Southern Highlander, 1961 June, Volume 48, Issue 4

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OF OPPORTUNITY

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JOHN R. BERTRAND President The Berry Schools

Since 1905, a period of fifty-six years, Berry graduates have been go ing forth to find places of service in a changing world. Our institution has tried to keep pace with progress and to produce graduates who are able to con

tribute significantly to the commun ities in which they find themselves. But Berry has never lost sight of its prime purpose--that of preparing young people through actual work experience, sound academic founda-

THE BERRY SCHOOLS
_ ~f NOT TO K WMSWKD UNTO Y_
FOUNDED IN 1902 BY MARTHA BERRY

THE BERRY SCHOOLS BOARD OF TRUSTEES

william mc chesney martin, jr. chairman John a. sibley . vice chairman

WILLIAM R. BOWDOIN

HARMON W. CALDWELL

VIRGINIA CAMPBELL COURTS

RICHARD EDGERTON

JOHNSON HEAD

INEZ HENRY

HOWELL HOLLIS

A. W. LEDBETTER, SR.

NELSON MACY, JR.

JOHN MADDOX

ARTHUR N. MORRIS

LEE PRICE

JOHN C. WARR

G. LAMAR WESTCOTT

ROBERT W. WOODRUFF

THE BERRY SCHOOLS BULLETIN

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June 1961

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Vol. 48 No. 4

The Berry Schools Bulletin is published six times yearly--once in March, twice in April, once in June, once in September and once in December--by The Berry Schools, Inc., Mount Berry, Georgia. Second-class postage paid at Mount Berry, Georgia. This publication was printed by the students at The Berry Schools Printing Services.

tions, and faith in practical Christian principles to pursue purposeful, unsel fish paths of living that exemplify our motto: "Not to be ministered unto, but to minister."
The most recent poll of Berry alumni showed that, of those replying, more were in the field of education than in any other profession. Service in public and private schools, colleges and uni versities is, as we know, more often than not due to an interest in our fellowman and a zeal to work with him and to help him in any way we can-- and not a job of great remuneration or financial promise. Thus, the survey seems to signify that the Berry pur pose has become an actuality through this large proportion of alumni in the realm of education.
In addition, it should also be ob served that Berry men and women in other lines of work, such as medicine, the ministry and business, also fre quently display by the principles to

which they adhere their faithfulness in fulfilling the Berry objectives.
Berry's program continues to strive to instill not only academic knowledge but a desire for service and a keen awareness of the living and employ ment conditions of others, a willing ness to work diligently at any honor able task, a zest for progress of a noble nature and a faith in God and the future for mankind.
With our graduates this year goes our confidence as well as our good wishes, for we feel they are young people who will make wise use of all they have learned here. We look with continued and growing aspirations to the underclassmen as they progress, for they show promise of meeting, perhaps surpassing, the fine records of Berry students of the past.

Eighty-eight seniors were awarded degrees by Berry College in 1961.

THE TRAINING OF PROFESSIONAL
TEACHERS by DAVID S. BARKLEY, Ed.D. Head, Department of Education and Psychology, Berry College

One of the major attributes of any profession is its assumption of the re sponsibility for training new members. The training and certification of teachers in the United States has been in existence since the beginning of free public schooling.
The training of teachers for public schools of Georgia and surrounding states has become over the past thirty years one of the most important func tions of Berry College.
In announcing the offerings of Berry College, The Berry Schools Bulletin of March, 1927, listed four major edu cation courses of three semester hours each. The four courses were as follows:
Elementary Psychology Introduction to the Study
of Education Study of Specific
Teaching Methods Study of the Problems of
School Administration
After reviewing the current Berry College announcements, we find thirty years later that the following emphasis has been placed on the importance of sound teacher preparation:

Introduction to Education Health Education for Teachers General Psychology Educational Psychology Human Growth and Development Child Development Study of the Elementary School Teaching Children's Literature Teaching of Arithmetic in the
Elementary School Teaching Science in the
Elementary School Teaching of Reading and the
Language Arts Curriculum in Homemaking
Education Patterns of the High School
Curriculum Wise Use of Natural Resources Materials and methods courses in the ten areas in which the college pre pares teachers are: Elementary Education Business Subjects English Home Economics Industrial Education Mathematics Music Physical Education General Sciences Social Studies

More than twelve hundred accredited colleges and universities have teacher training programs; and although each institution works at the problem in different ways, it is agreed that an internship of some form is essential for the sound preparation of teachers for this country. Berry is no exception!
The emphasis now is that student teaching programs should provide op portunities for prospective teachers to have first-hand teaching knowledge and experiences. These experiences are to better equip them for their chosen careers.
Student-teaching for the prospective teacher is not a recent innovation. A distinctive feature of teacher education has been a student-teaching program. In the early days of teacher-education in the United States "model" schools were established in which the studentteacher underwent an internship pro gram. Later, similar schools were des ignated "practice" schools, then "train ing" schools, "demonstration" schools, "experimental" schools, "campus" schools, and more recently the term "laboratory" schools has come into common usage in sections of the coun try.
Beyond the first quarter of the pre sent century, the development of the off-campus teacher-training schools shows that there is a tendency toward the use of cooperating public schools in furthering student-teaching pro grams. The point to be emphasized is that student-teaching as a part of the teacher-preparatory program has slow ly been transferred from on-campus facilities to cooperating public school systems. The account of this brief historical development of the student teaching programs indicates a trend toward a greater amount of student teaching in the public school systems of the country.
Berry College is constantly seeking out the better school systems and the

"master" teachers to assist in the pre paration of tomorrow's professional teachers.
Although there seems to be diversity of thought among the various states about teacher-preparation, agreement apparently exists in the majority of the state laws that an internship pro gram of some type is essential.
A most promising development in the teaching profession is the reali zation that an internship or student teaching program of some kind is es sential. The development of the super vised student-teaching programs has provided the modus operandi whereby the student-teacher, the teacher-train ing institution, and the public school systems of the country may work closely together to prepare new mem bers for the profession.
In fulfilling state, regional and national requirements for certification, the general policies and plans con cerning teacher education at Berry College are made by the College Teacher Education Committee, of which the head of the Department of Edu cation and Psychology serves as chair man. The staff in education has major responsibility for directing the profes sional preparation of teachers.
A student who desires admission to the Berry College Teacher-Training Program is required to make appli cation to the Teacher Education Com mittee through his faculty advisor. If accepted, the student is guided care fully in the planning of his academic program leading to his professional career in teaching.
The college offers teacher training in elementary education, business ad ministration, English, general science, home economics, industrial arts, math ematics, music, physical education and the social sciences. The large majority of Berry College graduates are being prepared to become professionally cer tified in the state of their choice.

BERRY'S INFLUENCE

UPON HER GRADUATES

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Milton S. McDonald is a native of Alabama. He re

ceived his bachelor's degree from Berry College in 1938,

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his master's degree from the University of Georgia in

1947 and has continued advanced study. An outstanding

educator, he has had wide experience in public school

systems and in July will become superintendent of the

Rome (Georgia) City Schools.

by MILTON S. McDONALD, Berry College Class of 1938

Twenty-three years ago I graduated from Berry College. During these years I experienced a full and enjoyable life as teacher, coach, principal or superintendent in the public schools of Georgia. As I looked back over these 23 years and realized how wonderful they had been I asked my self the question, "What did Berry do for me that made life itself such an exciting and satisfying experience?" The answer was simple. Miss Martha Berry had planted within me the seed of understanding which flowered into an appreciation of the basic essentials of life.
Those of us who had the privilege of personal contact with Miss Martha Berry learned quickly that she be lieved in work. By word and by ex ample she taught us that there is joy, satisfaction, comfort, security and dig nity in work. Work to her meant giving one's best, day by day, hour by hour, whether it was plowing, dish washing or tree pruning. She envisioned the world as a worker's world with little room for the loafer and the idler. Her impatience with the reluctant worker spurred us all to learn early to give a good effort in every task, no matter how trivial or insignificant it might seem.

All the environmental influences at Berry were organized to teach us to develop self control. Miss Berry and those who worked with her knew that we had to learn to control our tongues, our tempers, our habits, our moods and our appetites. Even though at times we were irked and upset by rules and restrictions, we learned to discipline ourselves to the tempo and pace of our surroundings and associ ates. We came away stronger, happier and with greater peace of mind, having learned that self control which gives a feeling of security and adequacy for whatever the future might hold. Not one of us could have failed to profit and mature from these experiences.
Basic to all the learning experiences we had at Berry was an underlying purpose. Each one of us learned that every human life has value and each individual has rights that are to be recognized and respected. Somehow we came away with the feeling that each man had one life to live, one vote to cast--only he could prove his life more useful, his vote more important, his opinion more to be respected, his future of greater value than those of others. This respect for others matured with time until we had learned to share, help and comfort. We learned

the worth and value of friends and how to be honest, courteous, truthful and sincere. We learned to love people because we recognized their value and their potential worth.
Perhaps the greatest lesson we learned at Berry was the lesson of faith. Berry was built on faith. The beautiful Ford Buildings were solid proof that faith in God and ten cents can literally move mountains. How well Miss Berry taught this lesson. We saw such positive evidence that faith works miracles that we all came out of the Gate of Opportunity with faith in ourselves, faith in our fellowmen, faith in our country and its govern ment, and faith in God. This faith has been so strong throughout the years that we have not been frightened at the prospect of facing an unfamiliar world, of job hunting, of threats of world chaos, of destruction, of disaster and distress, of communist greed and distrust and hate. Our faith placed us

squarely in the hands of the Creator of this Universe where we rest with com plete confidence in His ability to cope with problems too big for His children.
You note I haven't said anything about how much Berry did for us in the mathematics, science, English, and history classes and in the many others we had daily. This I have done with a purpose--in order to discuss the special lesson Berry had for us outside the classroom. Miss Martha Berry knew that what we loved was more impor tant than what we knew. Under her guiding hand Berry was organized to help us to learn to love the feel of honest work, to love the security of self control, to love and respect each individual and to have faith in man and in God. These things Berry did for me and for hundreds of her sons and daughters. May God prosper her that throughout all the years to come she may continue to light the paths of the youth of America.

FROM
THIS TIME
FORWARD
The Gate of Opportunity is always open for Berry students. This is the time of year that our attention is centered particularly on those who are going out through these gates, for Commencement of 1961 has come.
Excitement surges across the cam pus. For the underclassmen it is caused by the realization that they have com pleted a portion of their college edu cation and they can now visualize happy thoughts of vacation time or the challenges of summer work. The graduating seniors experience mixed feelings of exaltation and anticipation, nostalgia and eager, impatient hopes. They are leaving their Alma Mater, having successfully finished their pre scribed courses, and are now looking

forward to new patterns of life--fur ther learning and widening fields of service. The faculty and staff look on with more pride than apprehension, with confidence and benevolent wishes for the young men and women with whom they have worked. Their atti tudes of satisfaction are quite justified, for the future of this year's graduating class is packed with promise.
"It is difficult to make an accurate survey of the graduates' plans at this moment," commented one of the deans. "The seniors are getting so many of fers and are formulating their deci sions from day to day. But I am not surprised at the opportunities coming their way, for we have such a wonder ful group of young people completing their work here this year."
A survey of the scholarships and assistantships that have already been awarded to our seniors is impressive. These awards carry with them prestige

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Mount Berry School for Boys graduated 50 seniors in 1961.

as well as economic worth. They in clude a scholarship to George Peabody College for Teachers to study library science (awarded by the Georgia Lib rary Association), an assistantship at Emory University in physics, an as sistantship to the University of Ala bama, two assistantships to Wake For est College in physics, a three-year National Defense Scholarship at the University of Alabama and graduate work at Louisiana State University. Graduates are continuing to hear from applications, and more than likely there will be others receiving favor able replies.
Apparently the generally accepted idea that Berry students do not have much difficulty in obtaining positions is still true, for a number of this year's college graduating class have already accepted enviable offers from such corporations as Lockheed Aircraft Corporation, Southwestern Bell Tele phone Company, and with the govern ment in the Department of Health, Education and Welfare. Others are go ing into journalism, and many have teaching positions in outstanding school systems. There is a prevalent ambi tion among the students who are going directly into fields of service to also

continue their formal education; the desire to grow and learn seems to be instilled deeply within them.
Reliable, resourceful and capable graduates are going forth from Berry. An evaluation of the group and their talents indicates that their services will go beyond that which is required of them. They will contribute their musical, dramatic and artistic talents as well as their professional abilities. They will use their leadership qualities and their willingness to work in facing problems of the church, school and politics. They will be aware of existing needs, tensions and uncertainties, and they will be concerned about and anxious to alleviate them in definite ways.
They will carry with them faith and vision to guide energetic endeavors, for they have learned to live by these methods at Berry. Here they have found that prayers are answered, that dreams can become realities and ideals and hope can bring remarkable changes. All these skills, attitudes and convictions they will take with them as they go out through the Gate of Opportunity. Surely the world will know a difference because of their uplifting lives.

MARTHA BERRY AND THE FUTURE
by CLARENCE WALKER
A native Georgian, Clarence N. Walker was graduated from The Berry Schools in 1914 and received his LL.D. degree from the University of Georgia in 1916.
His professional experience, including service as busi ness manager and director of agriculture for The Berry Schools, includes varied key executive positions. He is now executive staff representative of The Coca-Cola Company, martha berry and the future was presented by Mr. Walker at the annual Martha Berry Memorial Service in Atlanta.

The Berry Schools did not just happen. Starting with nothing except Vision, Faith and Courage Miss Berry through her service lifted the schools from a pioneer and unknown institu tion of learning to what Frazier Hunt called it:
"The greatest school in America founded and directed by one of the outstanding women of the world." Miss Berry was never satisfied with the schools as they were. Without mo lesting the fundamental principles on which she had founded them, she was ever alert to the needs of the schools and the students who passed that way. She saw that constant steps were promptly taken to make such changes and improvements as were required to meet such needs as new buildings, new shops, new farms, new pastures, new gardens, new beauty and more staff members, better teaching, more students and better work. A greater and more useful educational institu tion with better service to worthy students was her constant goal. Likewise, without undermining fun damental cornerstones, such changes

and new needs must be met today. We are living in a world of changing conditions, economy, systems, manners, curricula, machinery, techniques, work conditions, population, people and needs.
The schools, as great as they are, cannot rest on their laurels. Steps must be taken to meet the changes and challenges of the hour--the needs of tomorrow. That challenge is to all of us--the Board of Trustees, staff, alum ni, students and friends of the schools everywhere.
LIFE'S BEST INVESTMENTS
An investment in boys and girls was the aim of Miss Martha Berry. To that end she established the schools on certain fundamental foundations that were adequate for the schools yesterday, are adequate today and will be adequate tomorrow. Three of these fundamentals may be described around these words: Vision, Faith, Courage.
Vision. The story of the birth and growth of the schools is familiar to all of us--more thrilling than the best sellers of fiction. The noble founder heard voices, dreamed dreams and saw

heavenly visions. And she obeyed them.
She recognized that a state's choicest assets are its boys and girls and that the only way to make them of value to society is to educate them.
Because of her vision, thousands of worthy boys and girls with limited financial means have been permitted to enter the Gate of Opportunity and enroll in the most beautiful and magnificent educational institution of its kind in America. This institution now stands in all of its majesty, beauty and usefulness--the answer to her vision and prayers.
What a tragedy it would be if ever the leadership of the schools should lose that vision and fail to locate and educate those worthy boys and girls for whom it was founded. Let us pray to God that that shall never happen. Such vision must not and shall not be lost to future generations.
Faith. Miss Berry often referred to her plank of faith. She frequently walked out on that plank, and it never failed her.
She had faith in the government, the state, the community, in God, in the Bible, in the church, in prayer, and in those things that are fine and fundamental. She had faith in herself, in the schools, in the trustees, in the staff, the alumni, and particularly faith in her students, the boys and girls who came to Berry.
She believed that "prayer changes things" and had such a plaque in front of her office desk. She relied on the truth of that statement. Often she prayed for specific things and then immediately went to work to help make her prayers come true.
She believed that every student should become a dedicated, conse crated, active Christian steward. She recognized that the potential power of Christianity is as unlimited as the limitless power of God. How important was such faith to Miss Berry in estab

lishing the schools, and how important it is today.
Courage and Work. That is the hard est part: to possess the courage to do the work necessary to activate the vision and faith which you and I claim to possess.
Shakespeare must have been right when he said, "If to do were as easy as to know what were good to do, chapels had been churches and poor men's cottages princes' palaces." And that is the truth. "It is sometimes harder to live and work for the right than it is to fight and die for it."
In Genesis 3:19 is a profound and fundamental commandment: "In the sweat of thy face shalt thou eat." This commandment has never been re pealed. It was practiced at Berry dur ing the early days. It is practiced there today. There is no place for a sluggard at The Berry Schools.
America was built by men and women willing to work long hours, six days per week, and worship on the seventh day. The Berry Schools were built the same way. Miss Berry herself led the procession. She was the hard est worker of them all, and she ex pected the staff and faculty and stu dents to follow her example.
Today we cannot overestimate the value and importance of work at Berry --work experiences, school mainte nance, learning a trade, payment of student's educational costs, work ha bits, character building and learning self-reliance. The privilege and oppor tunity of work and self-support is a great American heritage. It is at the base of good American citizenship.
The challenge of work and courage faces us today. May you and I, alumni and friends of the schools, do our part to extend the opportunity of Berry to many other thousands of boys and girls who are in need of our encouragement and assistance.
Let us walk out on the plank of faith that was laid before us, filled with re newed vision and courage.

/

"GRACE NOTES"

X

INEZ HENRY

Dear Friends of Berry,
Our Berry friends so often bring to my mind the grace notes in music. You represent to us that plus sign by not only sharing with Berry your material blessings but sharing that extra gift of yourselves.
Grace notes in music bring little extra touches to our enjoyment and to the inspiration of our souls. This, in music, represents something beautiful and satisfying which cannot be des cribed. In Christian principle it might be defined as "going the second mile." Whatever words we use to describe it we list it among those intangibles which are not measured in dollars and cents, but which enrich the souls of indivi duals, of communities and nations.
Berry follows through with your example by enriching its program with those intangible qualities which make for good character and practical Chris tian citizens. The student has the bene fit of beautiful and inspiring surround ings. He has much of the plus in life which becomes a part of him.
This thought came with such force last Sunday as I sat in the beautiful chapel on the campus of our Boys' high school. The chapel crowns the

highest hill of this unit of buildings. The boys marched from another hill across the road over the winding stone pathway--the choir leading the line in their graceful, dark red robes with white collars. The flag bearers followed proudly, displaying the "Stars and Stripes" and the Christian flag. The other students followed as they entered the chapel. Their voices rang out with the words of that familiar hymn, "We're Marching to Zion."
You would have been proud of be longing to Berry's friends had you shared this experience which my in adequate words attempt to describe. Like so many other things at Berry it goes with those grace notes--those in tangibles. Without your help, however, we could not offer our wide program, especially much of the intangible.
We are grateful for your interest and especially for the spirit of the "second mile." You have brought grace notes into many lives at Berry, and we pray for your continued help.
Faithfully yours,

SUBSCRIPTION FORM
Here is my contribution of $_ for the continuing program of The Berry Schools. NAME____ STREET AND NUMBER__ CITY (zone) and STATE__ Please make checks payable to The Berry Schools and mail to Mount Berry, Georgia. Contributions are deductible in accordance with Federal Income Tax provisions.

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