VOL. XLV—NO. 2

ARDMORE and BRYN MAWR, PA., WEDNESDAY, OCTOBER ,.. 1959

© Trustees of Bryn Mawr College, 1959

PRICE 20 CENTS

 

Mr. Gardner At

Convocation

Lauds, Challenges B. M. C.

What are the processes involved in the rise and fall, the burgeon-
ing and decay of human institutions? This question intended to “foster
a certain amount of creative discontent,” was posed by John W. Gard-
ner at the 75th opening convocation leat Monday. Mr. Gardner, Presi-

dent of the Carnegie Corporation
of New York, was introduced by
Miss McBride.

There are, according to Mr. Gard-
ner, three major ways in which in-
stitutions lose their vitality. The
first of these is through the in-
dividuals associated with them. In
many cases the college is unable
to encourage the attendance of
worthy|persons. \Moreoftenthannot
individuals’ inadequacies are the re-
sult of a deliberate policy of the
institution. The authorities accept
colleagues who fit into their pre-
conceived notions of the ideal pro-
fessor or student. Mr. Gardner said
that he is “inclined to believe that
in the interest of vitality every
institution should diversify its
membership or clientele.”

Procedural “Trap”

Another reason for the narrow-
ing potentialities of organizations
is an “ever tightening web of rules,
lines of authority, and customs.”
The original goals of institu-
tion are lost in a maze of proce-
dure, The means become more im-
portant than the end. Energy be-
comes channeled “into all the tiny
rivulets of conformity.” People
are concerned, not with what to do,
but how to do it. Therefore the
“individual who comes out ahead
is not the individual who has a
new idea—but the one who has
an ingrained knowledge of all the
traditional ways of the institution.”

This is not the atmosphere in
which “creative minds flower.”
The climate breeds connoiseurship
rather than creativity and origi-
nality. This all comes about be-

, Continued on Page 5, Col. 3

 

Skinner Scene
Of Frosh Plays

French, original creations, and
simplicity are the thing in fresh-
man hall plays this year. Pem
West is part of the Frenchy em-
phasis, doing “Les Précieuses Rid-
icules,” (by Moliére—en anglais,
for the non-francophiles. Direct-
or Annette Eustis listed a cast of
seven major roles “but everyone
has a part.” She also gave a most
honorable mention to wupperclass
advisors Trudy Hoffman and Bea
Kipp, Annette says the scenery
will require “imagination, yes, but
a set.” ‘She added mysteriously
that “the costumes will be quite
unusual, but I can’t tell you why.”

Wilder In Pem E.

Over in Pem.East, the simplic-
ity theme led to Thornton Wilder,
“The Happy Journey” to he -spe-
cific. This is simplicity at its sim-
plest, with only a gray-curtain
backdrop, four chairs “and a bed
shoved in at the end.” (Sue Schro-
der is the director and Lynme Hol-
lander the upperclass advisor, with
Joan Paddock as stage manager.

Meanwhile, back in France,
Denbigh |('with the Deanery) is do-
ing (Giraudoux’s “The Apollo of
(Bellac,” directed by Lindsay Clem-
son, stage managed bby ‘Anita De-
Laguna, and advised by Barbara
‘Paul and Elaine Cotler. The play
has five main characters and is
what its director describes as “a
comedy with a ‘good ending.” ~

 

Continued on Page 5, Col. 4

 

Faculty Returning From Leave Listed:
Appointments, Resignations Reported

Extensive changes in the com-
position of the faculty have been
announced for this academic year.
Such changes are the prodict of
retirements, temporary leaves, fac-
ulty members returning from
leaves, and turnover in instructor-
ships and assistantships. In the

- listing below, the faculty member’s
occupation for the past year or
for this year follows the name.

Katherine E. McBride, Ph.D.

‘Hugues (Leblanc, Ph.D.: Guild
Fellowship. ‘Completing nal on
inductive logic.

(Manguerite ‘Lehr, Ph.D.: Visit-
ing Lecturer for the Mathemat-
ical Association of America (part-
time).

Geddes MacGregor, Ph.D.; Vis-
iting Lecturer at the University
of ‘California.

Mildred Northrop, Ph.D.: Work-
ing on underdeveloped areas;
spending some time in West Af-
rica, some in (Spain,

(Bugene |Schneider, Ph.D.

Alexander Soper, Ph.D.; Visit-
ing Lecturer..at the New York
(University (part-time).

Retirements

Myra Jessen: Professor of Ger-

Faculty on Leave, 1959-60
‘Annie Leigh Broughton:
Ttaly. fe
T. Robert. S. Broughton: Profes-

In

School at the American Academy
in Rome.

Robert Davidon: Working at
the (Medical Research Institute in
‘Cambridge, England.

(Frederica de Laguna: Visiting
‘Lecturer at the University of Cal-
ifornia for Semester I.

Arthur P. Dudden: Fulbright

/Grant for research on ‘American
| history and civilization at Univer-

sity of (Copenhagen,

Felix Gilbert: Visiting Lecturer
at the University of Cologne,

Joshua Hubbard: National Re-
search Professor of the Brookings
Institute.

Mabel Lang: Fulbright Grant for
research at the American School
of Classical Studies in Athens.

Gertrude (Leighton: Part-time
leave, Semester 1.

(Mario Maurin: Guggenheim Fel-
lowship for Semester II to work
in France.

Jane Oppenheimer: Senior post-
doctoral Fellowship of the Nation-
al Science Foundation.

‘Warner SBerthoff: Part-time
leave.

Robert \A. (Wallace: Part-time
leave.

iNew Faculty, 1959-60

Candidate for the Ph.D. at Johns
Hopkins (University—Instruetor.
Economics: Laura E. Romine,
(M.A.—Lecturer,
English: Catherine Rogers, B.A.,

 

sor in charge of the (Classical

Continued on Page 6, Col. 1

~

Glenway Wescott
To Present Views

On Thomas Mann

A lecture and concert commem-
orating Thomas.Miann will be held
at Haverford on Friday, October
9. The lecture, given bby Glen-
way Wescott, is entitled “Thomas
Mann: Willpower and Fiction”, Mr.
Wescott is president of the Acad-
emy of |Arts and Letters; and the
author of Harper Prize winner
“The Grandmothers” (1927), and
“Apartment in \Athens” (1945).
He will speak at 4:00, in Roberts
Hall.

The concert, at 8:45 :p.m., also in
Roberts Hall, will be presented \by
the Julliard String Quartet. Their
program includes some of Mann’s
favorite music—works by Mozart,
Mendelssohn and Beethoven. The
members of the quartet are: Rob-
ert ‘Mann, violin; Isidore Cohen,
violin; Raphael Hillyer, viola, and
Claude Adams, cello.

Alumna Sponsors

This commemorative program is
one of a series of three, sponsor-
ed by Miss Caroline Newton, an
alumna of Bryn Mawr (class of
1914). The first. of the series was
held at Bryn Mawr im 1956, when
Mark Van Doren spoke on “Joseph
Tetrology” of (Mann, followed by
a piano recital by Rudolf Serkin.
In 1962, the third such program
should take place at Swarthmore
College,

‘Miss Newton is. particularly in-
terested in (Mann, and considers
him both “a great, European and
a great writer.”

 

Mr. K. Complex
Asserts Kennedy

. (Mr. Kennedy, in the first cur-
rent events lecture of the year,
“traded guesses” with a crowd in
the common room on “Mr, K. and
_[ What He Means”. In_describinig.
the Russian premier, he empha-
sized the fact that Khrushchev
“came right up through the party
machinery”. ‘Thus, although un-
doubtedly impressed by much of
what he saw in the U\S., he con-
tinues to think of us as a decadent
capitalist society.
Mr. K’s Objectives

Khrushchev’s objectives in com-
ing, in so far as we can determine
them, were to “break the ice”, to
boost his own and Russia’s. pres-
tige, to observe the U.S. with an
eye to eliminating some of the
Soviet’s economic weakmesses, and
to’promote foreign trade. Perhaps
his main objective was a less, tan-
gible one—that of pushing or as-
certaining our acceptance of the
(present world situation. We .now
admit the semi-permanent division
of 'Germany and the existence of
the satellite bloc without much
hope of altering the situation to
rehabilitate the world. A few
years ago, this admission would
have been thought quite imposs-
ible.

Proposals “Unconvincing”

Khrushchev’s actual proposals
have fbeen rather unconvincing,
except perhaps as they show a
greater willingness to open nego-
tiations with the west. It is basic

the USSR to realize their belief
in the communist destiny of miy-
ing the world. Also, the Soviet
Union is still a totalitarian state,
and as such has a policy of sec-

Are Subject Of

Dr. R, Ghirshman will speak on
the toile “Les invasions des No-
mades en Zran au Début du ler
millénaire Avant J.<C.” on Mon-
day, October 12, 1959 at 8:30 in
Goodhart. This lecture will initi-
ate a special symposium at Bryn
‘Mawr as part of the Seventy-fifth
Anniversary Celebration.

The symposium entitled “The
Nomadic Impact on the Ancient
World After 1000 B.C.” is the
first of its kind to be held here.
It will be sponsored by the De-
partments of Classical Archae-

‘Still Life’ to Offer
Songs, Stills, Life

This year’s Junior Show, Still
Life, will be (presented by the class
of 1961 on October 30 and 31. The
east in order of appearance is:
Claudia McClure (heroine)—

Cathy Lucas
Girls in the dorm—

Alice—Pauline Krips

Nancy—Bonnie Goldberg

Jane—Caro] /Watts

Carol—Amy Cheng

Louise—Sue (Szekely
‘Mailman—Jane Bullard
‘Methuselah ‘MeClure—

Judy Lefkowitz
Aunt Emma—Janet Lamborghini
‘Narcissa—Cisca Duran-Reynals
Sarabelle—Sarah Bosworth
Mary MecClure—Jackie Mars
‘Ma Thomas—Melinda Aikens
Martha McClure—Perky Cotler
Margaret McClure—Nan Sype
Ma McClure—Becky Tingle
‘Samson—Jane |Levitas
‘Clem—Gail (Lasdon
Sheriff—Bee Kipp
‘Alexander Haig (hero) —

Mag Parlin

 

 

Secretaries—
‘Annabelle—Kathy Kessler
‘Myrtle—Judy Stulbeng
-Lolita—Dee Rosenberg

Continued on Page 5, Col. 2

Nomadic Invasions In Iran.

Symposium

ology, Greek, Latin and History
of Art. The evening lecture will
be followed by a day of lectures
and discussion on October 3, at the
‘Deanery, attended by visiting
scholars and graduate students.

Educated in France, Dr; Ghirsh-
man is am archaeologist, explorer
and historian. He has worked on
digs im Iraq, \Affghanistan and
Iran and has written many works
on his finds. At present he is head
of the French Archaeological Ex-
pedition to Iran. His lecture will
be given in French and is illus-
trated with rare photographs and
objects from (private collections,
to be showed to the public for the .
first time, Everyone is imvited to
attend. |

An exhibit of Nomadic and Iran-
ian art and related objects from
private collections will be on dis-
play in the Rare Book Room for
about two weeks, This exhibtiion
has been organized by twe alum-
nae, Mrs. John Bunker and Miss .
Prudence Oliver.

The Tuesday program will be
divided into lectures and discus-
sions, the speakers being Profes-
sors 'R. S. Young, E. Kohler, and
M. J. Mellink of BMC and Profes-
sor Edith Parada, Columbia Uni-
versity. \Among the attending
scholars will be Richard N. Frye
from Harvard University.

Notice

Sunday, October 11, at 3:00 in
the Quita Woodward room, there
will be a 76th anniversary ipro-
gram marking the opening of the
Exhibition of Books by Bryn Mawr
Alumnae, It is sponsored by the
Friends of the Library, and enti-
tled “Behind the Scenes with Three
Bryn {Mawr ‘Authors”. The three
authors speaking are (Elizabeth
Gray Vining, Josephine Young
‘Case, and Patricia Castles Ache-~
son. The discussion is open to

 

students,

 

Batten House

‘According to President Kathar-
ine E. McBride, Bryn Mawr’s lat-
est acquisition, palatial Batten
(House, will be ready for oceuwpancy
after a delay of three to four
weeks, during which it will be
equipped to satisfy fire prevention
requirements and applications for
residence there will be sorted out.
"The fire prevention requirements
include two fire escapes, a smoke
barrier at the head of the stair-
way to the third floor, and a fire-
resistant ceiling over the boiler
room; the selection of occupants is
likely to be more complicated.

Lifesavers Welcome

As (previously announced, Red
Cross lifesavers are particularly
welcome to’ Batten House. in
choosing the other residents, the
administration plans to take a few
from each hall, so that no one will
suffer the abrupt loss of its entire
upperclass crust. After they have
been narrowed down to about thir-
ty, the applicants will meet for a
general draw. This, Miss. McBride |
pointed out, will give them a chance
to see who their fellow-inhabitants
may be—congeniality being espec-
ially important in so small a place.

‘Besides the lifesavers, permis-

 

 

Continued on Page 5, Col. 3

Fire-Escapes,

Inhabitants, To Be Installed

charge (both of the students in the
house and of the freshmen in the
graduate center. The hall will
have the usual officers, as ‘well as
a new functionary, the pool officer,
whose job will be taking charge
of the pool and writing er re-
ports on it.

Rooms Vary In Price

Room (prices in Batten House
(will be in the same range as in
other halls, with eight low-priced,
four medium-priced, and two top-
priced rooms. Tlwo of the rooms
will be triples, and the others will
include either two singles and
three doubles or three singles and
two doubles.

In reference to suggestions that
the new hall be turned into a co-
operative house, Miss McBride
said that the nearness of the grad-
uate center made it simpler for
students to eat there than to pre-
pare their own meals. Last spring, -
when co-operative housing was
discussed, the college thought of

-re-installing the kitchen in East.

House (taken out to make more
room), since it is felt that too
many students are being obliged
to eat at the College Inn. If any-
thing is done about

 

sion-givers ‘will be needed to take

Continued on Page 6, Col. 2

 
 

 

   
   
 
 
   

Page Two

THE COLLEGE NEWS

ba 7

Wednesday, October 7, 1959

 

THE COLLEGE NEWS

FOUNDED IN 1914
' Published weekly during the College Year (except during
Thanksgiving, Christmas and Easter holidays, and during examina-
tion weeks) in the interest of Bryn Marr 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 wholly or in part without permission of the Editor-in-Chief.

EDITORIAL BOARD

DONOIMATIEE ccc ct e ccc cneccneveccessevccceenccses Betsy Levering, ‘61
Oe er rrr ei Lois Potter, ‘61
PRU OIE Give cecccecentcceseesteeoenevestecns E. Anne Eberle, ‘61
PAMUI DURIOE nonce ccc tec ccc cwcesndvetsnoececesvenes Frederica Koller, ‘61
Members-at-Large ...........seseeeeee Marion Coen, ‘62; Alison Baker, ‘62

EDITORIAL STAFF
Isa Brannon, ‘62; Yvonne Chan, ‘62; Linda Davis, ‘62; Sandi Goldberg, ‘62; Anne
Rassiga, ‘62; Grace Stevens, ‘61; Judy Stuart, ‘62.

BUSINESS BOARD
Sybil Cohen, ‘61; Jane Levy, ‘59; Nancy Porter, ‘60; Irene Kwitter, ‘61; Sue
Freiman, ‘61; Melinda Aikins, ‘61; Martina Souretis, ‘61.

\

Pusinees PAGMBGOE 6c eins ccc csccngeccccneccssccsccs Elizabeth Cooper, ‘60
Associate Business Manager .......... 50 ccceceseecvecveues Tina Souretis, ‘60
SATE  PROUOBIORUOT ciccice cet ses cccccacnccceceeneceseue Holly Miller, ‘59
CRN, 5555 ire eh Fear e ee cece eet eeeveceeesetes Margaret Williams, ‘61
Subscription Manager ...........:ccseeeeeceecceeeeeeess Susan Szekley, ‘61
Subscription Board: Loretta Stern, ‘60; Karen Black, ‘61; Gail Lasdon, ‘61; Lois

Potter, ‘61; Danna Pearson, ‘61; Lisa Dobbin, ‘61; Sue Szekley, ‘61; Elise

Cummings, ‘59; Sasha Siemel, ‘62; Doris Dickler, ‘60; Kate Jorden, ‘60;
Jackie Goad, ‘61.

Subscription, $3.50. Mailing price, $4.00. Subscription may begin at any time.
Entered as second class matter at the Ardmore, Pa., Post Office, under the Act
of March 3, 1879.

 

Science and the Modern College

Serious :consideration of the problems involved in the
question of science education for college students in the hu-
manities is relatively new. The tremendous growth of science
during the last century established those disciplines firmly
in the liberal arts curriculum. But the stepchild of “pure’’
science, applied science, received first attention, and many
technological schools or institutes were established with cur-
ricula which largely ignored both the humanities and the
basic sciences. But as the basic sciences were, and still are,
confused with technology, educators began to agitate for
the “humanization” of the “sciences”. This problem, though
still a.real one, seems on its way toward being solved. At
the Massachusetts Institute of Technology more than 25%
of the curriculum falls within the scope of the humanities,
and over 25% more is assigned to science properly so called.
Moreover, it is the rare scientist who is unacquainted with
the subject matter and central questions of the arts and
social sciences.

But while most scientists are at home in the human-
ities, it seems that very few non-scientists are able to, or
even want to, speak the language of science. In a civilization
which is dominated by the by-products of science, this is
simply to leave technology to its own, often dubious devices.
Meanwhile, the philosopher, the economist, even the student
of literature, almost all the specialists in the humanities, are
discovering that they cannot claim real competency in their
subjects and at the same time ignore the influence and the
- achievements of science and technology any more than the
Roman Empire could long ignore Christianity. But while
science informs our society, many of us, who claim to be
students of that society, remain uninformed about it.

The grave difficulties involved in giving science a “crea-

tive place in a liberal arts curriculum are discussed in this
issue by Dr. Walter C. Michaels and by a number of seniors
who are not science majors. The fact that this discussion is
taking place in the pages of the News reflects the dissatis-
faction of the editors with the nature and extent of the pres-
ent requirements; and marks an attempt to lay out these
problems for general examination.

A New Editor And A New Policy

Monday night, over tea and sundries, a plenary session
of the News’ staff and board created two new editorial posi-
tions, Associate Editor and News Editor. From the point of
view of the organization, these changes represent a decen-
tralization of responsibility, and therefore of editorial auth-
ority. This revision is important to the News itself. But
the creation of a news editor marks a change in policy which
has importance for the entire campus as well.

During the election campaigns last spring, a number of
the candidates for Big Six virtually ran on the platform of
extended coverage in the News for their organizations’ ac-
tivities. We objected on the grounds that the News was not
primarily a publicity sheet. But at the same time, we were
forced to review our traditional idea of what constituted
campus news. It was unpleasant to realize that most items
were simply events-as-they-happened, and that we had tend-
ed to disregard, or rather, to overlook events-in-the-making.
This was not a deliberate policy, but the result of the lack of
real channels of communication with campus organizations.

reSDONnS Ie NO Vil

routine news items, but more especialy £ grass-roots
for Salen race ae ae

 

      
   
        

  

by Dee Wheelwright

What I mostly did this summer
was to go to Europe, but I’m not
supposed to talk about that here,
as it is such a common thing for
Americans to do nowadays that
Europe is glutted with them and
I had to hunt for hours in Flor-
ence before ffinding the Italian sec-
tion of the town. ‘When my par-
ents (with whom I was travelling
at the moment): ran out of money
in Istanbul and we all had to come
home, I still had the wanderlust,
and so, packing my Boy Scout

{knapsack and — toting my —instru-

ments, I set out to tbe local color
in Nantucket. And it is this ex-
perience, a week of street singing
in that fabulous old whaling port,
which I was asked to describe.

I had no intention of being a
street singer when 1 started out
for Nantucket, or any remote de-
sire to be one. I went to visit
friends Beth (Carr and (Gretchen
Jessup whom you may know, and
if you don’t you should go immed-
iately to the nearest Revue and
strike up an acquaintance. Any-
way, I landed on the island having
come from Woods Hole im a huge
luxury liner which had a chronic
fear of wharves or piers and which
consequently took hours to make

a simple landing. I landed finally,
hoping that visiting the island
would be cheaper than getting to
it: vain hope. Nantucket is full of
tourists, and where there are
tuorists life for the simple liver
possible. Luckily I had friends and
so, instead of \being forced to spend
$2.50 a night (the cheapest avail-
able price) I was allowed to sleep
in the..attic...with, the waitresses
at the~ restaurant-boarding house
where Beth and Gretchen were
working.

But still my money was dwind-
ling fast. I. had to do something
to get some money lbecause even
if the gorse and the furze and the
dunes and the sea'and the whaling
museum hadn’t been so nice and
if I had wanted to leave (which I
certainly did not) I couldn’t have,
because 7 didn’t have enough mon-
ey for a boat ticket let alone a bus
to ‘New York. So I decided to
make a fast buck or two by the
easiest means at my disposal—
singing. I went to the Chamber
of Commerce and they were pleas-
ed. If you had come in June we
would have paid you, they said,
but they gave me their august

| Permission to do what I could on,

my own, and so I ‘went down that

‘| night to see what I could do,

(For a while it was jpretty dis-
couraging because I was singing
to no-one, but suddenly 30 people
sprang: up from nowhere like Ja-
son’s army, and began to sing. I
made ffive dollars in an hour and
quit, thinking I had made pretty
good earnings, and when I went
away the second night with only
four something I still didn’t com-
plain. Until I met Grant who had
been in the racket the year before.

Grant had lots of blond hair and
could sing all of (Puccini by heart,
and he was also a good showman
who knew the ropes (I was total-
ly ignorant) and so we formed a
team. Things picked up..‘We put
on a real show complete with re-
hearsals and a planned program,
and we wore “quaint” straw hats
(which we passed around at dis-
creet intervals during the show).
We made money hand over fist,
singing, not to the college group,
as I had done earlier, but to the

 

Street Singer Draws Rewards and Hecklers

older people wks had the money.
Once we received an invitation
to audition for a pops record com-
pany, and once an elderly woman
came up to us and said we had
such [beautiful voices we ought to
“use them in the service of the
Lord”,

We, however, did neither, but
continued for four nights to run
our show on Uipper Main St. near
the bank, repairing after an hour
to the neighboring coffee house’ to
count our loot. Four nights may
not sound like much to you, but
after you have gone through the

‘game routine (more or less) four

times consecutively in the fog,
and have lbattled hecklers (luckily
they were rare), little boys and
fighting dogs while at the same
time attempting to keep a lethar-
gic crowd amused and singing, you
are quite ready to quit. It was
fun while I did it, and I’m glad I
did do it, but it’s a tough job, and
I don’t expect to do it ever again
Continued on Page 5, Col. 2

 

Committee Proposes Positive Action

by Emmy Meyer
Chairman of Curriculum Comm.

The Student Curriculum Com-
mittee, made up of representatives
from each department and class,
serves several important functions
on the Bryn Mawr campus. Some
of these are advisory: the letter
to freshmen, sent in the summer
before their entrance, attempts to
Rive’ information about courses
that will be open to them in the
fall. During Freshman Week, this
year for the first time, the Cur-
riculum (Committee held “office
hours” in Taylor so that girls
could come in and discuss various
aspects of the curriculum before
they made out their schedule.

Another innovation was to have
a small panel of members of both
the student and faculty Curricu-
lum Committee discuss “The The-
ory of ‘Requirements at Bryn
Mawr.” Their discussion attempt-
ed to get at some of the principles
and reasons behind our academic
system. ‘This panel was followed
by a tea at which committee mem-
bers were again available to ans-
wer questions.

Still in the advisory capacity,
the committee tried to help stu-
dents, especially sophomores, to
decide on their major fields by
holding get-togethers at which the

 

departments -and__their plans —of

 

study are discussed.

The committee is also the chan-
nel through which student opinion
on the curriculum is voiced. It

rserves as a liaison group between

students and faculty. It presents
new ideas, suggestions, and griev-
ances to the professors and admin-
istration, and works with the cor-
responding faculty committee. Stu-
dent interest, then, is of prime im-
portance to the committee, and ul-
timately to you—for it is you
whom the committee represents.
All of your questions, comments
and criticisms are ‘welcome sand es-
sential, Representatives will meet
with students in or interested in
various departments to hear their
opinions. A list of committee
members will be posted in each.
hall,

Finally, this group tries to as-
sist and encourage student inter-
est in broad aspects of the cur-
riculum, and in general problems
and questions in education today.
Though non-participation in activ-
ities is perhaps in vogue at this
time, student imterest in the cur-
riculum. should. be a fundamental
part of one’s life on this campus.
Rather than keeping suggestions
and gripes confined to the dormi-
tory, bring them to the (Curricu-
lum Committee, twhere positive
aettor can be taken for improve-

ment.

 

by Marion Coen

(When a well-known alumna pub-
lishes a book it behooves her alma.
mater at least to notice it; when
the alumna is Cornelia Otis Skin-
ner it usually proves good for men-
tal equilibrium as well as lubrica-
tion of mouth and jaw muscles not
only to notice the newly-hatched
tome, but also to slink off for an
hour and read it.

The Ape in Me, the newest opus
of this prolific and renowned Bryn
Mamwrter, pantakes bountifully of
these therapeutic qualities. If not
(as the publishers proudly vaunt)
“rollicking”, itdoes at any rate
guarantee several unsuppressable
shoulder spasms per essay; the
volume including twelve of these
essays, (polemics against. contem-
porary mores, modes, and meth-
ods, e.g., air-line steward cour-
tesy, zippers, and cellophane wrap-
pers) the reader is virtually as-
sured complete _risibility. lubrica-
tion in an hour.

It must be readily (and happily)
admitted that paroxyms produced

‘ _ | by the volume derive not from any

appeal to a rational element, for
‘Miss Skinner’s humor is, in the
main, hyperbolic rather than sub-
tle. It lies in the pure

 

mouthed through thick Pullman
windaws of a slow -departing
train), but more often, in an al-
most unrecognizably distorted ex-
aggeration of it (e.g. the hacking

to open an impenetrable cellophane
wrapper that results in a gouged
finger, impaled bosom, ~ stained
dress, and lost temper).

In occasional interims between
situations, the pitch of absurdity
is sustained’ through frequent use
and juxtaposition of the many-syl-
labled tand hyperbolic word: (caca-
phony is used in three of the
twelve pieces to indicate noise)

-and, when_a (pleasingly poly-syl-

labic word is not im the offing she
tends to derive her own (e.g. un-
getatable—term used to denote
‘well-wrapped, packages). .
Mention of ¢his proclivity for
the many-syllabled should, how-
ever, serve only to preface what
may bbe considered Miss Skinner’s
most effective humorous device;
her startling use of the unexpect-
ed, and ergo piercingly funny,
word. The success of this method
depending so strongly on context,
it seems hardly fair. to extract
particulars as examples. Never-
theless, one can hardly resist not-
ing the manufacturers who tact-

ciation of

Latest Skinner Opus Delights Reviewer

jarring flip, hotels reminding you
of their courtesy with countless
tender avowals, and Barbara Frit-
chie whooping out her patriotic
sentiments to the self-controlled
Andrew Jackson.

Unfortunately, this very meth-
od sometimes falls somewhat short
of its mark with the result that it
itches, rather than tickles, its au-
dience. These instances, however,
are few, and we can easily forgive
‘Miss, ‘Skinner. for knowing about
the Punic war but being a little
uncertain just who the “Punes”
were, or even for her avowed teti-
dency of mistaking the pronun-
t’s Cheops “with
that of a cut of meat.”

And we can forgive too (if some-
what more reluctantly) the rather
tedious habit of self - depreciation
on the grounds of oft-reiterated
“bad” habits and “dreadful short-
comings” all of which (though
sadly bemoaned by the author)
the reader would happily exchange
for her awn.

‘On the whole, the book is fun-

reading, its enjoyment somewhat
enhanced by a feeling kinship
for its Bryn Mawr au and a

consequent sympathy for. certain
attitudes: (e.g. time-tempered

sorrow that at The Hill School, ©

 

absurdity of the

 

 

 

fully fail to specify the mode of

opening their tins, the elongated

2} American at a Japanese dinner
extended pil tform oe

Se

 

SER ee ln aie Sls Si

Penn, and Haverford, the “scenes”

of her only prom-trotting, the
sree were “fall serious, spectacled,
_

oe

 

np

 

    
 

 
 

 

 

 

Wednesday, October 7, 1959

THE COLLEGE NEWS

Page Three

 

Role Of ‘Science In The Liberal Arts Forms Survey Topic

Nina Broekhuysen
French

“Inasmuch as I consider science
one among several fields of poten-
tial interest to.a maturing student,
rather than the area in which he
should be interested, he can poss-
ibly direct his preference. I do
consider my own exposure to
science sufficient in quantity.

“I have had sufficient acquaint-
ance with the various fields within
science to have had a basis for
further study in~ them, had~ my
mind [been so inclined. However,
except for the one year of Geology
I have had at Bryn Mawr, my sci-
ence courses were far from ade-
quate as concerns facilities. Al-
though in my own case I cannot
say I might have turned to science
if the courses had ‘been more up-
to-date and alive, the deficiency
may (well influence those who are
less sure of their predilictions.”

  

aia

Sue Schapiro
History

. “My impulse is an answer no,
unequivocally. On second thought,
however, I realize that it is. extent
rather than kind of-scientifie edu-
cation which J feel inadequate in
myself. (I am glad to have had
to take a_ specific, intensive, and
year-long science course at college,
and would not want to see the re-
quirement satisfied by even the
most comprehensive and exacting
general course in science or sci-
ences... Orr silica

“But one course—all I’ve had
time for at Bryn Mawr—is_ not
enough. ‘Whole areas of science
remain foreign enough to be for-
midable, almost completely [beyond
my reach, despite their fascina-
tion and my real interest. Yet,
convinced of the value of our in-
tensive curriculum, I have no so-
lution to a problem which is per-
haps attributable to increased

. specialization in general as it is
: to a four-course system and a de-

manding major in our specific

case.”

Dr. Michels: On Studying Science

EDITOR’S NOTE: Fifteen seniors were asked this question: Do you, as humanities
major, consider the exposure you have had to science, in your educational career so
far, sufficient in quanity and adequate in kind? Their answers are published on this
page. Below is a major interview with Dr. Walter C. Michels of the Physics Depart-
ment, who tackles much the same problem from the professorial perspective.

Liz Hansot
Philosophy

“In order to determine how

 

Interviewer: [How do you, as a
scientist, understand the relation
between the liberal arts and the
sciences ?

Dr. Michels: ‘Let’s ask this:
what do you mean by a liberal
arts program? It-seems-to-me-that
the justification for amy liberal
arts program is that it cuts across
these cultures, those developments
on thought which have contributed
principally to ‘the society in which
we live. (Certainly, if this is true,
the nature of a liberal arts educa-
tion must change from time to
time. There’s no question what-
ever but that science has been a
dominant influence in the twenti-
eth century, and even somewhat
before that. . Therefore, a liberal
arts program which is responsible
to its purpose of showing the
growth of civilization must incor-
porate the sciences, not as a sup-
plement to that program—because
it cannot be—but as an insepar-
able part of it.

Interviewer: The growth of civi-
lization, yes; but also one direc-
tion in which it can and is likely
to expand,

Dr, Michels: That is right; there
is no question whatever that, during
the next 50 years, science and the
technology that grows out of it—
and I’d like to keep these two very
separate—will have more influence
than they have had in the last cen-
tury. I don’t know whether you
know of a statement George Stew-
art makes in his book, Man—A
Biography, that the conditions un-
der which man lives have changed:
more in the two-and-a-half cen-
turies since 1700 than’ they chang-
ed from the beginning of recorded
history up until -1700. It seems

 

Jean Yaukey
English

How can you ever say you've
had enough of anything? I he-
lieve that in proportion to the oth-'
er things I have studied I have had

|-enough _science.__I_-certainly—con-|——

sider my Geology course here more
than adequate in kind, and I can
say the same for the Physics, Bi-
ology, and (Math I took in high
school, although they did not at-
tempt to cover the material found
in a college course.

I enjoyed all these courses in a
sort of liberal artsy way. My at-
titude has never been terribly
scientific, as I have related my
knowledge in science .to the arts.
I therefore feel that, because of
the way I study science, I have

 

taken enough courses in it.

Sheila Gopen—Economics

I believe that Bryn (Mawr’s re-
quirement of one intensive labor-
atory science is good and that my
course in physics benefited me a
great deal. However, I do not

consider my overall exposure to
science sufficient in quantity,- liv-
ing as I am in a world of scien-
tific change. Although I would
not recommend a general science
course, I do think that somewhere
in an educational career there is
a place for an introduction to
more than one science, Perhaps
this may just be the responsibil-
ity of the high school.

Many times people are afraid
of a new science and never take
it. At Brym Mawr, where the 101
course is strenuous, students tend
to go into those courses with
which they are already acquainted

~—~and “consequently —do—not~get-ex-

posed to other scientific fields.
I’m very glad that I, a liberal

until my sophomore year to fulfill
my science requirement. As a re-
sult, my approach was more ma-
ture and I (would definitely advise
others to do the same. I feel that
too many students rush _ into
science as something they want
to get out of the way.

At Bryn Mawr I think a course
such as History of Scientific
Thought is an excellent idea for
the student who has already ful-
filled her single science require-
ment. However, I think that it
should be offered more often and
made more attractive to the non-
science major. Perhaps this would
ibe one way to give the liberal
arts student a look at the prob-
lems and accomplishments of the
various branches of science. Such
a course could even introduce some
sciences not included in our curric-

ample—while presenting them all
in a manner familiar to the liberal

 

arts major from the start, waited

Jarts student,

es

ain: nettle wsei0 tren

 

likely that this change will con-
tinue for.some time to come at an
accelerated pace. And yet, rela-
tive to the importance of the un-
derstanding we must have of
science over the next generation,
the emphasis ;we put on science. in
our educational scheme is very
small. This is evident when edu-
cation in the sciences is compared
with that in the humanities or in
technology.

Interviewer: I think that no one
will contest the importance of an
introduction to science for students
of the humanities. Our problem
is really one of quantity of science
in proportion to education in other
fields and also the kind of pres-
entation of science that should be
made, is it not?

Dr. Michels: Quantity is one
problem. There must tbe some bal-
ance in a curriculum that includes
science, but what that balance
should be I don’t know. But it’s
also true that the problem of how
to approach the teaching of
science, in a liberal arts program
—or im any other program for that
matter—is something we’re a long
way from solving.

One approach has been to treat
introductory courses as_if they
were primarily for the purpose of
preparing for further. work in the
subject. Given the requirements
in the majority of colleges and
universities today, for most of the
students these will be terminal
courses, and to design the courses
for the ‘relatively few majors is

 

‘Sally Davis
Latin

“I had physics and chemistry in
school and first year geology here
—I certainly don’t consider this
‘adequate preparation’ in science.
I would like very much to have
taken both Physics and Biology,
but have found it absolutely im-
possible with a 4-course schedule.
I would certainly not be in favor
of a survey-type science course.”

 

 

 

 

 

 

Joan Strell
History

In answer to the question Joan
Strell said, “In quantity, yes, be-
cause my exposure to science has
not been limited to the basic
laboratory courses.” Joan has had
additional contact with science in
the study of the Scientific Revolu-
tion of the sevententh century in
the Enlightenment course and in
summer iwork,

“As for kind,” she says, “I do
feel that required laboratory work
is necessary, not for what you re-

approach one gains to subject

 

 

akon ——

nonsensical.
there is.a danger here, for some
of the courses that break away
from this older attitude, to my
mind, have gone so far that they

Is this bad?

On the other hand,

have really stopped being science

courses,

Interviewer: I suppose

it would be possible to intellectu-

alize many of the methods or tech-

niques of science.
Dr. Michels: Perhaps.

of science,

you
mean that the emphasis shifts
away from the laboratory work
and the intensive study of detail.
I would think that

A great
many institutions have tried cours-
es in the philosophy and history
(As far as I can make
out, these often fail to give any

much science one wants to take,
it is useful to consider the desira-
bility of studying the sciences at
all. A Humanities major becomes ©
acquainted in the sciences with a
method which refuses to accept
facts not related and structured

as much as possible into a coherent
whole. There is a great deal of sat-
isfaction-to be derived from work-
ing a system of commonly agreed
presumptions, and to be able to
resolve problems in terms of these
presumptions. ([Isofar as science
is concerned not with facts for
their own sake but with facts in-
tended to change a relatively con-
ceived order of experience, those
willing to take more advanced
courses, having once learned the
technique, obtain. from their lab-'
oratory work better experience of
the discipline.

ciplines by its history and under-

ology ?

understanding of science. You can
give something: that can (be par-
roted; but until you actually get
in there and try to use the tools,
the techniques, and especially the
kind of thinking involved, I don’t
know of any way that you really
come close to understanding them..

Interviewer: The purpose of an
introductory course, then, is not
to give a broad understanding of
one scientific field, or of science
as distinguished from other dis-

lying philosophical and logical as-
sumptions; but is rather an at-
tempt to get at scientific method-

Dr, Michels: Scientific method-
ology is a meaningless phrase; the
methods science uses in attacking
a given problem are roughly the
same methods used in any field,
except that in some fields the ex-
perimentation is not so easy to do.
But, no—I would say that one ma-

“Technological activities exist

by demand, and the liberal arts
major has likewise responsibility
to influence technology to achieve
these goals.
such control it is advisable to have
at least a theoretical knowledge
of the discipline. What.technology
has achieved in the past will re-
main, but the meaning that is con-
ferred on it in the present depends
on the use to which it is directed
within society. :

In order to exercise

“The science courses offered at

BMC are very well taught; within
this context more exposure’ to
them would certainly be useful.”

 

science courses—three
school, and two at the college lev-
el,
has proven useful to me as a psy-
chology major.
than that, is the influence of the
methods of science on my patterns
of
tion that in any science course,
repeated contact with and manipu-
lation of the methods and prac-
tices of science is a primary way
of inducing a student to think and
question both critically and care-
fully. Experience in a laboratory
can engender such a spirit of ex-
periment.

jor purpose of introductory cours-

es is to overcome this antipathy,

even fear, which a lot of people

Continued on Page 4, Col. 3

Anne Stebbins
Psychology

“The question * perplexes_.me

 

“|somewhat, as I am not certain
what is meant by “sufficient” and
by “adequate”.
equate for a student not concern-
ed with science? Or sufficient and
adequate for the optimal develop-
ment of such a student’s intellect?

Sufficient and ad-

“If educators are interested in

producing highly specialized Lib-
eral Arts students, then I- should
say that my exposure to science
would probably suffice for three or
four of these specialists.
educators are concerned with en-
couraging an independent spirit
of curiosity, inquiry, inventiveness
and persistence, then my exposure
is barely enough for one Liberal
Arts major.

But if

“I have had experience in five
in high

The content of these courses

More important

thought, It is my finm convic-

“I think, therefore, that all stu-

dents should take at least one,
science course, either general or
-ulum—such ‘as astron specific, which ;would make poss-

of the course, but. for the ible for them this type of first- ,
hinan ate : t experience which} ness that non-scientists envy but
can be conducive to -a-broader,| cann on-&

matter and the actual manual tech-/more creative and yet more an-
ee _ Jalytical pattern of thinking.”

 

Joanne Field
= English |

Ideals aside, I have begun to
think that no one can ever have -
adequate knowledge of anything.
Certainly I, as a liberal arts ma-
jor, don’t know nearly as much
science as I probably should, but
if we are to face such cold facts
as Bryn Mamwr’s deep, narrow and
crammed curriculum, I don’t be-
lieve that a better solution than
the present requirement can easily
be found.

A first year course that must
give a firm working basis to the
specialist can be a little over-
whelming to the unprepared, the
irrational enthusiast or the unin-
terested; still, science is science,
and I think the liberal arts major
is entitled to the real thing in pref-
erence, for instance, to a historical
survey or general-science course.
Now, though we may know little,
we can at least acquire some ink-
Jing of what science is~

1 don’t think the granted de-
ficiencies in the scientific back-
grounds of liberal arts majors can
ibe remedied by additional requir-
ed courses either. The problem
of time is obvious, and the inter-
dependence of the scientific fields
makes adivanced study in one the
study of all. I believe, further-
more, that a recognized lack of
aptitude rather than interest pre-
vents non-science students from
going on, Certain fields are con-
genial to certain people, and for
those without the peculiar mental
vitality and technical resourceful-

 

‘annot understand, further com- |

pulsory training in science might

 

be entirely fruitless.

*

 
Page Four

F.HE. COLLEGE NEWS

nei

Wednesday, October 7, 1959

 

Students Evaluate Sciences

.

Tony Ellis

Philosophy
Of her future education, Tony.
Ellis said: “If I go on wth philos-
ophy ll obviously meed more
science.” At Bryn Mawr, she
feels she should have taken more
science than she has—one year of
chemistry—but although she real-
ized this need at the time of deei-
sion, it didn’t seem worth the sac-
rifice it would have entailed in
liberal arts study. “I took chem-
istry because it seems the most

Helen Ullrich
Sociology-
Anthropology
Helen Ullrich, a sociology-an-
thropology major, and a one time
possible chemistry major, feels that
she has had a sufficient anount of

science. But she nevertheless feels
that Geology, the only 101 science

course that she missed, would also
have been of great value to her.

“¥ feel, therefore, that a fifth
science course should ibe offered to

disciplined, the most scientific of
the sciences offered at Bryn Mawr,
and at that time I was sure I’d
only take one year of any science.”

Tony stressed the desirability
of exposure to science on the lev-
el of the secondary schools “in
order to provide a foundation and
start interest; so that you can see
the value of science and apply it
She suggested a
high-school program of at. least
three years of math and four of
Tony herself took two

as you go on.”

science,

 

years of math and one each of
biology and chemistry in high
school—this of her own accord.
Although she considers that in
a single year of scientific expos-
ure some broadly inclusive course
might be the most generally app- |
plicable for the liberal arts major,
she twas generally very much op-
posed to the survey approach, in
science as in any other subject.
Tony’s extra-curricular experi-|

ence with science is probably more,
extensive than that of most lib-
eral arts majors. “I played with
math with my grandfather during
my school years, and experiment-
ed in the first. three years of col-
lege with physiology and anatomy
labs, Most of my scientific knowl-
edge has fbeen absorbed outside of
the regular curriculum, and, while
not sufficient in quantity, seems
adequate in kind. I make a point
of reading Time magazine on the
latest advances in medicine, al-
though in this I regret my lack of
scientific background of ‘knowl-
edge.”

Baber

“It seems as if the Communist
bloc is ‘calling the moves’ in re-
gard to many things. If this is
so, then the increased enmphasis
(placed on science in our country
‘is a reaction based on fear. To
meet the Communist challenge, a
better balance between the arts
and the sciences is needed, not a
complete reversal as made by the/|
Communists.

“There’s a great deal to be said
for the discipline of a science, the
more rigid deadline of a lab, the
absolute preciseness of experi-
ments. (Perhaps the most impor-
tant thing is that one experiences
undeniable rights and wrongs,
truths that can he proved; there
is often a beautiful certainty in
a science. In arts, one studies a
subject from so many angles that
frequently the student forgets to
make up her own mind as to what
position she will hold. :

“A more general kmowledge of
the practical sciences introduced
at high school level would benefit
a liberal] arts major. Theoretical
scierices, e.g. mathematics, have
relevance especially for philosaphy
majors and perhaps should be
taken at the college level. Aside|
from ‘Communist challenges’ and
the like, it is a shame that a lib-
eral arts major should be as ignor-
ant today as she is of scientific
principles; and vice versa. Can’t

 

 

 

a good thing; it’s necessary.
what I would like to see is logic

all students to- fulfill their science
requirements. This course would
combine the content and labora-
teries of the other four sciences,
physics, chemistry, geology and
biology, and would be taught by
members of all four departments.”

Helen proposes that the course
should not be easier than conven-
tional scienee courses and should
be. designed to give students “a
knowledge of the essentials of all
sciences.” This course would also
be of great value in helping a pros-
pective seience major decide in

which field she wishes to major.

“The importance. of science to

la Liberal Arts major,”’ Helen em-
\phasized, “lies in the introduction
of the student to the scientific

methed.”
Nancy Porter
Political Science

“Since I’m not scientifically-in-

clined, I feel that I’ve had all the
science F need or desire, but I don’t

mean to imply that a person with
a mind toward the sciences might
not do well to take more courses
in them.

“f took the 101 Geology course
here, beeause like most people, I
hadn’t taken it in high school. I
thought it was an excellent intro-
duction for us non-scientists, and
deep enough ‘for the future Geol-
ogy majors. A course in general
science seems to me rather high-
schoolish, and a separate course
for the unscientific would just put
an extra burden on the science
department. Se
- "‘Praining in scientific thought is
invaluable in any field, and science
really is bound up with Political
Science, sinee emphasis on science
is part of the political situation
these days. But for a political

seienee major, I think a study of

seientifie development today and
in the future would have more
value thaw another basic science

course.

Trudy Hoffman
English

“I think one year of science is
But

offered as a science; it trains the
mind in the same way a science
course does—or math could be

main purpose of the science must
be to train_a way of thinking.

“I think science is fascinating,
the way lit. is after two weeks.
‘Geology ‘was interesting, but 1

can’t use it for anything except

looking at mountains and so on,
As to taking more science if her

schedule. allowed the lit. courses
fof her maojr and that too, Trudy

says, “I would take more science,

but only if it just consisted of lec-
‘tures. I just haven’t the time nor

energy nor amount of interest that

labs require.
“T think a course in general

d| science would be stupid. Then in-
e| formation would be the point, and

Faso Os, anmelden lace

Dr. Michels: Science in a liberal Arts Education

Continued from Page 3, Cal. 4

‘have for science. What you want

to induce here is the willingness
and ability to read seience—not in
the highly technical sense, but at
least in the sense that it is writ-

ten for the layman, This means
‘that the student needs to have
enough examples of the way
science works—examples he un-
derstands—to get over his fear,
and an intimate enough knowledge
of scientific language and concepts
to be able to read scientific writ-
ings without serious difficulty.

Interviewer: Yes, but how do
you go about doing that in an in-
troductory course?

Dr. Michels: One presentation;
of course, is the historical develop-
ment of a science. But here the
temptation is to build a nice, log-
ical chain and to say that because
A happened B happened later. But
while this is often true of the mi-
nor steps in the growth of a
science, it is rarely true of the
major, the truly great steps, which
are often ibased on intuition.

Another approach is to skip
most of the history and present
the subject as a logical structure
which at each stage is intermesh-
ed with experimental observation-
al evidence.

Interviewer: But can you get
any idea of how a science devel-
ops if it is presented as a struc-
ture with an internal structure and
well-defined delimitations ?

Dr. Michels: I think you have
hit, in the very form of the ques-
tion, one of the difficulties here.
The temptation is to build a nice,
closed, beautifully logical system,
which, by its very completeness,
kills the interest of any student.
It is one of our big failures that
we have not pointed out to stu-
dents that ‘the structure is fluid,
that it’s not entirely, but only
partly, logical, that it is and will
remain incomplete. —

Interviewer: This problem ' is
compounded (by the fact that little
original research goes on at the
elementary level.

Dr. Miehels: Research—if it is
thought of as that which a person
engages in to find out something

previously unknewn to him—can}

go on at the elementary level. In
the laboratory here we try to de
exactly this: we try to get the
students very, very early—actual-

ly at the end of about three-weeks+}

—into a research situation, work-
ing in small groups on developing

‘their own problems and their own

techniques for solving them.
Interviewer: ‘What I’m most con-
cerned about is what can best be
done in the limited time you have
to train a humanities student,
Dr. Michels: This is, of course,
what we're all concerned about,

_ Judy Polsky
Philosophy-French

Judy Polsky, a Philosophy and
French major, feels that her ex-
posure to seience has certainly
been neither adequate in quality
nor in quantity. However, : she
regrets the lack of science large-

 

L ly on the grade school level.
used. One year of a science can’t |
in itself provide enough informa-
‘tion to be of lasting value, so the

“In grade school I jwas most
receptive to the idea of experi-
menting, whereas by high school
my tendency towards the liberal
arts was already quite marked.
|My schooling previous. to Bryn
| Mawr was entirely in public
schools, and even in my one year
of high school physics .1 was de-
terred by the lack of lab equip-
ment.”

“My college science has also
been rather inadequate, but I don’t

have time to be able to spend any |

more course time at this point. I
regret that. I didn’t have a chance
‘before entering college.”

dudy. stated the possibility of
continuing her studies, in French
at, least, but said that even. in that

case she planned no further course||
work in science; “Some reading ||

.amd I don’t think that anybody I
know ‘will pretend to have a com-
pletely satisfactory answer. We
are all reshaping our work; a lot
of experimenting is going on.

Interviewer: Is there any direc-
tion in which the teaching of
physics—since that is your field—
is moving?

Dr. Michels: Yes: toward the
freer laboratory, wherever poss-
ible. . Also there is a shift from
the quantative side of physics to
the strictly reasoned, non-quanti-
tative side, in am attempt to spre-
sent physics as it has really grown
and exists, not simply in the eas-
iest, most connected, way.

Interviewer: I may seem to be
harping on this subject, but has

‘there been more teaching of science

as part of the historical process,
that is, in the light of its reper-
eussions in society at large?

Dr. Miehels: Yes, there have
been many attempts, but remem-
ber: no matter how greatly science
has influenced society, the inter-
action is seldom direct. The big-
gest part of the interaction has
come through that intermediate
between science and _ society—
technology. The two are distinct;
and F don’t think science can take
full responsibility for technology.

Interviewer: [Perhaps not, moral-
ly. But if you are going to jus-
tify emphasis on scientific educa-
tion by saying that science has
had @ powerful influence on our
society, must you not, im that ed-
ucational process, attempt to show
what effect it has had?

Dr. Michels: I think this must
‘be done, (but whether it’s the job
of the scientist or the historian,
I’m not sure. (Science often both
receives impetus from the society
and gives imipetus to it. You can
say either that. the 17th century
produced great progress in astron-
omy because there was an econ-
omic demand for better navigation,
or you can say that good naviga-
tion resulted from progress in as-.
tronomy, Probaly both are true
and neither is true; and both the
historian and the scientist are
concerned \with the question.

Interviewer: One last, topical

Dieticion, Librarian
Bid College Adieu

During the summer, Miss Mar-
jorie Bacheller, college dietician,
and Mrs, Ethel W. ‘Whetstone, the
library’s head of circulation, re-
tired their posts at the College.

‘Miss Bacheller came to Bryn
Cawr as dietician in the midst of
war-time rationing (1942-48). Her
success ‘with short supplies at that
time ‘was equalled by her remark-
able record of having to substitute

 

cause of a crop freeze, no less!).
‘She will spend her winters in New
York and summers in ‘Weston, Vt.

Mrs. Whetstone joined the Library
staff in 1946 and become Head of

‘Circulation in 1954. (She was al

graduate of the University of
‘North (Carolina, worked in the
U. 8. Army Library at Fort Bragg
before her marriage and her sub-
sequent move to the Main Line.
‘She will now make her home with
her husband in Wichita, Kansas.

Day only once since the war ye

question: how do the science re-
quirements at Bryn Mawr meas-
ure up to your idea of a minimum
introduction to stience fdr the
non-science major?

|. Dr. Michels: As I said adits,
there are no absolute standards by
which one can judge the adequacy
of a curriculum or of a course, It
is certainly true that Bryn Mawr
College has avoided the watered-
down courses about science, rath-
er than in science, that have been
developed in some attempts to
produce courses for non-scientists.
On the other hand, our present
science requirement is less than
that in many institutions—there
is considerable justification for
the growing insistence on a full
year each of biological and of
physical science as part of a lib-
eral arts program. ‘The catch, of
course, is that adding to the
science requirement would cut out
something else; [ do not feel qual-
ified to form the value judgment
required except in company with
my colleagues.

B. Ll.

Letter to the Editor
To the Editor:

‘We don’t want to seem finicky,
ibut, as we are seniors and have
been loyal if not faithful readers
of the College News all that knock-
down,drag-out time; and, as we
are exercising remarkable restraint
despite the extreme (provocation,
we do hope that our few slight
suggestions won't ibe ill-taken.

Suggestion 1: Though anagram-
ists ourselves, we could by no
means ~decipher® “the

paper, smack in the middle of a
most intelligible (for onee) article:
xqrpotz. <iiven the epithet “close-
ly-guarded” gave us no clue, but
rather titivated our curiosity.
Would you desist from these inter-
esting (but rather childish attempts
to puzzle us, or else run a regular
column of answers?

‘Suggestion 2: The only sports
article ‘we remember “seeing in
your ppaer during the whole of
our interment here was one on
the rope-climbing requirement.
The novelty of that article’s ap-
(pearance caused a furor all along.
‘the Atlantic seaboard: Im order
to prevent further disturbances
of this sort, we propose that you
notice the sporting life more reg-
ularly. How about beginning with

tense competition that goes on: in
the body-mechanies class?
With all good intentions,
, IR. Crostic, ’60
T. Johanssen, ’60

 

e
Notice

Students worried about the
short (10 minute) walk from
‘Batten House to Taylor will be
interested to learn that the Ad-
ministration. is offering station
} wagon transportation, Monday
through Friday inclusive. The
car will leave for Taylor at
12:25, thus making it possible
for Batten Housers and Gradu-
ate Center freshmen to reach
class meetings, etc. on time.

 

 

 

 

 

 

 

mined study program.”

HAVERFOR D COLLEGGE
announces a
WILLIAM PYLE PHILIPS LECTURE SERIES
by
ALVIN H.
Professor of Economics, Emeritus, Harvard University
Visiting Professor of Economics, Haverford College

HANSEN

 

 

 

on
Inflation and Economic Growth
Wednesday evenings during the fall of 1959
Catader 14S es ..» The Inflation Debate: Causes and Remedies
Oetober 28 .. The Public Debt, Eeonomic Growth, and Rate of
: ' Enterest
November 4 .............. Automation and Pyramid Building
| ‘November 18 .......... The Dual Economy: Prices and Taxes
| December 9 .... -+++.+ Rich America in a World of Poverty
pee at 8:16 P. M.

following, .
which appeared recently in your

a play by play account of the in- -

 

 

“a

 

 
Wednesday, October 7, 1959

THE COLLEGE NEWS

Page Five

 

Arts Council Plans Varied Entertainment Fair
Ranging From Music, Drama to Gastronics

by Arleen Beberman
for Arts Council

This year the Arts Council has
planned an extended schedule of
events, Both Arts Forum and the
Ticket Agency of Arts Council
will be particularly busy with a
varied fare of entertainment ranig-
ing from music and drama to gas-
tronomics and folksinging.

Since its inception last year the
Ticket Agency has successfully
operated as a means for students
to obtain tickets for events in and
around Philadelphia. Presently
the. agency is desperately nego-
tiating for tickets to the Metro-
politan Olpera whose subscription
lists were filled months ago. Yet
we are hoping for cancellations.
Besides the “Met” the ‘Academy of
Music events—ballet, music, dra-
ma—certainly offer a good variety
of celebrated artists and acclaimed
performances.

Ticket Agency Explained

Many people have inquired how
th Ticket Agency operates. First
a student signs up for a ticket on
the Arts Council bulletin board.
iA few days later she will check
her name if she still wants the
ticket or cross out her name if she
no longer wants it. The agency
will order the tickets and distrib-
ute them to the students’ mailbox.
Any extra tickets will ‘be listed for

people interested at the last mo-
ment. Since we do not like to re-
fund a signed-for ticket we will
seldom have extra tickets. The
price of the ticket plus a five cent
handling charge (postage, calls)
is put on the next pay-day. Arts
‘Council {bulletin board will publi-
cize events of special interest and
provide ticket lists.

‘Added to the above outside ac-
tivities, ‘Arts |Council will spon-
sor art exhibitions, lectures, con-
certs and recitals on campus.
‘Members of the Bryn Mawr and
‘Haverford faculties will speak on
topics_relevant_to their respective
fields, The Forum hopes to secure
a well-known authentic folksinger,
and a gourmet who will naturally

discuss the art of gastronomy.

 

e e "
Street Singing
Continued from, Page 2, Col. 5
—iunless, of course, I find myself
once more penniless om Nantucket.

(Next time you see a streetsinger,
don’t applaud—just throw money.

 

Notice

a

The Bryn Mawr College Record
Lending Library, started in 1988
with a (Carnegie (Foundation grant,
has now been expanded to include
an extremely extensive collection
of L.P.s. ‘Listening opportunities
range from harpsichord to Dylan
Thomas.

(Membership in the Record Lib-
rary is open to anyone connected
with the college, and entails only
registration at the West Wing
desk, and the payment of a dollar
(Payday if you like). Your sug-
gestions and, of course, your dues
and ifines, are more than welcome.

Alison Baker
(Marita Viglione
Co-Chairmen,

 

Notice

Students are requested not to
swim or’ wade in that lovely,
romantic mill stream ‘behind
Batten House. Its water is al-

These events will occur on Monday
or Wednesday evenings during the
year,

(Lastly, Arts Council wants to
renew play-reading for Sunday
afternoons and—as a new activity
—launch support for the Hedge-
row Theatre in Moylan, Pa, Play-
reading with some discussion is a
group project and all it needs are
people wwho simply enjoy reading
a play aloud. Hedgerow Theatre
offers the enjoyment of seeing a
play artistically performed. Arts

 

Drama of Brecht
On Theatre Slate

by Nina Broekhuysen
College Theatre President

The first production of the Bryn
Mawr (College Theatre and Haver-
ford ‘Drama Club season will be
The Caucasian Chalk Circle by
Berthold Brecht, in Roberts Hall,

Haverford, on November 20 and}

21. Although it is based in part
upon a twelfth century play, it is
a dramatic exposition of the very
modern political, economic . and
social ideas of Western Europe’s
foremost contemporary play-
wright.

College Theatre hopes that in
Brecht the campuses will find a
more than satisfactory answer to
the clamor ffor “something differ-
ent, something modern, something
realistic.” The. Caucasian Chalk
Circle is an engaging and fascin-
ating (blend of realism and fan-
tasy; it is unlike anything we have
ever done, and both in production
and acting, it is an absorbing and

 

challenging play.

Furthermore, it has eleven wom-
en’s parts! ‘We hope for a large
turn-out at tryouts on Monday
and Tuesday, October 12 and 138,
time to be announced.

 

“Still Life’ Cast

Continued from Page 1, Col. 4

Stockholders _-
Mrs. Murdock—Lois ‘Potter
Mrs. Fortress—B. J, Baker
Mr. Condoss—Cathy Clarke
Revenuers
Lancelot Lewis—Kathy Livezey
Galahad Green—Barbara Toan
Gawain Gorman—
Gretchen jWiernecke
Sylvester Shimler—Edie Murphy
Stockholders— :
Mrs. Von Clumple—
‘Arlene Beberman
Mr. Von Clumple—
Margie McHenry
Pa ‘McClure—Jane Bullard
The action takes place in the
present, in Huckleberry Hill, Hick-
sylvania, and in the office of a
whiskey comipany,
‘Director—Anita Dopico
(Musical Director—Pat Roberts
Stage Managers—

Vicky Starr, Ethel Sussman
Technical Director—Toni Kieffer
‘Writers—Gail (Lasdon, Lois Potter,

Judy Stulberg

Elections

The Undergraduate :Association
is pleased to announce the follow-
ing election results:

‘Class Elections—Senior
President—Nancy Porter.
Vice-president—Margaret Simp-

son.
Secretary—Weecha Buse.
Junior
President—B. J. Baker, |
Vice«president—Betsy Frantz.
Sophomore
President—Barbara ‘Weinstein.

Vice-president—Corky Corcoran. ||

Council hopes to provide transpor-
tation to Hedgerow if enough
people are interested. A list will
shortly be posted’ ifor those who
wish to see a company certainly
deserving our support.

Shortly, Arts Council will pre-
sent a tea for member organiza-
tions and all students—especially
freshmen—who jwe hope will offer
vigorous ideas and welcomed sug-
gestions,

Hedgerow Theatre, Moylan, Pa.:

Jean \Anouilh, Point of Depart-
ure, Sept. 22-Orct. 10.

Christopher Fry, The Lady Is
Not for Burning, Oct. 18-Oct. 31.

Academy of Music:

American Opera Society pre-
sents Maria Di Rohan by Doni-
zetti, Oct. '15, 1959.

New York City Ballet, Oct, 22,
1959.

 

Mr. K's Visit
Continued from Page 1, Col. 3

recy about its operations. This
is perhaps the crux of our deal-
ings with Khrushchev; that he
will never jeopardize that secrecy.
In the question period which
followed his lecture, Mr, Kennedy
discussed the possibility of a So-
viet-Western rapprochement under
the threat of \Chinese dominance
in the East. It is hard, he point-
ed out, to determine whether such
apen disagreement as is now evi-
dent in the Peking-Moscow axis is
a sign of Russian weakness or
of strength and flexibility.
Another outcome of the recent
Khrushchev visit mentioned by Mr.
Kennedy was the acceptance of
secret diplomacy. This was shown
in the private talks between
Khrushchev and Eisenhower,’ and
in Mr. Kennedy’s opinion would
be a highly desirable development

in modern diplomacy.

Convocation
Speech
Continued from Page 1, Col. 1

cause “human beings have a nat-
ural concern to perfect their ways
of doing things.” This leads to an
“empty worship of method.”

The third way in which colleges
lose their vigor is the “accumu-
lation of possessions and commit-
ments.” Scholars are afraid to ven-
ture into new fields for fear of
losing their pre-emminence in their
own spheres. The hindrance of
these “vested interests” is “prob-
ably the greatest obstacle to in-
tellectual breadth in the academic
world.”

Colleges that do not succumb
to these dangers are “authentic
national resources”, and a devotion
to excellence is their most impor-
tant safeguard. Mr. Gardner be-
lieves that Bryn Mawr has made
a “commitment to excellence” and
will endure as long as this is in-
grained in its policy.

 

 

. q
- Notice

The Deanery Committee of
the ‘Alumnae Association is
happy to extend full Deanery
privileges to all seniors and
graduate students. Delicious
luncheons and dinners, party
facilities and rooms are avail-
able, (Due to limited space, sen-
iors are asked not to bring
other undergraduates as their

Bryn Mawr’s 75th anniversary
will be celebrated this year by
thirty-one alumnae clubs scattered
throughout the country. The plans
of these groups range from in-
formal get-togethers of Bryn
Mawr alumnae, to more formal
luncheons and dinners with speak-
ers or panel discussions. Many of
these meetings are sponsored by
organized clubs, but many more
represent groups of alumnae band-
ed together for the purpose of
celebrating the anniversary of
their Alma Mater.

College Sends Speakers

Speakers from the college will
be sent to all groups who have re-
quested them. Miss McBride and
Mrs. Marshall are planning to at-
tend personally a number of these
celebrations. In some places, dis-
tinguished alumnae such as Mrs.
Elizabeth Vining will be present,
while at other meetings panels
composed of both Bryn Mawr rep-

This Year's Gifts
To College Large

Gifts to Bryn Mawr during
the {fiscal year 1958-1959 totaled
$1,162,736.14, according to figures
released by the College’s adiminis-
trative offices. Of this ‘amount,
$516,711.48 ‘was received from
alumnae and $646,024.66 from
friends of the college.

Mrs. Dorothy N. (Marshall, Act-
ing President of the College dur-
ing the second semester of last
year, announced in July that the
year’s gifts brought the total for
the five-year period from July
1954-to July 1959 to well over
seven million dollars. This year
was the fourth consecutive year
gifts and bequests have totalled
over a million dollars; in the year
1956-1957 donations were swelled
to $2,814,000 iby the bequest of
the estate of Mrs, Charles Rhoads.

In 1954, the College established
the Resources Committee, made up

of Board, Faculty and Alumnae,
to study financial needs. In the
intervening time, the Committee
has attacked the constant problem
of fund-raising through encourag-
ing capital gifts, parents’ annual
giving, the alumnae fund and be-
quests.

 

Alumnae Clubs Throughout Nation
Sponsor Varied Anniversary Fetes

resentatives and local. people are
planned.

The celebrating officially began
last June in London, when Miss
McBride was Guest of Honor at a
dinner given in the Oxford and
Cambridge Club. Two other din-
ners have already taken place this
September. The Milwaukee Alum-
nae group held a dinner on Sept.
22 with Professor L. Joseph Berry
as speaker on the subject Problems
of Space Travel. On Sept. 24, the
Minneapolis group met for dinner.
Mr. Berry spoke on the same sub-
ject.

The events: scheduled for Octo-
ber are:

On Oct. 19, the Louisville Club
will give a dinner for Miss Mc-
Bride, followed by a meeting at the
University of Louisville. Miss Mc-
Bride will be the speaker, and the
meeting is open to the public. On
Oct. 20, Louisville alumnae will
entertain Miss- McBride at an in-
formal luncheon.

St. Louis Holds Dinner

The St. Louis Club will hold a
dinner for Miss McBride to meet
alumnae and husbands on Oct. 20.

A méeting the following evening
will be open to the public, Miss
McBride is to take part in a panel
on the subject of College Admis-
sions in the Next Decade. Other
members are: Hollace Roberts, Mid-
West Regional Director, College
Entrance Examination Board; Geo-
rge Mowrer, Director of Education,
in charge of Guidance, St. Louis
City Schools; Joseph Verbey, As-
sistant Principal of Webster Groves
High school and Co-ordinator of
Guidance; Mrs. George Roudebusch,
Guidance Counselor, John Bur-
roughs School, Moderator.

Washington Also Dines

The Washington Club is giving
a dinner at the Shoreham Hotel
on Oct. 28, with Miss McBride as
Guest of Honor. The Honorable
Arthur S. Flemming, Director of

will be the speaker.

Professor Caroline Robbins will
speak and outline a Reading Plan
for the year at the Hartford Club,
on Oct. 30.

Also on Oct. 30, the Denver Club
is giving a Sunday Buffet Supper
with Professor Jane Oppenheimer

 

as Guest Speaker.

 

Freshmen Prepare
Continued from Page 1, Col. 2

Rock .and the (Non-Residents are
doing “iAndrocles and the Lion,”
(“by (Shaw, well cut”). Director
Connie Schaar says the sets are
“very contemporary — symbolic,
you might say.” They had to de-
lete quite a bit from the original
play, “but we retained the Andro-
cles theme, of course, and it is
quite humorous—iwe retained that
too.”

Rhoads, avoiding the comedy
field, is doing “Aria da Capo” by
Edna St. Vincent Millay. The Di-
rector is Sarah (Shapley, with up-
perclass help from Tony Thomp-
son. “It’s a fantasy-play with a
fantasy-setting,” says Sarah, She
adds, “The most important thing
is that it’s serious and makes
timely points. The basic situation
is for all time, and also pertinent
to now.”

(Radnor, combined with the grad-
uate center contingent, is express-
ing its originality with a produc-
tion entitled, “Eloise at Brine
War,” (“a very original creation”).
Anne Whitman, as Director, and

| Julie Kasius, the stage manager,

wrote it, and Mickey Webb adyis-
es. The play consists of @ marre-

Dramas, Comedies

“things like trunks and canary
cages—props but not scenery.”

Karen (Mellingery the Director
of (Merion’s play, “Overtones,” by
Alice Gerstenberg, says there are
only four real parts to be acted.
These consist of two women at a
tea-party, plus the primitive self
of each. “There will be other peo-
ple in the background, but not
talking,” she commented hopeful-
ly. Karen is assisted by Nahma
Sandrow and Judy Stulberg.

East House’s originality, born
perhaps of independent living, is
expressed in their original adapta-
tion of Ludwig Bemelman’s “Ma-
deleine,” jwhich is what they de-
scribe as ‘jwelcomely short.” Mary
Johnson is the Director and Arlene
Beberman the upperclass advisor.
The Infirmary and College Imm
freshmen will collaborate. The
play (in verse, by the way) has a
narrator and a (person in the title
role, “and all the rest are one-
liners. East (House wrote it,
Mary says. Period.

The plays -will be presented this
Friday and Saturday nights in
Skinner Workshop, im the follow-
ing order: Friday—Merion, Den-
bigh, East House, Pembroke West;

 

‘Health, Education —and —~Welfare-———

 

 

 

 

 

 

 

 

 

 

 

Freshman Song Mistress—Julie
(Goodfriend,

¥

 

 

 

 

||tor and others. The sets are’

  

Saturday — Rockefeller, Radnor,
hoads, ani age

 
Page Six

THE COLLEGE NEWS

Wednesday, October 7, 1959

 

Faculty Changes Announced

Continued from Page 1, Col. 2

Graduate \Assistant at Brown Uni-
versity and candidate for the Ph.D.
—Instmuctor.

French: (Michel M. F. Butor,
Lic. de Phil, Professor at Geneva
—wVisiting Lecturer, Semester II.

Mireille Azibert, Lic. es L.
Teacher at Shipley School—In-
structor.

Geology: Frederic G. Layman,
Candidate for the Ph.D. at Har-
vard—Instructor.

German: (Christoff E. Schweit-
zer, PhJD., Assistant Professor of
Germanic Languages at Yale—
Chairman of the Department and
Associate Professor.

Hugo Schmidt, Ph,D.: Instruct-
or at iColumbia—Assistant Pro-
fessor,

Burghart Wachinger, Ph.D.:
Ph.D. candidate in Munich—Lec-

turer.
Katrin Taeger: Scholar at
B.M.C.—Instructor.

Greek: Harry C. Arvey, Gradu-
ate ‘College, Princeton—iInstructor.

History: Henry R. Winkler,
PhiD., Professor at Rutgers—Vis-
iting (Professor, -part-time.

‘Mary |Maples, Ph.D., Candidate
for the Ph.D. at Bryn Mawr—in-
structor.

History of Art: (Charles Mitch-
ell, (M.A., B. Litt. at the Warburg
Institute. of the University of
London—Visiting ‘Professor.

‘William C. ‘Loerke, ‘M.F.A.,
Ph-D., (Assistant Professor at
Brown University—Associate Pro-
fessor,

Latin: Lydia Halle Lenaghan,
PhD. At the American Academy
in Rome—instructor.

Mathematics: Frederic C. Cun-
ningham, Jr., PhD., Assistant
Professor at [Wesleyan—Associate
Professor.

Philosophy: George L. Kline,
PhdD., Assistant (Professor at Col-
umbia—Lecturer.

Physics: (Charles Miller, Ph.D.,
Assistant Professor at Amherst—
Assistant Professor. |

Psychology: Peter Madison,
PhiD., Assistant Professor at
Swarthmore — Visiting Lecturer,
part-time,

Leo Joseph Postman, Ph.D.,
Professor at University of Cali-
fornia—Visiting Lecturer, Semes-
ter II.

Russian: George L. Kline, Ph.D.,
Assistant Professor at Columbia

.—Lecturer (also in Philosophy)

 

 

Sociology and Anthropology:
Jane Goodale, Ph.D., Assistant at
U. of Pennsylvania — Instructor,
Semester I.

Spanish: Francisco ‘Ayala, DO.
en D.; Visiting Professor at Rut-
gers, °68-59; Formerly Professor
at University of Puerto Rico—
Professor and Chairman of the
Department,

(Miguel Gonzales-Gerth, M.A.,
Graduate (College, Princeton—In-
structor,

Social Work and Social Re-
search: (Edmund V. Mech, M.S5S.,
Ph.D.; Candidate for the M.S.S.
at Bryn Mawr; Assistant. Prof. at
Penn State—Associate Professor.

Jean D. Haring, (M.A.,- M.S.W
—Lecturer.

Jane Collier Kronick, M.S., Can-
didate for the PhiD. at Yale—In-
structor.

New Appointments in
Administration

Katherie Geffcken, M.A., Grad-
uate Student at Bryn Mawr—As-
sistant (Dean of the College.

Katherine Y. (Masella, iA.B.,
Teacher at Sprinigside School—As-
sistant to the Acting Director of
Admissions.

Margaret McCaibe, M.A., Asst.
to the (Director of Admissions at
BMC—Acting Director of Admis-
sions,

Batten House
Continued from Page 1, Col. 5

a co-operative house, it twill be
done in the spring, after the up-
perclassmen are settled in Batten
House and the off-campus fresh-
men have been moved into resi-
dence halls.

 

 

The Shaggy,
Shetland Sweater
look is now. at
JOYCE LEWIS
Bryn Mawr

 

 

 

 

For that new fall
hair-do
Come To
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LAwrence 5-0386 Bryn Mawr, Pennsylvania
ROSALIE WINS BACK HER MEGAPHONE WITH
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MEGAPHONE UNTIL MY } YOU TO BOOST IT SURE APPRECIATE - TEAM! Avy, LOSING 65-0! SMITH-CORONA GAL!
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