is Frost Memorial Chapel which sits elegantly on a little hill overlooking the campus, and the chimes at this chapel broadcast hymns daily.
Berry is a work school, and from the very beginning work has been truly characteristic of Berry. Each student has an assignment and must work sixteen hours each week. This is in lieu of charges for room and board and, what is more important, it is considered a part of his education.
In addition to the fact that the stu dent by his work helps in the support and in the operation of the school, he learns responsibility, cooperation with others, how to take orders, how to occupy his time gainfully, the habit of industriousness, initiative, account ability for his time and his actions, and a feeling of self-sufficiency. The work period is a virtual laboratory in human relations, and it affords meaning and a certain freshness for the academic studies. America needs more men who are willing to give a full day's work for a full day's pay, more workers who show more interest in their jobs than in the time clock, and more men who are willing to work in order to accomplish a desired goal regardless of how distasteful the immediate job may be.
The Berry campus is a beautiful environment and an appropriate set ting for the educational trilogy of study, work, and worship. A striving for that which is beautiful is another dominating ideal at Berry. Space does not permit us to dwell at length on all of the ideals that make Berry what it is today. We have dealt with some of the main ones briefly.
Those of us who have the privilege of working here feel committed to the task of transmitting these fine ideals into the lives of the students. By doing this we believe that we are making a contribution to sterling Christian character, to a better tomorrow, and to a solution of the crisis of our times.

Page 6

The Berry Schools Bulletin


1 "
' .




Mr. Loveday (left) talks with two high school students before the

Recitation Hall. The building was re-opened in late 1956 after being

almost completely rebuilt with the help of many contributions

following a fire, and contains modern classrooms, laboratories, offices,

and an auditorium. It is near Frost Memorial Chapel, Barstow Me

morial Library, dormitories, and the dining hall on the high school

campus. Mount Berry School for Boys is the oldest academic unit

of The Berry Schools in existence today.

September 1958

Page 7

All of us at some time dream about tomorrow

r x

A young girl who wishes to come to Berry this fall says:
"Unless I can enter Berry I do not see much chance of furthering my ed ucation. It will be necessary for me to work, and since at Berry there is time set aside for work it will be less strain.
"My high school grades averaged above 90. This year I was co-captain of our basketball team. I am a mem

ber of the Future Homemakers of America and have held offices in this club of secretary, historian, and pian ist."
The sum of $350 is needed as a working scholarship for each student Berry takes. Approximately 900 are enrolled during the school year. Any gift of any amount will help bring a brighter tomorrow to those who re ceive it and those who give it.

X OMORROW seems to appear more
promising than today. There is more adventure, more accomplishment, and more hope beyond the curtain. Too often, however, the familiar "I shall be" becomes "I might have been." Today becomes tomorrow. Investing, wisely, in our youth of today is our hope for a brighter tomorrow.
For 57 years Berry has through friends like you provided tools for our young people to prepare them selves to bring a brighter tomorrow to our country and our world. In this dark hour we find much hope ir. young people with the courage, promise, and high ideals we are privi leged to know at Berry.
Several hundred have worked early and late this summer to earn their tuition for the fall term. Others will enter this fall. We need your help as we open the "Gate of Opportunity" a little wider.
The following reasons were given by a young man for having chosen Berry:
1. "Nowhere else can I find a college that fits my needs as well as Berry.
2. "I plan to major in Agriculture and by working and studying at Berry I can develop new skills for my vocation.
Page 8

Mrs. Henry
THE AUTHOR of this article, Mrs. Inez Henry, has been at The Berry Schools since 1919 when she first came as a student. After graduation, she remained as sec retary to the schools' founder and director, Miss Martha Berry. Continuously active in the pro gress of the schools, today Mrs. Henry is assistant to the presi dent. Miracle in the Mountains, the "warm and wonderful bio graphy" of Miss Martha Berry and her schools, was written by Harnett Kane with Mrs. Henry.
3. "I have had experience in cul tivating a forty-acre farm after school hours at home and weekends, and now hold an office in the FFA Chapter, having been chosen `Star Farmer' this year. I hope you will give me an op portunity, and in turn I will give you my best."
Another young man says: "It is my heart's desire to enter Berry. I believe Berry has the kind of Christian environment necessary for a young man like myself who has chosen the ministry as his work."
The Berry Schools Bulletin

Students, supervised by a forester, work in the forest and operate ihe sawmill at the schools. Each student works sixteen hours a week in one of the schools' activities to gain experience and to earn room and meals.



Here is my contribution of $.

to be used for maximum benefits

by The Berry Schools.



City __ Zone_State _
Please make checks payable to The Berry Schools and mail to Mount Berry, Georgia.
Contributions are deductible for Federal Income Tax purposes.
September 1958

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Miracle in the Mountains

is the absorbing story of Miss Martha Berry and The Berry Schools. It has been acclaimed from Washington, D.C., to San Francisco, and from Miami, Florida, to Bremerton, Washington, in more than 155 newspaper reviews.
Book club reviews of the best-seller are continuing.
Obtain your copy--
The Berry Schools Mount Berry, Georgia
Send me_copies of
By Harnett Kane with Inez Henry
at $4.07 each, including sales tax and postage.

Name Street City _

Zone__ State
Please make checks payable to The Berry Schools.