a Reta. Wa, THE COLLEGE NEWS. 2 BRYN MAWR, PA. OCTOBER 14, 1966 C Trustees of Bryn Mawr College, 1966 25 Cents Vol. LI, No. 5 Self-Gov to Ask Administration To Adjudicate Driving Problems The following statement will be presented to Legislature October 31 by Jane Janover, president of Self-Gov, as a result of discus- sions in Executive Board and in the dorms: ‘I move; a) that Section IX, Driving, be stricken from the Con- stitution of the Bryn Mawr Stu- dents’ Association for Self-Gov- ernment, ‘‘and further b) that the driving privilege be administered by the College, ‘‘with the condition c) that a composite list of student recom- mendations re driving be sub- mitted on passage.of this mo- tion,’’ The partial list is as follows: ‘¢1) the number of parking spaces available on campus each year to be specified; 2) specific area on campus be set aside for stu- dent parking; 3) the college inves- _tigate possibilities for expanding number of parking places; 4) that the following be recognized as ur- gent need (in order of importance) -- a) classes for credit at ‘col- Campus Committee to Begin - Constitutional Revision Work Most of the halls have elected representatives to the Constitu- tional Revision Committee, Self: Gov expects the Committee to have: its first meeting next week, to begin its work of discussing and drawing up proposed revisions of the Constitution to be submitted to Legislature for consideration. Each ‘hall will send two repre- sentatives, members of the sopho- more, junior, or senior classes, Marcel Philosophy Topic of Lecture On Existentialism Jose Ferrater Mora, Professor of Philosophy at Bryn Mawr, will discuss ‘‘Christian Existentialism in the Philosophy of Gabriel Mar- cel,” as part of Interfaith’s lecture series. ¢ The talk is scheduled for Wed- nesday, October 19, at 17:30 p.m. in the television room in the College Inn. Refreshments will be served. Mr. Ferrater Mora describes Marcel as a French Catholic philosopher who has himself denied . that his philosophy is ‘‘existen- tialist.”’ (‘‘No one wants to be connected with something that ends in. ‘-ism,’’’ said Mr. Ferrater Mora.) Nonetheless, he will ex- amine Marcel’s' thought and point out its existential and Christian aspects and their re- lationship. and each language house will send one, The representatives elected so far were chosen at hall meet- ings held early this week, Rhoads’ representatives to the Committee will be Diane Ostheim and Ann Shelnutt, both sophomores, Susan Cree, ’68, and Doris Dew- ton, ’69, have been elected from Pem East, and Barbara Mann, 68, and Gillian Whitcomb, ’68, from Pem West, Merion will send Patty Mon- nington, ’68, and Kathy Murphey, ’69; Radnor’s Committee mem- bers will be Carol Reische, ’69, and Jennifer Taschek, ’67, Rocke- feller has elected one“represen- tative, Pam Barald, ’67, but an- nouncement of the second Com- mittee member is pending, fol- lowing a run-off election between two-tied candidates, Batten House has elected Mar- gie Buie, ’69, as its single repre- sentative, and Wyndham has chosen Brigitta Fitz, ’69, As of the middle of this week, Denbigh, Erdman, and Perry House had not yet elected their repre- sentatives, Self-Gov plans to set up the Committee’s first meeting for next’ week, When the Committee does meet, however, it will func- tion as an autonomous body with complete independence from Self- Gov or Undergrad, electing its own officers and following its own chosen procedures, ‘ Jig bia ia = = mg i e . , a: ba a _ te ee =. The preliminary sketch of the new library, in its leges other than Haverford, b) serious illness, c) work (re- search, volunteer, fine arts) not for credit for which transporta- tion is_a problem, d) campus or- ganizations, e) extenuating cir- cumstances; -5) that special permission be granted to park a car on specified days,’’ Martha Taft, second sophomore to Self-Gov™in charge of the driv- ing rule, has issued the following statement: Not only is the situation on campus out of hand, because students have openly violated the rule, but-there are also certain parts of the rule which are not clarified, eventothe Executive Board. Besides not knowing how many students should be permitted to park on campus, Self-Gov has no effective way of enforcing this rule, The members of the board are aware that as many as forty- five cars are illegally parked on campus, but without acting as a police force, daily patroling the parking lots, ticketing cars and collecting fines, they are unable to force these people to move their cars, A student, bringing a car illegally to college, without having found a parking place outside the three mile limit, has no other parking place except the campus, and so ceases to regard the rule as part of the Bryn Mawr honor system, Mawrters Join Vietnam Vigil; Racial Demonstrations to Begin *‘Vigil: An Expression of Con- cern Over U, S, Policy and the 'War in Vietnam’? read the sign at the head of the line of stu- dents and faculty in front of Foun- ders Hall, Haverford, last Wednes- day, The silent protest was the sec- ond in a series of weekly vigils sponsored by the Haverford So- cial Action Committee, They are scheduled to take place every Wed- nesday, from 12:30 - 1:30 p.m, People are free to stand in silence for as long as they want during this hour, The vigils function partly as an expression of personal concern for the Vietnamese people and about U.S, actions, SAC hopes they will also serve in reminding the campus of the continuing existence of the war in Vietnam, Similar hours of protest were first started at colleges in Cali- fornia, The Haverford protest is also held in conjunction with a vigil sponsored by the Friends Peace Committee every Wednes- day from 12:00 - 1:00 at Penn Center in Philadelphia, The peak number of people at the Haverford vigil last Wednes- day was approximately 75, An aggregate of roughly a hundred participated, Several members of the Haverford faculty and a few Bryn Mawr students joined with the Haverford students in the pro- test, The Wednesday vigils will con- tinue throughout the year, Bryn Mawr students and faculty are in- vited to participate, Demonstrations in Ardmore against racial discrimination on the part of Main Line real-estate boards are continuing every Wed- nesday night, The demonstrations are sponsored by a coalition of organizations, including Negro real estate offices and the Friends Committee on Race Relations, known as FREE, or ‘‘For Real Estate Equality.” Ride’ notices will be posted, and the SAC bulle- tin board in Taylor has further details.” Second in Series On Urban Affairs Treats Education The second lecture in the Al- liance series on urban affairs will take place this coming Mon- day, October 17, in the Common Room at 7:30 p.m. Mrs. Harriet Reynolds, who is the Assistant “Director for Edu- cation for the National Urban League, will be speaking on ‘‘Ed- ucation in the Ghetto: Cultures in Conflict.”’ This topic will cover the prob- lems of the public schools in the ghetto areas of large cities: why they have failed, and possibly what could be done to improve them. Functions of New BMC Library More Specific as Plans Advance The new $4,000,000 Bryn Mawr Library will feature a blend of study space with stacks and pro- vision for future growth of the college. According to library plans, ‘‘66 per cent of the usable space in the library will bring readers and books together.’’ These special study areas contain work space and carrels of sufficient size to accommodate the bulk of materials that may be needed in scholarly research. The library reserve book room for undergraduates will supply the frequently needed books in’ the humanities and social sciences. Graduate students in these fields are furnished with study rooms on the lower, second, and third floors near the stacks containing books in this area. The sciences will remain in their present sites; the artand archaeol- ogy libraries will expand their facilities in the present M. Carey Thomas Library. The requirements of the college answered by the new library in- clude a projected college com- munity of 1250 faculty and students. Seven hundred readers can be comfortably housed by the build- ing. : Planned to hold 655,000 volumes, the library will permit the doubling. of the present facilities in the humanities and social sciences. The building has a total space of 100,000 square feet. The catalog and biographical and reference materials will be located on the main floor, which is also the main entrance level. A two-story room opposite the doorway will house the collection of periodicals. The number of periodicals kept by the library will be increased in the new build- ing. Micro-film equipment, micro- cards, and micro-fiche will also be found on the main floor, The loan desk, to the right of the entrance, serves as_ the. center for library records and the source of information about library facil- ities. Also to the right of the entrance and along the east face of the ‘puilding is work space for the library staff. On the west side a large rare book room includes work space for the reader. Expectations for the college’s growth have been carefully con- sidered in planning the library. Enrollment, graduate and under- graduate, is anticipated to increase slowly. The estimated proportion predicts an eventual ratio of one graduate student to two under- graduates. Chairman of the Faculty Library Committee is Mrs. Michels, and Mr. Schweitzer is head of the Li- brary Planning Committee. fe! sf ge nonenre sect Brae 5 5 Sige SREP ania ag gh PE hm - ed 7 site next to the Thomas Library. Philip M. Chu - O’Connor verSL hs > yoga rn 7 and Kilham is the architect in charge. € Page Two THE COLLEGE NEWS Friday, October 14, 1966 Py) THE COLLEGE NEWS Subscription $3.75 — Mailing price $5.00 — Subscriptions may begin ot any time Entered as second class matter at the Bryn Mawr, Pa. Post Office, under Bs the: Act of March 3, 1879. Application for re-entry at the Bryn Mawr, Pa. Post Office filed October ist, 1963. Second Class Postage paid at Bryn Mawr, Pa. FOUNDED IN 1914 Published weekly during the College Year except during Thanks- Company, Inc., Bryn Mawr, 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 ditoreineChief. ss. cc ccc tere eee eee eeeeeeseeeseee eNanette Holben '68 = ssociate Editor. ...o.% Pree wi eee ee Krugman ’6 Managing Editor... cccrecsccscecrsevssseessesesece ckit Bakke "6 Member-at-L arge Shee soc erecee de ereettcrees cece ROU Jonson "6 Contributing Editors eccccc ener cece ce oFam Bara id °67, Emily McDermott '6 Business Manager... seecrecsccsseseseseseseeesees Fern Hunt '6 Subscription Manager. Perurie crear w aw err et i ms ere or ie « Mary Ann Spreige!l 6 Advertising Manager. . coc cccccceewocvcccc sess es so cLiane Ostheim '6 Photographer. ..+escseecererecsererewesesee ses Marian Scheuer '7 EDITORIAL STAFF Dora Chizea '69, Judy Masur ’68, Nancy Miller '69, Kathy Murphey '69, Cookie Poplin ’'69, Marcia Ringel '68, Ann Shelnutt '69, Marilyn Williams '67, Lois Portnoy '68, Jane Dahigren ’'70, Karen Detamore ‘70, Janet Oppenheim ’70, Barbara Archer '70, Edie Stern ’70, Mary Kennedy '/0, Pam Perryman '70, Laura Star '70, Eleanor Anderson '70, Sue Lautin ’70, Christine Santasi ja’ : Lowenthal '70, Michele Langer *70, Christine VandéPol'70. - The Dress Rule Now that the Committee on Constitutional Revision is being set up, it is-time to,start thinking seriously ‘about all the rules everyone has griped about in the last couple of years. One of the most complicated and possibly most irrational one is the dress rule. As.it now stands, it requires skirts in classes and everywhere off campus with many ‘qualifications. Skirts in classes arereasonable -- after all, the pro- fessors dress up for us; we should show 2nough respect to do likewise. But the qualifications are what make it so confusing: 1) pants are acceptable to wear to Haverford if you don’t walk on thePike; 2) pants are acceptable to wear to the Comet, but only if it’s dark, and 3) pants are acceptable on the Local if you are taking riding lessons. These exceptions to the “‘skirts always’’ rule have come up and been passed piece-meal fashion as styles (and now what about pant-suits?) and mores have changed. We suggest that the Committee recognize the fact of changing styles in a brand-new construction of the rule. Even more important, it should recognize the ability of Bryn Mawr students to decide by themselves what is proper dress in public places. The Constitution is generally interpreted to mean that Bryn Mawr students are adult enough to decide how they are going to act; one of the few restrictions is the Discredit Clause which asks that she not disgrace the college in public, e.g. the tacit drinking rule. Why couldn’t the same system apply to dress? There is no reason why a student shouldn’t be allowed to decide, on the basis of where she is going and what she is going to do, whether or not pants would be more convenient than a_ skirt, and at the same time, no disgrace to the name ‘‘Bryn Mawr College.’’ @ The Vital Committee The enthusiastic response to the Educational Goals Committee pro- gram has awakened a spirit of revision and reform, Although the phenomenon of Bryn Mawr dullness appears to many in both academic and non-academic forms, the classroom situation has emerged as a major cause of discontent, When these seminars end, we hope that students will recall the most efficient channel for academic complaints and suggestions, Curriculum Committee, recently raised to the rank of Big Six member, exists precisely as an outlet for student obser- vations on the college’s plan of study, A frequent note of dissatisfaction expressed at these seminars has been concern over student passivity, evidenced in minimal class dis- cussion and late-semester attacks on a term’s reading list, It is un- fortunate that these gripes, symptomatic of a basic concern over educational procedures and goals, found their way to Curriculum Committee only by an indirect route, : The success of the committee in answering student requests for new courses should not obscure its fundamental purpose. As an elected student organization which works in coordination with its faculty counterpart, the Curriculum Committee is a potential reflector of cam- pus opinions and objections on all aspects of the academic program, Perhaps students have bypassed the committee because they failed to recognize its intended jurisdiction, Perhaps the committee has been too o¢cupied with specific reforms to examine the prevailing climate of opinion, Now that a new president has been elected and a new series has aired the relevant problems, we urge Curriculum Committee to assume its rightful position as an effective representative of student sentiment on the philosophy as well as the practice of education, Lamentations Mr. Bachrach cited the dullness of the COLLEGE NEWS at one of last week’s Educational Goals sessions, and we are still not clear as to whether his comments referred to the efforts of the staff or to the paper’s reflection of the campus--or both. But allow us to make men- tion of a few facts we find discouraging. The majority of the letters to the editor that we print actually have to be solicited from the student body. If we do not receive unsolicited letters, and since the working staff is minimal to say the least, it is necessarily true that our insight into campus problems is limited. When we do ‘see fit to editorialize for improvement of the college (e.g. revising Freshman Comp, instituting a pass-fail system, doing away with hygiene lectures), we get no response from either students or faculty in terms of meaningful action. The most the paper can do is put a bug in somebody’s ear; we do not intend to write the paper and run the committees for improvement at the same time. The administration does not censor the NEWS; rather, it is more, helpful in giving us leads to stories than is the student body or the faculty. ¥ ' Having to squeeze’ blood out of stones is an awfully disheartening way to produce a newspaper. ; Boycott Chowded Claccee ~ Rone giving, Christmas and Easter holidays, and during examination i weeks in the interest of Bryn Mawr College at the R.K. Printing 3: rades, and evaluation. umbilical cord, dent year and their parents. ‘‘We don’t have any such thing as a leave of absence,’? said Mrs. Marshall. The student. simply withdraws and applies for readmission when. the time comes. ‘‘The basis for readmission is a high level of work in the independent year of study.’? Of course, the student taking an indepen- dent junior year, if she expects to receive credit, must have the full approval of her department of specialization since she would be taking’ the bulk of her major work away. However, pointed out Mrs. Marshall, if the student happens to be spending the year away Medical But, responded a small multitude, if we do take an independent year, we have no guarantee of being readmitted to Bryn Mawr, in which case the exper- iment defeats its own purpose. Thus doubtful as to the outcome of an independent venture, some Mawrters .may be discouraged from jumping off the space capsule without the assurance of the’ Dean of the College Mrs. Marshall and Direc- tor of Admissions Miss Vermey, both aware of the confusion, clarified the present criteria for the : NEWS, and added that, with the recent increase # in students wishing to take an independent year, ® @ printed statement ‘will be drawn up in the near * # future, for distribution to those taking an indepen- Data Determine Independent Year Readmissions Discussions during the recent Educational Goals series indicated, among innumerable other matters of contention, a segment of student disturbance concerning Bryn Mawr’s policy of readmissions, These discussions, a product largely of last Thurs- day’s program, involved the problem of the student’s confinement to an undergraduate education at Bryn Mawr alone, and evoked the suggestion that the dissatisfied or uncertain student take an indepen- dent junior year of study (apart from the Junior Year Abroad program) for the purpose of contrast due to severe emotional problems, her read- mission is evaluated on the basis of medical advice, It is not necessarily inconsistencies in : the readmissions policy when an apparently qual- ified student is not allowed to return; it is often the case that some Kila did not accompany her application. « Miss Vermey also stressed the point of satis= factory health, and went on to qualify Mrs. Mar- shall’s mention of a ‘thigh level of work’? by specifying an A-B average during the indepen- medical assurance . dent year of study. Miss Vermey guaranteed, in short, dentials. that a student would be readmitted with these satisfactory health and academic cre- The number of readmission. applications was particularly large this year, and were in part responsible for the overflow from the dormitor- ies. And Miss Vermey expects that the number of students wishing to take an independent year will probably increase. But since Bryn Mawr is a small college, ‘‘we can’t be as flexible as a big university,” in consideration of space, There- fore, before a policy is printed up, a careful evaluation will be essential. ' Applications for readmission, according to the catalog, are reviewed twice; in February and in June. Those who file an application by February which a student ior. 15 will. be notified in early March, and the others in late June. The readmissions committee consists of Miss Vermey, thé deans, and the members of the major department concerned. There are a variety of circumstances under may take an independent year, If she wishes to receive credit for her studies, she must have the approval of her department and may then return as a senior. Or, if she does not receive credit, she is readmitted as a jun- Finally, it is also possible for a studen to take a year off to work. | Letters to the Editor Social Disaster To the Editor: Last Saturday the Princeton Hil- lel mixer flopped, Two schools to- gether lost over $200, and the party was a dismal failure because of the irresponsibility of a num- ber of Bryn Mawr girls, A sign-up list went up almost two weeks before the mixer, and remained up until the day be- fore, Princeton had invited 45 girls for a day that was to in- clude folk singing, sherry, din- ner and dancing, Several an- nouncements during that time were read in the halls, and there was quick response, Soon all 45 places had names beside them. How- ever, by Friday, the day before the trip, 14 girls had crossed their names off the list, That left 31 people still signed up, But the worst was not yet ap- parent, On the day the bus went, 18 of those 31 arrived to greet the 50 boys waiting for them at Princeton. Thirteen girls who had signed up never notified me that they were not planning to go, And Anthropology Club To Show ’22 Film ‘Nanook of North’ ‘‘Nanook of the North,’’ a film made by the widely-acclaimed photographer Robert Flaherty in 1922, will be shown in the Biology Lecture Room, Monday, October 17, at 8:30 p,m, The film is sponsored by the Anthropology Club, which requests a donation of $25. This is a ‘‘beautiful documentary” of the communal life of the Hudson Bay Eskimos, according to Andrea Lurie, co-chairman of the Anthro Club, It is about their struggle for existence, and should be of interest not only to anthropology students, but to those interested in ethnography and film-making ww? ma The Anthropology Club is plan- ning on showing at least one movie a semester, These will deal with pate est, but everyone is invited, © _1 guess this despite numerous hall an- nouncements begging for just that much courtesy! I will not go into the economics of the situation, but the Social Committee is $200 in debt, And that is less of a consequence than the nearly irreparable harm done to whatever vestige of a reputa- tion Bryn Mawr had at Princeton, Undergrad has authorized the - Social Committee to charge on Payday the 13 girls who never cancelled their commitment, but that won’t begin to cover the debt, applebee my favorite squirrel offered me © an acorn the other day ... ina courteous mood i sampled it... my beak still hurts but de gustibus ee. 4 wonder what my squirrel would say if i should proffer to him a mouse ... cou- sin eat cousin ... the leaves lately prick my back as I fly through them ... i feel older somehow in the fall, and aging like the rest of the earth i want to change colors too ... i am in love with trees ... when i fly above them they are puffed chrysanthemums ee when i rest in them their bloom fills the world, i think how can they ever change, but i know their yellow’s evanescence ... autumn in pennsylvania is a pretty time, tantalizingly longer than autumns elsewhere, but eventually it falls to the ground in bright heaps ... the giant mums will de-puff and leave me only their stalks to play in ... trees in this season reveal personalities otherwise hidden... it is only now for a couple of weeks that they condescend to spill ~ ing in an orange and red: house does crazy things to one’s tem- perance brightly, applebee their sense of humor ... © forgive me for gushing but liv- . nor-can it mitigate the harm that has already been done, As Social Chairman I would like to mention three things in the aftermath of this fiasco: First, much of the blame is mine, There should have been more, and more effective pub- licity, and some follow-up on those who signed their names, These tasks require organizational ef- ficiency, however, and the new Social Committee is still in the planning stage, Second, I am now most reluc- tant to begin to consider setting up any more trips to other schools, This week alone, Swarthmore, Yale and Columbia called with invita- tions, and frankly I was at a loss whether to accept or just to say that Bryn Mawr has no interest in any trip away from this cam- pus, Third, and most important, this signing up and then not showing up has naturally got to stop, No one is forcing you to sign up, but if you do sign up, you are committed to go, Mary Little, ’68 Social Chairman Executive Board To Present Topic Of Men-in-Rooms Members of the Executive Board of Self-Gov will participate in hall meetings next week to present the , results of last year’s men-in-the- rooms questionnaire and to dis- cuss the rule withthe student body. The schedule for meetings is: Monday, 7 p.m, at Rhoads and 10 p.myeat Radnor; Tuesday, 7 at Pembroke and 10 at Merion; Thursday, 7 with all the language houses at Wyndham and 10 at Erd- man; and Thursday, 7 at Rock and 10 at Denbigh, Assistant Wanted For, NEWS Photographer ~ Experience Desirable Contact Marian Schever in Erdman THE COLLEGE NEWS Page Three Friday, October 14, 1966 Oy m4 é —* -y Seip . >: ‘aet « Re -~, 4 i Precocious One-Year-Old Erdman Has 150 Guests at Birthday Party . First birthday parties are always “special events, but how many infants invite 150 guests -- and all of the immediate family, at that? Bryn Mawr’s precocious one- year-old, Eleanor Donnelley Erd- man Hall, gurgled ‘with delight when her father, Philadelphia ar- chitect Louis Kahn, arrived with Mrs. Kahn for dinner Tuesday evening. Mrs. Anne Hanson of Bryn Mawr’s History of Art De- partment attended the party with her husband. Other than one hockey tunic and one pair of Bermuda shorts, Erd- manites dressed up for’ the occasion. After dinner the large living room with the tapestry buzzed with genuine party atmos- phere that included admiring glances at the four-tiered birth- day cake, dressed in blue and white and inscribed, ‘‘L.I.K. to Erdman Hall’? in blue icing. ‘‘ The idea was to match the blue in the center table,’? Bryn Mawr President Katharine E. McBride told me. Miss McBride, who had arranged for the cake through Mac- Intyre’s Bakery and for the party through Erdman social chairmen Dana Rosen and Ginny Gerhart, BMC and H’ford Tutorial Projects To Be Expanded League’s deadline for tutorial applications is Saturday, October 15, as the one-to-one matching up of tutors and tutees will take place the following week. This year the tutoring project has broadened its scope and be= come ‘affiliated with the Philadel- phia Tutorial Project, The Phila- delphia _ Project has expanded rapidly ‘since its founding in 1962, and it offers the centralization necessary to a project such as Philadelphia area tutoring. The Bryn Mawr and Haverford projects will also be coordinated, The Bryn Mawr Project is located at the all-Negro James Rhoads Junior High School in West Phila- delphia, Haverford’s Ardmore project is likewise geared to jun- ior high students, Transportation to Philadelphia is arranged through use of the college station wagon and occa- sionally private cars, Haverford’s transportation system is more in- dependent but may be worked out with Peter Reagan, MI 9-1109, The times available for Phila- delphia’s tutoring are Monday through Friday, 4 to 6:15 p.m, and Saturday, 10:30 a.m, to 12:30 p.m, Volunteers have consistently helped young people to stay and succeed in school, There are presently more tutee applications than can be matched with tutors, Applicat'ons are posted on the . Taylor Hall Bulletin Board, Please return applications or refer q.ies- tions to Cheri Morin or Anita Gretz in Pembroke East if in- terested in alleviating this back- log of applications, by Marcia Ringel wore a» blue. and, white. dress, Erdman has been described by TIME magazine as resembling ‘ca happy dungeon’’ and by Mr. Vincent Scully, Professor of Fine Arts at Yale, as one of the most beautiful college dormitories in the country. Certainly the poster that greeted Mr. Kahn as he en- tered the living room lauded Erd- man’s practicality aswell as its beauty: ‘‘Welcome to Erdman (we love it!).’’ From all, reports the sentiment is a real one. ‘‘I didn’t feel that it was a castle at first, although I knew I was supposed to,’? one sophomore confided; ‘‘but now I really do.”’ After a spirited rendition of ‘‘Happy Birthday, Dear Erdman,’ as well as part of the second verse (‘‘Stand up, stand up ...’’), Erd- manite Pat O’Connell lit the cake’s single blue candle. Photographs for yesterday’s MAIN LINE TIMES were taken. Finally Mr. Kahn, who has snowy hair and blue eyes, began to cut the cake. His fingers blue and white with frosting, Mr. Kahn sliced neatly and architecturally, down to the bottom layer. ‘‘I’m saving this for me,’’ he laughed at one point, waving the cake-knife at the top piece, now dislodged, but still bearing the lit candle. ‘‘This is the rescue team,’’ said Miss McBride, sliding a pile of napkins under his elbow. She then complimented. Mr. Kahn upon his ‘¢cake-dispensing caliber.’’ At last everyone was consuming coffee and cake. Mr. Kahn swept the crumbs together, picked up his piece of cake, and told me how he felt about Erdman. “I think it’s a work of art,’’ he said with conviction. ‘‘One shouldn't say this about one’s own’ work, but --- a work of art is the making of a -life. It isn’t nature’s en of making a life, but it is man’s way of mak- ‘ing a life. I feel that the building is a living thing.’’ He swiftly took his first bite of cake, murmured a happy sound, and sipped his cof- fee. ‘‘The building has sympathy, sympathy to people,’’ he smiled, his blue eyes shining contentedly behind thick glasses. The little blue candle in the cake on his plate was still burning. Marimba, Yoruba Drum Music Featured at Afternoon Concert The first of Mme, Jambor’s Sunday afternoon music concerts will take place this Sunday at 3 p.m, ‘in the Music Room of Good- hart, She is planning to have two Bach compositions in A Minor on the program one a prelude and fugue, and the other a violin con- certo. The first. she will play on the piano, although it was also intended for harpsicord, flute, vio- lin and orchestra, She will be play- ing this same piece in February with Dr. Reese and the Haverford Orchestra, At that time it will be possible to compare the two ver- sions, The second Bach piece will be played on the marimba, which she has on loan from Charles Owens, a percussion artist on the Phila- delphia Orchestra, The marimba is very much the same as the xylophone except that the former has. tubes connected to each-key, which gives the notes a more resonant tone than the xylophone has, Mme, Jambor has been prace ticing this piece on her xylophone though, because the technique is basically the same, Finally, in connection with her ethnomusicology class in the An- thropology Department (she said that Bryn Mawr is the first col- Alliance’s Series Begins Discussing Urban Affairs by Cookie Poplin With his lecture ‘‘The City in American Society,’’ Tuesday night, Bryn Mawr sociologist Mr. Eugene Schneider provided a general in- troduction to the current Alliance series on the city. He opened by pointing out that in terms of size alone the city would be one of our most massive problems today; according to the national census, seventy percent of Amer- icans live in urban areas (‘‘any settlement with a population great- er than 2500’’), and almost thirty percent live in cities of over a hundred thousand people. To look at it another -way, almost two thirds of our population lives in the 216 metropolitan areas of the country, and the trend is upward; in the period 1950-1960 the urban population increased by over twenty-six percent. This has led to a situation un- usual in history, Dr. Schneider noted -- a society dominated by cities. Much of our industrial wealth, important finance and com- merce are centered in our cities; they set patterns for art, recrea- SAC Seminar Discusses White Backlash, SNCC by Kathy Murphey The Haverford and Bryn Mawr Social. Action Committees began their joint seminar program last Sunday afternoon with adiscussion ~on ‘‘black power,’’ The seminar took place in the Merion showcase, At 3:00 students, faculty (and faculty children), and some visitors from the community began to arrive, As the room filled up, the chairs were pushed back, and people settled on the floor, Mimeographed sheets of quotes from an article by Stokeley Car- michael that appeared in the Aug- ust 22 issue of the ‘‘New York Review of Books’? were passed out, Carmichael is head of the Student Non-Violent Coordinating Committee, He is one of the major proponents of the philosophy of ‘‘black power.’’ The discussion began with the idea of using Car- michael’s position as a basis for defining and evaluating this phil- osophy, In the article, Carmichael makes ‘such statements: ‘An organization that claims to speak for the needs of a community --asdoesSNCC -- ‘must speak in the tone of that community, not as a buffer zone between liberal whites and angry young blacks,’’ He says, ‘‘Re- sponsibility for the use of viol- ence by black men... lies with the white community,’’ Carmichael claims, ‘‘For racism to die a totally different America must be born,’”’. and that * ... the re- building of this society, if at all possible, is basically the respon- sibility of the whites,’’ With this explanation of black power in mind, people were eager to discuss its implications, The discussion jumped around the room rapidly, Several questions came up right away. Some felt that the purpose be-. hind ‘‘black power” is to give the Negro confidence in himself as an individual. Self-confidence will enable him to rise above his present and inferior position of begging for symvathy and his own rights from the whité. Instead, the Negro will elect his own repre- sentatives to. school boards. and other public offices, and organize. . his own cooperatives to fight unfair landlords and high prices, Only then can he contribute to the society of which he is now a victim. Mr. Waldman, a professor of (Continued on page 8) tion, and much of the intellectual activity of the country. Though cities are the source of great problems, race, crime, corrup- tion, schooling, housing, the mass flight to suburbia, the sociologist emphasized that cities have im- portant positive features. Not the least of these is that they serve as a center for creative intellec- tual endeavor and provide a cer- “tain freedom for individuals to develop in different ways. How can one explain this en- vironment in which the majority of Americans live out their lives? © One of the most influential modern theories is that proposed in the twenties at the University of Chi- cago: a city grows like an onion, in concentric rings around a cen- tral core. The process is auto- matic, and each ring has certain distinctive characteristics -- the center of the city is surrounded by an area of disintegration and disorientation, an area of slums, of crime, of first generation eth- nic groups. This ring is in turn surrounded by an area of humble homes which is encircled by sub- urbia where the commuters live. The pattern is basically one. of harmony; there are certain needs to be fulfilled and each layer provides something -- even’ the slums offer cheap housing. Dr. Schneider pointed out that this ‘‘theory’’ is really no more than a description; it assumes that the city is an entity in its own right with a life of its own, and that its development has noth- ing to do with the experience of the individual. He proceeded to suggest two different points of departure: first, the city cannot be understood in isolation but is related to the deepest forces ac- tive in society, and second, the city cannot be understood as the outgrowth of a process leading to harmony but rather it must be studied in terms of its own inter- nal contradictions, tensions, and paradoxes. Mr. Schneider devoted the rest of the lecture to a more detailed consideration of three of these problems. First, he mentioned the tension that must arise from the increas- ing size of our cities, the growth of the megalopolis, itself the re- sult of profound forces in our in- dustrial, capitalistic society. A basic conflict arises between the pressure of. ever..more ‘crowded : areas and the spiritual needs of the individual. The sociologist emphasized that this tension, how- ever, has a positive “aspect; it stimulates an intense intellec- lege in Pennsylvania to have a course of this kind) she has asked sophomore Dora Chizea to per- form some Nigerian’drum music, Dora has already done some work with the class on the Yoruba drums, but this will be the first time the whole college will have a chance to hear her, Although this is not a complete set of the drums, and therefore ‘‘can- not make REAL music,’’ Dora said they will give the audience a good idea of Nigerian music, She will also do some singing and dancing. Mme, Jambor finds the role of music in African society much more organic than in our society. The tonal language, she said, is fascinating, Her belief, and this is what is behind her ethno- musicology course, is that Western people can learn’a great deal of the relations between men and men, men and God, and. men and nature by studying’ such music as the Africans have developed. Free-Lance Filmer Addresses Group Of Movie Makers One of the functions of Arts Council is to provide Bryn Mawr students with ‘‘outlets for crea- tive expression.’’ One of the most creative outlets on campus is the new and still starry-eyed Bryn Mawr-Haverford film-making so- ciety. They heard Irvin Fajans, a free-lance film editor who has taught film technique at the School of Visual Arts in New York, last night speaking on the difficulties and technical problems involved in making a film. The group is planning to divide into two sections: one for produc- tion and one for the more creative ™ side. The production people can then go out and begin _ shooting film, learning about lighting and such things, while the creative people can begin thinking about scripts and music. What they. desperately need now is money, or at least donations of film, cameras (8 millimeter), and darkroom equipment. The Arts Council runs ‘on a very minimal budget: and has no money to give them. They are hoping for help from the community at large, from Haverford, andfrom both faculties. One project that is already being considered isa movie-commercial for the Haverford yearbook, the ‘¢Record.’? To promote the year- book, they would then show this short film at one of the Haver- ford film series. The Annual Fall Deanery Sale will take place today and tomor- row in the Deanery. _ It begins 10:00 a.m. Friday morning and will last until after the Lantern Night ceremony, and then again all day Satur- day. tuality. The problem of the Negro, of course, is central to the problem of the city, and is the result of earlier tensions in our society in the South in particular. Seventy percent of American Negroes now live in urban areas, and according to Mr. Schneider, in many ways constitute an urban proletariat. Without property and often with-- out jobs, they are isolated, de- fenseless and in a ‘‘state of aliena- tion’? from society. As evidence of this condition the professor ‘proposed open’ Negro‘hostility to authority, the high crime rate and sometimes unnecessarily dread- ful conditions of the Negro slums, and the repeated outbreaks of (Continued on page 7) 5 ecu ; apewrr — Four THE COLLEGE NEWS Friday, October 14, 1966 ‘THE MEANING OF AN Final Lectures of Goal Sessions Focus on Deans, Student Gripes Thursday, Oct. 6 Miss McBride and Mr, Bachrach presented their opinions on ‘‘Bryn Mawr’s Concept of the College as a Community’’ last Thursday even- ing in Rhoads Hall, Miss McBride first offered a brief sketch of what Bryn Mawr is and what it is not, The college is not a typical form of college government, with a board made up of representative groups, for this system has definite disadvan- tages, i.e, the group within the council is small, and the faculty may overshadow the student group, Bryn Mawr is, however, a com- plex community, aseries of groups with well-defined responsibilities. Due to these ‘‘cooperating sub- groups,’’ there exists a challenge in communications, which are best when faculty and student goals are convergent instead of divergent, as in the year when the faculty _was involved in curriculum re- organization and the students were pushing for self-scheduled exams, Thus the community is at its best when harmony is present, Mr. Bachrach countered by call- ing the challenge confronting the college today the dullness in its atmosphere, He called it para- doxical that Bryn Mawr has a superb faculty and student body, and yet there is little dialogue between them, Also, the demo- cratic processes here are not used to full advantage by. either students or faculty, The whole image of the college is intellectual, said Mr, Bachrach, but an educational community is one of- dialogue, both in-and-out of class, ‘‘I very strongly disagree with students on striving for a closer student-faculty relation- ship.’’ There should be an eager- ness to explore ideas, and this should be the relationship, not some kind of artificial one, Bryn Mawr suffers from an ex- cessive harmony, was Mr, Bach- rach’s point of contention with Miss McBride. The emphasis is too heavily laid on acquisition of knowledge and not on the ability to analyze and judge and defend a position, Bryn Mawr students as freshmen are quite eager, talk- . ative, and bouncy --“as they go through the college they become tinged with non-intellectualism, or indifference, There is a misconception of _Aoyalty at Bryn Mawr, according to Mr, Bachrach, that the loyal member of the community, if he doesn’t agree, should be silent instead of speaking his mind, But there is also a misconception of . the role of dissent and protest, which should not take place for their own sake alone, but rather with some analysis first, Basically, he said, the more dialogue that takes place in public, the more. chance for improved dialogue in class, Monday, Oct. 10 The issue of Bryn Mawr indivi- duality in theory and practice un- derscored the Educational Goals Committee meeting on ‘‘Student Myths, Attitudes, and Gripes: the Atmosphere at Bryn Mawr” held Monday evening at Rockefeller Hall with Mrs, Michels and Margaret Levi, 1968, as guest speakers. Opening the session, Margaret expressed her concern over two aspects... of Bryn Mawr’s at- mosphere. The stress on tradi- tion, she maintains, has been per- verted, and the stress on aCcaq- demics has become a. scapegoat for a lack of student involvement, In past years, Margaret argued, individuality was a basic tenet of Bryn Mawr. The concept of crea- tive individuality has turned into a code of privatism, however, evidenced in a lack of. concern about the college community. -‘In‘a similar fashion, she con- tinued, the goal of scholarly achievement is now a convenient excuse for students who refuse to accept non-academic respon- sibilities. This change in emphasis re- sults in the development of only one side of a student’s person- ality. Margaret offered as ef- fects of this phenomenon the loss of interest in discussions outside a girl’s major field and a passive attitude toward the formation of new clubs and new class methods. Mrs, Michels, once aBryn Mawr undergraduate, graduate student, and now professor, opened her re- marks with a comment on the confusion of tradition with ritual at Bryn Mawr. Lantern Night, she said, is really a ritual cere- mony, and tradition is a difficult term to define. As a professor of Latin, Mrs. Michels has not noticed any pro- nounced apathy among her stu- dents. Instead, she finds the at- mosphere bracing and stimulat- ing, with students of recent:years more aggressive in presenting ‘ their points of view. Discussing the issue of change at the college, she referred to the underlying Quaker tradition of Bryn:Mawr. Among the Quakers, she noted, one does not move hastily. To students at college for four years, nothing seems to hap- pen. Over a longer period of time, however, substantial revisions are: noticed. Mrs. Michels stressed the diffi- culty in recognizing among cone temporaries those who are strik ingly original and independent and in evaluating their growth. It is hard, she continued, for each part of the College to un- derstand what-another part sees, without areal effort of imagina- tion. Miss McPherson, who intro- duced the speakers, raised the question of freshman disappoint- ment, She asked whether enter= ing students who expect to find the independence of thought and action for which Bryn Mawr has a reputation feel that they find instead only cultivated eccen- tricity or self-centeredness, In response, Mrs. Michels pointed out that by giving stu- dents the independence to run their affairs, the college hoped to de- velop their personal and com- munity responsibility, She asked whether students find this re- sponsibility too crushing. In general discussion, Jane Jan- over remarked that students have used this freedom as a personal license toisolate themselves, They: are now unwilling to act in- dependently and are asking for answers. Further discussion raised the problem of conflict between aca- demic and extracurricular inter- ests. Students feel a sense of guilt when they take time from their studies for additional ac- tivities; it was asked whether they bring this sentiment with them to college or develop it at Bryn Mawr. Wednesday, Oct. 12 _.-Mrs. Emerson, late of the Bryn. Mawr Political Science Depart- ment and now Deanof Women atthe University of Pennsylvania; Dean Pruett, and Philip Lichtenberg of. the School of Social Work were the final participants in the Edu- cational Goals series. Mr. Lichtenberg’s basic point was that discipline, coming both from the student herself and from the academic atmosphere, is per- haps over-emphasized at Bryn Mawr. Too much stress is placed on“self-possession, diligence and hard work, not looking foolish, and preparing for graduate school, when, as a matter of fact, inorder to grow and learn to think, it is necessary to be open to a varied inflow of ideas from all sources, and to be free from a constant striving towards and commitment to a single goal like graduate school, or a career. He finds: that’ Bryn Mawr’ may (Continued on page 7) Omnipresent Harmony Disturbs Observer of Bryn Mawr Life PART |: THE PROBLEM The following article, to be followed with a sequel next week, was submitted to the NEWS in response to the Educational Goals fervor on campus. by D. E. Bresler ; of the Psychology Dept. Linus, in the comic strip ‘‘Peanuts,’’ is hope- lessly addicted to his blanket, an unfailing source of comfort and gratification. He knows that he must give it up inorder to advance and grow, and so decides to surrender it to Charlie Brown, saying, ‘‘No matter how much I rant and rave, scream and yell, DON’T GIVE ME BACK THAT BLANKET!’’? Charlie Brown agrees and takes the blanket. A few minutes later, Linus re- turns trembling and screams, ‘‘I’ve changed my mind!.I GOTTA have that blanket! Give it back to-me!’’ ‘*Okay,’? says Charlie Brown dumbly and hands him the blanket. ‘‘Good grief, Charlie Brown,”? Linus exclaims, ‘‘you’re even weaker than I am!’? In much the same way, society when enlightened knows that it must give up its blanket of secure conformity, and thus establishes a university in order to experiment for advancement. When so- ciety later becomes hesitant and does an about- face, the university must NOT yield to the impul- sive demands for the return of the blanket. AsI see it, the readiness with which college adminis- trators succumb to external pressure, has béen a major cause of recent student uprising such as occurred at Berkeley. The problem is quite differ- : ent at Bryn Mawr, for here, the university has : neglected to even TAKE the blanket of contem- : porary society. There is little if any current academic or social experimentation at Bryn Mawr, with the result that it does not lead society for- ward, but merely mirrors it, In this first article, I would like to analyze what is, I believe, a basic problem: the conformingly dull atmosphere which stifles the entire. Bryn Mawr community. Next week, I plan to describe in detail what I think can be done to correct it. Most of us will agree that the aim of education consists not in the mere acquisition and parroting of facts and concepts, but rather in the analysis of information, evaluation on the basis of norma- tive standards, and the synthesis of a point of view -- in short, as Mr. Bachrach has said, in ‘tteaching the individual how to teach herself,’ I would, however, go much further and state that the aim- of Education (with a capital E) is to AWAKEN and develop to the highest degree the capacity of the individual for original, creative and rational thinking, so that she may maximize her contributions to society while striving for ultimate fulfillment of herself as a human being. : It must arouse and stimulate intellectual curiosity = and engender in the individual the DESIRE for discovery. Education should develop the whole full person, not only intellectually, but morally, so- cially, physically, and spiritually. Very few students receive this kind of Educa- tion at Bryn Mawr, and I find little if any com- _mitment to it on the part of the faculty, adminis- Ss i a commitment to fit the rather static image of what Mr. Schneider has called ‘‘being Bryn Mawr.”’ ‘*Being Bryn Mawr,’’ as I see it, is being intellec- : tual, aloof, narrow, cold and selfish and, in the final aie te DULL, Unfortunstaly,-E Education setstatetetrtatettettatctehetetettetetete ee eee eee eerie eater eee eee teem et atmm Tata em etataemeteeemametetamemenetereanneatearee SS tere Mrs. Pruett, ‘saute, speaks on role of counseling at ‘ conadailing session of the Educational Goals series. ‘ tration or students, Instead, there seems to be - as I define it is not ‘*Bryn Mawr.’ There are many reasons for this, and the blame : must be shared by all elements of the community. : President McBride is a most perceptive perso and is unusually enlightened as far as college presidents go. I believe that she is able to sense potential conflict and can thus act in advance t avoid it so as to preserve the serene harmon which is omnipresent. Many universities strive : unsuccessfully for this kind of harmony, but as } ironic as it may sound, perhaps there is TOO : MUCH harmony at Bryn Mawr. Too much har- : mony, like too much of any good thing, can be : deadly, even among the faculty. I would expect that divergent faculty interests would lead to productive public debate of critical educational policies, But the cold hard fact is that most faculty members simply don’t care about the college community. As long as they receive ade- quate research facilities, good pay, substantial S fringe benefits and reasonably bright students, they are quite content. Some realize their respon- sibility to ‘‘teach the student how to teach her- self,’? and a few are concerned with bettering the college, but for the most part, faculty members, like the students, are content with ‘‘being Bryn Mawr.”? I’ve often heard students argue that ‘‘we must not alienate our excellent faculty or they'll : leave.”? (A case in point is the self-scheduled exams controversy.) But I would seriously doubt that many faculty members would wish to leave. Teaching at Bryn Mawr is a pretty cushy job: : the pay is relatively good (on a par with Prince- | ton), the fringe-benefits liberal, few extra-: academic demands, a pleasant geographical loca- : tion, etc. For the most part it is too easy for : faculty members to ‘‘get by’? without fulfilling : their responsibility to Educate the students. But : it is even easier for students to ‘‘get by’? without “accepting the responsibility to Educate themselves. As long as a student meets narrow academic re- quirements and doesn’t step too far out of line, she will receive her diploma, Some argue that the situation is indeed hope- less; only those girls who wish to ‘‘be Bryn Mawr” apply here or remain here; most of the more creative, extracurricular, non-conforming girls either apply elsewhere, transfer out, or get swallowed by those who ‘‘are Bryn Mawr.’ Al- though this may be true to some degree, I feel that the situation is far from hopeless -- that both students and faculty have the potential neces- : sary to develop a vibrant, intellectual, and social : ferment on campus. I am not presumptive enough to claim that all I have said is true. I do not know all the facts or even most of them. This critique is merely how I personally view the problem on the basis of my somewhat limited experience here. I criticize only because I hope to do my share to: make Bryn Mawr better than it is. The picture # -may not be as grim as I paint it. Certainly, there =, are -students:-who DO become Educated ‘at Bryn #" Mawr, but I feel that they are special kinds of = people who would Educate themselves anywhere. : I have analyzed the problem as I see it. Next : week I hope to be more constructive in describ- ing new I ee oe: a steerer - oa hall — Four THE COLLEGE NEWS Friday, October 14, 1966 THE MEANING OF AN Final Lectures of Goal Sessions Focus on Deans, Student Gripes Thursday, Oct. 6 Miss McBride and Mr, Bachrach presented their opinions on ‘‘Bryn Mawr’s Concept of the College as a Community’’ last Thursday even- ing in Rhoads Hall, Miss McBride first offered a brief sketch of what Bryn Mawr is and what it is not, The college is not a typical form of college government, with a board made up of representative groups, for this system has definite disadvan- tages, i.e, the group within the council is small, and the faculty may overshadow the student group, Bryn Mawr is, however, a com- plex community, aseries of groups with well-defined responsibilities. Due to these ‘‘cooperating sub- groups,’’ there exists a challenge in communications, which are best when faculty and student goals are convergent instead of divergent, as in the year when the faculty _was involved in curriculum re- organization and the students were pushing for self-scheduled exams, Thus the community is at its best when harmony is present, Mr. Bachrach countered by call- ing the challenge confronting the college today the dullness in its atmosphere, He called it para- doxical that Bryn Mawr has a superb faculty and student body, and yet there is little dialogue between them, Also, the demo- cratic processes here are not used to full advantage by. either students or faculty, The whole image of the college is intellectual, said Mr, Bachrach, but an educational community is one of dialogue, both in-and-out of class, ‘‘I very strongly disagree with students on striving for a closer student-faculty relation- ship.’’ There should be an eager- ness to explore ideas, and this should be the relationship, not some kind of artificial one, Bryn Mawr suffers from an ex- cessive harmony, was Mr, Bach- rach’s point of contention with Miss McBride. The emphasis is too heavily laid on acquisition of knowledge and not on the ability to analyze and judge and defend a position, Bryn Mawr students as freshmen are quite eager, talk- . ative, and bouncy --“as they go through the college they become tinged with non-intellectualism, or indifference, There is a misconception of _Aoyalty at Bryn Mawr, according to Mr, Bachrach, that the loyal member of the community, if he doesn’t agree, should be silent instead of speaking his mind, But there is also a misconception of . the role of dissent and protest, which should not take place for their own sake alone, but rather with some analysis first, Basically, he said, the more dialogue that takes place in public, the more. chance for improved dialogue in class, Monday, Oct. 10 The issue of Bryn Mawr indivi- duality in theory and practice un- derscored the Educational Goals Committee meeting on ‘‘Student Myths, Attitudes, and Gripes: the Atmosphere at Bryn Mawr” held Monday evening at Rockefeller Hall with Mrs, Michels and Margaret Levi, 1968, as guest speakers. Opening the session, Margaret expressed her concern over two aspects... of _ Bryn. Mawr’s at- mosphere. The stress on tradi- tion, she maintains, has been per- verted, and the stress on aCcaq- demics has become a. scapegoat for a lack of student involvement, In past years, Margaret argued, _.-Mrs. Emerson, late of the Bryn. individuality was a basic tenet of Bryn Mawr. The concept of crea- tive individuality has turned into a code of privatism, however, evidenced in a lack of. concern about the college community. -‘In‘a similar fashion, she con- tinued, the goal of scholarly achievement is now a convenient excuse for students who refuse to accept non-academic respon- sibilities. This change in emphasis re- sults in the development of only one side of a student’s person- ality. Margaret offered as ef- fects of this phenomenon the loss of interest in discussions outside a girl’s major field and a passive attitude toward the formation of new clubs and new class methods. Mrs, Michels, once aBryn Mawr undergraduate, graduate student, and now professor, opened her re- marks with a comment on the confusion of tradition with ritual at Bryn Mawr. Lantern Night, she said, is really a ritual cere- mony, and tradition is a difficult term to define. As a professor of Latin, Mrs. Michels has not noticed any pro- nounced apathy among her stu- dents. Instead, she finds the at- mosphere bracing and stimulat- ing, with students of recent:years more aggressive in presenting ‘ their points of view. Discussing the issue of change at the college, she referred to the underlying Quaker tradition of Bryn:Mawr. Among the Quakers, she noted, one does not move hastily. To students at college for four years, nothing seems to hap- pen. Over a longer period of time, however, substantial revisions are: noticed. Mrs. Michels stressed the diffi- culty in recognizing among cone temporaries those who are strik ingly original and independent and in evaluating their growth. It is hard, she continued, for each part of the College to un- derstand what-another part sees, without a_real effort of imagina- tion, ~ Miss McPherson, who intro- duced the speakers, raised the question of freshman disappoint- ment, She asked whether enter= ing students who expect to find the independence of thought and action for which Bryn Mawr has a reputation feel that they find instead only cultivated eccen- tricity or self-centeredness, In response, Mrs. Michels pointed out that by giving stu- dents the independence to run their affairs, the college hoped to de- velop their personal and com- munity responsibility, She asked whether students find this re- sponsibility too crushing. In general discussion, Jane Jan- over remarked that students have used this freedom as a personal license toisolate themselves, They: are now unwilling to act in- dependently and are asking for answers. Further discussion raised the problem of conflict between aca- demic and extracurricular inter- ests. Students feel a sense of guilt when they take time from their studies for additional ac- tivities; it was asked whether they bring this sentiment with them to college or develop it at Bryn Mawr. Wednesday, Oct. 12. Mawr Political Science Depart- ment and now Deanof Women atthe University of Pennsylvania; Dean Pruett, and Philip Lichtenberg of. the School of Social Work were cational Goals series. Mr. Lichtenberg’s basic point was that discipline, coming both from the student herself and from the academic atmosphere, is per- haps over-emphasized at Bryn Mawr. Too much stress is placed on“self-possession, diligence and hard work, not looking foolish, and preparing for graduate school, when, as a matter of fact, inorder to grow and learn to think, it is necessary to be open to a varied inflow of ideas from all sources, and to be free from a constant striving towards and commitment to a single goal like graduate school, or a career. He finds* that Bryn Mawr may (Continued on page 7) Mrs. Pruett, ‘saute, speaks on role of counseling at penadaiiing session of the Educational Goals series. Omnipresent Harmony Disturbs Observer of Bryn Mawr Life PART |: THE PROBLEM The following article, to be followed with a sequel next week, was submitted to the NEWS in response to the Educational Goals fervor on campus. by D. E. Bresler ; of the Psychology Dept. Linus, in the comic strip ‘‘Peanuts,’’ is hope- lessly addicted to his blanket, an unfailing source of comfort and gratification. He knows that he must give it up in order to advance and grow, and so decides to surrender it to Charlie Brown, saying, ‘‘No matter how much I rant and rave, scream and yell, DON’T GIVE ME BACK THAT BLANKET!’’? Charlie Brown agrees and takes the blanket. A few minutes later, Linus re- turns trembling and screams, ‘‘I’ve changed my mind!.I GOTTA have that blanket! Give it back to-me!’’ ‘*Okay,’? says Charlie Brown dumbly and hands him the blanket. ‘‘Good grief, Charlie Brown,”? Linus exclaims, ‘‘you’re even weaker than I am!’? In much the same way, society when enlightened knows that it must give up its blanket of secure conformity, and thus establishes a university in order to experiment for advancement. When so- ciety later becomes hesitant and does an about- face, the university must NOT yield to the impul- sive demands for the return of the blanket. AsI see it, the readiness with which college adminis- trators succumb to external pressure, has béen a major cause of recent student uprising such as occurred at Berkeley. The problem is quite differ- : ent at Bryn Mawr, for here, the university has : neglected to even TAKE the blanket of contem- : porary society. There is little if any current academic or social experimentation at Bryn Mawr, with the result that it does not lead society for- ward, but merely mirrors it, In this first article, I would like to analyze what is, I believe, a basic problem: the conformingly dull atmosphere which stifles the entire. Bryn Mawr community. Next week, I plan to describe in detail what I think can be done to correct it. Most of us will agree that the aim of education consists not in the mere acquisition and parroting of facts and concepts, but rather in the analysis of information, evaluation on the basis of norma- tive standards, and the synthesis of a point of view -- in short, as Mr. Bachrach has said, in ‘tteaching the individual how to teach herself,’ I would, however, go much further and state that the aim- of Education (with a capital E) is to AWAKEN and develop to the highest degree the capacity of the individual for original, creative and rational thinking, so that she may maximize her contributions to society while striving for ultimate fulfillment of herself as a human being. : It must arouse and stimulate intellectual curiosity = and engender in the individual the DESIRE for : discovery. Education should develop the whole full = person, not only intellectually, but morally, so- = cially, physically, and spiritually. = Very few students receive this kind of Educa- s:tion at Bryn Mawr, and I find little if any com- *= mitment to it on the part of the faculty, adminis- & tration or students, Instead, there seems to be - = a commitment to fit the rather static image of & what Mr. Schneider has called ‘‘being Bryn Mawr.”’ & ‘Being Bryn Mawr,’’ as I see it, is being intellec- * tual, aloof, narrow, cold and selfish and, in the the final participants in the Edu- |.funa!. analysis, DULL. Unfortunataly, Education as I define it is not ‘*Bryn Mawr.’ There are many reasons for this, and the blame : must be shared by all elements of the community. : President McBride is a most perceptive perso and is unusually enlightened as far as college presidents go. I believe that she is able to sense potential conflict and can thus act in advance t avoid it so as to preserve the serene harmon which is omnipresent. Many universities strive : unsuccessfully for this kind of harmony, but as: ironic as it may sound, perhaps there is TOO : MUCH harmony at Bryn Mawr. Too much har- : mony, like too much of any good thing, can be : deadly, even among the faculty. I would expect that divergent faculty interests would lead to productive public debate of critical educational policies. But the cold hard fact is that most faculty members simply don’t care about the college community. As long as they receive ade- quate research facilities, good pay, substantial fringe benefits and reasonably bright students, they are quite content. Some realize their respon- sibility to ‘‘teach the student how to teach her- self,’? and a few are concerned with bettering the college, but for the most part, faculty members, like the students, are content with ‘‘being Bryn Mawr.”? I’ve often heard students argue that ‘‘we must not alienate our excellent faculty or they'll : leave.”? (A case in point is the self-scheduled exams controversy.) But I would seriously doubt that many faculty members would wish to leave. Teaching at Bryn Mawr is a pretty cushy job: : the pay is relatively good (on a par with Prince- | ton), the fringe-benefits liberal, few extra-: academic demands, a pleasant geographical loca- : tion, etc. For the most part it is too easy for : faculty members to ‘‘get by’? without fulfilling : their responsibility to Educate the students. But it is even easier for students to ‘‘get by’? without “accepting the responsibility to Educate themselves. As long as a student meets narrow academic re- quirements and doesn’t step too far out of line, she will receive her diploma, Some argue that the situation is indeed hope- less; only those girls who wish to ‘‘be Bryn Mawr” apply here or remain here; most of the more creative, extracurricular, non-conforming girls either apply elsewhere, transfer out, or get swallowed by those who ‘‘are Bryn Mawr.’ Al- though this may be true to some degree, I feel that the situation is far from hopeless -- that both students and faculty have the potential neces- : sary to develop a vibrant, intellectual, and social : ferment on campus. I am not presumptive enough to claim that all I have said is true. I do not know all the facts or even most of them. This critique is merely how I personally view the problem on the basis of my somewhat limited experience here. I criticize only because I hope to do my share to: make Bryn Mawr better than it is. The picture # -may not be as grim as I paint it. Certainly, there =, are students -who DO become Educated ‘at Bryn #" Mawr, but I feel that they are special kinds of = people who would Educate themselves anywhere. : I have analyzed the problem as I see it. Next : week I hope to be more constructive in describ-: = Page Six THE COLLEGE NEWS Friday, October 14, 1966 Junior Show ‘Up in the Air or Down to Earth,’ this year’s Junior Show, pre- sented an interplanetary quest for a mysterious star amidst the intrigues of a laboratory seeking a cure for the common cold. Members of the cast appear here in photos by June Boey, '66. Friday, October 14, 1966 THE COLLEGE NEWS . » Page Seven - Atrocious Puns, Fine Acting Add To Character of ‘Up in the Air’ by Jay Martin Anderson Assistant Professor of Chemistry After two years of rather piti- ful drama at Bryn Mawr (or so it seemed to us), we were treated to the successful ‘‘Rotten to the Core’? production of the Class of 1968 a year and a half ago. With eager anticipation we looked for- ward to this class’ second pro- duction on October 7 and 8. A meager audience greeted, and a late curtain rose on (why does it always have to be so?) the jun- iors’ “Up in the Air or Down to Earth.’’ We were notdisappointed. The show was put together in un- usually short time, but there was BMC Sociologist Schneider Speaks On American City . (Continued fro page 3) racial riots. One of the most im- portant forces acting to prevent the advancement of the Negro, he continued, is the white ‘‘nou- veau riche,’? those who have re- cently advanced and whose pre- carious economic status depends on maintaining a tight monopoly of their industrial positions. The third major problem fac- ing American cities today, ac- cording to the sociologist, is the control of urban renewal by the power groups of the city.*These groups -- government agencies, large economic’ groups, univer- sities, unions, ethnic groups, in- dustrial and financial organiza- tions -- try to design or re-design a city for their own purposes. They may well be in conflict with each other, and, more important, with the needs of the masses who in- habit the cities. The problems of the city are deeply rooted, Dr. Schneider con= cluded, and little can be changed fundamentally as long as the un- derlying forces which produced them remain. If one is to change a city, though, ‘‘the place to start is with its political structure.’ _GANE & SNYDER 834 Loncaster Avenue Vegetables Galore News Agency Books Stationery Greeting Cards 844 Lancaster Ave. Bryn Mawr, Pa. BRYN MAWR COLLEGE SEAL STATIONERY Wit!) Dorm Address linericted ‘RICHARD STOCKTON SS aS no evidence of lack of practice and little of technical difficulty. To be sure, one could make some . complaints. The plot was propelled in. a somewhat stop-and-start fashion by a never-ending series of one-line jokes, including some atrocious puns. We might have asked for a bit more explanation of. "the star,” smoother introduction _th Gedolyan-Marmelinian crisis‘than the rather long introductory dia- _ logue between Freem and outer space. We found that the inser- tion of reporters and admen gave more pathetic grief than comic relief; and, perhaps we hoped that The -Dirty Girls® ‘Interpretive Dance’’ would more nearly match the unforgettable Three Muses of ‘*Rotten to the Core.’’ As for technical difficulties, this re- viewer might suggest a bit more ary ice infil, But we were definitely not dis- appointed. The Gedolyan-Marme- linian technical and. diplomatic crisis. was cleverly. presented point-and-counterpoint (or should - we say pint-and-counterpint) with | Roger and Margaret’s romantic crisis by means of the recurring ‘‘Sentimental Duet,’’ and a fugal dialogue between Freem and Mar- garet. Both music and choreog- raphy were well-planned and exe- cuted. Of the principals, we espec- . Rides to the Rosemont College R. C. Chapel will leave Rock Arch every Sunday at 9:35 A.M. 6 ‘Bryn Mawr’s” Campus Shop ) ' AUTHENTIC | | ; } os | FEATURING o Skirts . @ Slacks e Sweaters _—@ Suits )@ Shells e Dresses” ] de Earrings )@ Accessories @ Knee Socks e Coats The New BRYN MAWR MALL (Next to the Station) Ee ) Located. at | | | ALSO INCLUDED CLUB MEMBERSHIP PARTIES — TOURS —- WEEKENDS WRITE FOR FREE QUESTIONAIRE » . CLOSING DATE OCT. 31 ee ee ee 8 comp-u-pate f§f B BOX 354, DEPT. B-M § B . GLENSIDE, PA. 19038 i ? & or . perhaps a » to the.# ially commend Janet Kole as Dr. Witch, whose voice had just the right coarseness; Sue Nosco as Margaret Seabiscuit, whose un- ending series of properly over- done facial expressions under- ‘ lined the properly overdone lines; and Robin Johnson as Alfred, Lord Tennyson, whose’ superbly vacant expressions complemented her superbly vacuous poetry. Finally, our praise goes to Judy Masur, who executed the Gedolyan Plan with finesse unmatched by even Don Adams; and to authors Kole, Ringel, and Fein and directors Siegel and Robbins for a splen- did evening. ‘Up in the Air or Down to Earth’? was a harmless, Roar- ing-Twenty-ish (it reminded us of ‘‘The Boy Friend’’) story of uniting people for their common quest. One wonders if this ap- proach really works in the six- ties; perhaps so -- lots of things are possible if you’ve only had high school chemistry. Bidd]y-Danka Fringa. Educational Goals Series Concludes (Continued from page 4) encourage students to leanon their academic excellence too heavily, and to develop a ‘‘mask of come petence’’ which covers their in- ability to face their personal pro- blems. Bryn Mawr, he said, is one of the few institutions that still believes that only the very disturbed individuals need to seek psychiatric care, Bryn Mawr stu- dents are ‘‘biased against a dis- covery of themselves.?? Then Mrs, Pruett gave a short descriptive talk on the counseling opportunities available here, . Mrs. Emerson, from her vantage point of having been at a small residential college and now being at a large urban university, talked of the responsibilities of the college toward the student. She said the college could be either ‘‘in loco parentis in extremis’’ or, at the other end of the scale, concerned only with the students’ ability to sink or swim in the academic world, or somewhere in between. Her position was, that dissatis- faction is inevitable, no matter how good a school is. To put it mech- anically, any kind of interchange requires energy and producesfric- tion. ‘‘Dissatisfaction is not un- healthy,’’ she said,-and ‘trying to make things better is what makes colleges alive,’’ The general feelings in the dis- cussion groups afterwards seemed to concentrate on the ‘‘unreality’’ of Bryn Mawr life (as opposed to Penn) and the fact that it is ‘‘too insular.’’ Many students agreed with Mr. Lichtenberg about the kind of aca- demic stress they are subject to and the lack of encouragement to discover things outside the aca- demic world; ‘‘we always feel _ guilty when we are not working.’’ The separateness of the dorms was brought up and described, ‘its like living in a sorority house where you haven’t even been in- vited,’? There were complaints about the lack of a central place to go and talk being a véry real physical barrier to increfsed in- terchange and communication, and therefore a barrier to a student’s discovery of herself. eS ee eee Ee ss © JOHN MEYER OF NOHWICH, INC Barometer falling ... this John Meyer Bal Coat, r splendidly cut, immaculately tailored in imperturbable Dacron polyester-and-cotton, and colors that sing in the rain $32. Matching Sou’Wester rainhat $6. Ladder-cable poor-boy sweater in shetland $18. The easy-going A-line skirt in district checks $15. . Shoulder bag in shetland and leather $15. In red oak, barley, hickory, spruce, heather, skipper and ginger. All prices are ‘about.’ Page Eight THE COLLEGE NEWS Friday, October 14,.1966 Idea, Purpose of Black Power Defended, Questioned by SAC ‘(Continued from page 3) political science at Haverford, questioned the consequences of the Negro’s self-assertion, He asked what would happen after the Negro, who constitutes 10% of the popula- tion, had established his own sep- arate areas of influence, Questions also arose over theis- sues of violence and non-violence, If ‘‘black power’’ is designed to uplift the human dignity of the Negro, how do riots, some asked, demonstrate that dignity? Some participants in the discussion fav- ored love and education as better tools for the Negro in his struggle for human rights than violence, Others saw riots as valid in awakening a particular community to the existence of discrimina- tion and ghettoes, They also felt riots were expressions of Negro frustration for which the white is largely to blame, There was also disagreement over the Negro’s attitude towards American society, Some people * thought that ‘black power’? shows * PA Beers | Sunday, Oct, 16 Clean Up Morris Woods, 2:00 - 5:00. Sunday, Oct, 16 Sailing with Princeton. Contact Judy Thomas in Denbigh. Tuesday, Oct, 18 Hockey vs. Drexel. Home - 4;00 A.A. to Sponsor Clean-Up Project In Morris Woods Athletic Association has taken up anew kind of physical activity, On Sunday, October 16, it is spon- soring a project to cléan up Mor- ris Woods, which are next to the Social Work School. The idea came from a sugges- tion of Miss McBride (who often picnics there) that the woods could be improved if some of the un- derbrush and vines were removed, This is Athletic Association’s first work project and will begin at 2 on Sunday, Everyone is in- vited, Pen ( ARTHUR H. GORSON presents TOWN HALL, SATURDAY, OCT. 29, 6:30 P.M. TICKETS: $3.75, $3.25, $2.25, Available At: RECORD MART STORES 1527 Chestnut Street 37TH & WALNUT STS. 5616 North Broad Street GUITAR WORKSHOP .... 126 South 19th Street MAIL ORDER & TICKETS THE 2ND FRET; 1902 SANSOM STREET Enclose Stamped Self Addressed Envelope \- PRODUCED BY MANNY RUBIN a Negro rejection of the. values of white society, It expresses a desire to set up a new social ethic free ‘from racist and economic oppression, Mr, Waldman, on the other hand, thought that the Negro cannot re- ject the vaules of contemporary America until he attains them him- self, The Negro riots not because he wants to destroy the status of the white man, but because he is frustrated in his attempt to attain the same kind of well-being, SAC Announces Draft Discussion This Sunday, October 16, the second discussion in the seminar program sponsored by the Bryn Mawr and Haverford Social Ac- tion Committees will be held, It will take place in the Haverford Common Room at 4:00, Rides will Teave from Rock Arch at. 3:30, The subject of discussion is ‘Conscientious Objection “and the Draft.”” The ideas of pacifism and of non-cooperation with the military will be considered, John Cary, a Haverford German pro- fessor, who is also a counselor for Conscientious Objectors, will be a member of the discussion, This seminar has been sched- uled in conjunction with the ‘‘Draft Resistance Day’’ sponsored by the Committee for Non-Violent Ac- tion, The Committee will stage a protest Saturday, October 15, at the Selective Service Headquar- ters in Philadelphia, The program includes a demonstration at 11 a.m, and a rally with speakers at 12, For all those interested in participating, rides will leave from Rock Arch at 9:50 Saturday morn- ing. The Alumnae Office in the Deanery has a col- lection of Bryn Mawr lanterns, showing a variety of styles, some even seeming to include puzzles and acrostics in their design. The Lantern Night tradition began in 1897, when the sopho- more class decided not to present the freshmen with lanterns during the afternoon of ‘‘Sophomore Play’’ as was formerly the practice, but instead to have an evening ceremony, involving a pro- cession from Pem Arch. The sophs wrote a special song for the occasion, and the freshmen answered with one of their own. The lanterns pictured above, from left to right, date from 1892,-1904, 1910, 1915, 1937 and 1949. Mr. Patten (Continued from page 5) Patten. It often brings the sick of feeling that things can always. be Freshman Hall Play INSULATED done better. Faith in the value of and FOUL WEATH ER COAT this. occupation must take each i student’s limitations into account. Fashion Show DETACHABLE HOOD Yes, as Mr, Patten said, the pictures student with a ‘*C” in English who graduates with a love of reading books has participated in a process which will last all her life. She is worth more to him than the girl who makes better grades but 5X7 Enlargements Available for $1.00-$1.50 See Display In Taylor considers them the end of the then contact SNUG Marian Schever, Erdman MOISTURE PROOF FETCHING process. LA 5-0443 LA 5-6664 Parvin’s Pharmacy James P. Kerchner Pharmacist 30 Bryn Mawr Ave. ES _ fhe ae! LAwrence 5-5802 825 Lancaster Ave., Bryn Mawr, Pa. m eC PEASANT GARB 1602 Spruce St. Philadelphia Qa 868 Lanc. Ave. Bryn Mawr ees — Bryn Mawr, Pa. gig tt ttl 60-second drill. faster with equal comprehension and better recall. MONDAY ! SEE AMAZING DEMONSTRATION! SPEED READING Mrs. Evelyn Wood" will read a book as fast as she can turn the pages... then teach Alan Scott, Joe Early and the audience how to triple their reading speed with a *Mrs.. 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