Southern Highlander, 1962 June, Volume 49, Issue 4

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JUNE 1962







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John R. Bertrand and S. H. Cook, who is dean emeritus and advisor, pause before Mount Berry Chapel. Dr. Cook came to the campus as a faculty member in 1910, and has
served in many capacities, including acting president in 1951-53.



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
















June 1962

Vol. 49 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


Photographs by Robert McCullough

Education--Its Rewards And Its Challenges

JOHN R. BERTRAND President The Berry Schools

These past few weeks have com posed the most rewarding time of the year, a time in which we have ob served at commencements the rewards of several combined efforts to educate, to stimulate and to inspire students in their quest for knowledge and understanding.
At commencements we note with pride the advance of young men and women to new levels of citizenship and responsibility. Many of our grad uates are continuing their formal edu cation, while others will enter one of the fields of employment for which they have prepared themselves. In either case, every school for boys and college graduate has earned a new place in society and a new area of persona] responsibility.
Credit for the education of these graduates is accorded both to the professional educators who have di rected their studies, and to the parents who have provided the foundations for their interests in learning and in per sonal development.
Graduates of Berry College and Mount Berry School for Boys, like

those of other educational institutions, also owe a great debt of gratitude to the many individuals and organiza tions whose interests have assured much support for their educational opportunities.
There are many whose active in terests in the nation's educational pro grams accord them the honor of sharing with parents and educators the pride derived from having ob served young Americans in commence ment toward accepting the challenges of responsible citizenship. While stu dents have the responsibility to learn and to prepare for the future, it has been and is our responsibility as edu cators, parents and Americans to afford them every opportunity for a quality education.
During commencements we can take deserving pride in these graduates who have distinguished themselves in their academic endeavors. With capabilities founded upon programs of sound edu cation, they add strength for the future, guidance for those who follow and new inspiration for those of us who have gone before.







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The Pride of Individual Effort

Two brick masons were involved in a project one day when a passerby asked what they were doing.
"I'm laying bricks," one replied indicating by the tone of his voice that anyone should know very well what he was doing.
The other brick mason, with notice able pride in his voice, replied to the question, "I'm building a student health center."
In our everyday activities it's so easy to become like the first of these brick masons who saw in his work only momentary achievements rather than the end results of his toil and labors.
Life is filled with many opportunities which go unheeded because in them selves they appear to be of little significance in the total realm of hu man endeavor. Yet, if one examines the past, it becomes evident that every great achievement has had some small beginning.
Think of where the world would be had it not been for the individual efforts of explorers such as Columbus, Balboa and Magellan or inventors like Whitney, Bell and Edison, or any of the other great men of the past whose

singular efforts grew from small begin nings to great accomplishments which today benefit mankind around the world.
Consider the efforts of a Man from Galilee almost 2,000 years ago who in His brief earthly ministry intro duced a new concept in the relation ship between God and man, a new faith based on love and which in this twentieth century includes millions of Christians around the world.
The brick mason who looked upon his work as his contribution to a total effort might never be listed in history as one of the world's "great men." Yet, because of his dedication to an individual task, no matter how insig nificant that effort seemed in itself, he can rest assured that his life truly represents achievement, and in that knowledge he will take pride in his efforts.
In accepting life's day-to-day chal lenges, we too must visualize every individual effort in its total perspec tive. By so doing, we will be inspired in the knowledge that our efforts-- like those of the dedicated brick mason --gain significance in their contribu tion to a total worthwhile purpose.


The 1962 graduation on June 3 marked the fifty-seventh for Berry. The college graduating class was the largest in ten years.
Commencement exercises for 99 Berry College graduates were held in Mount Berry Chapel, a campus land mark of brick and marble patterned after the famous Christ Church of Alexandria, Virginia. Mount Berry School for Boys commencement for 57 graduates was observed in Frost Memorial Chapel, a beautiful stone structure on a hilltop overlooking Mirror Lake on the school for boys campus.
William R. Bowdoin, an Atlanta, Georgia, banker and state-wide civic leader and member of the Board of Trustees since 1960, addressed the graduates of the college and school for boys. Dr. John R. Bertrand, president, assisted by Dr. John R. Timmerman, academic dean, conferred degrees on the college seniors, and Dr. Bertrand, assisted by Fred H. Loveday, principal, awarded diplomas to the school for boys seniors.
Earlier in the day the combined stu dent bodies of the two educational institutions heard Dr. Lee Nichols, a

minister from Daytona Beach, Florida, deliver the baccalaureate sermon in the Mount Berry Chapel.
Berry College conferred 18 bachelor of arts degrees and 81 bachelor of science degrees. Nine states and one foreign country were represented in the college graduating class. Ariadne Papadoupoulou of Thessaloniki, Greece, became the first international student to graduate from Berry College.
Mount Berry School for Boys grad uates this year represented 10 states.
Pre-commencement activities began with honors day programs on May 24 in Ford Auditorium for the college and on May 31 in Hamrick Auditorium for the school for boys. Other activities prior to the commencement exercises included the senior proms, class day exercises and senior communions.
Alumni activities, which are held each year in conjunction with com mencement, began June 2 with busi ness meetings, discussion groups, a tea and open house at Memorial Library, a banquet and an alumni dance.
Alumni, parents of graduating seniors and other friends of the schools gathered on campus for the alumni and commencement weekend.

Graduates Continue In Education
A major portion of this year's Berry College graduates will continue in the field of education either as teachers or as students in one of 16 graduate schools or medical training centers.

At least 23 graduates will continue their studies following commencement, two of whom will be working toward their Ph.D.'s; two will be studying for the ministry; and one will be studying for the medical profession.

Five women graduates will continue their studies for a career in medical technology. Six men graduates will be entering the U. S. Armed Forces shortly after commencement.
Nine of the students entering grad uate work will be studying under assistantship programs.
Thirty-three graduates, or approxi mately one-third of the class, plan to

enter the teaching profession. These include 25 women and eight men. Sixty-five Berry College graduates qualified for professional teaching cer tificates this year.
More than two-thirds of this year's graduates from the Mount Berry School for Boys plan to enter college this fall. Three are entering the Armed Forces following commencement.


Above, the 1962 graduates of Berry College. Below, the 1962 graduates of Mount Berry School for Boys.

Each year at Berry College awards are made for the best student essays on Martha Berry and her work. The winning essay for 1962 is reprinted here.


My eyes scanned the rough, un painted, crowded room. Facing me were 15 faces--dark brown faces with shining black eyes and glistening ebony hair; that is, except for Terry, who had dull, kinky hair. Everyone was ready for the morning story. To day I stood before the class without notes and without the Vacation Bible School leader's book, for I already knew today's story. I knew it well.
The class re-lived the story--the story of the Berry family and its home and wealth; of Martha Berry and the burden on her heart for the mountain people; of Possum Trot Sunday School, the school, and finally the college. The children's minds saw the lovely Gothic buildings--truly castles in com parison to their tiny, humble homes. Their hearts received a bit of the un selfish love and courage of Miss Berry, and their souls looked beyond their meek surroundings and condition of being helped to a better standard of living and a condition of helping others.
After the story was finished and questions were discussed, the girls learned the day's Bible verse: "For the Son of man came not to be minis tered unto, but to minister, and to give His life a ransom for many." (Mark 10:45) Then each of us prayed, thanking God for the life of Martha Berry and asking that we, too, might help others. One prayer was made with a Negro accent; two prayers were said in ordinary English; and the others were prayed in Spanish. That was all right, for each of us knew God under stood any language--and any heart. As I closed the last prayer the girls chimed in a big "Amen" and then ran out to play baseball.

As they played I stood nearby watch ing. My mind wandered. I thought of how the adobe educational building looked like a shack, and of how lovely the sanctuary was; it was such a small one, though, and yet, it was the lar gest Spanish mission in the entire state! I thought of how innocent and precious each child was: near me stood Bonnie, one of the epileptics; there was Terry, who was rejected because she was a Negro--but rejected more because she was a genius; there was Mezzi, the frail little mission vol unteer, who was so slow in learning, but so very sincere; and there were Stella and Helen, sisters fresh from below the border!
Their lives and others had been touched that very day by the life of Martha Berry! My mind flashed from that time and place to a time years before and to a place some 2,000 miles away ... to the time and place where my life had first been touched by that of Miss Berry.
Her philosophy of education had in fluenced me long before I was accepted as a student and went to the campus for the first time. Two of the most precious friends I had ever had were my grammar and high school principal and his wife. They had been Berry graduates, and often they had talked of the schools and highly praised them. Occasionally Mrs. Henry had visited and shown slides of Berry. One year she had shown us a beautiful picture of the Old Mill Wheel, and that pic ture had stuck with me; often I had dreamed of visiting such a lovely, fas cinating place. The memory of this slide, along with Miss Berry's policy of students working for an education,

had led me to the college. My two years there had helped me
grow in countless and invaluable ways. My convictions and philosophy of life had grown more definite and stable. My faith had become more vital. My purposes had become more worthwhile and clearer. My values had become more appropriate. I had matured in many ways -- especially in learning more of life and people.
One of the very first things I had learned was to be proud, not ashamed as I had been, of my family. I had learned to appreciate work and to recognize its dignity.
A second thing I had learned about work was more about how to work. I had learned new skills and improved old ones, thus gaining a greater per sonal experience than I had ever ex perienced before.
Third, I had learned more about life, and that had been most impor tant. I had learned things through sorrow, loneliness, and other things that go along with college life and love that could have been learned in no other way. I had come to realize that my purpose should not be to be understood so much as to understand. I had realized the necessity of accept ing people as they are and appreci ating them for their good qualities, meanwhile trying to understand ex actly why each bad one is there. I had come to recognize the strength ob tained in helping others rather than being helped; in being dependable rather than depending on others so much; and in being trustworthy and trusting, rather than just expecting to be trusted.
A fourth thing I had learned had been to appreciate education--not only facts and knowledge, but the develop ment of wisdom--for I had experi enced a deep satisfaction in knowing

the facts, but an even deeper one in seeing how the facts applied to life. I had learned to appreciate education by learning from classmates, from see ing the good points of Berry's educa tional program, and from seeing its many failures, too.
Fifth, Berry had helped me to recog nize, classify and appreciate beauty. The beauty of the charming log cabins; the lovely stone buildings; the spa cious, green lawns; the squirrels, deer and chipmunks; the mountains; etc., all had become dear to me, and they had made me grow to appreciate other beauties, both those more digni fied and those more rustic.
As I stood there in the New Mexico sun, I thought of how Martha Berry's philosophy of education, and, really, of life, had made me so much more aware of the world and its needs, of individuals and their needs. Because of her life I was there telling Negroes, Mexicans, Indians and Anglos of God's love and how He had used such people as Martha Berry to help mankind.
As I think now of that day last summer, I think of the hunger and sickness, the conflict and misunder standings, the sin and hate--and the challenges--of the modern world. I know that though I am not sufficiently equipped to meet many of them, I have come a long way.
I like to compare Miss Berry and her philosophy of education to a stone dropped into a still pool of water: each ripple causes one next to it, and soon there is a widening, beautiful circle. God sent Miss Berry to earth to live among people for a while to help them. Her life had a great impact on those lives which it touched, and those, in turn, influenced others. I am grateful that my life has been touched by hers and that I am more capable of touching others.


-; JL-


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Mrs. Inez Henry

Dear Friends of Berry:
Recently a friend who had sent a generous contribution to Berry re sponded to my letter of acknowledg ment in this way: "I am so happy that my gift met a special need that I am enclosing another contribution for The Berry Schools. I consider myself as a steward of my possesions and am grateful to Berry for the opportunity to exercise my stewardship." You may be sure that this letter made a lasting impression on my mind.
I shall think often of the friend referred to in the first paragraph, and others of you who have written similar letters through the years. It is a won derful thing when money is used for the enrichment of human lives, the building of character, the creating of good will and the furthering of Chris tian principles. These are the ways in which it can work and pay dividends for the good of mankind.
As I witnessed the graduating seniors of Berry College and the Mount Berry School for Boys receiving degrees and diplomas on June 3, I breathed a si lent prayer that those of us who have been privileged to work with them for four years here might have influ

enced their lives and have brought out the best in them. If we have used well our time and any talents, as well as your money, to the best of our knowledge we, to some degree, have exercised stewardship. We have en deavored to teach those young people that time, talent and life are treasures which have lasting values. As time goes on many of us realize more and more the importance of worthwhile investments.
With commencement over, we are moving forward with our summer program, offering work opportunities to several hundred young people. We are conscious that it is a privilege to have these young men and women in our care; we are aware that with the privilege comes responsibility.
Thank you for your confidence in our stewardship. We shall try harder than ever to teach our young people, by example, the important lesson of investing wisely any time, talent and money with which they may be en dowed. We believe, as did Martha Berry, that somewhere today there is a youth who, if exposed to the right influence, trained in Christian prin ciples and endowed with the proper education, will lead the world in his own time away from war toward paths of peace.
With warm regards and deep ap preciation of your never-failing help.
Faithfully yours,

KW* *

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Enclosed is my contribution of $_ for the continuing program of The Berry Schools.
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.