College news, April 26, 1961

this year, April 21.





As,

v



VOL. XLIV—NO. 20

ARDMORE and BRYN MAWR, PA., WEDNESDAY, APRIL 26, 1961

@) Trustees of Bryn Mawr College, 1961

PRICE 20 CENTS



Lecturer Views Cubist Paris School

In Terms of Historical Development

Mr. Douglas Cooper informed
the audience who assembled to
hear the third of the 1961 Flexner
Lecture Series, April 20, that the
discussion of “The ‘Paris School”
would have the form and the pur-
pose of a history lesson.

The lesson began with the date
1910 which saw the formation of
the Cubist School in Paris. An ex-
hibition at the Salon d’Automne
brought together many of the art-
ists working in France and sur-
prised the public and critics with

_their similarity of technique and

approach.

At this exhibition the - cubists”
overshadowed the neo-impression-
ists, the fauvists, the colorists, In-
deed, certain painters from all
these groups had “adopted the cu-
bist idiom.” The common denom-
inator uniting them was an inter-
pretation of Cezanne.

Le Fauconnier

Mr, Cooper spoke in detail of
several members of the school. The
first he mentioned was Le Faucon-
nier who, he claimed, attempted to
disguise his conventional subjects
by superimposing cubes over the
basic designs of his canvases. He
cited “Abundance,” a painting ex-
hibited in 1911 at the Salle d’Inde-
pendents as an example.

‘Gleizes did not abandon his nat-
uralistic conception of order. His
allegiance to the school lay in his
‘elementary use of faceting.

Both ‘Gleizes and Le Fauconnier
applied in stylized form the tech-
niques of (Cezanne and Picasso,
said Mr. Cooper. (But ‘they were
less successful than the next
group: Metzinger, Delauney, and
Leger.

Metzinger, “the least original of
the three,” reflected the cubist in-

fluence in his faceting.

Leger, more. independent. .than
Metzinger, was influenced by “Ce-
zanne, Picasso, Braque, and Rous-
seau. He, too, faceted the forms
in his paintings in each of which
there-is but a single source of light.

Orchestra Recital
Finishes Season

by Kristine Gilmartin

A Handel Concerto Grosso, Op. 6,
No. 4, was the Bryn Mawr-Haver-
ford College Orchestra’s opening
selection in their final concert for
The group
‘was well conducted as usual by
William Reese. The first move-
ment, Larghetto affettuoso, reveal-
ed a rich tone and a massed



. strength that played together well.

The two Allegro movements also
went well, though the orchestra’s
one real problem, keeping together
in slower sections, was somewhat
evident in the Largo. The solo
work in this Handel work was done
by Barbara Dancis and Kenneth
MacLeod, violins, and Steven Flan-
ders, violincello.....All. three...were

fine and their occasional passages | u
--as- a trio were excellent... ......}

A March and Canzona written
for Queen Mary Il by Henry Pur-|¢
cell were next performed by the
Haverford Brass Ensemble. The
first was solemn and stately and
the slow tones were generally very
good though the timing was a bit
ragged at times; The Canzona
was somewhat lighter in texture
ibut the heavy quality of the brass

He concentrated on form, volume,
and draftsmanship. ‘Leger’s con-
cern’ lay with the tangible aspects
of reality, with the representation
of natural objects through formal
oppositions and directions.

Delauney saw the work of Pi-
casso and Braque at the Kahnweil-
er Gallery in 1910. But he was in-
fluenced jprimarily by (Cezanne.
Like Leger, he used pure color to
reinforce contrast and form, as op-
posed to the muted tones of: Bra-
que and Picasso, who were con-
cerned: with form more than with
color. ‘He used broken outlines,
relied on the interplay of colors,
and observed the traditional us-
age of space. Before he became
a cubist, Delauney had been a neo-
impressionist. He believed that
color is the painter’s most expres-
sive force.

Mr. Cooper illustrated,swith sev-
eral slides of paintings Delauney
had done of the Eiffel Tower, the
painter’s desire to destroy mater-
ial reality. In these paintings the
shattering of the Eiffel Tower into
fragments of color and light is
symbolic of a desire to destroy the
past and its tradition.

"Literature

The cubist influence spread to
literature, said Mr. Cooper. Guil-
laume Avpollinaire was especially
active in his relationships with the
painters and in his attempt to in-
corporate their mood into his poet-
ry. At this time writers were ded-
icating their books to painters
who, in turn, would illustrate these
volumes.

To show the connection between
these art forms, Mr. Cooper read
two poems, “Easter in New York”

Continued on Page 3, Col..1



Address by Miss McBride,
Spring Day Delight Visitors

PARENTS’ DAY

The flags and daffodils waved
as the parents came, and came, and
came. Where did they go when
they had come? Everywhere. What
did they do? Everything, or so it
seemed to them as they struggled,

somewhat dazed, through a rigor-
ous schedule enveloped in rigorous
crowds.

The Chinese weeping willows (as
they are known to BMC horticul-
turists) were lovely, but there were
places to go and people to meet.
The violets and the ivy—yes, but
there was music and swimming.
The grass and .the green light
through the library windows—
but the schedule, the schedule.

Milling through the myriad
groups, foreigners’ found their
weary way to coffee, violins, and
Liberal Education. They paused
for chicken salad and the chatter
and the clatter of the dining room.
Afterwards they heard some sing-
ing and much about the Dynamics
of Learning, They paused again
for tea and introductions.

Wandering, meandering, color-
ful groups filled even the most un-
expected places. You see, people
do lean against the sarcophagus.
It is good for something after all!
With spectacles and cameras and
little sisters, they peered into every
corner. Inspecting and question-
ing they sought—for what? Dust
in a daughter’s room (but it had
just had its annual cleaning), win-
ter clothes to take home in the
place of spring clothes, fresh air
in the country, or was it more?

But then they went away, and
the flag and the daffodils waved,
and waved, and waved. “



Latinist Claims Both River arid Hill
Led to ‘Double Discovery’’ of Rome

The city of Rome was founded
once from the Tiber River and once
from the Alban Hills, explained
Louise Holland who gave the Lily
Ross Taylor lecture on “The Dou-
ble Discovery of Rome” Monday
evening in the Ely Room. The two
settlements—one of traders and
one of shepherd-farmers—co-exist-
ed and eventually became one.

Geography suggests the division
of the city into parts along the line
of what was onee.a brook running
through the Forum, better known
later as the Cloaca Maxima or “the
great sewer.” In primitive times
no roads led to (Rome—no one
wanted to go there—and if one did
want to go there, tracks along the
ridges between the many steep
streams were used or even the Ti-
ber itself though Aeneas needed a
miracle to go upstream on it. How-
ever, floating downstream was
easy though stopping places were
a necessity.

Three elements made a good
stopover for river travelers: a trib-

for landing, a hill for a land-
k_visible from faraway _.(over- |
shooting is irremediable), and a

grove. These groves were pro-
tected by religion and eased an-
cient trading and communications.
At the Capitoline Hill in Rome was
such a haven.

‘Rome was also founded from
the hills. The men of the Alban
Mount looke™ down at the easier
life of the valley and often moved



Continued on Page 6, Col. 2—



down, ‘This makes probable the

~



old tradition that Rome was a col-

Lony of Alba Longa.

Fidenae, a town upstream from
Rome, was a trading stopover and
with Veii was able to dominate
the Sabine commerce downstream
and demand toll. When the Sa-
bines--beeamé..infuriated at this,
they devised a detour overland via
the hill roads (where the men of
Fidenae could not see them) and
went on to stop at Rome. Here

Continued on Page 5, Col. 5

Program Includes
Spirituals, Medley

* The Maids and Porters of Bryn
Mawr College will present a choral
concert on (May 6, at 8:30 in Good-
hart. The concert will be the first
public appearance by the Maids
and Porters this season.

The program will include “None
but the Lonely Heart” by Tchai-
kovsky, “King Jesus is A-Listen-
in’,” “When the Saints Go March-
ing In,” “Soon Ah Will Be Done,”
“There is a “Balm “in Gilead,” ay"
My Fair Lady medley and many
others.
group of solos including “Water
Boy.”

The concert will be directed by
Shirley Daniel and accompanied by
Judy Lewis. Publicity was in the

ands of Lynda Gaynor and Carol
Swift. The director promises a
lively and enjoyable program.

oo Ta

Al (Mackey will sing a}.

In response to the
request of many
who were in the
audience and in or-
der to bring to the
attention of our
readers a definitive
and succinst expres-
sion of Bryn Mawr’s
philosophy and
aims, the News
here prints the ad-
dress, “Liberal Ed-
neation at Bryn
Mawr,” delivered on
Parents’ Day by
President Katharine



Elizabeth McBride.

your thoughts at the beginning but

Certainly some of the significance
of liberal education and some of
its problems should appear in the
two stages I plan to introduce to
this review. The first—in its sim-
plest terms—would be to consider:
what to study? how to study?
where to study? The second stage
would be to make some brief com-
parisons. between general educa-
tion and liberal education and then
between. liberal education and pro-
fessional education.

This, limited as it is, may seem
a large order, but I do believe that
everi parents who got up at five
o’clock—if..such there be—to drive
to Bryn Mawr will be able to stay
with the complexities of liberal ed-
ucation in concrete form.

Difficult Choices

What to study? This is a ques-
tion that presents the most difficult
choices at the level of liberal edu-
cation—it is easier in school or in
graduate school. Of the many ap-
proaches two may be characterized
by these metaphors: a liberal edu-
cation should permit the student
to “open many doors,” i.e. into the
world of learning; a liberal educa-
tion should permit the student to
“sink a deep shaft” into the world
of learning. Before you make
choices let me say that the Bryn
Mawr approach is going to turn
out to be a balance of these two!
I should also add that there is a
third approach to which we shall
have to return: it is that whatever
the access to knowledge and under-
standing—the open doors or .the
deep shaft—the important matter
is the arrangement of material,
the delineation of the pictute, which
the instructor prepares for the
student. ‘This, in case you want
to classify it, is going to turn out

liberal education.

You will find neither the “open
doors” nor the “deep shaft” in the
Bryn Mawr catalogue, but you will
find there an expression of belief
that liberal education requires
both “breadth” and “depth.” By
“breadth” we mean first of all some
-acquaintance—preliminary but not
superficial—with some of the main

lal ~
q



to. be general as. contrasted. with



Miss McBride and Nancy Wolfe Pause
to Enjoy Sunshine.

The title should give you a quick indication that this is going to
be a more limited and I hope more specife presentation than I might
have chosen. Liberal education in its role of freezing the human mind
and spirit from ignorance and prejudice will not be in the center of

I hope that it will be in due course.



fields of knowledge. This is the
purpose of the required subjects:
English Composition and Philoso-
phy specifically and through so-
called “area requirements” one
course in literature, one in natural
science and one in social science or
history. By breadth we also mean
considerably more than this distri-
bution: we mean a broad approach
to any subject, with ample recog-
nition of its historical development
and with serious attention to its
relationships with other subjects,
but some of these more complex
matters I am going to leave hap-
pily for the panels of the after-
noon. :

By depth we mean the relative-
ly intensive work in the field which
is..developed. through the major
work and its supporting allied
work. “‘Relatively intensive” is ac-
curate in two senses: in our own,
terms, the major work is relative-
ly far more intensive than the work
required in five fields, and in com-
parison with majors in other col-
leges—in the United States and
abroad—our major is among the
more intensive. In short, we put
more emphasis on the. major and
allied work tha do many institu-
tions. The gain is in “depth,” the
loss is—to use an equivocal word
— inflexibility.

Favor Depth

Students who miss time for elec-'
tive courses, whether because of
the requirements or because of the.
major and allied.work, sometimes
suggest that we change from a
four-course to a five-course sys-

‘tem for the first three years or

that we add a course to the senior

probably be a gain in breadth, but
a loss in depth—and as you can

| see... our...choices,...what...we...call..a-*<"—=

balance, tend to favor depth.

The most accurate among you
will not find this simple campari-
son of breadth and depth entirely
satisfactory, and I present it only
because of the limits of time. In
the course of the afternoon I trust
you will see that intensive study
can lead not only to depth but to



Continued on Page 2, Col.-1_

year or both. The net result would ~

es


PGCE








Page Two

THE COLLEGE NEWS



Wednesday, April 26, 1961



Miss McBride Cites

Depth, Breadth

_ As Vital EF acets of Liberal Education

4 fas Phen

Continued from Pane. 1, Col. BE

breadth. This too is part of our
corporate conviction!

In speaking so far I have given
the preference of the faculty and
most students. What about the
student who prefers “opening
doors” in greater numbers? Some-
times she suffers but sometimes
she makes up in ingenuity what-
ever lack of sympathy she has for
the Bryn ‘Mawr curriculum, She
takes one of the lighter majors,
perhaps a course in general educa-
tion elsewhere and she may still be
when she graduates, from the point
of the faculty, bobbing lightly on
the surface of knowledge. They
would like her to have been drawn
down into the mainstream from
which the chances of being tossed
to the dry shore sa: considerably
fewer.

' The student ails a partic-
ularly intensive major also has her
problems — different except that
they too are related to time. The
most evident of these is the mag-
nitude of the subject—art or his-
tory or philosophy or chemistry.
How within an -undergraduate’s
four years can one encompass a
really intensive piece of work over
a field of such great scope? The
second problem is the ‘‘necessary”
ally or allies, which may require
almost as much time as the major
field itself, as for example, Latin
and Greek for Classical Archaeol-
ogy or Physics and Mathematics
and Chemistry for Biology. There
are some ways, old and new, of
meeting these problems of time,
and to these I shall return under

the question—“Where to study?”

Not for Grades

In the -meantime, a little com-
mentary on the second question,
“How to study?” I can make this
commentary brief but brevity
sheuld be taken to reflect the con-
ditions of our Saturday and not
the unimportance of the question.

The first condition is that study
should. always be with the eyes

‘firmly fixed on the subject, the

problem, the, material. You no-
tice perhaps that I do not say the
grade. The grade is an indication,
more or less rough, of what the in-
structor thinks of the student’s
work. If it becomes the student’s
primary objective she has lost one

_ of the engagements in her battle

for a liberal education.» If it re-
mains primary the student may
walk across this platform and take
her. degree, .but..she.-has. actually
lost the battle for a liberal, educa-
tion.

As a second condition I suggest
enjoyment in working with a few
or many members of the college
community, faculty and students,
but increasing intellectual inde-
pendence of any. of them. Stu-
dents in most departments have

on the wifole fairly close working

relationships with faculty and
with other students. Many stu-
dents who would like even closer

. working relationships try for ways

NS. ie
in which they can “y in closer
touch with the faculty particular-
ly. This is fine for a start, but
perhaps the central test of a liber-
al education as far as continuity
of intellectual life is concerned is
the independence that the student
can achieve, Integrity and schol-
arship both rest on this indepen-
dence. It is always present when
we say of someone, not necessar-
ily a senior—perhaps an under-
elassman, “she’s a scholar.”

Versatility

Still another condition of “How
to Study” should be versatility in
the approach to knowledge. Bryn
Mawr students are.psually strong
on the report or research paper.
They prepare many of ‘these, we
sometimes ‘wonder whether too
many. In any case we note that
they write for all the organiza-
tions they later work for. I am
never surprised to find an alumna
writing reports which may be in
her field or far from it—at one
military base for example a French
major writing excellent reports
for the staff. Bryn Mawr students
are usually strong also on their
experimental approach. Perhaps
in the section on the experimental
method this afternoon you will see
why. They are also much interested
in the creative arts. My only ques-
tion as to the versatility of ap-
proach would come in relation to
discussion or debate.

A final condition on “How to
Study,” and my last on this aspect
of the subject has also to do with
the continuity of intellectual life.

It may seem procedural rather |

than fundamental but I think it
important for every student,
whether evidently a scholar or ap-
parently somewhat far removed
from scholarship. The condition
is that all study should be gnder-
taken with the idea of continuing
study, that is, one reads this week
or this month what one can read
and sets aside for later what is in-
teresting or significant but beyond
present time limits. For some peo-
ple this means a series of mental
notes, for others a growing index
ee even a growing library, for
still others—iI can’t speak as one
of them—a running commentary
ion fideas, reading, expectations,
proposals, This is the material
that gets picked up in the same
arm as the children when the
house is threatened by fire.or flood!

You would expect me on Parents
Day. to answer the question of
“Where to Study” with a resound-
ing Bryn Mawr. There are excep-
tions, even among ‘students who
have initially chosen Bryn Mawr,
and if we think some other place
would come closer to helping.a stu-
dent meet her objective we try to
make a transfer possible for her.

On the subject of “Where to

Study”—at least in the present-|

day world—my impression is that
we are still calling too infrequent-
ly on the junior-year abroad, (This



Continued on Page 4, Col 1



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.,
The College News is fully protected by copyright.

and Bryn Mawr College.
Nothing that appears

in it may be reprinted wholly or in part without permission of the Editor-in- et.

ee ee es

EDITORIAL BOARD

Suzy Spain, “63

ere er ee Kristine Gilmartin, ‘63
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EES ES Te eT Helen Levering, ‘64
EDITORIAL STAFF . *
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oJ B. CRG IN ME
Te i 1 dee eER LATTE as



A pplebee



—
now that trees have leaves

i am pretty well hidden

on reconnaissance missions.
this proves interesting

in the spring.

i don’t know why exactly.
but i was glad to have —

a flower to sit by

on parent’s day.

not bécause of parents.

they are quite interesting.
but the horrors that they
bring with them

terrify me.

i will tell you how:

i had been celebrating

the arrival of ‘thet really
spring’

late on friday.

by flying all over and

acting like a hoot-owl again.
i ‘was just a little more .
conservative!

(people are always looking—
even at owls)

anyway I finally came home
and snuggled down by athena’s
ear. (i hope that she



is not offended by such a
personal reference)
i had barely begun to snore
when i felt
a small hot hand
pulling my leg.
dazed, and shocked, i looked
down.
it was an eloise
in someone’s family.
i got away from the little
monster. before she put me
in the pot.
i only hope that these ones
grow up before
they come here.
respectfully
yours
applebee

Status Sneakers
‘Sparks Weekend

Off with the show! The Status
Sneakers this Friday night in
Goodhart marks the beginning of
Bryn Mawr-Haverford-Swarthmore
Tri-College Weekend, the only
event of its kind all year.

The weekend includes the show
presented by students from all
three schools, sophomore carnival
Satutday afternooon, and the dance
Saturday evening in the Haverford
fieldhouse, en,

To transform the fieldhouse into
“Atlantis Under the . Sea,” the
decorations will include multi-col-

ored sea horses and fountains with
real water.

“It will be a very elegant, elab-
orate dance,” promised Angel
Schrode, ’68, college social { chair-
man. “The girls dress up and
some of the boys even come in for-
mal clothes. It is the most beau-
tiful social event all year.”

Featuring the music of Richard



Maltby, with Dick Stowe and his

guitar, the dance entertainment. in-
cludes some professional ‘groups
hired by Haverford:
hired by Haverford. The dance
will last from 9-1. Tickets costing

i hentai aye

en vn nae

‘1$6, also serve as admission for the

couple to the Friday night show.
Sophomore carnival Saturday af-
ternoon features a freshman float
from every hall, and booths run by
the sophomores, Other Satuday
afternoon events include baseball

lat Haverford, tennis at Swarth-



}more, and cricket with Princeton.

| hension,

lattera to



Dear Editor,

of the News with growing appre-
The tone of flippant ir-
responsibility which the News has
displayed progressively in the past
few weeks has reached (we hope)
its height in this issue dedicated
to adolescent rebellion, lame sa-
tire, irrelevant in-jokes, and inad-
equate news coverage.
point out:

The headline of Sue Johnson’s
comprehensive letter about the
Seven-College Conference: ‘Self-
Gov Gurgles.” We cannot believe
that this disparagement of Self-
Gov and its president was intended
innocently. If the News Board
finds the business of Self-Gov ab-
surd, it can state its views on the
editorial page instead of indulging
in cute mud-slinging.

2. . The editorials on the John
Birch Society and Parents’ Day,
the first a simple-minded parody,
and the second more suitable for
Teen magazine than a college
newspaper.

3. The spate of letters on crisis
X laboring a point which was made
cleverly once.

4. The letter about Nanette Fa-
bray, admittedly absurd, which
took up almost a column of news

May we



Bartok Renditions
Please in Recital
By Hemmingway

by Kristine Gilmartin

David Hemmingway’s piano re-
cital, sponsored by Arts Council,
April 18, was a definite success,
and the the artist seemed to gain
assurance and power with each
number. The Bartok Rumanian
Dances were a fine climax.

Beethoven’s Sonata in A Flat
Major Op. 26 began the program
and. demonstrated one of Mr, Hem-
mingway’s greatest musical vir-
tues: his superb articulation....In
the Andante con Variazioni every
note was clear. and precise, and
each intricate, varied figure could
be followed as it wound in and out.
The Allegro was notable for the
powerfulness of its mellow chords.
The concluding Marcia Funebre
was a. familiar piece, definitely
heroic and so played.. —

Original Work

Three pieces composed by Mr.
Hemmingway followed. ‘The first,
A Blasphemous Chorale was rath-
er hymn-like with sudden discords
to shock the pious. The second,

and interesting to me. A single
repeated note hummed in the upper
register, seeming to represent the
monotony. of industry, was gradu-
ally, added until the whole impres-
sion was one of maniacal motion.
White Notes was more gay and
spirited than its predecessors but
it emphasized heavy syncopated
rhythms and single note contrasts.

Papillons, Op. 2 by Schumann is
a work of rich variety and was
playéd with surety and precision
throughout. | -Its difficult rhythms
—one of the composer’s specialties
—were always clear and Mr. Hem-
mingway’s fine articulation was at

Outstanding Pieces

were the outstanding pieces of the
recital. They ranged from the
haunting to the powerful to the
dance-like. Mr. Hemmingway

strength to these as well as his al-
ways considerable ical abili-
ties. He warmed *@ his task and
the result was a tremendous per-
formance in fitting conclusion to
an excellent recital.



Criicize™ ‘yews $
Decry Tone, Coverage



We have read the April 19 issue

In the Factory was more unusual],

its best in the staccato sections. a

~-Bartok’s-Six—Rumanian.-Dances |

seemed to bringemost expressive}

the Editor

space we would have prefe
have seen used for news.

5. Applebee.

6. A casual reference to Mr.
Ferrater-Mora as F-M.

May we inquire why there has
been no coverage of the Faculty
and Student Curriculum Commit-
tee discussions and. publication of
reading lists; of the Three-College
Show, which, although non-serious
in nature, involves seventy people
on three campuses; or of the con-
troversy over Hell. Week, except
for a brief letter?

While we are not opposed to-hu-
mor, we would like to suggest that
in providing amusement for a small
group, the News is neglecting its
responsibility to its readers both
on and outside the campus.

red to

Sincerely,
Elaine Cottler ’62, Linda P. Rubin
’64, Charlotte Brodkey ’62, Susan
Zebley ’62, Dee Klein ’64, Steph-
anie Condon ’62, Maggi Blanchard
’68, Judith Frankle ’63, Judy Sam-
uelson ’62.



Editor’s note: We appreciate our
correspondents’ interest and sug-
gestions. To clarify certain points
may we note that: The series of
Crisis X letters was published in
accord with the News’ policy of
publishing all signed letters which
are received, Not all Curriculum
Committee meetings are open to
press coverage, A careful analy-
sis will show that our off-campus
circulation prohibits discussion of
Hell ‘Week.

BMC Student Applauds
Inspirational Laughter

To the Editor of the News:
Re Miss BHberle’s letter of 12
April, and the subsequent flood of
responses culled into the 19 April
edition:
In these years when campus
apathy is such a concern, there are
those who say we concern our-
selves with nothing. Well we’ve
proven it! More power to us:
laughter is. the greatest aid to
education.
: . Love to Applebee,
Ginny O’Roak ’61 —

2



Self-Gov Sees Occasion
For Student Revisions —

Object to certain self-govern-
ment rules because they are re-
stricting, arbitrary and/or unnec-
essary? Do you think it unfair
that Haverford boys may wear
Bermuda shorts to classes on our
campus when Bryn Mawr students
are forbidden do so? Do you re-
eat having to garage your Fer-
rari in Paoli when you would pre-
fer to keep it under the Pembroke
Arch? Do you wish that boys
could remain in the dorms until
12:30 on weekend nights?

If the answer to any of these
questions is yes, then take note:
presently three shall be an effec-
tive method for implementing your
jideas with action.

Quadrennially a (Constitutional
Revisions Committee is formed to
consider the purpose, need and ra-
tionality of each rule and to sub-
mit a list of suggested revisions
of these rules to the Executive
Board of the Self-Government As-
sociation. (All students who are
seriously interested in contempor-
izing the Constitution are urged

this Revision Committee by assign-
ing the list on the Self-Gov. bul-
letin board in Taylor Hall.

Since the students themselves
are responsible for the rules at
Bryn Mawr, little attention can be
afforded the passive objectors. If
you are a vehement criticizer of |
the Constitution that now exists
then it, is not only your preroga-
Continued on Page 3, Col. 5





-by...the.. Executive. Board to join.








‘Wednesday, April 26, 1961

“THE COLLEGE NEWS

Page Three



Author istorianCoop

‘Reveals Biographical Details

by. Jo-Anne Wilson

“ Hardly flinching at the question
“What is the role of the art his-
torian 2” Mr. Douglas Cooper, cur-
rently visiting Bryn Mawr for the
1961 Flexner Lecture Series on
cubism, lained his own relation-
ship to &

... he art historian, with his know-
ledge of specific periods, is able
to give meaning to the subject of
a,,painting, to its origin, to the
thoughts and feelings which inspir-
ed its creation, to, explain what
the artist was after and why.

The student of art history, Mr.
Cooper said, must learn by looking:
He must know the costumes, the
literature, the detail of the history
of the period he is studying. Ob-
seryation teaches him discipline
and the need for form in a paint-
ing.

And should the art historian
paint? (Mr. Cooper does not think
so, Yes, he should have technical
knowledge. He should certainly
experiment with different media,
but he should not. become too sub-
jective. &

How should -the art student
paint? «Mr. Cooper feels that the
academic, representational begin-
ning, while not completely essen-
tial, is‘necessary if one is to achieve
greatness, .If later one wishes to
rearrange, to redesign, to reinter-
pret; Mr. ‘Cooper .approves, but
there should ibe a consciousness of
the discrepancy between objective
reality and the work of art. This
consciousness permits the artist to
be emphatic about and effective in
the ‘order he is creating.

Mr?) ‘Cooper comes to Bryn Mawr
from his home outside of Avignon
in the south of France. He lives



_ Flexner
Continued from Page 1, Col. 2

by !@endras and Apollinaire’s —
jolie’ ‘tue dont j’ai oublié le nom.’

The, cubist poetry used pictorial
images as the painters did, and at-
tempted to use modern subjects.
Mr.«Cooper’s feeling is that they
did: not achieve the same effect
eventhough they ignored fine sen-

timents and used the language. of
matéfial. things.

191% saw the expansion of cub-
ist art ‘throughout Europe. The
cubists were shown in Germany;
_ they. either had been shown or soon

would: ‘be Brussels, Amsterdam,
Barcelona. They penetrated Rus-
sia: by: influencing Malevich who
attempted to revolutionize Russian
art shortly before the government
was revolutionized. In_1913_ the
cubists exhibited in the Armory
in sNew: York.

European artists were encour-
aged.to. examine and improve their
tech miques.. Reactions against the

Cubist, School resulted in Dadaism,

Supremicism, ‘Purism. Reactions

against “the colorless convention

of cubism,” said Mr. Cooper voic-
ing ‘the dissatisfaction of the rev-

ol tionaries, yielded “confusion,”

he concluded with his persona] re-

action. Unity disappeared from the
cubist “movement despite Apollip-
aire’s attempts to embrace and re-

unite ‘all aspects of contemporary
art cand all artists no matter how
divergent as their styles might be.

A portion of the French popula

’ tion was.-rather less enthusiastic
than. Apollinaire. ' They felt that

the ‘iCilbist movement, which “had

never been adequately explained to

i theta} was ampatriotic... _Thé war. in.

10st" | cbmpletely broke up the
eine, F Cooper concluded the history
on. with his own classification
he tendencies of the cubist
movenient: ‘instinctive cubism bas-
ed on personal researches with
form; systematic cubism, based on
thematics and abstraction; and
- once primar-







‘floyd Wright’s designs.

there in a 16th century manor
house.

Although his home is of an older
period, Mr. Cooper admires the de-
signs of many contemporary archi-
tects. He mentioned Le Corbusier,
Philip Johnson, Oscar Niemeyer,
and Skidmore in particular. There
is a consistency in his apprecia-
tion of the geometric-simplicity of
this. architecture and of cubist
painting. :

Hardly simple, bowoube. are the
baroque designs of Gaudi, whose
work Mr; \Cooper finds fascinating.
Mr. Cooper likes many of Frank
He cited
the synagogue in Jenkintown as a
particularly fine example, the Gug-
genheim Museum in New York
City as a less pleasing specimen.
He feels that “it .does not function
as a museum.”

As he travels throughout the
world, (Mr. Cooper visits museums,
galleries, public and private col-
lections.
know the locations of different
paintings; he follows their trail
from home to home. In his own
home, Mr. Cooper has assembled
an extensive collection. He has
the work of Picasso, Braque, Miro,
Giacometti, Klee, and De Stael
among others. While he is famil-
iar with the work of younger art-
ists, he has not ¢ollected any of
them for the simple reason that he
has not seen anything he respond-
ed to enough to wish to buy. Re-
sponse is Mr. Cooper’s criterion in
collecting.

The range in Mr. Cooper’s de-
tailed familiarity with art extends
from 1750 to 1961, But he admits
that he finds the cubist movement
most exciting. About a few older
painters. he commented: he certain-
ly would like to have a Da Messina
(Italian Renaissance) hanging in
his collection, but that they are
very rare, that he is not fond of

son River School), but prefers his

contemporary, the

born Thomas Eakins.
‘Mr. Cooper is a lecturer at the

sity of London. From 1957-58 he

was: the Slade Professor of Fine

Art at Oxford. He has published
Continued on Page 5, Col. 4

Wilhelm Schlag,
Austrian Attache,
Addresses Group

On Wednesday evening, April 19,
the German Club presented a lec-
ture by Wilhelm Schlag, cultural
attaché for the Austrian consulate
in New York: Mr. Schlag, who
spoke in (German, used films to help
describe a “Reise durch Oecster-
reach” or “Journey Through -
tia. ‘G

The Ely room audience, swelled
by oral aspirants, found Mr. Schlag
a lively and good-natured speaker
who was careful to warn his lis-
terier: ut his rapid, distinctly
Austrian manner of speaking and
about his irresistible pedagogical
tendencies. ° After directing a few
questions on European geography
at the audience, the attaché began
his verbal tour in the west of
Austria. (Mountain pastures, re-
gional traditional costumes, ski re-
sorts and ancient ruins succeeded
each other on the screen. Drawing
together facts of economic and” his-
toric importance, ‘Mr. Schlag point-
ed frequently to the conglomera-
tion of old and new; Austria is in-
‘dustrializing rapidly, but much of
its architecture dates back to the
Middle Ages.

burg the tour concluded in Vienna.
‘In an admitted attempt to over-
whelm his audience, Mr. Schlag
displayed with evident pleasure
many of the famous treasures and



sites of the capital city.





He finds it interesting to-

Albert P: Ryder (American Hud-:

Courtauld Institute of the Univer- .

After special attention to Salz-,



ef Haven port Finds

Poets’ Vorticism;
Cites Objectivity

On Wednesday evening the Arts
Council presented Guy. Davenport,
visiting professor of English at

Haverford College, in a lecture en-,

titled “Vortex 1910: Pound, Lewis
and William Carlos Williams.”

Mr. Davenport described the

vorticism movement (1910-1960),

as a small, exclusive group of writ-
ers, namely Ezra Pound, Percy
Windham Lewis, and William Car-
los Wiliams, who reacted against
romanticism. Vorticism, as describ-
ed by Lewis, is the position of the
artist at the center of the cyclone,
seeing everything, but detached
from all.

‘Mr. Davenport described Percy

Windham Lewis’ art as “Geomet-

ric abstraction,” and his writings
as free of all outside influences.
Lewis, he said,“ was a “tortured
pessimist,” yet always wrote of
the diabolical.

Vorticist View

Pound, although no longer cofi-
sidered a member of the vortex
mvoement. by critics, also upheld
the vorticist view that the artist
must be completely detached from
his subjects. In particular Mr.
Davenport explained Pound’s fam-
ed cantos, each a tryptich and each
treated symbolically, abstractly
and realistically.

In a discussion of William Car-
los Williams and his poem “Pat-
erson,” Mr, Davenport called to
mind the detachment of the poet,
and his complete lack of romanti-
cism. He expressed the hope that
the poem “Paterson” would be
given more consideration in the
future as one of. Williams’ better
works,

Mr. Davenport summed up by
saying that the vorticists have con-
stituted a counter-tradition of the
main English literary movement
of the’times. A question period
followed the talk.



Studei:ts-Depreeatea: u

_AETT

AC,

Film “Operation Abolition”

by Jodi Green and Helen Levering

The recent showing of the con-
troversial House Un-American Ac-
tivities Committee film Opera-

’| tion Abolition at Haverford last
‘| week elicited a variety of respon-

ses. The audience as a whole re-
acted vociferously. The speech
of Representative Walters (D-Pa.),
head of the Committee was receiv-
ed with particular disfavor as the
audience hooted his calling most
college students either actual or
potential Communist dupes. Later,
however, many students were im-
pressed by Thomas Wood, who de-
fended the HUAC, and Peter Hill
of the American Civil Liberties
Union, who rationally . presented
the cases for and. against the film.

After’a discussion of the film’s
technical ‘inacuracies the speakers
related the movie to the larger
issue, the role of the HUAC in re-
lation to the traditional American
concept of freedom of the individ-
ual. Although Mr. Wood agreed

with Mr. Hill about the discrepan-.

cies in the movie, he seemed to feei
that these were relatively unim-
portant and that the yaovie should
be seen in its broader perspective,
as an effective tool against Com-
munism. Mr, Hill also felt that a
tool against Communism is needed
but that the Committee itself
should be modified because of its
tactics, which are nearly un-Amer-
ican in themselves, should never
be employed in a non-totalitarian
society.

Although we feel that the gov-
ernment should have the right to
protect itself against those who
would overthrow it by force, we do

not feel that it has the right to

bypass the civil liberties outlined
in the First Amendment, and limit
any individual political expression.
We feel with the 17th century poet
John (Milton that “although the
winds of doctrine were let loose





Weary Parent Takes Bird's Eye View of Campus

‘Photo: Duddy



Russian Approach to Don Quixote



° Merits Acclaim For Depth, Insight

by Janice Copen

Don Quixote, the Russian film
based on Cervantes’ novel and
brought here by M. G. M., has been
getting rave reviews from New
York critics. It opens at the Stu-
dio Theater today, and is a beauti-
ful portrayal of an excellent nov-
el.

The film remains extremely
faithful to the original story and

portrays...with..depth..and_.under-

standing Cervantes’ characteriza-
tions. Nikolai Cherkasov, who is

+remembered: by ~Americans~for~his:

performance of Alexander Nev-
sky, is a very. tall and lean but fine
Don Quixote. Yuri Tolubeyev both
physically and emotionally offsets
his master as he plays an excel-
lently cowardly Sancho Panza.
There is little in the film to
make one realize that it is Rus-
sian. It will perhaps be. disap-
pointing to Bryn Mawr’s Russian





students to discover that the voices
are dubbed, but the English speak-
ers have timed their lines
the Russian words and it is diffi-

cult to tell in most'places that the:

actors are not speaking English.

The production is in éolor and
has a few mob scenes typcial of a
mild American spectacular—par-
ticularly the scene in the village
square when Sancho Panza _ be-
comes “governor” of his “island.”

\Great..attention..has..been. paid..to

costuming—especially in the scenes
at the. Duke’s palace—and they are

marvelously” rich” and~ beautiful.

Even if one is looking for po-
litical overtones, they are difficult

to find. Don Quixote is an idealist |

who is defeated by the cruel real-
ity of life. The proletariat are no
more grateful to him than the ar-
istocracy.. Regardless of where it
was produced, Don Quixote should
be enjoyed as the excellent film
that it is..

program?

with |.

to play upon the earth, so Truth
be in the field, we do injuriously
by licensing and prohibting to mis-
doubt her strength. Let her and
falsehood~ grapple; whoever knew
Truth put to the worse in a free
and open encounter . .. give her
room and do not bind her when
she sleeps...” We challenge the
right of any government to’ take
for granted that there is such a
thing as intolerable political ex-
pression by demanding that wit-
nesses disavow “disloyal”. expres-
sion, as the HUAC does. The
HUAC in its movie Operation
Abolition has attempted to dis-
credit the challenge of West Coast
students to its activities. We de-
plore the methods used by the
House Committee on Un-American
Activities and applaud. the stud-
ents’ activity in this area.

SPU to Oppose
Nation-Wide Drill

by Elizabeth Boardman, Carol
Fernsler and Wendy Watson

On Friday of this week at 4:00
p.m. the government will conduct
a national civil defense drill. All
persons will be required to stay
within doors and all traffic will be
stopped for ten minutes. Local, and
national government officials will
participate in a more important
and elaborate schedule.

The civil defense authorities do
not say that even the best civil
defense provisions can do more
than protect_a few million people
from. death while other tens of
millions die. They. do not speak
of the kind of life which the surviv-
ors will experience while they are
underground during the period of
active radiation (50-200 years, ac-
cording to civil defense statistics)
or in the barren world thereafter.
The civil defense authorities do
not notice the inconsistency with
democratic principles which at-
tends the designation of a few im-
portant people to be saved while’a



perish. The civil defense author-

if nuclear“war. is_prevented, We
feel that the civil defense program
does, nothing more than contribute
to the establishment of a “com-
munity. of fear;” it. must share. the
responsibility for this along with
the House Un-American Activities
Committee, we add parenthetically.
The civil defense program encour-
ages fear, mistrust, hatred and vi-
olence,, How can intelligent, calm,
and hopeful people support such a
We feel that our per-
sonal and national efforts should
be directed strictly towards recon-
ciliation, mutual understanding
and trust, and the prevention of
war.

The Bryn Mawr-Haverford Stu-
dent Peace Union will sponsor the
participation of a group of individ-
ual, interested students in a citi-
zen protest against the civil de-
fense drill in Philadelphia on Fri-
day afternoon. The protest will
be carried on within the bounds of
law, civic rights, and respectabil-

courages. all students who share
this concern to join them in this
protest, Further announcement
about this project will: be made on
Thursday and Friday. Students

the Philadelphia protest are en-
couraged to gather for a short
period on the lawn in front of the
library from 4 until 4:15-while the
{drill is aking, Gigee. place. ,

Self-Gov

Continued from Page 2, Col. 5

tive, but your duty, to aid the
Committee in changing it. If you
can’t fight the power elite on the
campus, then join it.

Executive Board
Self-Government



who do not wish to participate in -

few other less fortunate millions —

ities do not openly face this fact.
|that survival’ can be possible only

ity.. The Student Peace Union en- ,

Sa nee es ee a ae

a-vensesasdegneincete tin

tig!






ee «




~

‘ jor year, not necessarily at Bryn

-We tend to set the study of rela-

‘Page Four

THE COLLEGE NEWS

Wedhesday, April 26, 1961



Continued from Page 2, Col. 2

reaction has nothing to do with
our need for more rooms at the
College!) For the major in lan-
guages and literature, the junior
year abroad has always had evi-
dent advantages. For the present
it brings a dimension to interna-

tional understanding which is of#
_urgent importance.

3?

Special Programs

AS the scope of work to be un-
dertaken in the major field has
increased, summer programs have
become more necessary. One is
old and familiar, the summer
school for study of language or
some of the work in the “necessary
ally.” Another is new and very
promising: special programs for
study in the summer after the jun-

Mawr but under the direction of
Bryn Mawr faculty members.
Somewhat less new but of great
significance in relation to the larg-
er job to be done in college is the
advanced work now being offered
by many schools.

With this commentary behind
us—and if it seems dogmatic it. is
so as much because of its brevity
as because of my inclination!—let
me set liberal education in compar-
ison with, or more accurately in
contradistinction to general edu-
cation and then to professional
education. ;

Independence

General education is usually con-
sidered to be something different
from the “breadth” we try to in-
troduce, first of all through re-
quirements in several fields. With
a history of some forty years be-
hind it, it has assumed many
forms, all designed to give breadth
through the organization of mater-
ial relevant to some particular way
of looking at the field. It seems
to us strong on helping students to
see relationship, short on prepar-
ing the student to independence.

tionships among fields at the ad-
vanced level when students can be
expected through greater knowl-
edge and understanding to have
substantial insight of their own.

And now finally to what extent
do liberal. education and .profes-
sional education differ? A fre-
quent opening ambit in such a dis-
cussion is to note that Harvard
College ‘was founded in 16386 to pre-



3

SUVS?
temporary comment, with Bryri
Mawr as its setting, might be made
on a recent class in chemistry,
graduating eight or ten seniors
with every senior going on to grad-
uate school. Were those chemistry
majors receiving a liberal educa-
tion or a .professioal education?
Liberal some would say by the skin
of their teeth. Why by the skin of
their teeth? Because chemistry is
one of the heavy majors and be-
cause everyone in the major, or al-
most every one, intends to be a
chemist,. But more _ important,

they had a liberal education. For
one reason that has been indicat-
ed and for one that has not. As
already indicated, students in any
major—however heavy—also work
in other fields—English writing
and philosophy {by requirement,
several other fields by requirement
but with courses in these fields of
the student’s own choice. The fur-
ther and important reason is that
the great majority of instructors
on the faculty are themselves lib-
erally educated, indeed perhaps we
should except no one! Most of the
professors are committed to liber-
al education in another sense, since
at least for the present they have
chosen to teach in a liberal arts
college—in the graduate school as
well to be sure, but in only one
department. in the graduate school
exclusively.

An overall estimate, had we time
to make it with care, might indi-
cate that the professional schools
had become much more interested
in liberalizing their curriculum,
engineering for instance, over the
last decade. At the same time
and for evident reasons liberal ed-
ucation has come under increas-
ing pressure to turn professional.
One of the evident reasons is the
increasing expansion of knowl-
edge, which not only requires more
work of the student in college but
sends an écreasing number to
graduate school.

why did I answer first of all that

“Ti aRe Around: Dhiladelpt

MUSIC.
Eileen Farrell will be at the Academy of Music for her only Philadelphia
performance this season, Thursday, April 27.
Frederick Roye will give an organ recital at the Synagogue of Reform
Congregation Keneseth Israel, Elkins Park, Friday, April 28.
THEATER
Bald Soprano by ! fonesco and Werneih iby George Buchner will be pre-
sented Friday, Saturday, and Sunday evenings at the Neighbor-
hood Players through May 7.
Donnybrook, an Irish musical, will be presented through May 7 at the
‘Shubert.
Oscar Wilde’s The Importance of Being Earnest will be presented at
the Abbey Playhouse Monday, April 29.
Ulysses in Nighttown, an experimental play based on James aaiuals
novel, will be presented at the Society Hill Playhouse April 27;
28, and 29.
Wonderful Town, Leonard Bernstein’s musical score, will be presented
at the Abbey Stage Door Friday, April 28, and Saturday, April 29.
LECTURES AND FILMS
Louisiana Story, Robert Flaherty’s film of Acadian life in Louisiana,
will be presented free at the University Museum, April 80 at 2:30.
The Lovemaker and Symphonie Pastorale, the Venice Grand ‘Prix film
by Spain’s Juan Bardem, and Jean Dellanoy’s poetic adaptation
of the Gide novel, will be presented at the Franklin Institute April
27, 28, and 29.
The Milky Way, a lecture by Dr, L. C. Green, will be presented at the
Franklin Institute April 27.
The World of Suzie Wong is playing at the Suburban in Axdmore.
Butterfield 8 is playing at the Ardmore Theater.
Butterfield 8 at the Bryn Mawr Theater. And great news! By popular
request Carry on Nurse is coming back!!







Campus Events

Thursday, April 27—Discussion Club film OPERATION
ABOLITION in the Common Room, 4 to 6 P. M.
Flexner Lecture by. Douglas Cooper, “\High Cubism:
Intellect Versus Intuition.” Goodhart, 8:30 P. M.

Saturday, April 29—Sophomore Carnival during the afternoon.
from 2 P. M. on.

MAY DAY SCHEDULE

6:55 — Seniors sing on Rock Tower.

7:15 — Breakfast in the halls;

7:45 — Procession starts. May Queen, ‘Miss McBride speak. -

8:30 — Pageant on library. steps, Pem East presents play.
Recorders play.

8:45 — Prizes awarded in Goodhart. Seniors bring hoops.

9:30 — Hoop roll on Senior Row. Morris dancing and step
singing at head of Senior Row.

10:00 — Classes begin.

6:00 — Dinner in the halls.

6:45 — Madrigals and Morris dancing on library steps.

7:15 — College Theater presents Old Wives Tale directed. by
Bea Kipp and Recorders playing in Goodhart Meadow.

8:00 — Step singing on Taylor steps.

(May Queen crowned.







Generalist Only?

Since we certainly do not expect
a slowing down of the rate of ex-
pansion of knowledge do we think
of this pressure as one which will
in the course of time make liberal
education a program for the gen-
eralist only? Before anyone settles



pare men for the ministry. “A con-

“Continued on Page 6, Col. 5





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Music Grants

A contest) awarding a “Schol-
arship in Music” by F. E: Olds &
Son is open to all juniors, seniors
and graduate students in acredited
schools or departments of music at
the college level. The scholarships
are awarded for the theses, term
papers or articles completed during
the current academic year judged
to show the greatest evidence of
original thinking, sound research
and intelligent objectives, on any
subject related to instrumental mu-
sic,

The first. scholarship award is
$500, the second award is $350 and
the third award is $200... These
amounts will be paid on request to
any accredited music school or
college with acredited music de-
partments against tuition costs of
further study. Entries must be
submitted by June 15.

Further information can be ob-
tained by- writing to the F, E. Olds
& Son Scholarship Committee, 7373
N. Cicero, Chicago 46, Illonois.



Required reading
for daydreamers . . «

How to
go about

‘saving money

.--While you
go about
seeing Europe

EURAILPASS =
the one ticket that takes you
first class to 13 countries
for a whole month.

Take a month to capture the zest
of the real Europe, from the silent
splendor of ancient cathedrals to
the clamor of colorful seaports.
Share the warmth of its charming
people, the sheer joie de vivre of
the friendly European.

Feel the tempo, the quickening
pulse of Europe's vitality when you
travel by train with Eurailpass.
This convenient ticket will take
you anywhere over 100,000 miles
of luxurious first class service.

Roam through the Austrian Alps,
the lowlands of Belgium. Watch
picture-book farms come to life in
the drowsy mist of a Danish dawn,
Fall hopelessly in love with France.
Discover at leisure the true mean-
ing of German Gemiitlichkeit. Cock
your ear to the clatter of windmills
in Holland and surrender. com-
pletely to the ageless warmth wet
is Italy.

Chemin de fer... everywhere! Pay
a visit to Luxembourg. Take side
trips. Many bus, boat and ferry .
lines are included. Sit and listen
to the vast silence of a Norwegian
fiord. Travel through Portugal. See
those castles in Spain. Let Sweden
and Switzerland show you what
Wanderlust really is.

Eurailpass is the real way to see: .
Europe, its breathtaking country- .
sides and historic cities. Eurail- .
pass gives you so much—for so
little. Even famous “crack trains”
are at your disposal.

Two months cost only $150; three

. months just $180. Children under -

10 — half. price; under 4 — free.

For free illustrated folder welte::.
Evrailpass, Dept. A-1, Box 191,

~NEW 107 Ne-¥~-Buy-fuvallpass-teom- ins

your travel ony. :

Dept. 1-1.

















<2 ere cue NG





































































Wednesday, April 26, 1961 THE COLLEGE NEWS Page Five



they have published a booklet call-|

od Meg bili. for Teenagers. to|
¢ dia dur +h Saremer, a Continued, ir

mera:

Varied Summer Employment Awaits Rome Twice

a Students ‘At Camps, Pe. wo seanch



Cooper




Bs Col 2... J.



Wier rieine bs Os



“If you’re looking for a camp
counsellor’s job this summer, spring
vacation is the time to find it,”
says the New York State Employ-
ment Service, and the same might

_be said for most summer jobs.
‘ But, alas, spring vacation is over
and many who want summer jobs

are still looking. However, there

“are some opportunities left, and

one way to.look into the matter
is to send away for pamphlets
which offer summer employment
information.

Amusem I ts

Weston, MeMurry,NInc., puts out
a pamphlet called “Student Jobs,”
which tells about jobs open in
amusement parks such as Disney-
land and Freedomland. Wages
for hostesses, costume designers,
and wardrobers range from $75.00
to $100.00 a week. The Weston,
MeMurry pamphlet gives a list of
jobs and their pay ranges, as well| 0
as instructions on how, when and
where to apply. To receive this
pamphlet, send $1.00 to “Student
Jobs,” Weston, McMurry, Inc., 50
Broad Street, New York 4, N. Y.

Camp counselling is another lu-
crative field, and the New York



‘State Department of Labor pub-
lishes a pamphlet entitled “What
Is a Counsellor?” which gives in-
formation on how to obtain coun-
selling jobs. The pamphlet is free
and you can receive it by writing
to the NY State Employment’s
Professional Placement Center, 444
Madison Ave., New York, N.Y.
Waitressing?

The Summer Employment Direc-
tory gives helpful information on
jobs available on resorts, ranches,
in government, hospitals, hotels,
and many other organizations.
Students can get a copy of it by
sending three dollars to the Na-
tional Directory Service, Dept. S,

Box 65, Winton Place Station, Cin-.

cinnati, Ohio.

The Advancement Placement and
Institute offers this advice: “If you
cannot find a job this summer,
then, by all means, make your

own,’ and | to help you get started,

: itt is seat lable for fifty cents by



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and
9th

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173 N.

writing the
Placement Institute,
St., Brooklyn, N. Y.

For those who are planning a
summer of study, the Institute of
International Education has releas-
ed two publications on the subject:
IIE News Bulletin and “Summer
Study Abroad”. The IIE News
Bulletin has articles on foreign
language training in the USSR, on
aseminar in Florentine art in Italy,
and on the Berkshire Music Center,
and “Summer (Study Abroad” lists
scholarship opportunities in Eur-

ope, Latin America, and Canada. |

The ITE News Bulletin costs twen-
Continued on Page 6, Col. 1

COLLEGE
STUDENTS!

You can now learn
SHORTHAND
in 8 Weeks through
SPEEDWRITING!
Summer Class Begins on
MONDAY, JUNE 26 4
Typewriting (optional)
Write, telephone or visit
office for details
ROCHESTER
, BUSINESS INSTITUTE
172 Clinton Ave., S.
HA 6-0680











Gris, Toulouse-Lautrec, Picasso,
Van Gogh, Degas, de Stael, and
Graham Sutherland, as well as
the catalogue: and introduction to

{ 2. - Continued rom Page 1,
spinal le aH : | BR Pare ce =

works about ss painters Leger,

they built a bridge across the Ti-
ber over which as well as by at-
tacks from upstream came the
more clever Etruscans who were
to dominate the city for a hundred

the Courtauld ‘Collection.



years,









CUT COUPON AND MAIL TO

Mn. Off the Penn State Campus)







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MADRAS
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pate iter eaca





Have a ball
in Europe
this Summer

(and get college credits, too!)

Imagine the fun you can have on a summer vacation in
Europe that includes everything from touring the Conti-
nent and studying courses for credit at the famous Sor-
bonne in Paris to living if up on a three-week co-educa-

sightseeing in Rouen, Tours, Bordeaux, Avignon, Lyon,
Geneva, with visits to Mont-Saint-Michel and Lourdes.
Then in Paris, stay six weeks studying at La Sorbonne.
Courses include French Language, History, Drama, Art,
Literature, for 2 to 6 credits. Spend your last week touring
Luxembourg and Belgium. All-expense, 70-day tour in-
cludes sightseeing, hotels, meals, tuition for $12.33 per
day, plus Air France Jet Economy round-trip fare.

STUDENT HOLIDAYS TOUR OF EUROPE,

$15.72 Bow day plus air fare. Escorted 42-day tour
includes visits to cultural centers, sightseeing in France,
Switzerland, Italy, Austria, Germany, Luxembourg, Den-
mark, Sweden, Norway, Scotland, ad: Meshes, Holland and
Belgium. Plenty of free time, entertainment. Hotel, meals,
everything included for $15.72 per day, plus Air "France
Jet Economy round-trip fare.

CLUB MEDITERRANEE, $13.26 per day plus
air fare. Here’s a 21-day tour that features 3 days on
your own in Paris, a week’s sightseeing in Rome, Capri,
Naples and Pompeii, plus 9 fun-filled, sun-filled, fabulous
days and cool,~exciting nights at the Polynesian-style

a

tional romp at a fabulous Medi island beach-club
resort! Interested? Check the tour ptions below.
FRENCH STUDY TOUR, $12.33 per day plus
air fare. Two weeks touring and Switzerland, °

Club Méditerranée on the romantic island of Sicily.Spend —

your days basking on the beach, swimming, sailing — your
nights partying, singing, dancing. Accommodations, meals,
everything only $13.26 per day complete, plus Air France

Jet Economy round-trip fare.



‘oad



MR. JOHN SCHNEIDER

c/o. AIR FRANCE
S88 ith Reeenein, New. York. 22,N. ¥..

61.

Ba SOR wa Ca

BE 6s ten nttins onthe toll
eR each

Study Tour oO bat Holidays Tour

( Club Méditerranée



College.









nema abc rea hac wenaca sex neem are & # “a



PPR AAI AARC




i Noo oy, keg

—"

SATII NA Te



Page Six

THE COLLEGE NEWS

Wednesday, April 26, 1961



Question

“py Brooks Robards ores

The question, should the dorms
be kept open later and should men
be allowed in girls’ rooms after
6:30, has been much discussed re-
cently, I would dislike to propose
that the dorms be kept open until
12:30, but that girls’ rooms continue
to be off-limits to men after 6:30.

There are few places on campus
where students can take a date. The
rooms in Goodhart are used for
lectures and meetings or are al-
ready occupied. There ,is of course
always the library for an evening
of golden silence, or the woods be-
hind Rhoads, -but the bulk of en-
tertaining goes on in the dorms—
and rightly.

Why Smokers?

The smokers are meant to be
our living rooms and the date par-
lors are meant for dates. But the
purpose of these rooms is defeated
when the dorms close at ten-thirty.
No one enjoys saying’ goodnight
at ten-thirty to the date who ar-
rived at eight-thirty or nine, you
don’t have to stay on campus, but
a local bar or movie isn’t the ideal
place for study and conversation.
Thus it seems necessary and logic-
al to keep the dorms open until
twelve-thirty.

While it can be argued that the
girls’ rooms, the-best place to en-
tertain, should be open to men

Aater also, this is a separate prob-
lem. There are girls who like to

walk in the halls in their under- |?

wear or pajamas, and no matter
what studio couch arrangements
you have, a bedroom is still a bed-
room, and not the place for men
at night. While most would not
abuse the right to have men in the
rooms at night, one girl might.
Then the entire college would suf-
fer.

While the smokers are our liv-
ing rooms and our use of them
should not be curtailed at ten-thir-
ty, our rooms are our bedrooms
and not the place to bring a date
at night,

TT ge
‘Summer Jobs
Continued from Page 5, Col. 3

ty-five cents and “Summer Study
Abroad” is free; both can. be. ob-
tained by writing the Institute of
International Education, 1 E. 67th
St., New York 21, N.Y.
For those who are interested in
- the dance, the Connecticut College
School of Dance, which runs from
July 10 to August 20, is receiving
applications for admission. The
eost of this program is $400 for
residents, and $240 for non-resi-
dents. Applications are obtainable
by writing to the Connecticut Col-
lege School of Dance, New London,
Conn.

If all else
so well as
leather, or father’s business con-
nections. And if you find yourself
spending your summer in a ham-
mock, take advantage of the oppor-

- tunity and enjoy your vacation.

ils, nothing works






| La Sultane Suite, by Francois Cou-

. Continued from Page 5, Cal, 1

was ‘Saal and a rg con-
trast on the program.

This group then played Sonata
No. 2, a stirring composition . by
Johann Pezel. The attention to
dynamics was notable and the re-
sult was exciting. ;
The Overture and Allegro from

perin, above all made-the fine spirit
of the orchestra evident to the lis-
teners, The Overture featured fine
flute work and a woodsy feeling
that was lovely. The Allegro was
peppier and led up to a tremendous
conclusion.

William ‘Boyce’s Symphony. Num-
ber One was a pleasant work
whose opening Allegro moved along
nicely. The Andante had some prob-
lems because of uncertain entranc-







Final Orchestra Concert

+ the Vivace was a delight,
of ye olde English flavor and
ery felicitously done.

The most exciting performance
f the evening was Dvorak’s Bo-
hemian Suite, Op. 39. The Prelu-
dium had a rustic, rougher tone
and more conversation between in-
struments rather than unison work,
predominant in many of the pre-
vious compositions. The Polka was
ufll of zest and generally well
done. The Minuetto was notable
for its delicate rhythms and the
Romanza for its finely done flute
passages and singing quality. But
the concluding Furiant was’ great.
Although it had some quiet. mo-
ments, the peasantly, dance-like
theme built to a furious climax
and ended a.good concert, and a
good year’s work, on a triumphant
note.





Handkerchiefs Embroidered Linens
Trousseaux Bath Ensembles
Monograms Irish Damasks

WILSON BROS.

MAGASIN DE LINGE

825 Lancaster Avenue
LAwrence 5-5802 Bryn Mawr, Pa,





JEANETT’S
Bryn Mawr Flower Shop

823 Lancaster Avenue
We Wire Flowers
LAwrence 5-0570 —









Srawkiast 644 6s. s ae Sane
Luncheon
Afternoon Tea .......... fe
Dinner



old-fashioned shoe



a

Friday, April 28 at 8:30 P.M.

BOB
NEWHART —

also America’s
most exciting
folk singers

+ - THE. CHAD_MITCHELL. 1:

Irvine Auditorium, U. of Penn-
sylvania. Tickets $3.25, 2.50,
1.75 at Houston Hall, -U. of





Pennsylvania, 34 & Spruce
—— Phila., Pa. RESERVA-

— ext. 581.



Telephone
LAwrence 5-0386

BRYN MAWR COLLEGE INN
Open To The Public

OPEN SEVEN DAYS A WEEK
SPECIAL PARTIES AND BANQUETS ARRANGED

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Lombaert. St. and Morris Ave.
Bryn Mawr, Pennsylvania









INTERFAITH SPEAKER

Bec eee
ane! ts es at Sarah

Lawrence College, will speak
on Sunday, April 30, at 7:30
p.m. in the Common Room. His
lecture, under the auspices of
the Interfaith Association, will
be on “Martin Buber and Exis-
tentialist Trust.” Mr, Fried-
man is author of Martin Buber:
The Life of Dialogue, the first
comprehensive study of the
great Jewish philosopher’s
thought, and editor and trans-
lator of many of Buber’s works.







Miss McBride

Gontinued from Page 4, Col. 2.

*%

on the answer “yes” let me tell you
why I should answer “no.” Just
as forceful as the expansion of
knowledge is a different trend—
the increasing complexity of our
lives and of the judgments requir-
ed for living. These confine them-
selves to no one field. They call
for more than the expert to advise
the layman. They call for breadth,
independence, versatility and con-
tinuing power—and this combina-
tion finds its first sure start in lib-
eral education,





Have a WORLD of FUN!
Travel with f hoy: Wen



_ Ask Your
Travel Agent

Unbelievable low Cost

Europe

66-80 Days, Incl. Steamer, from $798

2, ORIENT

17-30 Days, Incl. Air, from $1,290

AROUND the WORLD

30-46 Days, Incl. Air, from $1,930
MANY TOURS INCLUDE COLLEGE CREDIT

Also low cost tours to Mexico $196 up, South
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{from $1767. \

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