VOL. XLVIII, NO. 7

ARDMORE and BRYN MAWR, PA., WEDNESDAY, NOVEMBER 7, 1951

 

Weekend Round
Table Discusses
Foreign Schools

Professors Consider

Need of Student

Supervision

The last of the events of Alum-
nae Weekend was the round table
on Sunday afternoon, with Helen
Hill Miller as moderator. Mrs,
Marshall, Miss Mellink, Dr.
Dulles, Dr. Cam, Mlle. Bree and
Miss Avitabile commented on sev-
everal aspects of education here
and abroad, with reference to
Miss McBride’s speech of a few
minutes before.

Mrs. Miller wondered whether
the best qualities of a student
would be brought out by the per-
sonal guidance of a system like
Bryn Mawr’s, or whether the best
results came if the university sup-
plied only the professors and ex-
aminations.

Dr. Dulles felt that setting an
arbitrary age for suddenly free-
ing a student from home control
night have a physiological and
psychological catch, for different
students mature at different rates,

Here Miss Avitabile suggested
that it is often misleading to say
the European student has no
guide. Often he lives at home and
commutes or stays with relatives,
rather than starving alone in a
garrett.

“Yes,” said Mlle. Bree, “but in
Paris, a student is more on his

own.” However, because of the
Lycee, the entering university
student is comparable to the

American junior. A student who
can’t manage is sent home. “Pos-
sibly undergraduate advising is
needed,” she said, “but this is fur-
nished by the recently instituted
preparatory year.”

“Dutch students would try to

Continued on Page 4, Col. 3

 

Avitabile Traces
Italian Student's
Scholastic Career

On Saturday, November 3, Gra-
zia Avitabile, professor of Italian
and French at Wheaton College,
gave the opening talk in a series
of Continental Comparisons in
the field of education. “Every
Italian dreams of educating a child
of his to be a doctor or a teacher”.
Higher education in Italy, how-
ever, is very selective, and al-
though the same educational op-
portunities are open to both sexes,
sons rather than daughters usual-
ly receive univefsity traihing. A
degree is necessary for a business
career in Italy, as well as for one
in a profession or in public service.

. Although it is difficult to make a

parallel between our educational
systems, the doctorates given by
Italian universities correspond ap-
proximately with the M.A. degree
given by American colleges.

Italy, Professor Avitabile con-
tinued, is “a land of contrasts”.
In the field of education, the gulf
is wide; on the one hand, there

Continued on Page 2, Col. 3

Copyright, Trustees of

Bryn Mawr College, 1951

PRICE 20 CENTS

 

 

e.

Dr. Dulles and Dr. Cam

 

 

Cam Depicts British

School Revision;

Dulles Pictures Systems in Germany
And Austria Scarred by War, Nazism

“The educational picture in Ger-
many and Austria is grim in the
extreme”, stated Eleanor ‘Dulles to
the alumnae, speaking on the pan-
el Continental Comparisons in
education. The “heartland of Cen-
tral Europe, Germany and Austria
can Le analyzed in many different
lights, depending on what you’re
iooking for’, she continued, and
she, chose as her topic three as-
pects of education: scholarship,
techniques, and ideals and ends.
The situation in Germany as she
saw it in 1945-46, and which has
only superficially changed since
then, was influenced by three ele-
ments: the physical condition of
the people, the result of the Nazi
government, and the effect of the
occupation. Dr. Dulles analyzed
these factors and went on to give
her prognosis of the future posi-
tion of education in these coun-

Continued on Page 5, Col. 3

Mellink Compares
American & Dutch

Courses of Study

The third speaker on the Alum-
nae Weekend program was Miss
Machteld Mellink, who spoke on
“The Dutch Way” of education.
She emphasized the high school
and university levels of education
since the elementary level in Hol-
land is not much different from
other countries, and is not a prob-
lem.

The word “college” is very dif-
ficult to translate into Dutch, said

‘Miss Mellink, since the divisions)

between secondary schools and
colleges are so different from the
American divisions. Only at the
M.A. or Ph.D. levels do the two
educations catch up with each oth-
er.
The high schools in the Nether-
lands take for granted that a
classical education is necessary for
every student. Therefor, the system
is very strict. It has an extremely
crowded program of liberal edu
cation with a few elective courses
for the students. Half of the cur-
riculum is concerned with the class-
ics. The rest includes’ science
languages, and other studies in
liberal arts. Despite the academic
strictness in the secondary schools,
the time for extra-curricular ac
tivities is not so limited as one

 

Continued on Page 5, Col. 2

 

Dr. Helen M. Cam as _ the
first speaker on Sunday morning
of Alumnae Weekend, discussed
the topic “Education under the La-
bour Government in England.” The
history of education in England
has been one of “bits and pieces”
since Augustine, the first Christian
missionary, arrived there in 597
A.D. It has been an amateur and
a private story, for not until the

Continue on Page %, Col. 5 .

Miss Bree Avers
French Scholastic
Life Independent

The last speaker on the Satur-
day session of Alumnae Weekend
was Miss Germaine Bree, who
spoke on “French Education’... Miss
Bree began her talk by giving an
outline of the growth of the
French educational system. The
universities first were church in-
stitutions which developed deep

traditions. By the time of the
Renaissance, new and independent
institutions were growing and

flourishing as well as the old uni-
versities. During the revolution,
the universities were at first sup-
pressed. Later, however, they
were reopened and they taught
the ideals of the revolution. Na-
Continued on Page 5, Col. 1

CALENDAR

Wednesday, November 7
7:15 p.m. Marriage
Common Room,
7:15 p.m. Freshman Self-Gov
examination, Rooms F and G.

Thursday, November 8

8:30 pm. AA _ Council,
Room.

8:30 p.m. Philosophy Club, in
the Common Room. Dr. Frank
Parker of Haverford will speak.
Friday, November 9

4:15 p.m. Art discussion, Com-
mon Room.

8:30 p.m. Maids and Porters
party, Maids’ Bureau.
Saturday, November 10

Hockey Weekend in honor of
Miss Applebee and the 50th year
of hockey in the US.

2-5:00 p.m. Hockey matches.

6:30 p.m. Supper, Deanery.
Dedication of the Scull property

Continued on Page 8, Col. 3

lecture,

UG

McBride Explains
Europe’s Differing

Educational Views

Miss McBride opened the Sun-
day afternoon discussion of the
Alumnae Association’s weekend on
Continental Comparisons with a
talk that, as she said, brought to-
gether some of the-points that the
six papers on Saturday had al-
ready brought out. She discussed
three main themes: the relation of
the student and professor, the re-
lation of the student to the univer-
sity, and the issue of freedom of
speech. Her aim was to show
briefly where American colleges,
especially Bryn Mawr, stood on
these issues.

On the question of student-pro-
fessor relationship, Miss McBride
presented three possible alterna-
tives: a) the professor teaches his
subject, b) the professor teaches
his subject and is also aware that
he is teaching students so that he
is practically guided by their in-
terests, and c) the professor starts

Continued on Page 2, Col. 1

Marshall Reveals
Politics Influence

Spanish Education

Mrs. Dorothy N. Marshall, dean
of Bryn Mawr, addressed the
Alumnae Assocation in the Music
Room at 2:30 on November 3. Her
topic was “An American Sees
Spanish Education.” Mrs. Mar-
shall stated that education is the
“grassroots” of the political situ-
ation, and proceeded to relate the
effects of recent political develop-
ment on the school system in
Spain.

The last Spanish republic ex-
isted from 1930 to 1986. The
chaotic period saw three govern-
ments of divergent opinion, and
it is amazing that anything was
accomplished in the field of edu-

Continued on Page 6, Col. 3

Dr. C. Van Niel
Delivers Second
Science Lecture

Crenshaw Speaker Tells
Photosynthesis’
Aspects

Dr. Cornelius B. Van Niel, Her-
stein professor of Microbiology at
Stanford University, was the sec-
ond speaker to be presented in the
Crenshaw lecture series. Dr. Van
Niel, who received his degree in
Chemical Engineering and his
D. Se. from the Technical Univer-
sity at Delft, Netherlands, spoke
on Monday, November 5 at 8:30
p.m. in Goodhart; his topic was
“Some Aspects of Photosynthe-

sa)?
.

sis

Dr. Van Niel began by saying
that life represents an extremely
complex state of matter which re-
quires a continuous inflow of ener-
gy. The human body is composed
of individual cells which obtain
their energy by the combustion of
various foodstuffs, as do those of
all forms of animal life. The ques-
tion is, where does that food come
from?

In the early 11th century, scien-
tists recognized a cycle of creation
of matter in which plants produce
organic matter and oxygen which
is consumed by animals, and the
animals in turn produce minerals
which are then used to create more
plants. In order to produce this
organic matter, the plants require
energy; this they obtain from
light, and “with the absorption of
light, plants convert carbon diox-
ide and water into organic sub-
stances and oxygen”.

Dr. Van Niel then compared this
process to a game of billiards. The
cue striking the cue ball is the
equivalent of the plant’s capture

Continued on Page 3, Col. 2

 

 

The unveiling of the M. Carey
Thomas portrait, a high point in
this Alumnae Weekend, took place
Saturday night at eight o’clock
in the Dorothy Vernon room of
the Deanery. Jane Bell Yeatman
Savage, president of the Alumnae
Association, opened the cere-
monies by thanking all those who
had made the occasion possible,
and introduced Miss Adelaide
Neall.

Miss Neall spoke of the present
occasion as another proof that at
Bryn Mawr dreams may become
realities. She said that due to the
generosity of Caroline Slade, be-
loved alumna whose last wish
made this action possible, the
Alumnae Association was able to
honor the woman who above all
deserves honor here at Bryn
Mawr. Miss Neall described the
chosen photograph from which
Mr. Frank Bensing created the
portrait of M. Carey Thomas
showing the great force and
promise of her youth.

She and Mrs. Savage then lifted
the brocade curtain and presented
to the Alumnae Association a por-
trait of young Carey Thomas in

 

Unveiling of Carey
Highlights Alumnae Weekend Program

Thomas Portrait

profile, looking forward into the
future with determination and
confidence.

Helen Taft Manning addressed
the alumnae, giving reminiscences
of earlier days with Carey
Thomas. She described the por-
trait as that of the years before
Bryn Mawr, perhaps a _ likeness
of the time when Miss Thomas
and Miss Gwinn wandered
through Europe from Rome to
Edinburgh. Perhaps she looked
|as thus when she appeared in eve-
ning gown and long gloves for her
doctorate examination at Zurich.
| Mrs. Manning, speaking of M.
| Carey Thomas’ passionate sense
of beauty, said that the plan of
the campus alone is a monument
to her aesthetic sense, from the
cloistered peace created by Pem-
broke and Rockefeller sheltering
the central campus to the north-
west view of the open valley.

Her proportion and sense of
beauty is also shown in the Dean-
ery which she always thought to
build into a house of gracious
living. I hope, said Mrs. Man-
ning that .with this portrait

Continued on Page 5, Col. 5

 

 

 
 

 

 

as a way to further the student’s

Page Two

 

8

THE COLLEGE

 

 

EWs

 

Wednesday, November 7, 1951

 

ICG Group Hears
Henry Ellis Speak

“We don’t preach; we don’t
teach; we create the atmosphere in
which to study politics”. Mr.
Henry Ellis, Penn student and Re-
gional Director of Southeast Penn-
sylvania, gave this slogan as a
conclusion to his remarks made at
a tea held Tuesday, October 31 in
the Common Room.

The Bryn Mawr I. C.G. club was
host to a group from five colleges
that is working with the Inter-

_ collegiate Conference on Govern-

ment. It is interested in partici-

pating in the Harrisburg Conven-
tion and local political affairs.
Jane Caster introduced Mr. Ellis
who outlined the structure of

I.C.G., which has six regions in
the state with general headquar
ters in Harrisburg. The conven-
tion to be held this year is a model
political convention patterned af-
ter an actual party convention. In
contrast, last year’s meeting fol-
lowed the plan of a model con-
gress where practical politics in
action were observed.

In the regions of Pennsylvania,
every active club can have unlim-
ited membership but only twenty-
five are eligible to vote in Harris-
burg conventions. A briefing con-
vention of just the region members
is held preliminary to the State
conventions.

Following Mr. Ellis, Bushka
Zabko and Jane Caster explained
the practices of the A.D. A. and
poll-watching groups with which
Bryn Mawr girls have worked. Bo
offered her impressions as those
of a foreign student looking at the
American government in action
and seeing the supposedly non-
partisan A.D.A. buying votes for
the Democratic party. Student vol-
unteers work with the Committee
of Seventy and the police in the
poll-watching, guarding against
illegal procedure at the polls.

The final comments were made

 

Students Briefed
On Poll-Watching

A group of politics students,
accompanied by Miss Gertrude C.
K. Leighton, were briefed for poll-
watching in the Philadelphia city
election on November 6. They re-
ceived their instructions at the
offices of the Committee of Sev-
enty in Philadelphia, Wednesday
afternoon, October 31.

At this meeting, a committee
member, Mr. Butcher, demonstrat-
ed the use of the voting machine,
and Mr. Robert Cooper, another
member of the Committee of Sev-
enty, explained what their work
would entail on Tuesday. He told
the girls to look for bribery, intim-
idation of voters, and illegal as-
sistance at the polls. Special em-
phasis was placed on illegal as-
sistance. Evidently it occurs quite
often, when voters are hesitant in
making their decisions, that a pol-
itician walks into the enclosure
and offers to “help”.

The girls were stationed in pairs,

at polling places all over the city
of Philadelphia Tuesday.

 

by Rae Warner who explained the
series of five lectures now in prog-
ress at Villanova. Last week’s
speaker in this series was Eliza-
beth Bentley, a Communist for ten
years in the U. S. Miss Bentley
pointed out that one can be drawn
into the Communist party to such
an extent that it takes years to
get over the effects. It took her at
least a year to get out and read-
justed after her decision. Next
week’s speaker is the author of I
Was A-Bombed, the priest who
survived the episode at Hiroshima.

Rosemont, Penn, Haverford,
Beaver and Bryn Mawr were the
five colleges repesented at this
the first I. C..G. meeting of the five
college groups. Its purpose is to
strengthen the voting and repre-
sentation of this region in Harris-
burg.

 

Pres. McBride Analyzes

Three Major Problems

Relevant to American and European Universities

Continued from Page 1

with the student’s interests and
through them leads toward the
subject. Bryn Mawr stands on the
second principle because it is not
only the most effective method, but
also the most honest. She does. not
believe that the students are ba-
bied by this plan. It also avoids
what is sometimes called “the rig-
id academic routine of the little
Ph.D. factory”.

The second point, the relation of
the student to the university, Miss
McBride also divided into three dif-

 

ferent phases. She cited the case
of the university providing only
professors, of the university that
provides housing and limits for
student conduct and activity as

well as professors, and finally she
mentioned the position of the in-
stitution—and this is the position
of Bryn Mawr—that supplies its
students not only with professors
and examinations but also with
consultants and services which
may be valuable in the student’s
development. It also encourages
thereby the development of the
community in which the college
may take part. There are several
reasons for Bryn Mawr’s choice of
the third alternative: it is effect-
ive, it saves waste of student
time, and it typifies the concept of
college education not only as a
means of intellectual growth but

 

development as a citizen by ma-
turing him to be more able to han-
dle himself socially, financially and
in regards to people, responsibil-
ity, and his own health. The prob-
lem lies in the question: what
constitutes the favorable  sur-

roundings to produce this state?

Bryn Mawr believes in “advice
not direction” of the student while
other colleges may differ in the
emphasis they give to this matter.
The American and European ways
of life differ here; generally the
European child suddenly switches
from absolute control by the fam-
ily to no control at all, while the
American parents exercise a more
subtle control gradually leading to
full independence and responsibil-
ity.

Miss McBride’s final point con-
cerned freedom of speech. The
ideal is fairly definite but the dif-
ference comes in the criteria in-
spiring and maintaining that ideal.
A Bryn Mawr professor can say
what he thinks both in and out of
class, and is expected’ to be re-
sponsible not only in forming, but
also in presenting his views. Miss
McBride firmly believes that vari-
ous types of institutions provide
a variety of ways to preserve free
speech—institutions such as col-
leges, the state, private groups,
and the church. She thinks we can-
not let this ideal relax in our own
universities and colleges, and es-
pecially not at Bryn Mawr since
we are potentially the leaders of
the country and perhaps even of
the world.

\Cowles’ Paintings
Displayed in Phila.

Especially contributed by
Elspeth-Anne Winton, °52

 

The most outstanding feature of
the Russell Cowles exhibit at the
Art Alliance in Philadelphia is the
wide scope in both subject matter
and technique. He has said of his
work, “I like to paint everything.
I want to take the whole field of
life”. This he achieves by paint-
ing the spiritual as well as the ac-
tual world. ‘Whatever your taste

in art might be, there is probably
something among these paintings
which would appeal to you.

In technique, Cowles shows an
understanding of earlier masters
as well as an affinity for the great
painters of today. His still-lifes
are. patternistic, combining the
compositional qualities of earlier
periods by the use of colour with
the more modern cubist forms. His
solution of the problem of vitality)
in inanimate objects is a happy
one, since through his carefully
manipulated brush and sometimes
palette strokes, he imparts supple-
ness and grace.

All his work shows a predomin-
ate sense of design which is at-
tained by the actual composition as
well as the colour. Blue Jays is a
symphony in blue much in the
manner of Whistler with a strong
oriental flavor. The design is care-
fully handled in order to achieve
a variety of interesting and pleas-
ing shapes; and the actual birds,
due to the restrained modelling,
are well integrated into the sur-
face pattern. Gradually in this

 

work, which summarizes in many

Henry Fund Grants
Oxford Fellowships

The offer of four Henry Fel-
lowships for Americans to study
at Oxford and Cambridge Univer-
sities in England during 1952-
1958 is announced by the Amer
ican Trustees of the Charles and
Julia Henry Fund.

Four American students, either
men or women, will be selected
for the Fellowships, which pro-
vide a grant of 650 pounds to each
Fellow selected. The Trustees will
welcome applications from quali-
fied students in all parts of the
United States.

Recent college graduates and
students who will be graduating
from American colleges in the
spring of 1952 are eligible to ap-
ply for the awards,

Applications for the Fellow-
ships must be submitted on or be-
fore January 15, 1952, to the Of-
fice of the Secretary of Yale Uni-
versity or to the Secretary to the
Corporation of Harvard Univer-
sity.

American Trustees of the Henry
Fund are President James B.
Conant, Dean Wilbur J. Bender
and Mr. David W. Bailey of Har-
vard University and President A.
Whitney Griswold, Dean William
C. DeVane and Mr. Carl A. Loh-
mann of Yale University.

 

respects the totality of the exhibit.
the actual shapes take on a three
dimensional character which adds
to the interest.

The bulk of ‘Cowles’ work is done
in a modified cubist tradition. His
paintings are varied and display
a developed understanding of val-
ues. The exhibit is not extreme,
and therefore can have a wider
range of appeal to a lay public.

 

Continued from Page 1

have been such great figures as
Dante and Marconi, and on the
other, the illiterate and superstiti-
ous masses. To give an example
of peasant life in Italian villages
and to illustrate how far it is re-
moved from intellectual life, she
read a description of a peasant
house. It consisted of one room
with a stove in one corner and an
immense bed in the other. The
whole family slept in this one bed,
except for infants who were not
yet weaned. These latter were
suspended in hanging cradles over
the bed, while chickens and other
animals lived under the bed. To
complete the scene, there usually
were two pictures hanging over
the bed; on one side, there was a
rather stern madonna and on the
other, the picture of a benevolent
Roosevelt. Occasionally, the two
were united into a sort of mod-
ern-day trinity by the presence, in
between, of an American dollar
bill.

‘Under the {Italian Constitution
of 1947, education is free and com-
pulsory for eight years. Gifted
youngsters have the right, how-
ever, to higher education. Al-
though progress has been steady
and the number of students in-
creasing every year, Italy is still
suffering from the destruction of
schools, universities, and libraries
during the last war. Some schools,
indeed, are still being used to
house displaced persons. Educa-
tion in Italy is directed and partly
financed by the state.

Miss Avitabile then proceeded to
follow a student throughout his
scholastic career. First, the stu-
dent goes to a grammar school
composed entirely of boys or of
girls for five years; then he enters

 

 

W heaton Professor Discusses Italian Education
In First Talk of Continental Comparison Series

junior high school which is coedu-
cational. After three years there,
he has five more years of senior
high school. (Up to this point, the
curriculum is ‘fixed and there is no
choice, except in foreign languag-
es. Then, in order to graduate, the
student must pass a state exam,
beth written and oral, given by a
professor “imported” from anoth-
er town. “Mortality”, as they say
in Italy, is high in all exams, but
especially in those at the end of
high school.

At a university, the student
chooses a field of concentration;
here he has some required courses
as well as some electives. Depend-
ing on his field of specialization, it
takes four to six years to get a
degree. Written and oral exams,
plus a dissertation in front of
eleven professors, complete the
course. ‘College life as we know
it here at Bryn Mawr does not ex-
ist; there are practically no extra-
curricular activities and little con-
tact between professor and stu-
dent outside of the classroom.

The Italian Constitution pro-
vides for freedom of thought, re-
ligion, and the press. The Catholic
Church, however, holds a privileg-
ed position as the state religion.
Under the Lateran Treaty of 1928,
anti-Catholic propaganda is for-
bidden. ‘Also Catholicism is taught
in the schools. Freedom of thought
is upheld, however. Professors are
chosen by competitive exams; sal-
aries are low, about one hundred
dollars a month. Although there
are few, women are accepted as
university professors. A profes-
sien is not easy for an Italian
woman; traditionally, she is dedi-
cated to the home and family.
There are women physicians, how
ever, Professor Avitabile added.
She concluded her talk by assert-
ing that education is not static in
modern Italy and the Italian is
constantly trying to improve it.

Dr. Cam Probes English.
National School System
Continued from Page 1

nineteenth century did the govern-.
ment become concerned. In 1870
the state provided finances for ele-
mentary schooling, which was
shortly followed by the introduc-
tion of the compulsory education
doctrine.

In 1944 came the first attempt
to look at education on a national
basis. Richard A. Butler, a con-
servative and presently Churchill’s
chancellor of the exchequer, was
responsible for the drafting of a
comprehensive education act. This
means that it carries no stigma of
socialism. How far this plan has
been realized has been due more
to external conditions than to the.
policy of the Labour government.
External obstacles are primarily
1) limited finances, 2) adverse
parental attitude, and 3) limited:
ability on the part of the child.

The act represents an attempt
to combine two traditions, that of
selecting the gifted and training:
them to the highest degree, and:
that of more democratically of-
fering equal educational opportun-
ities for all.

In practice, under the laws of
the Education Act every private
school, of which there are a large
number, must be inspected and:
registered. They are subject to
the jurisdiction of the Minister of
Education, just as the public
schools are, and often receive fin-
ancial aid. The Minister of Edu-
cation does not play as direct a.
role in the system as he does in
France. Authority is more active:
on a local scale and it is the re-
sponsibility of the local official to
see that there are enough schools:
in the area to provide sufficient fa-
cilities for every age and every
ability. Responsibility is also plac-
ed upon the parent for sending his:

 

child to a school which most fully
measures up to the child’s abilities.

Religious education is an inher-.
ent part of the act. It represents;

|}a’ working compromise between

previously embattled _ religious.
sects. The school day begins with
collective worship and _ religious.
instruction of a non-denomination-
al, non-sectarian kind. Denomina-
tional schools still exist for those
who desire that type of education.

 

. The United Service Fund at |
present totals $4,175.95. About
78 percent of the. student body }
has. contributed. Although this |
amount is larger than last |
year’s $3,681.50, so iis the college, |
so that perfect cooperation with
each student giving $10 would
mean a $6000 total. Students |
who still want to hand in pledge |
cards should give them to Lita
Hahn, Rhoads. F

 

 

 

The primary schools, financed
by the state, are for children up to
eleven years of age. After elever
there is a threefold division into
grammar school, for those inter-
ested in books; technical school,
for those interested in things; and
modern school, for those interested
in people, public life and service.
Psychological factors have worked
to make the former more socially
desirable and the latter least de
sirable, which is one of the diffi-.
culties with this system. The oth-
er problem is to prevent the sys-.
tem from becoming too rigid.

A provision of the Act of 1944
is that educational facilities must.
be provided for every citizen
through .his eighteenth year. Vil-
lage colleges, which are being
built, are an important way of
providing these courses. Voluntary
adult education is being provided
by extra-mural college classes. Six
residential colleges, where train-.

 

Continued on Page 8, Col. 1

 
ae

 

 

rere

‘Wednesday, November 7, 1951

THE COLLEGE

NEWS

Page Three

 

Students Planning
To Study Abroad
Meet Next Week

by Paula Strawhecker, °52

The qualifications for spending
junior year in France, through the
Sweet Briar program, are not as
complicated and _ stringent as
might be imagined. The Bryn
Mawr French department requires
its majors to have had a minimum
of two years of high school and
two years of college French, and
that grade averages be in a
healthy, but not necessarily spec-

_ taeular, condition.

_—

And, contrary to popular be-
lief, it is not only French majors
‘who may apply. Sophomores with
‘a knowledge of French who are
majoring in history,, art, politics,
‘philosophy and several other fields
‘are also eligible. Here the re-
quirements vary with each de-
‘partment.

No matter what her major,
however, it is strongly adwised
that any student wishing to go
abroad fulfill by the end of her
sophomore year the second college
language requirement and also
the philosophy requirement. Those
of us in last year’s group who
had not done so heartily endorse
this advice. The philosophy course

_ is almost a pre-requisite for many

of the literature courses offered
abroad and to be without the gen-
eral knowledge that it affords is
often a tremendous disadvantage.
Fulfillment of the second lan-
guage requirement not only
leaves one free to take more of
the courses which are available
only in Paris, but also obviates
the disturbing alternative of
learning one foreign language
through the medium of another.

There are various scholarships
available for the academic year
abroad, Many, but not all, Bryn
Mawr scholarships are transfer-
able to the Junior year, depending
on the conditions of the gift.
There are also several scholar-
ships offered by Sweet Briar, in
amounts which fluctuate from
year to year.

On Wednesday, November 14th
at 4:30 p.m., there will be a
meeting in Wyndham for all those
interested in the Sweet Briar
Junior Year in France. At this
time Miss Gilman and _ students
who were abroad last year will
answer questions about the plan.

 

This coming’ Thursday eve-
ning at 8:30 p.m. in the Com-
mon Room, Dr. Frank Parker
of the Philosophy department
of Haverford College will be
the guest of the combined Phil-
osophy Clubs of Bryn Mawr
and Haverford. He has decided
to speak on “Epistemological
Protocols.” ;

 

 

 

 

 

Dr. C. Van Neil Reviews

Photosynthesis Aspects
Continued from Page 1

of solar energy, the first reaction
of photosynthesis. Light is the
impetus which starts the ball roll-
ing, and the successive “dark re-
actions” are similar to the move-
ments of the other balls which are
hit by the cue ball. The initial re-
action takes only about one mil-
lioneth of a second, while the oth-
ers last from about one hundredth
of a second to a whole second.

It has been discovered that
green plants containing chloro-
phyll are not the only organisms
capable of bringing about the
miracle of photosynthesis. Certain
bacteria containing green, brown,
and purple enzymes can also man-
ufacture organic matter out of
carbon dioxide when illuminated.
But these bacteria are completely
different from the green plants in
that plants produce oxygen while
the bacteria do not, and the bac

teria depend on hydrogen sulfide,| Phones and four high stools they
H2S, to complete the photosynthet-! walk and place the scripts on read~

ic reaction instead of water, H20.
Therefore, a general equation for
the - process of | photosynthesis
could be written CO2 plus H2A
yields O2 plus A—representing
the assimilation of carbon dioxide
with the aid of a compound of hy-
drogen and a variant to produce
oxygen and the variant. Photosyn-
thesis is thus the reduction of CO2
by the hydrogen from H2A. In this
reaction, enzymes act as “middle
men”, carrying the hydrogen mole-
cules H2A to molecule B. In oth-
er words, H2A minus 2H mole-
cules yields H2B plus A.
Continued on Page 7, Col. 1

Club Formulates
Spanish Program

At a cider and doughnut tea in
the Common Room on Monday,
Judy Silman, president of the
Spanish Club, outlined the plans

for the club’s activities for the!

year. In addition to the usual
Christmas activities, Spanish lec-.
tures, and Arts Night presenta-
tion, there will be regular Wednes-
day night “Tertulias” (informal cof-
fee talks) in the Denbigh warden’s
room. These gatherings, from 7:00
to 7:30, are open to all interested
in Spanish and will be the main
activity of Spanish club members.
Members are also invited to
Thursday evening open houses of
the Haverford Spanish Club at
Haverford’s Spanish House. Trans-
portation is provided and refresh-
ments are served. The Spanish
Club, although one of the smaller
language clubs on campus, prom~
ises to be an active organization
this year.

 

App

lebee Fights Opposition to NEWS:

Sees Need of Newspaper at Bryn Mawr

by Patricia Murray, ’52

“Yes, the NEWS was Miss Ap-
plebee’s baby,” agreed Mrs. Ben-
jamin Franklin III (Adrienne
Kenyon, ’15) and Mrs. Welsh
‘(Helen Kirk, ’14) when they were
‘asked how the COLLEGE NEWS
began.

“It all happened in the spring
of 1914, and the first issue came
out the following fall.” Mrs.
Franklin began. Miss Applebee
‘was. teaching physical educa-
tion at Bryn Mawr. She saw
the need of a newspaper in the
growing college. We wanted a
chance to do journalistic writing
in a paper which would bring
together college affairs, both
those of students and of alumnae.
She knew Isabel Foster, the first
Managing Editor, and knew her
intense interest in journalism. She
felt our ambition and made the

 

 

cause her own.”

“Miss Applebee could not have
treated our lives and our affairs
with more intense sympathy if
she had been a student herself,”
continued Mrs. Firanklin. “The
idea of a paper met a great deal
of opposition at first. We would
have given up if it had not been
for Miss Applebee. Miss Thomas
said the college was too small to
need a newspaper or to pay for
one—but she gave in to Miss Ap-
plebee, who she said would go
ahead anyway.”

“The English department dis-
approved too,” added Mrs. Welsh.
“They didn’t like these literary
efforts coming from the gym-
nasium. The only other period-
ical on campus was .the Lantern,
which was purely literary.”

“We had our headquarters in

Continued on Page 7, Col. 4

 

 

 

LAST NIGHTERS

Drama Quartet Reads
Shaw’s Dream
Sequence

Especially contributed by
Caroline Smith, °52

The presentation this year
throughout the country of Don
Juan in Hell, a dream sequence in
the third act of George Bernard
Shaw’s Man and Superman, is an
exciting theatre event; four act-
ors have formed the First Drama
Quartette to give a “dramatic
reading” of Shaw’s seldom per-
formed debate. Philadelphia audi-
ences saw the production October
26 and 27 at the Academy of Mu-
sic.

Charles Boyer, Charles Laugnh-
ton, Sir Cedric Hardwicke and Ag-
nes Moorehead walk out upon the
stage in formal dress, each with a
great green book. To four micro-

ing racks in front of their stools. |
The dramatic reading of Don Juan
in Hell begins.

Charles Laughton explains by
way of prologue that Don Juan is
the lover who loved many and left
them; that a young lady, Donna
Anna, to whom he was making
love screamed at his approaches.
Her father, the Commander, ap-
peared and was slain in a duel
with Don Juan. A statue of the
Commander was erected, and Don
Juan in jest invited him to dinner;
to his surprise the statue accepted.
Thus the duelists became friends.
The debate begins many years lat-
er after Don Juan has been in Hell
long enough to be bored with it,
although he enjoys conversation
with the Commander, who belongs
in Heaven. Donna Anna speaks
the first words as she enters Hell
upon her death at the age of sev-
enty-seven.

The subject of the debate can
hardly be caught up in one phrase,
for Shaw runs the gamut of his
philosophy: religion, politics, wom-
en—all the queries of flesh and
spirit... The framework is the dif-
ference between heaven and hell,
which seems to be in point of view.
Since this debate is an episode
from Man and Superman, one is
not surprised that the eternal wom-
an is often the point about whicli
the conversation turns and that
she has the last word.

The “dramatic reading”, a new
theatrical technique is thoroughly
successful in creating a mood of
interest and sympathy between
actor and audience. Though it is
called dramatic reading, the stress
is completely on the dramatic, for
the actors seem never to use their
scripts. There is truly fine and
sincere acting from all four mem-|
bers of the group in word and ges-
ture rather than in motion. Mr.
Boyer—the longest speeches are
his—stirs the audience with his
passionate outburst and his splen-
did fury as Don Juan. Charles
Laughton lends his sense of hu-
mor to his interpretation of the
devil; Sir Cecil as the Commander
is the Englishman as he appears
in any world, this or the next;
Miss Moorehead is the very idea
of woman, of Shaw’s eternal wom-
an. Shaw’s stage directions are
read aloud by Laughton and Hard-
wicke. They are beautiful in them-
selves, as Mr. Laughton said, and
a worthy part of the production.

Don Juan in Hell is real theatre
art, a performance of careful
craftsmanship and intense inspira-
tion by four outstanding actors. It
should capture the praise of all its
audiences, and perhaps, as Mr.
Laughton added at the close of the
“reading”, those who came only to
see the actors will go home to read
Shaw.

 

An Officer of WSSF
Discusses Projects

On Tuesday, October 30, the In-
ternational Relations Club held a
meeting to find out about the
World Students’ Service Fund to
which twenty-five per cent of the
money from the USF is to be giv-
en.

Mrs. Emlen, the regional officer
of the New York and Middle At-
lantic district of WSSF spoke to
the group about what the WSSF,
the American branch of the World
University Service is doing in
other colleges and all over the
world. There are 800 colleges in
the United States in WSSF and
colleges in thirty-two countries are
members of ‘WUS.

The main jobs that WUS does
are relief work and intercollegiate
conferences and seminars. Since
the conferences are pretty well
impossible between American and
foreign colleges, relief work is
what WSSF emphasizes most. The
specific project which has had the
best results in American colleges,
continued Mrs. Emlen, is having
affiliations with one certain college
in a needy district. These affilia-
tions have ranged from just let-
ter exchanges to exchanges in all
student activities (such as news-
paper articles) to even exchanges
of students and professors.

Much could be done at Bryn
Mawr to set up a two-way rela-
tionship with a needy foreign col-
lege. Everyone on “the other side”
is very eager to establish contacts
in the United States and the col-
lege level is a very good place for

Continued on Page 6, Col. 2

Class To Discuss

Changes in USSR

A Russian study group of fac-
ulty and students of Bryn Mawr,
Haverford and Swarthmore Col-
leges, to be led by visiting special-
ists, will be held this year, as part
of the Russian program of the
three colleges under a grant from
the Carnegie Corporation. The
central theme of the series will be
“Continuity and Change in Rus-
sian Life.” Political, economic
and social conditions, and, if time
permits, religion and literature,
will be examined in the light of
several questions:

1) How the heritage from the
Russian past has_ influenced
present attitudes and institu-
tions;

2) Which features of Soviet life
appear stable, and which rapid-
ly changing;

8) What prospects may exist for
the emergencies of attitudes
and policies permitting coop-
eration with the West,
Continued on Page 6, Col. 1

| Alumnae, Friends

Gather To Honor
Miss C.K. Applebee

On November 10, Bryn Mawr
will celebrate Miss Constance M.
K. Applebee’s fiftieth anniversary
in the United States and her in-
troduction of field hockey in this
country.

Miss Applebee came from Eng-
land in 1901 to demonstrate field
hockey at Bryn Mawr, Wellesley,
Smith, Vassar, and Mount Holy-
oke, and for twenty-six years was
the Director of Physical Educa-
tion at Bryn Mawr. In these fifty
years she has been a warm friend
of many students as well as a
guiding light to all those interest-
ed in hockey.

Bryn Mawr alumnae, students,
and friends have now found two
opportunities to honor her, first,
by the buying of the Scull prop-
erty, which will be given to the
college in honor of Miss Applebee
and her close friend and assistant
for many years, the late Miss
Mary Warren Taylor, and second
by the weekend of hockey when
Miss Applebee will be guest of
honor at dinner when the college
is presented with the Scull prop-
erty.

The acquisition of the Scull
property has many important ad-
vantages for the college. For the
Physical Education Department
there will be room for much-
needed playing fields — the first
new ones in many years; for the
Athletic Association there is a
barn which will be converted into
a field house,

The Department of Education
will now have adequate room to
establish a nursery school, fin-
anced by the Phoebe Anna Thorne
Fund. This is the Child Study In-
stitute, which works in conjunc-
tion with the Lower Merion
Township Schools. It will have
satisfactory space for the study
of the two hundred or more chil-
dren referred to them yearly. For
some. faculty member there will
be a new house.

The Hockey Weekend in honor
of Miss Applebee will start on
Saturday, November 10 at 12:30
with a picnic lunch in the gym for
all those playing hockey, officials,
and the weekend committee. Rep-
resentatives from three of the
colleges where Miss Applebee
taught are coming for the week-
end to participate in the celebra-
tion.

From two till five o’clock that
afternoon there will be round-
robin hockey between Vassar,
Wellesley, Mount Holyoke, Bryn
Mawr, and Bryn Mawr alumnae
teams. The games are not to be
played with the idea of competi-
tive hockey between teams, but

Continued on Page 7, Col. 3

 

 

 

 

 

 

Rare Book Room Displays Portraits,

Manuscript Letters

An unusual series of pictures,
manuscript letters, and first edi-
tions of the nineteenth century au-
thor, Henry James, are being es-
hibited now in the Rare Book
Room. This exhibit has been lent
through the generosity of Mrs.
George Vaux, the niece of Henry
James and a neighbor of the Col-
lege, and Mr. Donald Brien, the
owner of a celebrated collection of
Jamesiana, at a time when a study
of Henry James is particularly
useful in evaluating and criticizing
the trends of modern literature.
Known mockingly as “a_ stylist
pure’, James was ever experi-
menting in his writing—estimat-
ing, studying, and changing his
style as new ideas and methods of
expression came into use.

' This same qualification of mind,

 

of Henry James

so useful in perfecting his style
during later years, can be seen in
letters written at the age of twen-
ty. The manuscript letters are also
valuable in illustrating his de-
scriptive and narrative style—
particularly one which describes a
storm “shaking my windows or
roaring in my old chimneys and
admonishing me of muffling bed-
clothes”.

The collection includes portraits
of James from the age of eleven
to his older years. A remarkable
group of photographs shows Lamb
House, James’s home in Susser,
England, as it was when he lived
there during his “major phase”,
the last twenty years of his life.
First editions of the three great
books of this phase, The Ambassa-

Continued on Page 5, Col. 2

 

_

 
 

i Saba eae he Seti
PR ee hee

Page Four

THE

COLLEGE NEWS

Wednesday, November 7, 1951

 

 

THE COLLEGE NEWS

FOUNDED IN 1914

Published weekly during the College Year (except during Thanks-
giving, Christmas and Easter holidays, and during examination weeks)
in the interest of Bryn Mawr College at the Ardmore Printing Company,
Ardmore, Pa., and Bryn Mawr College. ;

The College News is fully protected by copyright. Nothing that
appears in it may be reprinted either wholly or in part without permission
of the Editor-in-Chief,

 

 

 

EDITORIAL BOARD
Jane Augustine, ‘52, Editor-in-Chief

Paula Strawhecker, ‘52, Copy Frances Shirley, ‘53, Makeup
Sheila Atkinson, ‘53, Managing Editor

Helen Katz, ‘53 Claire Robinson, ‘54

Patricia Murray, ‘52 Betty-Jeanne Yorshis, ‘52

EDITORIAL STAFF
Emmy Cadwalader, ‘53, =
A.A. reporter

Nancy Fuhrer, ‘55
Ann McGregor, ‘54
Beth Davis, ‘54
Margaret Page, ‘55
Barbara Drysdale, ‘55
Marcia Joseph, ‘55
Anne. Mazick, ‘55

STAFF PHOTOGRAPHERS
Judy Leopold, ‘53 Sue Bramann, ‘52

BUSINESS MANAGER
Sue Press, ‘53

M. G. Warren, ‘54, Associate Business Manager
BUSINESS STAFF
Liz Denegar, ‘55
Julia Hiemowitz, ‘55

SUBSCRIPTION MANAGER
Barbara Goldman, ‘53
SUBSCRIPTION BOARD

Lee Sedgwick, ‘53 Jo Case, ‘54

Bobbie Olsen, ‘54 Suki Webb, ‘54

Marilyn Dew, ‘54 Molly Plunkett, ‘54

Liz Simpson, ‘54 Joy Fox, ‘54

Barbara Rasnick, ‘53 Karen Hansen, ‘54
Peggy Hitchcock, '54

Subscription, $3.50 Mailing price, $4.00
Subscriptions may begin at any time

Diana Gammie, ‘53,
Alliance reporter

Mary Alice Drinkle, ‘53

Margaret McCabe, ‘54

League reporter
Joyce Annan, ‘53
Ellen Bell, ‘53
Judy Thompson, ‘54

Vicky Kraver, ‘54

 

 

Entered as second class matter at the Ardmore, Pa., Post Office
Under the Act of March 3, 1879

 

 

 

 

The News and Miss Applebee

The News has printed an eight-page edition this week
for two reasons. First, a most successful Alumnae Weekend
deserved detailed accounts of the speeches given, which pre-
sented aspects of education abroad, and had as its guests such
outstanding women as Helen M. Cam and Eleanor Dulles.
Secondly, the weekend to come marks the official presentation
of the Scull property to the College in honor of Miss Con-
stance M. K. Applebee.

The current college generation, except for a few stu-
dents who have attended her hockey camp in summer, has
unfortunately not had the privilege of knowing Miss Apple-
bee and of working with her. In the summer of 1901—ex-
actly fifty years ago—she coached the first person ever to
play hockey in the United States. In the fall of 1914, with
Miss Applebee as its guiding spirit, the first issue of the
News appeared. Next weekend, the College is honoring Miss
Applebee in the dedication of the Scull property, and in the
celebration of the fiftieth year of hockey in the United
States. In conjunction, the News would like to point out that
it has now entered its thirty-seventh year of publication.

The News also wishes to pay tribute to Miss Applebee
for the help she gave in its younger days.” That help has ce-
mented the News as a campus organization and presented it
with aims which have not been forgotten over the years.

Miss Applebee insisted on teamwork in whatever activ-
ity a student undertook; she believed in the individual’s re-
sponsibility to something greater and more important than
herself. In this spirit the News was founded to perform its
particular duty to the college community. In this spirit also
Miss Applebee brought forth the Christian Association, with
its aim of generous help to those who badly need it. This is
the aim of the present League, the Christian Association’s
successor. Miss Applebee may also be credited with the suc-
cess of the finest Big Mayday Bryn Mawr has seen; ‘she ar-
ranged the folk dances and enlivened the ceremony by cos-
tuming the dancers in authentic English dress.

Miss Applebee was in charge of all physical education, from
1902 until 1928, but it must be stressed that her influence
was by no means limited to that sphere of campus life. Her
influence upon the students, individually and collectively, has
been described as second only to that of Miss Thomas.

For all that she contributed to the physical education
department, the League, and the News—and to the College
as a whole—we would like to honor her with this issue of the
News.

Round Table Raises Issue of Government Help
To Private Institutions; Freedom Not Impaired

Continued from Page 1

find a _ garrett”, Miss Mellink
stated, “for the ideal is to be in-
dependent after eighteen”. The
university knows this, and offers
voluntary psychiatric guidance.

Dr. Cam thought the flexible
English system of proWiding
guidance to those who wanted it
is best. The old universities reg-
ulate the younger students, and
now. the newer universities are
following suit, and even the city
universities, like London and
Manchester, are offering hostels
if the students wish to live in
them,

Mrs. Marshall made a final com-
ment that in Bryn Mawr there is
guidance, and yet the students
have a great deal of freedom,
especially in extracurricular ac-
tivities. :

Miss McBride had spoken of
freedom of speech. It all eomes
down to the state-university rela-
tionships and the influence of the
donor, said Mrs. Miller. There is
the problem of generalization or
specialization, with the tempta-
tion to specialize because of fed-
eral grants.

Tenure was a new thing to Dr.
Cam, who said that in England
a professor might be appointed
for a limited term, but was often
appointed for life after a period
of trial. There, state grant com-
missions are concerned only with

‘the efficiency of budgeting, and

the tradition of freedom is so
strong that were it interfered
with, the grant would be returned
by the university.

In a real democracy, though,
freedom of speech would not be
threatened, Dr. Dulles pointed
out. She added that for the next
ten years , at least, only the
United states would have many
private universities. In France,
Mlle. Bree added, there was no
control, and the university stand-
ards are lowered only when gov-
ernment poverty forces a budget
cut.

Mrs. Miller then mentioned the

Letter

Loening, Mulligan Note
Rules for Fiery
Future

To the Editor:

Fire Statistics: At 12:45 on
Monday, Pearl swung the dusty
broomstick and clanged the anti-
quated bell. We hope you'll recog-
nize this sound next time.) By the
official watch it took 3% minutes
to empty Taylor of scholasticism,
although a few unhappy victims
were left tripping down the fire
escape.

It is recommended in future:
(there will be a future) A) That
professors follow Mrs. Michels’
example and read the fire direc-
tions to the class before exiting;
B) That everyone move away
from Taylor; C) That no one
hunts for coats, if they are around
the corner and up a few steps.

Thank you all for your coopera-
tion.

 

Helen Loening, 52
Head Fire Captain

Trish Mulligan, 52
Assistant Fire Driller

 

economic pressures upon a uni-
versity, and asked whether a lack
of resources marked for experi-
ment, coupled with a student de-
mand for technical training would
force colleges to specialize. The
influence of government contracts
and increased wealth in one de-
partment would affect the curri-
culum, and the professors.

Mr. Cam thought that the re-
search for the government and
the actual teaching would be sep-
arate matters. On the other hand,

said Dr. Dulles, there would be
greater interest in a wealthy de-
partment. “A, student that al-
lows himself to be pressurized in-
to a department that way deserves
what. he gets” countered Miss
Mellink.

Aid to individual students pre-
sented another topic for the panel.
In England, a tutor must report
on the progress of the state-aided
student, which might reflect on
the will-o’-the-wisp student who
would not have to work steadily
where there was. no_ personal
guidance. In France, there are ex-
aminations that determine a stu-
dent’s eligibility to continue on a
state grant. Dr. Dulles remark-
ed that in Germany and Austria,
the examinations aren’t stabilized,
and one can get no accurate pic-
ture of student excellence.

Which approach, the guided or
the independent, best puts the
student in command of his work,
Mrs. Miller then asked. Dr.
Dulles thought a student-teacher
connection was best, and was met
with the possibility that counsell-
ing might make a student wait to
be helped through college.

Miss McBride here said that a
student should avail herself of
counselling, but that the discus-
sion should help her to analyze
her problems, and not direct her,
She should be prevented from
wasting her time, but on the other
hand, she should not feel directed.

In the same vein, Mrs. Marshall
wished that more students would
ask for help, and realize that the
college wants to help wherever
possible. This would mean, how-
ever, that within limits the stu-
dent would still choose her sub-
jects, and the way in which she
wants to approach them.

Looking at guidance in that
light, Mlle. Bree said there could
be a lot more counselling in Eu-
rope, to prevent waste of time by
baffled students, and on this note
of compromise, the discussion
ended.

 

CONTEST!
There once was a Bryn Mawr
coquette
Who wanted a fine cigarette.
Chesterfield was her buy
And if you ask her why
WU WI ihe iooisccinck Foto iscccscais
If you want to win a carton
of ‘Chesterfields, write the best
ending for this limerick. All
entries must be accompanied
by an empty Chesterfield pack,
and addressed to Gwen Davis,
Rockefeller Hall. The contest
closes Sunday, November 11,
at 10:30. The winner will be
announced in next week’s
News.

 

 

 

 

Blood

The Red Cross supplies of blood plasma used for the war

 

in Korea are running low. Men’s lives depend on this supply,
and this supply depends on our willingness to give blood. Too
often we feel ourselves detached from world events and lim-
ited in our chance to act because we are women, students,
minors for the most part, and inhabitants of an untouched
country. When the Bloodmobile arrives on November 13 we
should be able to overstep these boundaries by giving immedi-
ate aid to those who are fighting in Korea.

 

Current Events

Mr. Dudden Elaborates
On Philadelphia

Elections

On Monday, November 5, at 7:15
in the Common Room, Mr. Dudden
of the History department spoke
on the local, off-year elections to
be held the following Tuesday. In
a brief survey of the issues and
candidates in the nation-wide elec-
tions, Mr. Dudden observed that
among the largest cities, Philadel-
phia was the only one with a long
Republican history; while most
cities were filled with Democratic
corruption, the Philadelphia. Re-
publicans were having to answer
for the scandals in the last four
administrations of their seventy-
year control of City Hall. Naming
the candidates for the Philadelphia
election, Mr. Dudden pointed out
that. for the most part the election
was typical of most US elections,
with a campaign to “clean up” the
prevailing governments. However,
Mr. Dudden continued, the Philadel-
phia elections are interesting in
respect to national issues in that,
due to the proximity of this elec-
tion to the 1952 national election,
there is an injection of national
interests into the Philadelphia
campaign.

 

The Bloodmobile is coming to
Bryn Mawr on November 13th
and will be in the Common
Room from nine to two. At
least 150 pledges are needed
for the mobile to come. Those
under twenty-one need par-
ents’ permission in order to
give blood. Those who have
questions should see Cynthia

Wyeth, Non-Resident.

 

 

 

There are five national issues
which. seem to show themselves in
the local elections. National po-
litical allegiances and alignments
are pointed up in local elections,
and candidates are often cam-
paigned for and against in respect
to the policies which their nation-
al connections represent; connec-
tions with such definite figures as
MacArthur often line up voters
one way or the other. The Korean
War and Communism are issues
which also come into local elec-
tions as tied in with state depart-
ment policy and loyalties. Other
highlights of local elections are
the national government scandals;
such elements as the Kefauver ex-
poses and the Internal Revenue
scandals are constantly played up.
The fifth national issue which
seems to show up in local elections
is the issue of socialism; debt and
bankruptcy are credited to “un-
sound” fiscal policies,

The local issues concerned in the
Philadelphia election are for the
most part in respect to the city-
county merger question and the
question of corruption. The city-
county merger proposal is a mani-
festation of an effort on the part
of Philadelphia to eliminate the
inefficiency of the overlapping city-
county officials. The question of
corruption manifests itself in an
attack everywhere on the part of
the Democrats and also in the Re-
publican counter-attack on the

Democratic controlled coroner's
office.
ENGAGEMENTS

Louisa Alexander, ’42, Secretary
to President McBride, to Mr. Rob-
ert T. Emmet of New Hampshire.

Mary S. Kennedy, ’54, to Rich-
ard Storey, Jr.

Marjorie Shaw,
Jeffries.

Joan Robbins, ’49 to Dr. Mar-
vin Nathan,

Delores Schaefer, x’52, to
James Smith.

760 to David

 

 

 
 

 

a

Wednesday, November 7, 1951

 

THE COLLEGE

NEWS

 

Page Five

 

Germaine Bree Asserts
Exam System Too Strict

Continued from Page 1

poleon “organized” education in a
big way. All teaching was cen
tralized under the state, all pro-
fessors were nominated by the
state, and all degrees were given
by the state. During the. Third
Republic this state control was
broken to some extent, and the un-
iversity became more democratic.

At present, Miss Bree continued,
the two types of universities which
prevail in all of Europe are dom-

inant also in France. These are

state universities and universities
which are private for religious
reasons. The teaching, whether in
state universities or not, is “strict-

ly neutral” and “strictly objective”
on all religious and political levels.
‘There is great freedom of thought.
There is also equal opportunity for
students of all economic levels to
attend a university. The state still
has quite a centralized system of
education. All administration is
done by the Bureau of Higher Ed-
ucation which is under the Minis.
try of National Education. There
are eighteen universities in France
and in all of them the degrees are
conferred by the state . The state
has no control over the program
and methods of the universities,
but since it does provide all the
degrees, the universities must be
taught what the Ministry wants.
A rector is appointed for each uni-
versity by the [Minister of Educa-
tion. The Council of Higher Ed-
ucation which is under the minis-
try has eighteen members who are
nominated by the state, and thirty-
five members who are elected by
the university faculties. This coun-
cil decides on all the questions of
higher education and “what it de-
cides, goes”. Because of this com-
plex state organization the leeway
for experimentation is quite lim-
ited. The faculty, however, is
free from state control. Thus the
tendency of the French university
is independent, but it is still con-
trolled__by a highly centralized
system.

Entrance into a French univer-
sity is controlled by very strict ex-
aminations. Only one out of
thirty-five students from the sec-
ondary schools may go to a uni-
versity. The examination system
is entirely too strict, since a stu-
dent may fail by one-half of a
point and be rejected. The student-
professor relationship has been
practically non-existent on a per-
sonal basis, during the recent past.
However, today, because of poor
student conditions, there is much
more cooperation than ever before.

The professors, a highly honor-
ed group, have a ratio of about one
to sixty-five to their students.
However, conditions are much more
crowded than this since half of the
total number of students attend
the university at Paris.

The student activity is, as in
Holland, completely free from the
domain of the university. The stu-
dents lead a very active political
life, but it has nothing to do with
the university. This freedom of
extracurricular activities is good
in that the student often develops
specific qualities in himself rath-
er than feeling that he must be-
long to every campus organization.
However, this system can also
very easily introvert students to
leading a narrow, purely academic
school life.

Several different schools of
thought on education are now prev-
alent in France, some for more
integration and others. for more
freedom, but no violent changes
in the present system seem im-
minent.

 

Mellink Depicts Dutch
Maintaining Free Speech
Continued from Page 1

might think. Student newspapers
are very strong, and are quite
learned and intellectual.

The greatest problem of Dutch
students who go on to the univer-
sities is that of “catching up with
themselves”. The universities, in
direct opposition to the secondary
schools, place a heavy responsibil-
ity on the students. They feel no
responsibility for the students’ liv-
ing in any way but academically.
However, student organizations
help the new students become in-

 

itiated to the routine of university
life.

Comparisons Difficult

It is difficult to compare the
“Dutch way” with the American

ieducational system, continued Miss

iMellink. One of the main differ-
ences is the place women have in
the university. The general set-up
is co-educational with equal advan-
tages for men and women. A very
high epee of graduates are
women, and they have as good a
chance for jobs as the men do.

Most of the colleges are state
supported also, though there are a
few which are private with a re-
ligious basis. Excepting a loyalty
oath, there are now no restrictions
on freedom of thought in the
Dutch universities as there were
during the war. The proof of this
freedom is the frequent conflicts
between professors and students.
These arguments are not carried
on in personal relationships, since
there is very little fraternizing be-
tween students and professors, but
in written criticisms through the
medium of student newspapers.

Since the war, the Dutch have
been trying to put their theory of
making education available for
everyone into real practice. There
is a great increase in scholarships
and in students who are working
their way through college. The
Dutch students are very proud of
the high level of living which
their education provides for them
and they are determined to live up
to this high level in all of their ac-
tivities,

Reprints Show Revived
Interest in H. James

Continued from Page 3

dors, The Wings of the Dove, and
The Golden Bowl, are a part of the
Mary Miller Buckminster complete
collection of James’s first editions,
owned by the College Library.

James’s life was characterized
by the influence extended over him
by both America and England.
Max Beerbohm, in two satirical
sketches, has illustrated the rath-
er bitter feelings some had when
James became a naturalized Brit-
ish citizen.

A large series of popular re-
prints published within the last
eight years shows the recent in-
crease of interest in James and
his work.

A supplementary part of the
exhibit, shown in the Quita
Woodward Memorial Room of the
Library, includes recent articles
and reprints of the James novels
which have been developed into
plays. Most famous of these are
The Heiress and The Innocents,
based on Washington Square and
The Turn of the Screw, respective-
ly. In this exhibit is included the
first appearance of The Turn of
the Screw as a serial in the “Col-
liers’ Weekly” of 1898. It is inter-
esting to note the contrasts be-
tween the Victorian pictorial con-
cept of the story and-the modern
staging of the play which has
shown how a Victorian writer can
be considered as truly modern.

 

 

 

Eleanor Dulles Denotes
Educational Conditions

Continued from Page 1

tries.

Alluding to the physical side of
the picture. Dr. Dulles pointed
out the depleted facilities after the
war. The books and schools were
burned, and there is no transpor-
tation, fuel, lights, paper or pen-
cils. The ill-fed ren are “pale,
starving victims of the tragedy
they lived through”. Sticks of wood
are used for cooking the poor sup-
plies of food. The average child’s
diet consists of 1500 calories per
day. Moreover, the “poison of the
education of previous years has
seeped into the present system”.
Thousands of leaders were killed
or fled to the United States. With
this background, it is difficult to
get an educational system going.
It certainly will not develop over-
night.

Educational Rehabilitation

Of the effect of the occupational
forces on education, Dr. Dulles
said, “In a clumsy, awkward, al-
most ludicrous fashion, the Mili-
tary Government has filled a vac-
uum”, The French did good work
by de-nazifying cruelly and quick-
ly, the Russians in Austria have
not interfered with education ex-
cept to remove certain Nazis, but
the Americans have done the most
to bring facilities to affect the
greatest number of people. By
establishing information centers
and adult education centers, by
subsidizing schools here and there,
by reconstructing buildings, by
helping encourage leadership, and
by the exchange student program,
and most of all by putting money
into circulation, the American Oc-
cupation has made a great contrib-
ution to education. Under the
Marshall Plan and military relief
programs, hundreds of dollars in
goods were sold. The money went
into special funds spent by agree-
ment of local government and
U. S. authorities on education.
Without this, the educational sys-
tem would not have gotten any
staré at all.

Primary. education is so-rigidly
controlled by past traditionalism
that there is no basis for creative
education. “Imposed on this”, con-
tinued Dr. Dulles, “is the limita-
tion of impoverished teachers, who
in techniques and ability, cannot
see the child as a whole”,

The University of Vienna was a

“orim disappointment” to Dr,
Dulles. She could find no non-

Nazi economist, or one with a!

democratic point of view. “The
glorious and fine tradition of the
University of Vienna is lost, per-
haps irrevocably”. This she in-
terpreted as an effect of the Nazis
in Austria. The people now are
struggling to reconstruct democ-
racy with the inspiration coming
mainly from socialist groups. The
University of Berlin, on the other
hand, is “a spectacular example of
the gains and losses of the last
years”, The equipment, books, and
facilities are hardly up to making
a permanent high-standing insti-
tution, but the political resistance
to the Russians has been com-
mendable.

Most encouraging in the educa-
tional picture are the schools run
by individuals of the resistance
movement who are struggling for
new educational ideals. “They stand
high in concepts and leadership,
and can, with equipment and time,
have high scholarship”, One such
school in Innsbruck, Austria, is
typical of this type of thinking
which is attacking the rigidly set
system in primary schools.

‘Another aspect of the situation
in Germany and Austria is the
drift towards the technical school.
This is the American influence

 

 

 

 

Highlights of Old NEWS Copies Bring
Bryn Mawr Conflicts To Light Again;

Limited Cut System
by Betty-Jeanne Yorshis, °52

Thirty-seven years ago, on Sep-
tember 30, 1914, a curious double-
sheeted piece of paper appeared
on the Bryn Mawr campus and
called itself the College News. It
consisted mainly of Athletic As-
sociation notices, news of the
League which was then the Chris-
tian Association, and an editorial
column. The rest was chapel not-
ices, and advertisements, Though
limited in size, the News was not
rigid in purpose or ideals, The
first editorial stated the aim of
the News: “To the faculty we
hope to give the opportunity of
putting in notices and articles of
the things that interest them and
would interest the undergraduates
if they only knew about them. To
the alumnae we hope to make a
particular appeal through alumnae
notes, reports of college activ-
ities, and an opportunity to ex-
press their opinion on college
matters. To the graduate student
we offer news of the work of the
faculty and their subjects outside
College, a means of expressing
their opinions and reporting their
activities. To the undergraduate
the ~paper will naturally be of
most interest, because it will re-
port college events, contain news
of the alumnae, give opportun-
ities for the comparison of prob-
lems with other colleges and a
chance for journalistic work.”

The “journalistic work” consist-
ed mainly of letters to the Editor.
Susan Brandeis, 1915, wrote com-
plaining of the paucity of oral
passers, and Eleanor Dulles lashed
out against the limited cut sys-
tem. Indeed, the furor over the
compulsory attendance rule laid
down by President Thomas was
the first battle that the News
covered, It printed Miss Thomas’
appeal to high-scholarship, and
the student’s demand for the pow-
er to use her own discretion in
cutting classes. One student re-
sented the precipitate manner in
which President Thomas made her
change in policy. “The announce-
ment should have been made
earlier so that students not in
sympathy with the College could
leave.”

The editors were worried about
the Bryn Mawr Type. Has it
changed from the “most serious
(who) came to college to devote
her life to study’? was the sub-
ject of one editorial, and the argu-
ment was posed: “Can anyone ob-
ject today to women who are per-
haps interested in careers, but to
women who will marry and have
children also benefiting from a
college education?”. The paper
also gave room for the captain of
the hockey team to exhort her

 

 

which has shown the Germans the
success of the material approach.
“Americans know how to make
things, and they are surviving” is
the attitude of the German youth.

In summary, Dr. Dulles re-
marked on the effects of the Nazi
dictatorship on education. The cre-
ative forces were driven out from
the system. The war brought de-
struction, and the aftermath, “civ-
il war’—the hatred of traitors
and a feeling of shame—a psycho-
logical tragedy which scarred ed-
ucation. The Germans have no
financial margin with which to
work. The professors are paid
the equivalent of one hundred and
fifty dollars per month, and with
this cannot buy books or subscribe
to periodicals. “How can you build
an educational system on this”?
Dr. Dulles asked. “In theory,”

she concluded, “Austria and Ger-
many are striving for education,
but they are beset with enormous
difficulties”. *

 

 

Aroused Campus

players to keep in training. “Sure-
ly it requires but a small amount
of self-control,” she said, “to go
to bed when our friends are gos-
siping or to watch them eat ice
cream without taking some our-
selves.” Other topics of interest
were poor attendance at chapel,
quizzes in the library, the new
“Honors” system, and the unpop-
ularity of Latin. Self-Government
was a contributor now and then.
One classic notice read, “...stu-
dents shall not ride, drive or
motor after dark with men (not
chauffeurs) unchaperoned, or in a
hired vehicle, or without two other
girls.”

News Enlarged

Within a year the News found
it had so much to print that it en-
larged the size of the paper to
approximately the size it is today.
Pictures,of class shows graced the
front page, the scope of the News
broadened, but the number of let-
ters to the editor remained large,
and occasionally the editor had
dreams on the editorial page. In
looking backward and taking into
account the more modern time,
there is no appreciable change in
the attitude of the Bryn Mawr
girl then and now. She is still a
fervent defender of her rights as
an individual, and yet stands up
for Bryn Mawr to the outside. She
was then as now, interested in the
organizations on campus’ and
fought bitterly over the issue of
Big or Little May day. She hated
the orals and feared the trend
away from the classics; she cut
chapel and worried ahout whether
Bryn Mawr girls were snobbish.
The extra-curricular emphasis was
on the founding of the League
and Undergrad whereas now the
accent is on attending the func-
tions of these groups, but the
same jinterested, wary approach
was used. The number of stu-
dents has increased and the de-
gree of sophistication might be
doubled, but the essential spirit
of the college has remained. The
News has been a faithful chron-
icler of the events of Bryn Mawr
history, and is proud to be still
trying to fulfill the aims stated
by its first editor.

Unveiling of Portrait
Witnessed by Alumnae
Continued from Page 1

and the Deanery Committee’s
work all may continue to have as
clear a sense of Miss Thomas’s/
presence. “To those who knew
her, it is impossible to enter the
front door without a swift recol-
lection of her classic features, her
emphatic speech, and her rapid
uneven stride.” This portrait is
to be hung in the Blue Room of
the Deanery, overlooking the gar-
den which was the scene of many
renowned garden parties.

Mrs. Manning thought that the
Alumnae Association is operating
the Deanery as Miss Thomas
would have wished. This por-

trait, said Mrs. Manning, is the
right memorial to Miss Thomas’
gift of the Deanery to the Alum-
nae Association.

Mr. Goodale and the double Oc-
tet closed the ceremonies with
a program of delightful music, in-
cluding holy songs, old English
madrigals, and Christmas carols.
The Alumnae and Octet joined
in singing “Pallas Athena” to end
a ceremony whose significance
will bring much closer to the un-
dergraduates of today the hopes
and ideals of Carey Thomas.

 
  
  
 

   

 
 

Page Six

THE

 

COLLEGE NEWS

Wednesday, November 7, 1951

 

Discussion Group Plans
To Probe Russian Life

Continued from Page 3

In contrast to the usual public
lectures, this series is planned for
a small continuing group, with
advanced discussion and a neces-
sarily limited size. Its members
should have a preliminary back-
ground in Russian studies or pro-
fessional training in the fields un-
der consideration. Students should
have completed either the course
in Russian History or the course
in Soviet Political and Economic
Development.

There will be some eight meet-
ings between November, 1951 and
May, 1952, on Wednesday eve-
nings from 7:30 to 9:30 in the
Common Room at Haverford Col-
lege.

The first meeting will be on No-
vember 14th, when the speaker
will be’ George F. Kennan, former-
ly of the State Department, now
at the Institute for Advanced
Study in Princeton.

The tentative schedule of dates
for subsequent meetings is as fol-
lows: November 28, December 12,
January 9, February 6, February
20, March 5, March 20 (Thurs-
day), April 9, April 23.

Students who have had one of
the pre-requisite courses or fac-
ulty members who are interested
in joining the group are asked to
see Miss Linn in the Library, be-
fore November 10th.

 

I.R.C. Speaker Stresses
Aiding Foreign Colleges
Continued from Page 3

this to be done intelligently. Mrs.
Emlen suggested that IRC and the

Alliance take over and sponsor for
the whole college such a program
of affiliation. One college suggest-
ed for this purpose was Dacca
University in eastern Pakistan,
where there is a terrible tubercu-
losis problem; housing and health
conditions are extremely poor.
Another was in the Assam area of
India »where books from Bryn
Mawr were sent last year. Neither
of these colleges has any two-way
relationships with American col-
leges yet. A deep interest in a
foreign college which is eager to
increase its small knowledge of
American institutions can be de-
veloved at Bryn Mawr as it has
been at other colleges and univer-
sities. Mrs. Emlen emphasized
that this is one of the most con-
crete ways to combat Communism
in these countries, since Commun-
ist student groups, supported by
their government, are making a
great play for the allegiance of
students in a great many foreign
institutions of education.

 

 

 

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Dearth of Faculty Lowers Calibre of Teaching in the Spanish Universities;
Tradition Still Bars Socially Prominent Women from Attending Colleges

Continued from Page 1

cation. Mrs. Marshall said that
the republic stressed two educa-
tional aims: 1) to increase the
quality and quantity
schools and therefore raise the
literacy of the country; 2) to
separate completely religious and
public education. During the re-
public’s life there was a vast im-
provement in the schools, and the
role of public education increased
in importance.

During the Civil War, 1936-
1939, the government attempted
to keep the system together and
tried to let the instructors remain
teaching. Finally it became a
question of survival, not educa-
tion, and the situation was impos-
sible,

of the

 

Franco’s victory in 1989, she
continued, brought with it bitter-
ness and reprisal, which, added to

war casualties, reduced teaching
manpower. Franco wanted to in-
crease the role of church educa-
tion and therefore did little about
secondary _ schools. Religious
schools multiplied ag a result, and
the few non-religious private
schools suffered greatly. They
were not allowed to .confer de-
grees, and their programs were
supervised by the state. Franco’s
youth movements—their arts and
crafts, singing, and lavish folk
dancing—however, were an asset
to education.
Turning to the _ universities,
Mrs. Marshall stated that like
Italy, Holland, France, and her

 

other western neighbors, Spain
fits into the educational pattern
of Europe. The calibre of the

teaching is low since almost all
the pre-war faculty are “in exile,
or worse.” Things now seem to
be better though, she continued,
since 1939 was quite a long time
ago, and a new generation has
arisen.

Mrs. Marshall concluded by ex-
planing the feminine role in the
Spanish universities. During the
republic most of the co-eds repre-
sented the middle class; the so-
cially prominent group was more
traditional and did not send its
daughters to universities. Men
still outnumber women, perhaps
because Franco stressed the idea
of women in the home.

 

    
   

No.

THE ROOSTER

amy
Ege =

 

 

7. have to get up early in the morning to

put one over on this cock-of-the-walk! When it
came to making “quick-trick” experiments of
cigarette mildness, he stated flatly, “That’s strictly -
for clucks”! How ’ya going to keep em down

on the farm—when they know there’s one
convincing way a prove cigarette mildness!

It’s the sensible test .. . the 30-day Camel
Mildness Test, which simply asks you to try
Camels as a steady smoke—on a day after day
basis. No snap judgments. Once you’ve enjoyed
Camels for 30 days in your “T-Zone” (T for
Throat, T for Taste), you'll see why ...

| Campus Interviews on Cigarette Tests

26

After all the Mildness Tests...

Camel leads all other brands Sy i//ions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

 

Wednesday, November 7, 1951

THE COLLEGE

NEWS

Page Seven

 

Photosynthesis Investigations With Bacteria
_ Promise Future Resources for Solar Energy

Continued from Page 3
For quite a while people despair-
ed of knowing what kind of mech-
anism was responsible for the
process of photosynthesis, but in
the latter part of the 19th century
an English chemist discovered
chlorophyll, the green pigment
which does about half the job.
Chlorophyll will not assimilate
carbon dioxide nor produce organ-
ic matter, but when illuminated it

produces oxygen from water.

In 1942 it was discovered that
various pigments other than chlor-
ophyll could absorb energy. Chlor-
ophyll absorbs only the red and
green light in the spectrum. By
experimenting with -green al-
gae, it was found that the blue
pigment phycocyanin will absorb
orange light, and the red phycoer-
ythrin absorbs green. By a process
of internal conversion the light
absorbed by the blue pigment is
made available to the chlorophyla,
which then proceeds to act as a
cue ball in starting the photosyn-
thetic reaction. Sometimes there
is a “three ball system” in which
the light absorbed by pigment A
is first made available to pigment
B, and then converted for use by
chlorophyll or pigment C.

Similar pigments are found in
bacteria; the main difference there
is that these pigments absorb the
infra-red light rays. This pro-
duces less energy than the red
light absorbed by chlorophyll, and
the cueball is not hit with enough
energy to complete its job, so that
cardon dioxide is manufactured,
but not the organic matter. In this
case, the enzyme must be reduced
by thiosulfate or molecular aggre-
gate. Thiosulfate as a reducing
agent requires 30 KC of energy,
while when hydrogen is employed,
only 18 KC are used. However,
the same amount of work is done
in both cases. The use of thiosul-
fate results in a tremendous loss

 

 

 

 

 

of energy, which Dr. Van Niel
compared to having to pay a dol-
lar for a ten-cent bus ride because
you didn’t have any change.

In the photosynthetic cycle every
miche is filled; for every ecological
need, an organism develops, and
through the theory of evolution,
one can see how man fits into this
pattern. But man has not been
content to endure the hardships
imposed on him by the cycle, and
is now using more energy per year
than the earth produces. So he has
turned to the theoretical possibili
ties of harnessing solar energy for
his mechanical inventions. Very
nearly the complete range of the
spectrum could be used to advan-
tage if the various pigments were
arranged in layers to extract the
energy from all the different wave
lengths.

This method of obtaining energy
would be extremely expensive,
but man is using energy so much
faster than it is being created that
the time will come when it is nec-
essary to use solar energy at what

 

 

 

The Weather’s
Getting Cold

So Go Where
Good Food’s Sold!
THE HEARTH

 

 

ever cost, or regress from the me-
chanical age and work a great deal
harder.

 

Busy Weekend Includes
Presentation Ceremony
Continued from Page 3

with the idea of playing good,
clean hockey, that everyone will
enjoy. After that there will be
refreshments in the gym for
everybody.

In the evening at 6:30 the Alum-
nae Association will give a buffet
supper in honor of Miss Applebee
for all those who played, the vari-
ous committees, and many others
who also want to come and ex-
press their thanks to Miss Apple-
bee. There will be speeches,
among which will be the presen-
tation of the Scull property. After
dinner East House, the latest ad-
dition to the college halls of resi-
dence, will have an open house
for all players and anyone else
wishing to go. On Sunday morn-
ing there will be hockey games un-
til the final activity of the week-
end, which will be a _ farewell
brunch held in the gymnasium.

This weekend is, therefore, a very
important one, and many of the
alumnae and students have been
working for a long time in order
to make it a success, The Ath-
letic Association is in charge of
the athletics, refreshments and

 

 

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Miss Applebee Guided NEWS During First Year;
Encouraged Interest in Journalism Here at BMC

Continued from Page 3

the gymnasium first of all,” went
on Mrs. Franklin, “I can remem-
ber walking up and down in front
of the gym with Miss Applebee,
talking over our problems. She
was on the Board with us that
whole first year,

“The big issue that year was the
cut system. That gave us a lot of
material. We had been given a
limited number of cuts per semes-
ter, like the other colleges, be-
yond which we thought Bryn
Mawr enormously advanced. We
rebelled.” Mrs. Franklin chuckled
as she remembered.

“I wrote a smug editorial in

 

open house. The alumnae are
giving the very generous buffet
supper, and are putting forth a
tremendous amount of effort for
the whole project which is a trib-
ute to the spiritual benefits con-
ferred upon Bryn Mawr by Miss
Applebee for so many years.

 

which I said that as a pioneer
women’s college, far ahead of the
others in matters of weekend
privileges and what not, it was
up to us to uphold the unlimited

cut system.” ;
“Miss Applebee had such tre-
mendous vitality,” Mrs. Welsh

took up, “that every activity with
which she had to do was charged
with life. It was impossible to
oppose her plans, for she worked
them out in great detail before
projecting them. She never pur-
sued a personal interest, but our
interests. She was a fine psychol-
ogist. If she thought you were
capable she would push you to the
limit, but she was always kind, if
she saw you really couldn’t go
any further.”

“People said there was no need
for a paper, but how long have
you been going?” Mrs, Franklin
looked down the _ thirty-seven
years, “ever since.” She and Mrs.
Welsh looked at each other and
smiled triumphantly.

 

 

Hecla

New

 

of

Press

York

 

 

 

 

 

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Page Eight

THE

COLLEGE NEWS

 

Wednesday, November 7, 195T

 

Dr. H. Cam Traces Women’s Roles in Discussing

Topic—Education Under
Continued from Page 2

ing may be obtained for one year,
vocational and technical colleges,
and normal and _ professional
schools, which often act as substi-
tutes for a university degree, also
offer adult courses. Excluding
Scotland, there are twelve univer-
sities in England and Wales, of
which the University of London is
the largest with approximately
26,000 degrees awarded per year.
It incorporates a federation of five
universities and in this capacity
serves as a sort of “nursing moth-
er of embryonic universities”. The
universities are self-governed and
complete freedom of thotight ex-
ists among the faculty. About one
student in eleven hundred reaches
a university, which is a very small
proportion compared to American
standards.

Of the group which reaches the
universities, only about twenty-

five percent are women, but once

the Labour Government

they are there they enjoy equality
with men. When they have their
degree, however, unlike men, they
must usually obtain further train-
ing before a job is open to them.
A large majority of women gradu-
ates go into teaching, which, be-
cause it is a safe economic ven-
ture, has drawn increasingly more
women during the last fifty years.
The medical profession, secretar-
ial positions, and social work have
also supplied women with jobs.

And the woman university gradu-|,

ate’s chances for getting married
are equal to (if not better than)
the non - university graduate’s
chances!

 

Tuesday, November 13, is the
closing date for applications to
be sent to the U.S. Civil Sery-
ice Commission for the Junior
Professional Assistant and Jun-
ior Management Assistant ex-

amination.

 

 

 

 

eke
*

oBe
tae

 

FOR THOSE COLD
WINTER DAYS

 

 

 

VANITY SHOPPE
Hair Styling

 

 

 

Calendar (Continued )

Continued from Page 1

in honor of Miss Applebee.
Sunday, November 11

3-5:00 p.m. Social Economy,
Common Room.
5:00 p.m. Young Musicians’

Concert, Wyndham, the Gertrude
Ely Room.
7:15 p.m. Chapel.
Monday, November 12
7:15 p.m. Current Events, Com-
mon Room.

Professor of Physics at Prince-
ton will deliver the third Cren-
shaw lecture on “The Nucleus
As a Possible Source of Power.”

Tuesday, November 13

9:00 a.m. Bloodmobile comes.
8:45: pm. Film Forum, Music
Room.

Wednesday, November 14

4:00 p.m. Meeting in Wynd-
ham for all those who want to
spend their junior year in France.

 

 

 

 

 

 

 

 

 

 

 

 

Incidentally teal

Anyone who has recently been
in the Students’ Cloak Room in
Taylor will be glad to know that
not all are petrified by the fire
drill instructions posted all over
the building. Some one has put a
small sign in there, which reads,
‘In case of fire drill, jump into the
sink immediately!”

 

Private School Teachers Asso-
ciation meeting all day.

 

 

 

 

 

 

8:30 p.m. Henry D. Smyth, 7:15 p.m. Marriage lecture.
"a ee —_—_—=\
(; ) Get Your | 7
| | Don’t Go By
Compliments of 11 Christmas Cards |
11 | But Stop
the Now |
| | at
| |
— | “ ||| JEANNETT’S
armacy | RICHARD STOCKTON | FI Sh
| | Bryn Mawr | shies <
f amea ii |
Haverford, Pa | l ) Bryn Mawr
J :
pe N17 =—\| f-

 

 

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—_/J

MISS NOIROT

 

 

 

 

 

 

 

 

 

 

linn

 

 

BooOO

DEEP IN THE HEART OF \
TEXAS

 

 

 

 

7

—

‘NO UNPLEASANT
AFTER-TASTE™

( FROM THE REPORT OF A WELL-KNOWN RESEARCH ORGANIZATION )

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