VOL XLV—NO. 11

ARDMORE and BRYN MAWR, PA., WEDNESDAY, JANUARY 13, 1960

© Trustees of Bryn Mawr College, 1960

PRICE 20 CENTS

 

Program and

by Alison Baker

Mme-Jamborand—Mr._Alwyne
played-a concert of music for two
pianos last Friday evening to a
capacity crowd in Goodhart. The

program was an unusual one, pre-
dominantly light in character, and
as such it impressed me as exceed-
ingly delightful, charming or sati-
rical, but seldom really exciting.

-I was at first disappointed to
see a program so exclusively mod-
ern and incidental, but the course
of the concert itself entirely re-
conciled me to the choice, although,
as I say, it didn’t excite or move
me to the extent that a more tra-

~ ditional program (like last wake:

might have.

The Partita by Howard Porta’
son (Irish), with which the concert
began, seemed to me most enjoy-
able. in the two faster last move-
ments, where lack of harmonic in-
terest was compensated for by
very delightful themes and rhy-
thmic patterns. At the beginning
of the piece, Mme. Jambor and Mr.
Alwyne seemed to be having some
difficulty with the ensemble of the
two pianos, but by the last move-
ment, and progressively before
that, they came together and
showed the remarkable closeness
of musical understanding which
characterized the rest of the per-
formance, and was indeed its chief
asset. The pianos in this piece work
together as a pair, and play sim-
ultaneously rather than in succes-
sion. The texture of the music was
well sorted out, and except in
some parts of the first movement
which seemed to me a bit muddy,

music. As Mr.

tell,

 

Performance

the two players helped each other
in émphasizing the most interest-
ing and important lines of the
Alwyne explained
the Balinese Ceremonial Music,
next on the program, is scored for
a Balinese orchestra, which includes
xylophones and large and small
gongs. The music, highly sophisti-
cated, uses a five-tone scale, and
has no melody in our sense of the
word, concentrating rather on in-
tricate rhythmic patterns. It was
evident that in the piano arrange-
ment an attempt had been made,
quite successfully as far as I could
to reproduce the ringing
Continued on Page 6, Col. 1

Butor To Replace

Maurin in Spring

M. Michel M. F. Butor, French
novelist, essayist, and poet, is
coming to Bryn Mawr from Paris
as visiting lecturer during second
semester, replacing M. Mario
Maurin, who will be on sabbatical
leave in Europe during that time.

Widely travelled, M. Butor has!

taught in Egypt, Greese, and Eng-
land. In the course of his stay at
Bryn Mawr, he will also lecture at
other colleges and universities, and
will teach at Middlebury during
the summer.

M. Butor is author of three
novels, one of which, La Modifi-
cation, received the Prix Renaudot
and is being made into a- movie.
While here, he will publish a fourth
novel, Degres, a book of essays,

| and a book of poems.

 

Two Seniors Bound for Europe
Win Rotary Fellowship Support

As jpart of a contingent of 121
students from towns and cities all
over the world selected by Rotary
International to spread good will
and cameraderie to other towns
and cities all over the world, Cor-
nelia Broekhuysen and Edith Mc-
Keon will \study abroad next year
with all expenses—from travel to
laundry—footed ‘by Rotary.

The fellowships provide not. only
all expenses for a year of study
(not directed toward a degree) but
also two hundred dollars for petty
cash and funds for travel in a
three-hundred mile radius of the
university; its only stipulation is
that its Fellows establish contact
with the local Rotary clubs abroad
and fill as many speaking and
luncheon engagements as are re-
quested with talks (in the tongue
of the country) promoting inter-
national amity. Once home they
must again make similar contacts
and be available for a year to
speak about their adventures
abroad.

“The way I look at it,” says
Nina Broekhuysen, who will spend
her year at the University of Vi-
enna, “everybody likes to talk
about her trip abroad, and this
gives you audiences ready made,
so what could be better?” ‘Nina
will study German drama, and plans
“to spend as much time in the thea-
tre as at the university.” This way
she feels she’ll learn much more
about the Austro-German lang-
uage, mores, and character—‘“after
all, a . nation’s theatre is a concen-

 

‘trated expression of its life and

culture.”

- A French major at Bryn Mawr,
Nira will be studying and lectur-
ing in German because “Vienna
has always been a dream of mine
—-purely irrational, but I just
wanted to go”. After the year
she will return to the States and
“probably” teach German or
French in high school.

At Tubingen, “a small univer-
sity in Southerm Germany,” Edith
McKeon will “study philosophy
but do some music too.” At near-
by Stuttgart’s School of Music she
will continue with her study of the
organ, while at Tubingen she con-
tinues with her liberal arts, “I
view this as a sort of fifth year of
undergraduate work—in lieu of a
junior year abroad. I wanted to
study in Europe but didn’t want to
break up the four years in Bryn
Mawr to do it. This is not the
beginning of any specialization,
but the end of the liberal arts ..

Further study is indefinite but
will probably be in philosophy, un-
less she “falls in love with some
aspect.of the German language or
culture.”

Edith regards the necessary
speaking as something which “has
its definite merits ... ” in that it
gives an opportunity “to travel
and to meet business and profes-
sional men from different areas”.

She sees it as “an excellent.oppor-|

tunity to become acquainted with
more of the German country than
its student life alone”.

?) cept of Religious Music in the Mid-

Reviewer Praises Concert, |Foundations Give—

Research Grants
To Foster Study

Bryn Mawr College has recently
received grants totalling $26,800
from four foundations. The awards
were made on the graduate level.

From the Ford Foundation Bryn
Mawr received $20,000, to go to-
ward research in public affairs.
governmental, political and public
processes. Ford awarted “d* total
of $1,648,490 to twelve universi-
ties and colleges and to one educa-
tional study center for use in
urban and regional development
programs, public affairs, economic
development and administration,
science and engineering.

Social Science Research

The Ford Foundation grant will
be used to underwrite a program
of undergraduate research in the
social sciences. This ‘program,

ing summer, will involve students
| who have completed their junior
year.

These students, working with a
professor from their department,
will spend eight salaried weeks at
Bryn Mawr beginning work on an
honors paper; these projects will
carry over into the academic year
as regular honors work.

DuPont Grant ©

Bryn Mawr was one of 99 insti-
tutions receiving a DuPont grant
of $4000 to assist in the mainten-
ance of teaching quality. DuPont
awarded $1,300,000 in all to 143
universities and colleges for fun-
damental research and to strength-
en the teaching of science and re-
lated ‘subjects. The grants were
made for use in the next academic
year.

$580,000 was awarded to more
than 100 institutions to support
science and math programs or bio-
chemistry on the. medical school
level; $518,000 was awarded for

. Continued on Page 4, Col 3

which will get under way this com-|*

|. - partially revised plan of Re-
organization was accepted by Leg-
islature with the virtually unani-
mous approval of its members.
The plan, whose purpose is to

 

Cunningham Asks
‘Light’ Math Query

“Zones, Necklaces and the Sym-
metry of Addition” was the title
of the lecture given by Frederic
C. Cunningham of the mathematics
department on Tuesday. Mr. Cun-
ningham prefaced the talk by say-
ing it would be “light entertain-
ment in mathematics” rather than
weighty probing.

Mr. Cunningham posed himself
a problem in limits of sums. If
a constant number. is thought of
as being comprised of a series of
numbers or parts, a “partial ser-
es” is a sequential group of the
numbers that are contained in the
entire series. The numbers in such
a group can be either positive or
negative, added or subtracted in
the series. The “absolute values”
of these numbers are their posi-
tive values; thus, the absolute value
of —3 is +3, that of +3 remains
+3.

The question was: if the sum
of a partial series is less than
epsilon, (an arbitrarily set small
number, sometimes defined as “a
number as small as you like”), can
the original constant ‘number be
such that the sum of the absolute
values of the parts of the. partial
series is less than the constant
number times epsilon?

The problem was generalized
from one to two to three dimen-
sions. Mr. Cunningham solved it
in geometric terms, considering it
in terms of a line in one’ dimen-
sion, a representation called a
“necklace” in two, and a sphere
in three. The constant number was
found to exist. It was one, pi, and

Continued on Page 6, Col. 2

 

 

Dr, Paul ‘Henry Lang, Professor
of Musicology at Columbia Uni-
versity will give this year’s series
of Flexner Lectures, sponsored by
the Department of Music and en-
titled “Music and Christian Wor-
ship.” There will be a lecture
every (Monday evening for. six
weeks starting Febduary 15. Each
will begin at 8:30 in Goodhart
Auditorium.

In his first lecture, Dr. Lang
will speak on “Culture and Cult;
Cult and Music.” The second on
(February 22, will be on “The Con-

dle Ages.”

The other lectures will be: ‘“Re-
naissance and Reformation. Re-
appraisal of the Musical Doctrines
of the (Church Fathers; Music of
the Ecclesia Militans,” on Febru-
ary 29; “Enlightment and Pietism,
The Seeds of Decline in Religious
Art,” on March 7; “The Romantic
Age and the Present. Deteriora-
tion of Sacred Art,” on March 14;
“Liturgy, Tradition, Art, ver-
sus Togetherness, Decorum, Com-
mercialism,” on March 21.

 

 

Dr. Lang was born in Budapest

Starting Feb. 15 Musicologist P. Lang

Begins: Flexner Music Lecture Series

and .educated at the Academy of
Music there. He received a License
es Lettres from the Sorbonne and
the degree of Doctor of Philosophy
from Cornell University. He also
holds honorary degrees of Doctor
of Music from Temple University
and the New England Conserva-
tory.

An honorary member of Phi
Beta Kappa, Dr. Lang is a fellow
of the American Academy of Arts
and Sciences and a past president
of the (International Mhisicology
Society. He is the editor of The
Music Quarterly, chief music critic
for the New York Herald Tribune,
and the author of Music in West-
ern Civilization.

define the functions and relative
positions of all major campus or-
ganizations is concerned basically
with the reorganization of Under-
grad and the establishment of its
Executive Board.

Like Self-Gov., Undergrad will
return ipsofacto membership of
all students in the college; the re-
maining former Big Six Members
will draw their membership from
those particularly interested

Particularly significant among
the changes is that effected in the
electorate of those Organizations
losing their ipsofacto membership.
Voting for officers of groups
other than Self-Gov. and Under-
grad will no longer be expected
of every student as was previously.
However, because these major or-
ganizations are still supported by
Common Treasury dues any stu-
dent interested in the election has
the privilege of voting.

Objections to this condition were
voiced in regard to its application
to Arts Council by its president

specialized functions and. needs
Arts Council does not favor for
itself an open election, and will,
therefore, consider, as an alternate
to the proposal, withdrawing from
Executive Board and financing it-
Self through admission charges to
its programs.

A second major change is the
newly acquired power of the Ex-
ecutive Board to retain a portion
of the funds of the Common Trea-
sury for the purpose of bringing
an eminant person or persons to
the campus for a substantial stay.

Executive Council of Undergrad,

whose responsibility it will be to
coordinate and initate the func-
tions of Undergrad will be com-
prised of the officers of Under-
grad; the presidents of the for-
mer Big Six, Self-Gov., Arts Coun-
cil, and the four classes; the rep-
resentative to the National Stu-
dent Association, the editor of the
College News, The Common trea-
sures and the chairman of the
Curriculum Committee. It will also
be responsible for the collection
and allocation of Common treas-
ury dues.
Rules for the election of Under-
grad officers themselves unaffec-
ted by the reorganization have
ae added to the revised plan.

 

sf.
Notice :
The News is pleased to an-
nounce the election of:
Marion Coen, ’62 Editor-in-Chief

Sue Nelson, 62, Copy Editor

Sue Szekely, ’61, Make-up
Editor

Isa Brannon, ’62, Associate
Editor

Judy Stuart, 62, News Editor

 

 

 

 

 

Lectures in Prospect

4

REMINISCENCES OF A SHAKESPEAREAN PLAYGOER—
Memorable performances he has seen in his lifetime, and changes in
production of Shakespeare’s plays during that time, will be the subject
of Mr. Arthur Colby Sprague’s informal talk, to be given in the Com-

mon Room, Tuesday, January 19, at

8:00. Mr. Sprague, whose specialty

is Shakespeare as performed on the stage, is the Mary E. Garrett
Alumnae Professor of English at Bryn Mawr and author of Shakes-
peare and the Actors, Shakespeare and the — and ———

ean. Players and ‘Performances.

Judy Polsky. Because of its rather .

dete —

Legislature Adds Amendments

a.

 

 

~~
1
|
'
i
|
Page Two

THE COLLEGE NEWS

Wednesday, January 15, 1960

 

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 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 wholly or in part without permission of the Editor-in-Chief.
EDITORIAL BOARD

ee ed

 

Betsy Levering, ‘61
Lois Potter, ‘61

 

Reorganization: Comments

As reported on page one of this issue, the Legislature,

by Toby C. S. Langen

On January 2, “The Warm Peninsula,” a
comedy by Joe Masteroff starring Julie Harris,
closed in New York’ after a run of eleven weeks,
For a year previous to the New York run Miss Har-
ris had toured coast to coast with the play, being
received everywhere wanmly by her audiences, some-
what more coolly by the press. Almost all the
critics said that Miss Harris was delightful, but
asked why she was wasting her time in such a play.
When the play reached New York, it reaped the
same comment from all reviewers except the one

 

Monday night in the Common Room, passed the plan which

 

without alteration. ie :

The major change involved voting rights; the Legisla-
ture guaranteed every student interested a vote in Big Seven
elections, feeling that students contributing to the support
of various organizations through Common Treasury dues
should have the right to elect the leadership is they so desire.
Such an arrangement is only equitable.

Arts Council, however, has voiced an objection to open
elections, threatening to relinquish her right to Common
Treasury funds and her seat on the Executive Board. Such
an action would be regrettable. Receiving no Common Treas-
ury funds, Arts Council would be forced to charge for any
and all services it performs, including concerts and lectures.
In addition, the ticket agency, which has been such a wel-
comed convenience for many students, might face dissolution.
\That.the campus as a whole would suffer from such action is
undeniable, but Arts Council- would lose much by. isolating
itself from the rest of the campus activities:

The new election system offers many advantages if ad-
ministered properly. To have each one of the Big Seven place
a ballot box in every hall would represent no appreciable
progress from the old Unlectlonshdiny Poraavercaeee” sys-
tem; many of the evils from that system would be incorpor-
ated into the new one as aresult. It would be better to estab-
lish a central polling place, Goodhart preferably, where all
those interested could congregate specifically - purpose

of voting. |
Design

_Have you ever tried to draw a really accurate swastika?

- It is very difficult; the pen sticks somehow. The pen and a

lot of other things. You never really understood how de-
manding is the exactitude of history until you tried to
draw a swastika. History takes a turn at each right angle
and if you look very hard you can see millions who were left
for ash-heaps at each of the turns. Look now, a doodle with
the pencil and the angular symmetry of events is fished up
wherever it is that history hides between airings, between
appearances at ghetto gates and synagogue windows and
church doors. Blow tin horns at New Year’s and usher in
a New Decade and wonder what is so new about it. Swas-
tikas are as old as man. And they ed hard to draw.

Bryn Mawr to Go on College Bowl

On the screen you see before you, battling to stay there
next week, East Podunk University and Bryn Mawr College.
This will be a tense match, with two fine groups of students,
and we don’t have much time so we’ll start right in. —You
all know the rules? —General nods of assent. —All right,
here’s our first question.| What is the date of the French
Revolution? —Frantic buzzing at a Bryn Mawr station;
quickly echoed by Podunk U. —That question goes to Bryn
Mawr. What’s your answer, Miss? —Well, it’s a difficult

 

question. You could say) that it began with a storming of |.

the Bastille, and I suppose literally it did, in its violent aspect,
but actually I don’t think it would be unjustified to take it
back as far as at least the middle of the eighteenth century.
You see, it was really a revolution of the ‘Western World, to
my mind at least, and . .", —Your time is running out, Miss.
I didn’t get your answer. Just a date, now. Will you please
state it. —Well, as I say, I hate to fix any one date; but if
you insist, just arbitrarily I’d set about 1780 at the latest.
—Meanwhile Podunk U. has been buzzing continuously and
frantically. —Wrong. The question then passes to Podunk
— 1879. Help! No! I mean 1789. Right on the sec-
ond try. Our next question is to give the title and author
of this bit of poetry. “Water, water, everywhere, and all
the boards did shrink;/ Water, water, everywhere/ nor any
drop to drink.” A pause; then buzz from Bryn Mawr. —All
right, Bryn Mawr; have a try at the question. The author
and name of the poem it comes from. —“The very deep did
rot: O Christ!/ That ever this should be!/ Yea, slimy things
did crawl with legs/ upon the slimy sea./ About, about...
—Stop, Bryn Mawr, stop! Your time’s running out. Please
just answer the question. —Um, I never could get that man’s
name. Wasn’t it Sam; Samuel, I mean. Other Bryn Mawr
contestants signal wildly to coach her, meanwhile Podunk U.
buzzing furiously. —I’ve got it! Samuel Taylor Coleridge,
The Rhyme of The Ancient Mariner. —Right for Bryn Mawr.
You were lucky there. The time was just about to run out.
Next question now; let’s move along a little faster; take your
time now. What is the date... —Outburst of buzzing from
Bryn Mawr. —January fifteenth, nineteen sixty. —Bryn
Mawr, if you would please let me finish reading the question.
What . . . —Loud and prolonged buzzing from Bryn Mawr.
—I haven’t even read the question yet! Please wait until its
conclusion. —A member of the Bryn Mawr contingent. mys-
teriously hunched over and tugging at something on the desk

in front of her. —I’m sorry, I can’t help it. I got my knitting.

needle caught in the buzzer. It won’t go off. —Pandemonium

broke loose; one girl fainted with the strain. "There was a

brief intermission. os Bh ke
Of course we realize that a college education is more

: than just a knowledge of facts. Well, yes, but let’s get on
with ine |

show. A. B.

ly labelled the play “shallow” and “empty.”
“The (Warm Peninsula” is a good play. Th
mam from Cue was not the only one in New York
who thought so: surely more than the twelve peo-
ple I met went to see the play because, in spite of the
bad reviews, friends had said it was worth seeing.
Julie Harris and (Manning (Gurian chose to initiate
Gurian-Harris Enterprises with this play: they felt
it worth doing. =
The play is concerned with learning, and failing
to learn, Ruth (Julie Harris) has not much confi-
dence in or satisfaction with herself as a woman;
she uses her commonsense to shield herself from
situations she fears she cannot handle. All thé
same, she begins to wish to try the risk involved
in letting another person have an effect on one and
in responding personally. She goes to Florida for
a vacation, and through a series of relationships
with “peopleshe-meets_ there, relationships all of
them disastrous in a way, but fruitful also because
of the use she makes of them, she comes to realize

for Cue.” The New York critics almost thoughtiess-|~

 

‘The Warm Peninsula’ Found Appealing, Witty

that she, not others, controls her own value as a
person and as a woman. The ideas in the play are
sound and the characterization, true. The very mat-
ter of the play precludes any label of froth or vac-
uity.

The dialogue of “Warm Peninsula” is appeal-
ing, witty and, as speech, convincing,

The sets, costumes, staging impressed every-
one—even criti¢s—favorably,

Aside from “The Warm Peninsula” itself, crit-
ical objections seemed to center on this: what is a
great actress doing in a play that is not great, but

ed to appéar only in great plays; she is to be given

. no chance to develop and to learn, but must produce

something spectacular eveny time she appears. To
expect such a thing of an actress is as unrealistic
as it is unfair. (Great performances must be the
result each time of increased maturity; they must
come after more quiet periods of growth. Play-
wrights, too, must be allowed time to exiperiment
and develop. Broadway, where the critics’ [power-
ful gauntlet threatens, where soaring ibox office
gross barely keeps pace with soaring cost of orig-
inal investment and operating net (a play doing
$20,000 business a week may nonetheless fail), is
evidently not the place for an artist to develop: an
actor must appear only in great performances or the
very value of his taking up space on a stage will be
questioned. (Under such conditions it is impossible
for careers to make ‘progress. (Miss Harris’ tour
may herald the acceptance by: artists of this fact
and their ensuing attempts to find a better system
under which to cherish their careers.

 

To the Editor:

I would like to thank the members of Co-
ordinating Council and the Legislature and all
students either on or off organizational boards
who worked on and gave time to the formulating
of this Plan.

The plan below is the one voted upon and
accepted by the legislature on Monday, January
11, The Undergraduate Association is going to
have copies of this plan mimeographed and sent
to every student.

Thank you again; we all hope it meets with
everyone’s approval.

Marcy Tench,

(l. Punpose of this Plan: To establish the relative
positions and distinct functions of all college
- organizations
II. Ipso Facto Onganizations
A. The Bryn Mawr Students Association for
Self-Government
1, All undergraduates are (ipso Facto mem-
bers of the (Bryn Mawr Students Associ-
tion for Self4Government
2. The purpose of the Bryn Mawr Students
Association for Self-Government is het
government of the Undergraduate Stu-.
dent body
There are no recommended changes for
the structure and function of this Asso-
ciation
B. The Bryn Mawr Undergraduate Association
1. Definition: The Undergraduate Associa-
tion provides for the representation and
reception of undergraduate feeling and
opinion; provides a liaison between the
undergraduate body and the other areas
of the college (e.g. administration, fac-
ulty, Alumnae Association, graduate
school); provides for the administration
of undergraduate activities on campus.
2. Membership
a. ‘All undengraduates are Ipso Facto
« members of the Undergraduate As-
sociation. Undergraduates are, there-
fore, no longer Ipso Facto members
of any other onganization (e.g. Alli-
ance, League, Interfaith, Athletic
“Association or the small clubs) other
than the Bryn Mawr Student Associ-
ation for Self-government and the
Bryn Mawr Undergraduate Associa-
tion
b. Because the structure of the Under-
graduate Association offers the op-
portunity to each undergraduate to
enter the activities of her choice or
enjoy the benefits of any club, organ-
ization er social activity, and because
as a member of a class she may par-
ticipate in any class activity or tra-
dition, she is an Ipso Facto member
of the Undergraduate Association,
which membership she may not re-
linquish.
3. Structure
+ a. Executive Board:
1). Membership
a). President of the Undergraduate

aa 3.

uate (Association

 

c). Secretary of the Undergraduate

__ Association _
b). Vice-president of the Undergrad- |

 

— Complete Reorganization Text

Association

d). President of the Self-government
Association

e). President of the Alliance for
Political Affairs

f). President of the Athletic Asso-
ciation

9). President of the Interfaith As-
sociation

h). President of the (League

i). President of the Arts Council

j).. Common Treasurer

k). Editor of the College News

1). The four Class Presidents

m). The Natiomal Student Associa-
tion representative

n). The Chairman of the Curricu-
lum Committee .

Self-government jurisdiction shall not

be infringed upon by the Undergradu-

ate ‘Executive Board.

Note Two: The onganizations and classes shall re-
main autonomous im all matters con-
cerning their internal structure and
function,

Note Three: By a vote of the legislature, the mem-
bership of this body can be changed.
2). Voting Procedure

a). All above members may vote
except for the Secretary, and
the Chairman may only vote in
case of a tie.

b). Any vote requires a two-thirds
majority.

8). The President of the Undergrad
Association will chair all meetings
of the Executive Board

4). Purpose and Powers of the Execu-

tive Board

a). Punpose: The Executive Board
will coordinate and initiate

Undergraduate Association ac-

tivities at the highest level

b). Powers

1)). Budget

a)). The Executive Board has

the power to specify and

collect Common Treas-
ury dues in accordance
with the ‘budgets submit-
ted by the member or.
ganizations; to determine
the common treasury
budget.

b). The Executive Board has
the power to grant itself
adequate funds which will
be used to bring an emin-
ent person or persons to
the campus for a sub-
stantial stay

2)). Legislature

a)). The President of Under-
graduate and Self-gov-
ernment may call Legis-
lature or by a majority
vote of their boards, may
Legislature be called.

b)). dif 10% of the Student
‘Body sign a petition,
Legislature will be call-

Continued on Page 5, Col. 1

Note One:

merely good? Bvidently Miss Harris is now expect: >

 

 

 

 

 
¢

 

Wednesday, January 13, 1960

THE COLLEGE NEWS

Page Three

 

Courbet Exhibit Is Applauded, Despite Modern Criteria

by Polly Larson

“We shall not discuss M. Cour-
bet’s doctrines; we shall consider
only the results, and we find that
he is systematically throwing away
a real talent for painting ... and

. we continue to believe that M.
‘CCourbet, under the pretext of real-
ism, calumniates nature horribly.”

This. quotation exprésses. the

general opinion about an exhibi-
tion of Gustave Courbet’s paintings |

a little more than a century ago.
At that time there were two pre-
vailing schols of art: idealism and
romanticism. Courbet reacted to
both of these. ‘When visiting the
excellent Courbet exhibit, which
will continue until’ February 14 at
the Philadelphia Museum of Art,
it is interestng to consider the in-
itial reaction to his work, and re¢-
ognize the changes of criteria that
have taken place since then.

‘Realistic’ Subjects

The paintings themselves do not
appear to be very revolutionary,
but his choice and portrayal of
common, realistic subjects shocked
the French public. (Gustave Cour-
bet (1819-1877) was an egoist. and
painted what he saw as he saw it
He believed in his values and would
not paint to please a critic with
preconceived ideas. He _ strode
through life, a bohemian of Paris,
painting voluminously,

A magnificent selection of Cour-

 

scenes, and flowers.

The portraits are excellent. There
are several self-portraits as well
as many paintings of his contem-
poraries such as Hector - Berlioz,
Louise Colet, and Pierre Joseph
Proudhon. In these and other ipor-
traits Courbet seems to capture
his sitters unaware. Their expres-
sions are straightforward and can-
did. Often the faces are illumin-

ated while the remainder of the
head and body fade mysteriously
into the-canvas. The penetrating

“Fringe of the Forest”, c. 1856

combinations of these particular
ideas at this time that is revolu-
tionary.

Courbet loved the out-of-doors
and painted many seascapes and
landscapes, ‘‘Seaside_ at Palavas”
illustrates his sentiments as he is
said to have exclaimed, “Oh sea!
your voice is tremendous, but it
will never succeed in drowning

out the voice of Fame as it shouts
my name to the whole world.” He
respects nature, but he is master
of it.

 

bet’s paintings is on exhibition.
_ They are very ordinary paintings
to our eye, which has been con-
fronted by impressionism, cubism,
and many other later-isms. But
Courbet can be seen to be a good
painter in his own right.

There is an unusual variety of
subject matter which is a testa-
ment to his versatility. This ex-
hibition is composed mainly of por-
traits, seascapes, landscapes, hunt

 

eyes add to the, intense relation-
ship with the observer.

These were very different from
the conventional nineteenth cen-
tury portraits which were very
proper, showing the sitter as he
would like to appear in public.
Courbet’s ideas are not completely
new, but he takes older ideas from
other painters, such as Rembrandt
whose qualities can be discerned
in several portraits.

Landscapes ‘Quiet’

His landscapes are very quiet
and (beautiful, with deep greens
and browns telling the idyllic story
of the forests and hills of his pro-
vineial home. “The Great Oak of
Ornans”, “Stream in the Forest”,
and “The Fringe of the Forest”,
are among those landscapes that
show how Courbet would take an
ordinary scene, “a scrap of nature”,

 

It is the new

 

‘Academically Talented’ Pose Challenge

All Bryn Mawr girls are “academically talent-
ed”, at least by definition of the Carnegie Founda-
tion for the Advancement of Teathinig, since their
“capacity for performance in the so-called ‘academic’
‘subjects is sufficiently reat to carry them through
a good four-year college.” Yet not all the high
schools which sent them here fulfilled the particular
needs of the “bright” student. This problem of the
“education of the academically talented” is becom-
ing more and more newsworthy, and the printed

summary of the Foundation’s discussion of it at

their annual meetiang in 1958 has created a great

deal-of interest in educational circles.~
“A basic aim of our society is to help each in-
dividual to fulfill the promise that is in him,” and

our educational system is the chief means to this ~

end. Schools must realize that children differ, and
that special programs for academically talented
students are not “privilege”, but a “consequence of
our commitment to provide every American young-
ster with educational opportunities suited to his
level of ability.”

| Before these opportunities can be provided, the
bright student must first be sorted out from his
fellow classmates. This has always been a touchy
problem, and a “cautious and humane” approach
is necessary. The first real decision about a child’s
ability should be made in the eighth grade, but the
appraisal should be the result of a continuing pro-
cess of diagnosis over several years, based on many
kinds of evidence: tests, grades, teachers’ and coun-
selors’ reports,

School ‘advisors tend to concentrate on the
slower student and his problems, but the job of in-
dicating the variety of opportunities open to the
academically ‘talented student and helping to stim-
ulate him to develop on as broad an intellectual
plane as possible is equally important.

The motivation of the capable student is the
concern of teachers and parents, and is crucial to
society. Our nation needs all the qualified men and
women it can get, and only by demanding a great
deal of the above-average student in an educational
system ‘which will only be fine if soeiety values in-
tellectual achievement highly, can such leaders of
the future be developed. In addition to these noble
ideals, the. Foundation offered a familiar and de-
lightful suggestion—turn the student loose in a
library full of good books.

“If we are serious about helping each (niisid-
ual to develop his potentialities (and there are few
things Americans are more serious about), then the
educational system has no choice but to provide
differential treatment for different levels of ability.”

oN . i
aan oP :

| method is sound. Albility grouping, with different:
sections in each subject so that a student may be in

 

Each school must have as its objective a pro-
gram through which the acedemically-talented stu-
dent will be able to go faster, dig deeper, be chal-
lenged, and “explore the range of his own intellec-
tual abilities.” If it does not make some attempt
to reach this goal, it is not fulfilling its job.

The two ways suggested to accomplish this are
acceleration and ability grouping. Highly criticized
by many, “skipping” must be decided on an indi-
vidual basis. Certainly in higher grades, as for
example, in the Advanced Placement program, this

advanced English and average mathematics, or vice
versa, seems the happiest solution. If handled well,
differential treatment need not make any group soo!
either privileged or slighted.

The Foundatiom made some definite suggestions
for a basic curriculum to include four years of Eng-
lish, preferably with at least half of the time devot-
ed to composition; three years, hopefully four, of
mathematics; three or four years of history and
social science; three years of science; and at least
three years of one language, with the fourth year
strongly suggested as well as a second language for
those whose talents lie in this direction.

However, all of these subjects are only as val-
uable as the school and the teacher make them,
and what is most important is to give the student
“a love of learning and a good grounding in the
basic intellectual processes.”

The educators at the meeting considered the
relation of high school and college extremely impor-
tant, These two worlds have common problems, but
rarely encounter one another. It is wrong to con-
sider college as a mere extension of high school,
but the two should be in close commuunication.
With the help of college professors, the leaders in
their various fields, the course content and the text-
books of high school courses may be profitably re-
vised. Through summer courses colleges can help
lower schoolteachers to keep up to date in their
fields.

“Important benefits would ensue if elementary,
secondary, and college teachers felt themselves a
part of the same intellectual community.”

Certainly as ex-high school students and nearly
adult members of our society, we are in the midst
of this problem, and more and more frequently we
will hear this question asked, perhaps by us, of our
high schools, ““What specific steps have you taken

 

to insure an adequate education for the academic-
ally talented student?’ ”

 

   

“Man with Pipe”, (Self-Portrait)

and create a lovely painting.

The hunt scenes are fair, but I
think that he did better to paint
landscapes without including ani-
mals or hunters. “Hind Forced
Down in the Snow” is a fine paint-
ing, however, showing that he was
able to convey an idea well even
if the technique is less perfect. It
is a good winter painting. ‘Deer
in Covert, Winter” is another well
executed snow scene with the déer
in the middle ground fitting nicely

‘into the landscape.

Courbet’s bouquets of flowers
are beautiful splashes of color.
The colors, as is true in most of
his paintings, are deep with low
values. The rich reds complement
the dusty pinks and _ lavenders,
with a-frame. of foliage of a par-
ticular Courbet-green.

The flowers are not formally
arranged, but are masses of fresh-
ly-picked blossoms. In one paint-
ing, “Young Girl Arranging Flow-
ers’’, they are still. growing on the
trellis. Another, “Flowers on a
Bench”, has a.mass of blossoms
carelessly heaped on an _ outside

 

bench, with a tree in the back-
ground both balancing the commpo-
sition and explaining the picture.
The flowers are not yet spoiled by
human arrangement in a vase, but
the colors fall naturally into a
brilliant hanmony, In these flower
compositions, Courbet’s mastery
of color and versatility as a paint-
er are well shown.

While it is important to see
Courbet’s significance in the his-
tory of painting, his art can be
very much appreciated today. He
was an excellent craftsman as well
as inventive. This exhibition con-
tains eighty-six of his paintings,
a rare and wonderful opportunity
to see so many canvases of one
artist. Over half of them have
been brought from Europe and it
may prove to be the most impor-
tant collectiom of -Counbet to be
shown anywhere at one time, He
is considered to be one of the great
artists, not merely of the” nine-
teenth century but of all times,
and Philadelphia is indeed fortun-
ate in having this meritorious
show.

 

Letter to the Editor

 

Laundry Quandary, Bubbles Troubles

To the Editor:

A fact of Bryn Mawr daily life
which is not generally emphasized
by the campus guide is the state
of our laundry facilities. If a naive
or particularly embittered guide
were to describe this fully to the
prospective freshman, it is possible
that Bryn Mawr’s undergraduate
enrollment might return to its for-
mer and smaller size. Or again,
New York’s Unwashed Generation
might lose its present air of anti-
intellectual snobbery and, decid-
ing that we are, after all, kindred
spirits, descend on us in droves. :

At present, there is approxim-

ately one washing machine to each
120 students. Even if we exclude

half the college, presuming that it
attains cleanliness in some other
manner, this leaves 60 girls shar-
ing one machine. Actually, the
numbers are even larger than
this, for it seems that at least two
of the machines are invariably out,
of order. ‘Moreover, the hopeful
laundress must attempt to wash
her belongings between the hours
of 8:30 a.m. and 5:00 p.m. On
weekdays; this is often impossible
because of lack of time, what with
classes, labs, meetings, teas, etc.
On weekends it is impossible be-
cause of the long lines of other
people who have also put washing
off till then. Even if a girl is both

 

lucky and crafty and has managed

at an opportune moment to insert
her laundry load into a function-

ing machine, she has no place to_

dry her clothes but in the already
bedizened bathroom or in‘ her own
room—two equally unattractive
alternatives,

What I should like wistfully to .

suggest is that the students of
Bryn Mawr ‘be provided with the
opportunity to be clean. At least
the laundry rooms might be kept
open till 9:30 or so at night, giv-
ing girls with busy schedules a
chance to launder during the week.
Three or four, more machines,
three or four dryers, a clean loca-
tion for them—this seems too fan-
ciful to be more than a dream.
Still, one can’t help but wonder if
there might not be some place on
campus where the wiring ‘would
not collapse with the extra elec-
trical ‘burden. The machines are
not much of an expense; in one or
two years I am sure they would
pay for themselves. Still, I would
hesitate to suggest that the Ad-
ministration pay for this; they
seem to be kapt busy with further
polishing of Batten House and
heating our numerous swimming
pools. Perhaps Undergrad might
take it in hand. Their function is
to tend to the welfare of the stu-
dent ibody—what about its cover-
ing?
Unwashed but unbowed,
Alice K. Turner ’60

 

 

 

“ SS rr
ea a
ee 7

 

\

 

 
Page Four i

THE COLLEGE NEWS

 

Wednesday, January 15, 1960

 

Westinghouse Helps Scientific Student

by Marian Davis

The Westinghouse Science Tal-
ent Search occupies a unique posi-
tion in the U.S. Though it is a
nationwide science competition of-
fering five scholarships as the top
awards, its primary purpose is not
to give scholarships to a few indi-
viduals, but rather to stimulate
scientifically-minded students to
undertake original projects and to
demonstrate to the public what the
high school student is canable of
doing in science. Unlike the science
fairs, it does not attempt to intro-
duce students to science, but en-
courages those already familiar}
with it to attempt original re-
search. Though at first glance a
competition would not. seem_nec-
essary to induce students to take
this step, the Talent Search per-
forms a useful function in encour-
aging original research at a rela-
tively early age and in insuring
that the projects will be carefully
planned and brought to a reason-
able conclusion. (Modern science,
unlike the humanities, requires
more equipment, literature and as-
sistance than most libraries and
schools can provide. The student
who is backed up in his efforts by
a national organization is more
likely to ‘be well treated by local
museums, laboratories and hospi-
tals than is one who is forced to

strike out independently.

 

 

Having worked as a volunteer

at our local hospital for several
years, I..was fortunate in being
able to carry out my experiment
in the hospital laboratory. Though
the experimental design was my
own, without the equipment, lit-
erature, and aid which I received,
the experiment could not have
been attempted. The experiment
itself concerned the long contro-
versy ‘between the theories of
adaptation and spontaneous muta-
tion in explaining ‘biological chang-
cs, — Tne
mutation has now replaced that of
adaptation in most cases; however,

| experimental procedures have been| _

devised which seem to demonstrate
that bacteria can develop a resis-
ance to a lethal drug by gradual
adaptation. ‘Since~ other techniques
of producing resistance can ‘be used
to prove the theory of spontaneous
mutation, it seemed possible’ to
render two substrains of a single
colony of bacteria resistant to a
drug using two different experi-
mental techniques, each support-
ing one of. the theories, A compar-
ison of the monphological and: bio-
chemical changes accompanying the
development.__of resistance _ in
each case might suggest that both
theories were correct, that there
are in fact two different mechan-
isms by which bacteria can become
resistant to a drug. The best that
I could do was to attempt to pro-
duce resistance to streptomycin

vaTcory UL Sponvanceus1s-

 

by growing the bacteria both in

the presence and absence of the
drug, and then comparing the two
resulting strains for concomit-
ant biochemical and morphological
changes. Since my efforts were
not wholly successful, the results
were necessarily inconclusive.
Slight differences in resistant col-
onies and differing rates of the de-
velopment of resistance indicated
the importance of individual var-
iation in yielding to cellular chang-
es, but whether there were actual-
umooshoanioms
change could not be determined
from my results.

awarded to the forty finalists is as
valuable an experience as_ the
project itself. Although the final
awards—banquet. is generally re-
garded as the climax of the trip,
throughout the ifive days the prev-
alent spirit was one of excitement
and enthusiasm at forming friend-
ships, not fear of competition or
anticipation of the banquet. For
everyone it was both a humbling
and inspiring experience to spend
five days in such a compatible
group. Thus winning, rather than
being a—reward.for--past..efforts,
was more an inspiration and for-
ward push. Through publicity it
is hoped that some of this enthus-
iasm will be passed on to the na-
tion as a whole and that the capa-
bilities of the high school student
will be proved to older scientists,
educators, and the general public.

 

“Challenge” Dispels Apathy

A group of students at Yale,
“no longer content to remain with-
in the accepted perspective which,
they felt, forced them to view the
world in an abstract, isolated and

__ thoroughly unproductive fashion,
teaching only a glib sophistica-
tion,” last spring initiated CHAL-
LENGE, “a program to confront
with realistic concern and respons-
ible action the crucial issues of to-
day’s world.” CHALILENGE’s pur-
pose is to “awake students from
indifference and self-centered apa-
thy and provide a vehicle through
which college students can re-es-
tablish contact ‘with the dynamic
forces of the present and the fu-
ture.’

Accept Responsibility

CHALLENGE. calls upon stu-
dents as Americans to accept a re-
sponsibility to the world, “As
Americans we are symbols of a
‘way of life’ but ‘we wonder not
only what it is that we symbolize
but also whether we can give to
that symbol the vitality and dyna-
mism which twill continue to make
it meaningful to ourselves and to
others.” CHALUBNGE has put
its ideas into action through a vig-
orous expanding program that has
found immediate and wide interest
and enthusiasm among students.

The success of the program is
described in lavish superlatives by
all who participated in the fall
program. The fall topic, “The
Challenge of the Nuclear Age”
was first considered through week-
ly talks, informal discussions be-
tween students and professars,
and an explosive debate on nuclear
tests and disarmament between
Norman Thomas amd William Buc-
kley, Jr. -

Frank Included

Speakers following included Jer-
ome Frank, a noted psychiatrist,
who viewed the psychological prob-
lems of easing the cold: war, James
Warburg, a political analyst who
discussed \America’s vested inter-
est in the arms race, and Professor

Walter Berns, who argued that/|

world government would destroy
democracy.

The program chiminated ‘ina
huge colloquium at New Haven on
December 4-7. Fourteen thousand
students representing more than 40

speakers as Ambassador Carlos
Romulo, General James Gavin, Dr.
James Crow, and Senator Hubert
Humphrey. Topics included ‘The
Non-Nuclear Nations in a Bi-Polar
‘World’, ‘A (Definition of National
Security’, ‘The (Genetic Implication
of Increased Radiation Exposure’,

and ‘The Economics and Politics
of Disarmament’.

The colloquium was announced
a definite success, in making stu-
dents not only aware of, but actu-
ally concerned with the issues
which the fall program attempted
to define. August Hechscher, co-
ordinator, summarized by saying,
“You have made a commitment to
yourselves and to your genera-
tion”’,

Spring Subject Announced

The subject for the spring tertn
is ‘Twentieth Century American
Democracy: Myth or ‘WReality’?
The colloquium will be on March
11-18. Senator Barry Goldwater,
A. Philip Randolph, of the A. F. of
L—c. I. 0. and Thurgood Mar-
shall have already acepted invita-
tions to speak, and _ invitations
have ibeen sent to Congressman
Chester Bowles, Justice Hugo
Black and Dr. Harold Taylor, for-
mer President of Sarah Lawrence.

Though their topics are not yet
final, the colloquium is expected to
consider such ‘problems as the
place of the Negro in labor and
politics, encroachments upon the
free enterprise system, segrega-
tion in the North, the practicality
of democracy in the modern world,
democracy and mass culture, and
America’s sense of national pur-
pose, The colloquium will be open
to all.

CHALLENGE plans, by arous-
ing interest and enthusiasm among
students, to spread the movement
to colleges throughout the country.
Already there are such onganiza-
tions at Yale, Smith, Stephens,
Antioch, ‘Wisconsin, Reed, Chicago,
Oberlin, and Princeton.

 

Notice

Anyone who purchased (or
received) a ‘Finding List earlier
in the fall may now pick up the |

supplement free in the Public

 

 

colleges heard such outstanding

 

2 reenenelinigetcoseemegrtentelbrooneet

Information Office.

 

 

 

: tJ
Recent Gift
Continued from.Page 1, Col. 3

research in the _ sciences; and
$250,000 in capital grants for fa-
cilities.

The Woodrow Wilson National
Fellowship Foundation awarded a
subsidy of $2000 to 75 colleges and
universities in the U.S. and Can-
ada. for each Wilson Fellow cur-
rently enrolled, saint Mawr de-

ceived $2000.

Of this sum, $1500 is to be used
“for assisting beyond. the first
year any students genuinely. inter-
ested in a teaching career, wheth-
er or not they earlier received {Wil-
son fellowships.” The remainder
is “available at the discretion of
the institution, for strengthening
its ‘graduate program,”

The Wilson Foundation awarded
$1,984,000 in grants for use during

|the current academic year to
“strengthen graduate programs in

general.”
The Fundacion Creole in Venus:

zuela granted $800 in recognition
of the current enrollment of Miss
Ildiko von Fenyes, a research as-
sistant in Physics who is sponsor-

‘ed by ‘Creole.

The award was a_ collateral
grant to suplement tuition fees.
Creole sponsors, 58 Venezuelans
who are studying in the U.S.

 

 

JEANNETT’S
Bryn Mawr Flower Shop
823 Lancaster Avenue
Flowers’ For All Occasions
Member Florists Telegraph
Delivery Ass'n ©

 

 

 

 

 

Letter to the Editor

Alumna Views Art Career Realistically

Dear College News:

You have asked me to write
“about Being an artist .. . and the
routine, discipline, drudgery or
pleasure it involves.” Was I inter-

ested in it, you ask, when I went| is

to Bryn ‘Mawr and what did Bryn
‘Mawr contribute towards my be-

coming an artist? Have I any ad-
vice for undergraduates who are

ofithinkine of art as a career or

Se er a

“even dabble happily with it in
secret” ?

Long “beforé I went to Bryn
Mawr I wanted to “be an artist”
without having the slightest idea
of what that means and without
really knowing anybody who. could
show me. I might have discovered
what it means sooner if I had gone
either to an art school or to a col-
lege where painting and drawing
are part of the curriculum. On

‘the other hand, Bryn Mawr did

contribute towards my becoming
an artist, for one learns there to
recognize and respect art, as well
as the joy of using one’s mind and
the discipline of hard work,

It took me a number of years
after graduating to discover that
painting isn’t something you can
do in your spare time—at least if
you want to “be an artist.” Per-
haps the most difficult thing about
it is to impose a discipline on your-
self that dictates mles for your

‘whole life. I don’t know how many

people have said to me that I’m
terribly lucky to be doing what I
want to do and that it must be
“such fun” to paint. It is-only fun
at first when a happy self-satisfac-
tion and blindness to one’s faults
prevents one from seeing all the
difficulties ahead; if it weren’t for
this one would certainly stop at
the very beginning. But as one
progresses one’s sights go up and
one feels less pleasure, more frus-
tration and a sense of guilt, be-
cause the artist’s life is necessar-
ily selfish and it cannot be recon-
ciled to the American ideal (for
women, at least) of being useful
in the community. And if you are

 

 

Start the New Year Right |
With an outfit from
JOYCE LEWIS
Bryn Mawr

the kind of artist who needs to be
isolated, you must also reckon with
well-meaning friends who think
that isolation is unhealthy and that
what will really help your work
“seeing people.”

As a career, painting is peculiar,
since it depends almost entirely

on the fickleness of public taste.
In this country, taste moves so

fast that painters become popular _

only to find themselves ignored a
year or so later. ‘And others who

‘have been ignored for years sud-

denly become part of a new fash-
ion that sweeps over the whole
world. In general, painters begin
by having to make their living in
some other way, often by teaching.
So if I have any advice for under-
graduates who are thinking of art
(not commercial art) as a career,
it is that they should realize how
Precarious it is likely to be. As
for dabbling—one should try to
dabble without vanity and without
the conviction that it is art. As I
said before, one is protected by a

blindness in beginning anything

and by delightful daydreams. It
takes a long time to realize that
one: will always ibe at a new begin-
ning and that one’s gods get no
closer—and at this very point one
wonders if one is justified in going
on. (Perhaps it is only then that
one can honestly answer the ques-
tion “Can {I be an artist?” If
something doggedly answers yes
—that is the justification.
Sincerely ‘yours,
Mary. Meigs

 

 

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Page Five

. Wednesday, January 13, 1960 THE COLLEGE NEWS

 

Complete Text of Reorganization

Continued frome Page 2, Col. 5
ed at their request.

Many Drawbacks Hinder Appreciation
2. The penal for President of ongani- Of French Film ‘Les Visiteurs du Soir’

; nna : aii
5). The President of the Self-govern- ne peg alg hag it by Mary Ann Amdur | However, this may be a hasty
ment Association and the Under- 8. ‘Order of voting A French-club-sponsored film| judgment, as the audience in Good-
graduate Association shall repre- a Fist eau was shown in Goodhart Monday hart faced certain conditions which

t the college at extra-college 1). The President of Self-govern-|°¥¢"ing- “The Castle of Sin” was|created great disadvantages in the

— - ). The Presiden govern the name greeting the unsuspect-| appreciation of this film. First,
functions where the presence of shall be elected on the first ing viewers who knew no French.|an old projector and the usual

the Student Body President is re- (Monday , The more subtle title en francais| acoustics combined to render the
quested. 2). The (President of the Under- was “Les Visiteurs du Soir’. Some-| French sound track almost*inaud-

b. Activities Board _ Sraduate Association shall be! 110.6 netween the two, lies an ac-| ible. This might have been com-
1). Membership elected on the first Tuesday curate introduction to this film.
a). President of the Undergraduate 3). The Vice-presidents and Secre-| —The—plot—that—of-the~-visit~ of | titles -excapt that these, as usual,

oa: | sce —j-——=——=——=—=—t ies Of the Self-govenment two of the devil’s disciples who| were inadequate and often. inac-

ib). Vice-president of the Undergrad- and ‘Undergraduate Associations disrupt a_forthcoming arranged | curate. Furthermore,-—whenever-
vr ate _Association—————--—- shalt be elected on” the’ first matriage, the rebellion of one of| they were most needed, it seemed

c). Hall representative to the As- ‘Wednesday these apprentices, and the devil’s|that key words were obliterated,
sociation “ r 4). The first junior and first soph-| ,.., inability to triumph over love| having been strategically superim-

d). (Class Presidents omore to Self-government and|_;, . familiar one, The. setting| posed on a glaring white wall or

e). Class Representatives to the As- the Undergraduate Association! 7. = cdieval castle -with-its-cus-|a—fieli—of equally ‘white daisies,

sociation and hall (presidents shall be| jo, and divertisements provides | neither of which provided adequate
'_f). Secretary of the Undergraduate elected on the first Thursday an entrance for the evil-doers and| contrast as a background.
ee Association Note: Member of the Self-government boards have, instruments for their acts. Despite its drawbacks, this was
g). President of the College Theatre therefore, been elected before the elections Dominique and Giles gain entry | quite a pleasant, if ordinary melo-
2). Function within the major organizations. a/ to the castle in the guise of two| drama.

a). The activities board shall coor-
dinate and ‘carry out the social
activities, traditions, club activi-
ties, committee ‘appointments,
and the election system

ib). The Vice-president acts, as she
presently does, as the coordinat-
or and representative of the

b. Second week errant musicians to play at the

° A e
1). Monday—election of hall vice- banquet honoring the engaged Logic Prof Ends

presidents couple. Their master, coming lat-
2). During this week all organiza-| er to set things right (or is wrong S bb ° ] i
-tions will hold their elections | more accurate?), was a chance|\W@ atica ave
-C. Voting privileges traveller seeking shelter in a sud-

-1,All students will vote for those mem-| den storm (which, of course, he
bers of the Ipso Facto organizations caused).

Mr. Hughes Leblanc, Associate
Professor of Philosophy, has re-

pensated for by the English sub- |

smaller clubs.
III. Elections

A. Date: All elections.shall be completed by

spring vacation
B. Procedure

1. The Vice-president of the Undengradu-
ate Association shall organize and run

elected

 

that have formerly been all college

2. Any person who has an interest in the
Athletic Association, the Alliance for
(Political Affairs, the League, Interfaith
or Arts Council may submit nomina-
tions. and cast a vote for the president

 

Le Diable, always an exciting
and challenging character part,
was excellently portrayed. Unfor-
tunately, this was not true of the
majority of the other personages,
whose performances seemed quite
stiff and invraisemblables.

 

Dd
better jobs at Du Pon

 

ATOMS IN YOUR FUTURE?

 

You are looking at a photograph recently
released by the Atomic Energy Commission.
It shows the Commission’s heavy water plant
near the banks of the Savannah River in
South Carolina. It is but one unit of an
atomic energy project that covers more
ground than the entire city of Chicago.

This vast installation was built by Du Pont
at government request in 1950 for cost plus
$1. Still operated by Du Pont, it stands as a
bastion of strength for the free world. Equally
important, here are being expanded horizons
of nuclear engineering which will eventually
lead to better living for all of us.

Like hundreds of other Du Pont research
projects, probing the mysteries of the atom
has led to all kinds of new jobs. Exciting
jobs. In the laboratory. In production. In
administration._Good jobs. that. contribute
substantially to the growth of ‘Du Pont and
our country’s security and prosperity.

What does all this have to do with you?

For qualified bachelors, masters and doc-
tors, career opportunities are today greater at

 

Du Pont than ever before. There is a bright
future here for metallurgists, physicists, math-
ematicians, electrical and, mechanical engi-
neers, and other technical’ specialists, as well
as for chemists and chemical engineers.

Perhaps you will work in the field of atomic
research and development. But that is only a
small part of the over-all Du Pont picture.
Your future could lie in any of hundreds of
areas, from the development of new fibers,
films or plastics to the exploration of solar
energy. Or in the sale and marketing of new
products developed in these and many other
areas. In any case, you will be given respon-
sibility from the very start, along with train-
ing that is personalized to fit your interests

._ and special abilities, We'll help you work at

or near the top of your ability. For as you
grow, so do we.

If you would like to know more about
career opportunities at Du Pont, ask your
placement officer for literature. Or write E. I.
du Pont de Nemours & Co. (Inc.), 2420
Nemours Building, Wilmington 98, Delaware.

BETTER THINGS FOR BETTER LIVING... THROUGH CHEMISTRY

 

 

 

 

turned to Bryn Mawr this year
after a sabbatical during which he
was granted the Eugenia Chase
Guild Fellowship.

This fellowship, established in
memory of a former student of
Bryn Mawr College by her par-
ents, is granted to young people
in the humanities. It is designed
to enable. them. to spend a year
writing and doing research in
their field by reimbursing them
for the salary they would normal-
ly receive during that year.

(Mr. Leblanc, under this fellow-
ship, spent last year writing a first
draft of a book on indugtive logic
and completing severalpapers on
the topic. He has taught at Bryn
Mawr for the past twelve years
with a two-year interim when he
was granted a Fulbright to study
in Belgium. At that time he com-
pleted his work on deductive logic.

 

Gibbs girls get top jobs

Gibbs-trained college women are in
demand to assist execui :s in every
fleld. Write Qollege Dean about Special
Course for College. Women. Ask for
Gress Grats at Work.

BOSTON 16, MASS. . . 21 Marlborough St.
NEW YORK 17, N. Y. 230 Park Ave.

MONTCLAIR, N. J. . . . 33 Plymouth St.
155 Angell St,

PROVIDENCE 6, R. J. . .

 

 

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Page Six

THE COLLEGE NEWS

Wednesday, January 15, 1960

 

Jambor, Alwyne Concert

Continued from Page 1, Col. 2

quality of the Balinese instruments.
The intervals used are themselves
very sonorous, WSing sympatheti-
cally sounding tone combinations.
I found the piece interesting and
pleasing on a first hearing, al-
thought at least to the untrained
ear, the music is rather too monot-
onous to be entirely enjoyable. in
any but a short piece such as this
was. i aaa

The Quatre Danses Exotiques, by
Jean-Francaix, ineluded-three Port-
uguese dances, Pambiche, Baiao,
and Merengue, while the last one,
Rock and Roll, Mr. Alwyne des-
cribed as the American Rock and
Roll seen by a Frenchman through
Portugese eyes. Both dances and
performance were charming. Mme.
Jambor particularly seemed to be
enjoying their complicated and
lively rhythmic upsets,—and—the
fading off at the end of each dance.
She did this without making too
much of or over-loading the music.

~‘The--Rock-and--Roll “had*all the}

monotony of its American source,
but was relieved by ornamental
flow and ripple.

On the second .half of the pro-
gram, Medtner’s Knight Errant
(Don Quixote) Op. 58 No. 2 pro-
vided for the first time in the
evening an opportunity to hear the
two pianos differentiated one from
the other. On the whole they stood
the test exceedingly well, and
managed to achieve almost iden-
tical interpretations in imitative
or answering passages.

Milhaud’s Scaramouche, as ex-
plained by Mr. Alwyne, deals with
a stock character of the seven-
teenth century Commedia del Arte.
Milhaud treats the, subject in a
very satirical fashion, particularly
in the second movement. In the
first movement (Vif) it is Scara-
mouche’s braggart aspect which
predominates. The music seems to
suggest folk song melodies, which
are then. unexpectedly perverted.
In the -second movement (Modé-
ré) Mr. Alwyne didn’t seem to

+ by Tippling accompaniment, —Par=

 

have a fineness of expression quite
correspondant to that of Mme.
Jambor, the only time in the per-
formance where this seemed the
case,

Rachmaninoff’s Fantasie (Tab-
leaux), Op. 5 is very Romantic in
character. For me it provided a
climax to the concert. Rachman-
inoff.makes use of individual tones
dropped into a wavy background,
of a theme drawn in large strokes
inthe middle voice and surrounded

ticularly in the -last two move-
ments the two pianists worked to-
gether to attain great variety and
also great heights of expression.

As an encore, much demanded by
the enthusiastic audience, Mme.
Jambor and Mr. Alwyne played

some more Rachmaninoff, this
time a Waltz.
Symmetry Lecture

Continued from Page I, Col. 4

four in the three dimentions re-
spectively.

The lecture.was the first-of three
presented by the Sigma Xi, the Hon- |
orary Scientific,Society. The other
two will be given in late February
or early March, and in late April
or early May, by visiting speak-
ers.

 

 

BEAU and BELLE
Breakfast — Lunch
Dinner — Late Snacks
Excellent Banquet Facilities
Open Seven Days
Next Door To Bryn Mawr P.O.

 

 

 

HAIR STYLE
CUTS

$2.00 AT
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French Hairdressers

853 Lancaster Ave.
Bryn Mawr, Pa.
LA 5-2060
LA 5-8777

 

 

 

 

 
   
  
 

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2 ALL-INCLUSIVE PLANS |

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5 SATURDAY DEPARTURE DATES

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Gentlemen:

Tours include round-trip by air via luxurious 4-engine airliners,
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For full details contact Miss Golden

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ZONE

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‘Stinging fer as she ran,

 

 

 

 

| > FILTER

Trash-Can Treasures: ‘Review’ Rejects

by Lois Potter

Editor’s Note—Below are print-

ed fragments of several opuses (opi?
opera?) submitted to the Revue this
year. In accordance with its new
policy of publishing only the best,
Revue did not accept them. The
News feels the campus should know

what it is missing.

Hiawatha meets Ogden Nash
Bitter taste of Pembroke coffee

Ran with her coffee throat
Choking on jitter fear,

Ran on from Pembroke Hall,
Climbed steps in taste of haste,
Bitter,~stinging, choking fear—
Ten minutes after nine.

Opening of Unfinished Opus

Another shriek came down the
asylum corridor, blended with the
odor of cigarette butts and disin-
fectant.

 

“What’s going on in there?”
Greerly._peered_intothe murk_of
Room 12.

“Nothing serious, thank you,
doctor, He tried to slash his wrists
again.”

One of the younger nurses was
sobbing. ‘Don’t «worry, honey,”
Greerly assured her with a Freud-
ian leer. ‘We have at least one
of those every day.”

“Tt’s not that,” she said, taking

-|-her-thumb-out-of-her-moutir fora

moment. “But I’m afraid he scared
that sweet little1green snake under
the bed.”

Poem
it
essence of itself
as in
ens

or soi
self essence of it
is itself in it
it qua. it

 

Dialectical Reasoning.

Wal, there we wuz, Ma and I,
pickin’ huckleberries down by the
creek. We-uns allus done liked
pickin’ huckleberries. And as we
wuz ‘workin’, up comes a pretty
gal from the road and asks us
Washington. Wal, she
don’t fool me none. I sez, “Just
a minute, ma’am. Does you mean

where’s

Washington Bridge;-or-dees— you =

mean George Washington?” ‘Wal
then - - -

(the rest is unfortunately lost):

Elementary Hemingway

This is Dick. Dick has a gun.
See Dick shoot. Oh, oh, now Dick
is dead. (Funny, funny Dick.

See, see, see Jane. Jane is mak-
ing love. Obscenity, obscenity, ob-
scenity. Funny, funny Jane.

 

 

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