College news, December 17, 1958

VOL. XLIV—NO. 10

ARDMORE and BRYN MAWR, PA., WEDNESDAY, DECEMBER 17, 1958

© Trustees of Bryn Mawr College, 1958

PRICE 20 CENTS



Clark Asks Americans To Consider
Students More Valuable Than Cadillacs

Federal aid to education is a
must in the opinion of the Honor-
able Joseph S. Clark, United States
Senator from ~Pennsylvania who
addressed the college| on that topic



Brasses’ History

Told With Music

by Allison Baker
The second Workshop of the
Philadelphia Brass Ensemble got
off to a brilliant start with The
King’s Fanfare by Despres. This
time their program was designed
to trace the development of each

- instrument, and to outline its rep-

ertoire. Mr. Smith pointed out
that music for Brass Ensemble
was written almost entirely in two
periods: the 16th and 18th centur-
ies, and the contemporary period.
Another great source for brass en-
sembles is early vocal music, much
of which has been transcribed very
effectively. Beethoven did write
three short pieces for trombone
quartet, but in the Romantic per-
iod, brass groups are entirely ne-
glected. Not until quite recently
has the brass ensemble returned
to an important place in music.

The French Horn plays in wo@-
wind as well as brass ensembles,
which greatly increases its liter-
ature. Mr. Jones first showed us
“the original horn,” a conch shell,
on which he managed to play two
quite intelligible notes. The next
step in horn evolution was the
horn made of an animal’s horn,
with three very distinct notes, fol-
lowed by the natural horn, a hunt-
ing horn without valves. This was
originally curled in one whorl
around the player’s body, but then
further refined to its present com-
pact shape.

Mr. Jones then demonstrated a

horn with many removable crooks,

which allow key changes. He point-
ed out that the sound of this in-
strument is mellower than that of
‘the modern French Horn, since
“as soon as you encumber horns

__ with valves and gadgets you lose

s

b



some of the charm.”

The valves of the modern horn
enable it to play a chromatic scale.
This horn was first used as a hunt-
ing horn, and derives its name,
French Horn, from the fact that
the French were the first to use it
indoors. (Lully and Rameau in
their operas.) Handel then used
it in his Water Music; thereafter
every major composer has made
his contribution to horn literature.
Beethoven greatly extended the in-
strument’s range, and Brahms used
it for romantic effect.

Mr. Jones then played us the
horn solo from. Till Eulenspiegel
(Strauss), and the Siegfried Call

Continued on ssa t had 4, Col. 5

Brombert To To Give
Lecture In French

M. Victor Brombert will speak
on “Malraux et le Monde de la
Violence” on January 8 at 8:30
p.m. in the Ely Room of Wyndham.
His lecture will be in French.

iM. Brombert is an assistant pro-
fessor at Yale University. He
received his B.A. in English and

his Ph.D. in French from Yale. M.|

Brombert has published one book
on Stendhal and is preparing an-
other on aspects of the French

last Thursday at an Alliance As-
sembly.

We are living, Senatgr Clark
said, in a dangerous time when the
problems of American education
are clear to us, and have been
identified and discussed. “But,” he
said, “do we have the will to make
the necessary sacrifice? Or will we
fumble the ball?”

The first crisis to be met in our
national educational prgblem is that
of the teacher shortage. Not only
more teachers, but also better
teachers are needed, To induce the
most qualified people to enter the
profession, teachers must be paid
well—to attract “some of the shiny
red apples from the top of the
barrel.”

Building Shortage

in actual school buildings, class-
rooms and laboratories. This situ-
ation is becoming worse each year
as the number of chiidren enrolled
in school increases.

State and local funds and re-
sources have been fairly well ex-
hausted; therefore, we must go to
a higher power for help—to the
Federal Government. There is now
no effective national leadership to
see that we do raise our educa-
tional standards.

The advanced Russian system of
education has had a great impact
on our own. The Russians have
pretty well obtairied their ideal of
education. Our ideal, of course, is
not the same; nonetheless, as a gen-
eral. rule they do take education
more seriously than do we. For
example, they pay their students
to go to college. Their teachers
have a higher social status than
do American instructors. Senator
Clark said that if they have thus
been able to advance their once
greatly underdeveloped educational
system, we can certainly advance
ours.

‘Where are we to obtain the
Money? It must come from the
Federal Government. This may well
mean higher taxes. “First we must
realize,” said Senator Clark, “that
kids are more important than Coca-
cola and Cadillacs. We must be
willing to make necessary sacrifices
to attain our goal. If we cannot
do this we no longer deserve to be
called ‘the land of the free and the
home of the brave.’ ”

Calendar

Wednesday, December 17: Christ-
mas dinner in halls—8:00 p.m.
on, senior carolling in halls.

Thursday, December 18: Christmas
vacation begins at 12:45.

Tuesday, January 6: Christmas va-
cation ends at 9:00 a.m.

Wednesday, January 7: 7:15 p.m.
Arts Lecture Room. Dr. Milton
C. Nahm will present a slide
lecture, “The Fine Art of Criti-
cism” under the auspices of Arts
Forum and Philosophy Club.

Thursday, January 8: 8:30 p.m.
Ely Room, Victor Brombert, As-
sociate Professor of French at
Yale University will speak on
“Malraux ou’ le Monde” de la
Violence.”

Friday, January 9: 8:30 p.m. Good-
hart. Two piano recitals to be
given by Agi Jambor, Professor
of Music and Horace Alwyne,
Professor Emeritus of Music and
Visiting Professor.

Sunday, January 11: 7:30, Music

In addition there is a shortage |



A scene from Act Il of Timothy Sheldon’s “The Uninvited.”

L. to r. Hugh Ogden as Kalim,

Trudy Hoffman as Beezy, Jim

Cooper as Ansel, Jinty Myles as Mea, and Phil Miller as Blind.



Phila. Brass Ensemble Executes

Both Baroque And

by Alison Baker |

To criticizé a concert such as
that of the Philadelphia Brass En-
semble on an over-all level is real-
ly to attempt to define the quali-
ties which made it such a super-
lative performance. ‘The sexette

was the same which conducted the
two workshops preceding the con-
cert. It consisted of three trum-
pets: Gilbert Johnson, Samuel
Krauss, and Seymour Rosenfeld; a
French horn: Mason Jones; a trom-
bone: Henry ©. Smith III; and a
tuba: Abe Torchinsky.

The program was in two parts,
drawing on the two main areas of
brass ensemble literature: baroque
and modern. Giovanni Gabrieli’s
Canzona per Sonare No. 2 is a
very lush piece harmonically, and
sets the--brasses;~particularly the
trumpets, the difficult task of play-
ing running passages of flowing
legato in fugal counterpoint. There
was also a great deal of dynamic
contrast, which added interest
and variety to an already exceed-
ingly interesting piece.

Bach Work Follows

The Bach “Contrapunctus” No.
1 which followed, is transcribed
from “The Art of the Fugue” an
organ work in which Bach displays
his complete mastery of fuga] de-
vices and techniques. The .brass
ensemble is a remarkably organ-
like medium, with all the richness
of tone of that instrument and
without its monotony of tone col-
or. This brought out the fugue
entrances very clearly as they ap-
peared in each instrument,. The
dynamic variety was again work-
ed out very effectively, although

Modern Music

Bach himself supplies a good deal
of dynamic contrast by thinning
or thickening the contrapuntal
texture.

Bach Transcription

The third piece was again by
Bach, and again a transcription:
“All Breathing Life”, originally a
motet for double chorus, from a
langer work called “Sing Ye to
the Lord’. At one point the fugte
subject was introduced by an agile
tuba solo. Mr, Torchinsky skill-
fully manipulated his lumbering
instrument to make the passage
musically very pleasing, but it was
probably a good deal more humor-
ous than before transcription from
the choral version.

The Telemann “Canon for Two
Trumpets” which followed, was to
my mind one of the most success-
ful performances on the program.
The structure of the piece is s
ple, and the two players did a fs
sensitive job of phrasing and of
bringing out the successive en-

Continued on Page 4, Col. 3

Duo Piano Recital
To Be On Jan. 9

Agi Jambor, Professor of Music,

Wallace Calls ‘The Uninvited’ Moving Event;
Praises Excellence of Play and Performance

by Robert Wallace,
Instructor in English

The production of Mr. Timothy
Sheldon’s verse play, The Unin-
vited, on Friday and Saturday eve-
nings in the ‘Skinner Workshop,
was an event as notable as it
was satisfying. Although I do
not mean to scant the obvious,
particular excellences and imper-
fections of the play or its per-
formance, I must commend first
the doing of the thing itself. ©

A poet (and the same is true for
his companions of the printed
word, the essayist, the novelist, and
that strange creature for whom
we have no handy word in Eng-
lish, the writer of short stories)
need only snap his creation out of
the typewriter and thrust it into
the hands of friend, enemy, or
whomever he can clutch by the
lapel for a few minutes—and he is
in business. Of course, he may
have a larger audience in mind,
but that is only a matter of mul-
tiplication. He has his real, his
first-hand audience. He can be
read and understood, he can mark
hig success or find his failure, and
go on from there.

Problem of Playwright

The playwright has a different
problem. He can also always find
someone to read what he has writ-
ten. But a play is to be performed,
and he can realize his audience on-
ly imperfectly in readers. He can
not judge whether he has done in
fact what he meant to do. Only
with a stage and actors and all the
many unseen hands that go to
make a performance can he hope
to see his play as a play.. He is
his own most interested spectator.
Only there, in the theatre, can he
find what he needs to send him
back usefully to his job of making
plays.

Mr. Sheldon’s opportunity was
a large and grateful one: and well
deserved. He has in large meas-
ure succeeded in The Uninvited.

.|His verse is not mere decoration,
ry he uses it feelingly to articulate

his theme of the discovery of in-
dividual values in a primitive
world, especially the defining of
the nature and responsibilities of
love. The verse is mostly (as it
should be) subservient to the ac-
tion it carries—though it tends
sometimes, at its best as verse, to
abstract itself from the action and

and Horace Alwyne, Professor Em-|to present itself directly to the

eritus of Music and Visiting Pro<|
fessor, will give a two piano re-
cital. The concert is to be in
Goodhart Hall on Friday, January
9 at 8:30 p.m.

Their program is as follows:
Bach Concerto in C minor, to which
there will be an accompaniment of
strings, Schumann Andante Vari-
ations, Hindemith Recitative and
Fugue, -Rachmaninoff Sacred
Dance, and Medtener Russsian

‘Dance.



Nahm. Illustrates
Talk On Criticism

Dr. Milton C. Nahm of the Phil-

Room. Chapel. Address by the








~“novel. He has spent a year in
Italy, on a fellowship.



“Reverend Norman A. Baxter,
Lower Merion Baptist Church.



IILFIDIDIFHIB.

7

PPPPOIDIPPL
MERRY %
@& CHRISTMAS =-&

< . bs)
& = AND %
ce HAPPY =
= =
— %..



Sa

f

4

losophy Department will speak on

“The Fime Art of Criticism” in the
Art Lecture Room of the Library
at 7:15 p.m. on Wednesday, Janu-
ary 7. The lecture, which concerns
aesthetic oe will be illus-

by Arts. Forum and Philosophy



Club.

saying this, een! ‘7 ‘aon at

audience. This is a lyrical flaw,
and perhaps it explains the more
immediate dramatic effectiveness
of the comic elements in the play,
which do not depend on the poetry
for their effect,

Character Development

I was troubled also by an oc-
casional jerkiness in the develop-
ment of his characters, particular-
ly at the end. For example, Mea’s
difficult and complex choice be-
tween her husband Ansel and the
boy Blind seemed on the stage un-
realized, and her final return to
Ansel therefore too abrupt and
emotionally unexpected. Likewise
Ansel’s'_ self-realization seemed
sudden and too co
especially in light of his reiterated
stiffness of character; an unbend-
ing harshness needful to motivate
Mea’s initial and perhaps too easy
betrayal. The web fs pe some-

yOVE Livni



Continued on Page 6, Col. 4
mate

THE “COLLEGE NEWS

Wednesday, December 17, 1958 -



THE COLLEGE NEWS

\ FOUNDED IN 1914

Publisned weekly during the College Year (except during
Thanksgiving, Chrissmas and Easter holidays, and during examina-
tion weeks) in the interest of Bryn Mawr College at the Ardmore
Printing Company, Ardmore, Pa., and Bryn Mawr College.

The College News is fully protected by ‘copyright. Nothing that appears
in It may be reprinted wholly or in part without permission of the Bditor-in-Chiet.



EDITORIAL BOARD

sh oth sa picat), ft Ct RE ee gresenese's Eleanor Winsor, ‘59
se Ecce ond ORO LE ee ee re ae $09 Fo0 vine es Betsy Levering, ‘61
PN OEE g ici ee cc eves chaasbkecoesiesscccece Frederica Koller, ‘61
de ous 8 du, ae eee eargccetiger ere beeen Miriam Beamés, ‘59
PNTRETI ccc i vies ei west ki ey hicbeb eee iccecs Barbara Broome, ‘60

EDITORIAL STAFF
Gail tasdon, “61; Lynne Levick, ‘60; Lois Potter, ‘61; Gloria Cummings, ‘61;
E. Anne Eberle, ‘61; Sue Shapiro, ‘60; ‘Alison Baker, ‘62; Yvonne Chan, ‘62;
Marion Coen, ‘62; Linda Davis, ‘62; Sandi Goldberg, ‘62; Judy Stuart, ‘62.

BUSINESS BOARD
Sybil Coheri, ‘61; Jane Levy, ‘59; Nency Porter, ‘60; Irene Kwitter,.’61; Sue
Freiman, °61; Melinda Aikins, ‘61. :

UNI PREMNN Scere cleric cchiccccecsccessivecéesws Ruth Levin, ‘59
Associate Business Manager ........... veeees echelons Elizabeth Cooper, ‘60
WIUTT PUBIORTEPNET coca ccc corres ceelvaee retro Holly ‘Miller, ‘59

Cartoonist Margaret Williams, ‘61

Elise Cummings, ‘59

Ce |

Subscription Board: Loretta Stern, ‘60; Karen Black, ‘61; Gail Lasdon, ‘61; Lois
Potter, ‘61; Danna Pearson, ‘60; Lisa Dobbin, ‘61; Sue Szelkey, ‘61; Elise
Cummings, ‘59; Sasha Siemel, ‘62; Doris Dickler, ‘60; Kate Jordan, ‘60;
Jackie Goad, ‘61.

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



In Dulge Jubilo

Our ancient authority whose name we have forgotten
associates jollity and good-will with this season, and the
Editors of the News, in an effort to maintain the tradition,
having mulled several recommendations we might have made.
but feeling it rash to suggest the total discontinuation of
Common Treasury, term papers, cold cuts and last classes
we express a mere hope that like the demons of the pagan
world they may disappear about the twenty-fifth with the
descent to earth of Truth and Justice, and pass on to other
issues.

Looking then, around not beyond, Thursday, comes to
our mind singularly, and the time when the boar’s head,
shrimp cocktail, rosemary, bay and other festive dishes are
only memories, and the dust is still rising from the last ot
the mass exodus, and we are all at the mercy of that marvel
of modern life, public transportation. Apropos of this we
recall an article in a September issue of the New York Times
(which unfortunately we have mislaid), calling to the atten-
tion of travellers on the NY. NH. and H. RR. the difference

-in various states through which the railroad passes and the

tax levied in each on consumed food. In a time short enough
for dinner the train passes through New. York with no food
tax, Connecticut with a 3% tax, Rhode Island with no tax
and Massachusetts with a 5% tax. Since the tax on a check
is figured according to the laws of the state in which the
check is presented, one is immediately aware of the wisdom

of planning meals that will not conclude in Massachusetts or

~ even Connecticut, unless absolutely necessary.



For persons travelling west where states and therefore
length of meals might necesarily need to be longer—but the
possibilities are endless; a little planning, six meals in one
day, none in the next.

Trusting that we have not increased the problems
involved in any person’s vacation, we hope in spite of all, a
merry season, leaving the mistletoe to the King of the Woods
who deserves it, and our radios and phonographs in the clos-
et, we also hope in the interest of filling the most space with
the least effort that all our readers will become engaged over
vacation.



ee Wee

by Lois Potter

“Eh!” cried Scrooge, who thought
for a moment that the plum pud-
ding must have disagreed with
him, “Spirit, what would you have
of me? I am not the man I was.
I say ‘Merry Christmas’ to every-
body, I give my clerk the day off,
I play Blindman’s Buff with my
nephew’s family, and I just bought
Tiny Tim a fire engine with a real
siren. Have I not been punished
enough? And who are you any-
way?” he added,: looking at the
strange figure standing at his bed-

side. It was short and fat, with

-| large round eyes, arms that looked

like wings (Scrooge fervently re-

solved never ‘again to have a sec-
ond helping of plum pudding), and
a pointed, beak-like nose. Gracious
‘me! It looked like—oh dear, yes,
and it was—an owl.

“Ebenezer Scrooge!” said the

owl. I am the ghost of - - ”
“Now, wait. a minute!’ cried
Serooge. “I’ve already met the

ghosts of Christmas past, present
and to come. I don’t-see where
you fit in, unless”—he chuckled—
“you come from the fourth dimen-
sion!”

The owl did not laugh. “I am
not one of the great Christmas
spirits,” he said, “but only a sub-
spirit, guardian and protector of
one form of Christmas which you
have not yet seen. Take my claw,
and come!”

“I'd rather sleep,” Scrooge be-

gan, but already he was soaring |.

through the stratosphere, looking
down on a world of ice and snow.

“Now where are we?” asked
Scrooge, after about an hour of
flying through the sound barrier.
“At our destination,” said the
owl, and they floated down to rest
on the top of a Gothic tower. For
a moment Scrooge thought him-
self-in-the ruins of an old cathed-
ral, but then he heard voices be-
neath him, and a sound of merri-
ment and jollity such as even the
Cratchits, with nine noisy children,
had never equalled. The owl and
Scrooge climbed down the ivy on
the tower and looked through a
window.

Oh! The gaiety that they saw!
Never was there such a dinner! At
the tables, groaning beneath loads
of celery, olives, and shrimp cock-
tail, dainty maidens with bright,
laughing faces quaffed toasts of
cranberry juice and _ exchanged
‘modest smiles with venerable gen-
tlemen, evidently men of great
wisdom and learning, who mount-
ed chairs and gave speeches burst-
ing with wit and_ geniality.
Sprightly lasses danced and sang
around the tables, laughter rang,
and conversation chimed, and wit
sparkled, and faces glowed, and
eyes shone, and teeth gleamed—
in short, no one could hear anyone
else talk, in that ringing, chiming,
sparkling, glowing, shining, gleam-
ing assembly.

“Ah, spirit,” said Scrooge, with
misty eyes, “this sight does my old
heart good.”

But hark! Through the festive
noises, Scrooge heard a tap, tap,
*anping, as of someone gently rap-

Tale Told By...





ping on a typewriter. “What?”
said he, “Can it be that someone
is working at this sacred time?”

“Alas, it is to true,” said the
owl, and they crawled along the ovy
until they could look through the
window from which the sound
came. And lo! there at a table in
a musty garret, surrounded by
mounds of paper, sat a fragile
young lady at a typewriter, weary
and ill .at ease, as her fingers wan-
dered idly over the noisy keys.

“Why is she not with the oth-
ers??? asked Scrooge.

“She is trying to write a 30-
page history of the Decline and
Fall of the Roman Empire,” re-
plied the owl. “It is due at 9:00
tomorrow morning, and she is on
page one.”

At this moment the young lady
raised her head, and in a voice that
would have brought tears to any
eye, cried out, “Ah, that my poor,
dear mother were here! Fool that
I was! Why did I not do the read-



a7, * te,

2 (eed

Letter to the Editor

Wardens Not Keepers

Of ‘Ivory Tower’ Gates
To the Editors:

We would like to bring to the
attention of the rest of the college
what appears to us to be an inci-
dence of misnomer — the term
Warden. The connotations of this
word present a picture that is not
only distasteful and incongruous,
but at times, ludicrous.

In accordance with our honor
system, it seems to us that the
function of the-word-is—more ad-
visory than supervisory. Therefore,
we would like to suggest that the
name Graduate Advisor be adopted.

We are tired of explaining that
the Warden is not the gatekeeper
of our ivory tower.

Respectfully,
Ruth Levin ’59
Star Kilstein ’60
Nancy Porter ’60
Jean Hoag ’60
Nora Reiner ’61
Joan King ’61
Joan Simpson ’62

Mz









ing until this morning? Why did
I not start writing until this after-
noon? Why did I not start typing
until this evening! Oh, woe is me!
Christmas! Bah! Humbug!”

“What can we do?” whispered
Scrooge. “I’d write her paper for
her, but I don’t know anything
about the deéline and fall of the
Roman Empire.”

“Neither does she,” the owl
whispered back. “But that doesn’t
matter.” (He snapped his fingers
three times, and Nero appeared,
violin in hand, followed by Diocle-
tian, Constantine, Julian, and Gib-
bon. The young lady looked up
and then buried her face in her
hands,

“That settles it,” she moaned.
“Never, never, never again will
I leave a paper to the last day.”

Nero drew his bow across the
violin with a fearful screech.
“Don’t be alarmed,” he said.
“There’s nobody here but us thost-

writers.”

And the four ghosts went over
to the typewriter. Nero began to
dictate his memoirs to Gibbon,
while Diocletian and Julian ex-
plained to Constantine that they
didn’t really h@ve anything against









The News would like to to announce, voluntarily, a Reviewing
Contest. Rules: 1) Every member of the Undergraduate body shall
be eligible except such persons as*may be employed by organiza-
tions having an intimate concern with artistic endeavor, and mem-
bers of the immediate famliy of said ¢mployees.
not merely eligible; they are encouraged,
used in ascertaining the winners shall be High Quality. .3) Prizes,
“lavishly distributed, —shall~ consist—of—honorary and_ consultative

positions on the News, with the title, Curator of Reviews.

Such persons are

2) The only criterion













Letters Protests Chorus
Gets No ‘News’ Report

To the Editor:
The Dean’s Office had known

about it for months. Rehearsals of

the largest non-ipso facto organiza-
tion on campus went on for nine
weeks. Freshman composition
classes weré emptied, midsemester
changed, and the campus depopu- ~
lated by: 20% for three days in a
row. Flocks of Bryn Mawr students,
all attired in striking black and
white,-arrived~in~ Philadelphia to
participate in performances on a
professional level. An instrument
which was designed and constructed
with the help of two Bryn Mawr
girls was used in solo capacity in
the same performance. The Chorus
Concert with the Philadelphia Or-
chestra was indeed a major and
exceptional event. It is disappoint-
ing that it was not acknowledged
and acclaimed by the News—the
organization whose business it is

to make such reports.

Cynthia Lovelace
Gail Bertholf



the early Christians, but they had
to feed the lions something. To
the tune of a heavenly choir sing-

‘ing “Rudolph the Red-Nosed Rein-

deer”, the owl and Scrooge carried
the young lady into the banquet
hall, where she arrived just in
time to snatch the last limp piece
of turkey from the meat platter.

A NOTE OF THANKS

..The Editorial. Staff.of the News,
ever under the shadow of headlines,
is thankful, obliged, beholden, in-
debted to, under obligation to the
nameless, anonymous, unknown
grantor, donor, testator, investor,

fp

subscriber, contributter, fairy god=
mother who so benevolently, kindly,
generously, well-meaningly, ami-
ably, graciously, tenderly, consider-





SRT mn ep nah ead nha orc rentrsmamtiet renee ieoans Sygeengagin fans het ce ete





ly, mercifully, sympathetically pre-


Wednesday, December 17, 1958

THE

COLLEGE

NEWS

¢

Page Three



Four Discuss The Challenges, Rewards and Values
Of Teacher Training Programs And Practice Teaching

“Liberal. Arts And Physical Energy”
Says Teacher Turned Grad Student —

(From.an hehentlons with Elizabeth
Carrow, Graduate Student, De-
partment of English)

Teaching ‘on the secondary level.
is personally vewarding but con-
sumes an immense amount of phys-
ical energy, and involves many
non-academic factors which stu-
dents in college are not likely to
consider, or persons teaching in
college ever liable to face. This
is the general statement which
Betty Carrow, presently a Wood-
row Wilson Fellow in the Depart-
ment of English, had to make about
her four years of high-school
teaching. Miss Carrow had become
a high-school English teacher after
a four year liberal arts course,
which included enough courses to
enable her to meet state certifi-
cation,

Miss: Carrow personally found
that her education courses, except
for practice teaching experience,
were. of little value in the class-
room, and meant far less to her as
a teacher than the depth of sub-
ject matter she had gained in her
liberal arts education. State law,
however, will not in most cases al-
low a person to teach without these
required education courses.

Description of School

The school in which Miss Car-
row taught wate a university
town, which in her ‘opinion was a
definite factor in determining the
quality of the students and some
of the best’ were equal to those
whom one would find in a good
private school. The classes in this
high-school were not divided on
the the basis of intelligence, how-
ever, and the range of I.Q, was in
one class about one hundred points.
In attempting to interest all mem-

bers of such a class a teacher has}

all the possibilities of arranging
the class on varied levels and as-
signing extra reading for ad-
vanced students.

The only limitation on subject
matter was the availability of
texts, since public school students
do not have to provide their own.
The general area of the curricu-
lum was fixed, that is, American
literature for the tenth grade, but
within this the teacher had free-
dom to choose the books her class
would read. Often one must teach
the selections included in antholo-
gies, and it takes ingenuity to get
paperbacks and work them into
the program for extra-reading.

Preparation Discussed

The preparation for an hour of
class teaching depends much on
the individual. Liberal arts stu-
dents may tend to take this more
seriously than straight education
graduates. In this area nothing
can compensate for a liberal arts
background. “Teaching,” said
Miss Carrow, “is largely a matter
of common sense, supported by
personality and subject matter.”
There is a popular notion that
a liberal arts major may be
too scholarly. for a high school
classroom, and it is true that an
over-scholarly approach may not
achieve the results one wants.

Discipline also, which Miss Car-
row, unlike many educators, is
willing to admit is a genuine
problem, requires. common sense.
Education courses do: not discuss
this _comprehensively_ or well, and

what helps most is talking with

or observing successful teachers.
pee ae first day am ag md sim-

VS. OWN tne eus bel
weer she won't Colew an inch,
and as soon as she has the situa-

tion wales control can become more
flexible. If you begin the free
way, you have trouble. , :

“Students are shrewd; they can
‘sense about anything, including
unpreparedness and disorganiza-
tion, but basically they like a hard
teacher, and they don’t really rel-
ish being able to get away with
anything,

The real difference between high-
school teaching and the milieu
the college student is accustomed
to are the numerous extra-curricu-
lar demands made on a teacher’s
time. She must sponsor, chaper-
one all manner of activities. Miss
Carrow was faculty advisor to the
newspaper, and said it was like
teaching another class since one
had to rewrite the whole thing for

them anyway. _

Bookwork Time Consuming

Bookwork, for there are no sec-
retaries, reports and forms take
endless hours of work. Actual
teaching is a course of ‘interrup-
tions, and a teacher must be flex-
ible in her preparation. Often
everything seemed to come before
teaching, Miss Carrow said. And
s0 many things are happening at
once you feel you are on an as-
sembly line.

Parents are another big problem,
since there is much pressure from
city administration in their sup-
port. One must stand one’s ground,
but also be careful to avoid any ac-
tion or decision that really is rash.
Many parents, of course, are very
helpful and provide a teacher with
some of her best social relation-
ships.

Student Relationships Rewarding

Individual relationships with stu-
dents are the really rewarding
thing about teaching, said Miss
Carrow. She herself chaperoned
activities and trips because she
reaily enjoyed doing this. Chil-
dren appreciate a sense of humor
in a teacher, and they want to be
well taught, no matter how they
try to avoid it.

After four years-of teaching,
Miss Carrow misses her students,
finds it fun, but not too difficult
to retum to regular academic
work. She had not had to take
any courses while she taught but
she did take summer courses for
personal enjoyment. “One doesn’t
change much,” she remarked, ‘
five years.”

Greek Newspaper
Discusses BMC

The following article discovered
and translated from a Greek news-
paper by Dorothy ( Burr) —
son ’23 was rediscovered in the D
cember 6, 1933, issue of the Wri

In the United States where a
man can find all he can desire,
there he will find something unique
in the world—the antithesis of our
absolutely male democracy of
Athos: the female university of
Bryn Mawr.

Not far from Philadelphia, in a
place of almost incredible beauty
in the foothills of the Allegheny
mountains, there is a most charm-
ing as well as a strange settlement.
In the center is a colossal never-
theless not an ungraceful building,
before which stretch flowery lawns,

length. Right and left of the two
smaller buildings above are the



clude about 200 public and private
Continued on Page 4, Col. 1



‘several metres in breadth—and

One Bryn Mawr graduate, one
senior and a graduate student
who has been a high school
teacher for four years and Miss
Rachet Cox, professor of educa-
cation, present. for the News
their personal experience relevant
to.the current “Crisis in educa-
tion.” This survey includes pub-
lic school teaching only since this
is the area where most problems
are located and toward . which
most programs are directed.

Student Teaching
Deemed Exciting

"69



by Rita Rubenstein

Notwithstanding, embarrassing
gesticulative ‘moments. of recogni-
uon” py students in Phuiladelpnia
uepartment stores, and overheard
comments of, “Aw, she’s only halt
a teacher” whispered by eighth
graders one has just admonished,
practice teaching can be quite an
experience, both exciting and. de-
manding.

What can be rather baffling to
che settled and perhaps “in-grown”
Bryn Mawrtyr is the necessary
alternation between the character
of student three days a week and
teacher the remaining days. After
three years ot education in our very
ciassic grain, it is certainly a de-
parture to a perOgram which com-

‘\pines traditionait course work with

15 hours of professional experi-
ence. But once on to the 6:30-alarm-
'7:80-local-8:00-ciass regimen, the
satisfying and rewarding moments
ot the teaching experience itself
can more than compensate for the
minor requisite difticulties.

Second Year for Program |;

The Class of ’57 was the first to
benefit from the acceptance of
practice teaching on a regular
course-accredited basis; since that
time three students have annually
participated in the program. As
there is no major in Education,
it is particularly advantageous to
the prospective teacher who desires
certification in a public school sys-
tem without taking a fifth year in
graduate school. The practice teach-
ing, when taken in conjunction with
other “ed” courses offered, or with
summer work elsewhere, will ful-
fill the pedagogical requirements of
most states. Plans to take 30la,
“Principles of Teaching in the Sec-
ondary School” (which comprises
the two-hour seminar and the field
work) should be made early in

n | one’s college course, as, according

to the catalog, “a course in Gen-
eral Psychology is a prerequisite
to all advanced work and should be
taken not later than the sophomore
year.” The choice is therefore open
to those interested to either include
psychology ‘and other pedagogical
courses in their regular curriculum
or to plan summer study. In addi-
tion to the basic course, educational
psychology and ‘methods courses
are strongly advised prior to the
actual commencement of the stu-
dent teaching.
Beginnings Described

In an effort to coordinate, as
nearly as possible, the opening of
the Lower Merion Schools with the
introduction of the student teacher
to the classroom, the latter is
obliged to arrive at college about
two weeks before classes begin.
First, there is the usual period of
observation and getting acquainted
with the cooperating teacher, the
classes and the school traditions
and philosophy. Yet, there is no

tator; the cooperating teacher is

Harrying- inthis capacity as spec-4

instructed on the “easing in” of ||

P. Page °58 Describes AMT

Program

As Providing Excellent Preparation

-by Patty Page ’58

The Harvard Graduate School of
Education provides a one-year pro-
gram of study and practice teach-
ing, leading to an MA, which pre-
pares a liberal arts college gradu-
ate with the necessary certification
requirements for teaching in the
elementary or secondary public
schools. Admission requirements
and information about other educa-
tion programs are given in the
catalogue of the Graduate School
of Education.

The AMT program for teaching
in the secondary schools is designed
to prepare people to teach the sub-
ject in which they majored in col-
lege. Briefly, the course require-
ments leading to a degree are: on@#
semester of educational psychology,
curriculum and methods in the
prospective teacher’s subject field,
philosophy or history of education,

Psych. Péofessor

Advises Program
by Linda Davis

Rachel D. Cox, Professor of
Psychology and Education and Di-
rector of the Child Study Insti-
tute is the promoter of the prac-
ticé teaching program at Bryn
Mawr. Mrs. Cox strongly advo-
cates this program, whereby a stu-
dent can obtaina practice in teach-
ing during her senior year, es-
pecially for those who are inter-
ested in entering the teaching pro-
fession directly after graduation.

Girls who have an interest in
taking part in this plan are ad-
vised to take Psychology I in their
freshman year and continue to
take Psychology and Education
courses during their sophomore
and part of the junior year, so that
they will have free time to prac-
tice teaching during their senior
year. The senior year is the pref-
erable year for practice teaching,
because. an adequate preparation
and_sufficienttime-are_necessary.—

The main advantage of the pro-
gram’s being enacted during the
senior year is the large amount
of time which may be devoted to
graduate study and specialization.
Girls have a clear idea of exactly
the type of work they would be
doing after college and they have
the opportunity to see if.they have
the special gifts necessary for the
profession. They will also be able
to discover whether they have the
patience and a personality suit-
able to a teacher. A girl receives
the rare opportunity of having
practical experience in a job which
she is’ considering before she is
committed. —

Students are permitted to do
practice teaching on the Element-
ary, Junior and Senior High School
levels. They are expected to com-
plete 180 hours of teaching, the
minimum number of hours requir-
ed to receive a teaching certificate
in Pennsylvania and other states.

Mrs, Cox remarked that the
girly taking part in this practice
teaching program have found ita
demanding but rewarding experi-
ence.





Notice

Finding Lists on sale at Office

and a course in the sociological
toundations of the American school.
In addition to these tour one-semes-
ter courses, the candidate for the
AMT must take at least two semes-
ter courses in her subject field and
one semester of principies of teach-
ing followed by a semester of prac-
tice teaching. Appraisal exams are
given in the psychology, philosophy
vr history OL education, and soci-
ology courses in September. These
exams enable an individual to sub-
stitute a liberal arts course for the
education courses she appraises.

Two Programs Available

Two programs are offered, both
leading to the same degree. The
Apprenticeship program begins in
september and follows the program
of studies outlined above, Practice
ceaching is done in,school systems
in the metropolitan Boston area
during the second semester. An ap-
prentice is assigned to one school
where she teaches under the guid-
ance of a master teacher from Har-
vard, who visits occasionally, and ,
the regular teacher whose class she
is teaching. As the semester pro-
gresses she is gradually given full
responsibility for two classes.

The Internship program begins
with a summer session at the
tHarvard-Newton Summer School
where the practice-teaching re-
quirements, the curriculum and
methods course and the principles
ot teaching course are completed.
During the year the intern takes
the other required courses, with the
exception of the sociological study
of the American school, and teaches
full-time with tull responsibility for
one semester, receiving a salary
from the school board in the par-
vicuiar town where she teaches.

Advantages Listed

There are several advantages to
‘the Internship program. The salary
covers practically all of the tuition
expenses for the year and when the
intern graduates she is credited
with having had teaching experi-
ence. On the other hand, the In-
ternship program is much more
grueling than the Apprenticeship
and - many of-the~interns~feel-that
their summer practice teaching
does not really prepare them for
full-time teaching in the fall or
spring.
Generally speaking, the emphasis
of the Graduate School of Educa-
tion is on theory rather than prac-
tice—at least in the first semester
education courses. This tends to
makes the courses more interest-
ing than the popular conception of
education courses and makes the
practice teaching experience more
meaningful.
Courses “Surveys”

Another point worth noting is
that the MA program is more ac-
curately described as a fifth year
plan. The education courses are all
“first year’ or “survey” courses.
Also, it is recommended that stu-
dents do not take any graduate
seminars or graduate courses but
rather fill in the gaps, concentrat-
ing on breadth rather than depth.
This last is not a hard and fast
rule, however.

Those who graduate from _ the

* MGraduate School of Education are

assured of a job, usually a very

.|good one if they venture “west of

the Charles River.” The program
gives the prospective teacher an
excellent preparation and founda-
tion for teaching, especially in the —
organization and presentation of
materials. ‘Tt also provides an ex-





One rapidly finds oneself the cyno-



coe 2



Hall. $1.00.

ee
are unsure about whether or: not —











Continued on Page 4, Col. 5

they want to teach to find out.

¥






y

Pag ¢ - rege:

‘COLLEGE

‘NEWS

Wadnesday,- December 17, 1958°



Harvard Debaters Defeat Wellsleu,,
Holyoke Terms YaliesConformists”

November, a period of relative
calm on the cloistered Bryn Mawr
campus, seems to have been a
month. of. frenzied activity for
compatriots in-sister colleges. -

In Wellesley, female’ debaters
battled verbally for two hours
with Harvard counterparts only
to be. sent to a crushing defeat.
Holding that women prefer death
to dishonour, Wellesley orators
waxed long and eloquent, citing such
commendable examples as Juliet,
Dido, and Cleopatra. In refuta-
tion Harvard speakers had only
to quote the French sage who said,
“There are few chaste women who
aren’t tired of their trade” before
dealing their winning coup. Al-
though Cleopatra, Dido. and Juliet
chose death, they .said, these all-
too-normal females chose it only
after dishonour.

Wellesley Defeated

At the same time their debating
society was being dealt this shat-
tering forensic blow, the Wellesley
basketball team was defeated 45
to 86 by the Massachusetts Cor-
rectional Institute to. the roaring
approval of uniformed spectators
at the Framingham Reformatory.

Girls at Smith witnessed a
small -degree of excitement when
a group of “Yalies” stormed the
campus to protest the election to
the presidency of Smith of a fav-
orite Yale faculty member, Dr.
Thomas Mendenhall. The recep-
tion of these angry young men
was somewhat less gracious. One
polemic youth bearing a poster
reading “We’ve grown accustomed
to his face” was answered by his
rather irate hostess with a well- di-
rected bucket of water.

Yalies Continue Suffering

At Mount Holyoke, Yale men
were receiving only slightly better
treatment, In a survey on the
question “Can men’s colleges be
typed?”, Holyoke girls generally
agreed that, although no general-
~ ization is perfect, Yalies are ivy-
league conformists, while their
Harvard counterparts are definite-
ly intellectual, if slightly imma-

ular guy”, the Princetonian a soc-
ial-conscious swaggerer, the Wil-
liams boy a real “snowman”. The
he from M.I.T. is scientific, the
Dartmouth man a conceited booz-
er, the Amherst student “ever so
casual”, and the Brown boy fine
and friendly.

Hearing of this frenzy of intel-
lectual activity on sister campuses
makes one think. Perhaps we
should give up knitting ...

Bureau of

Recommendations

CHRISTMAS VACATION
BAB i-SiTITiNG

Please leave your name with
Miss Farjeon in the Bureau oi
Recommengations if you are going
co be in the neignborhood for any
part of the vacation and are wiilling
to baby-sit. There are already many
vails and there will be many more.

* * *
Odd Job. now Open:

‘Please see Miss..Farjeon.

Lantern Slide Substitute: Histor,
of Art class, Mondays, Wednesdays,
and Fridays at 12. May be needed
chis Wednesday.

TyPing: 10-20 page paper~ in
Spanish. Material will be ready by
vanuary 6th, Paper ‘must be done
vefore examinations begin.

Chaperoning: ‘ine Saipiey Schoo,
—take group of stuaents to ana
from skating rink. Eight Thursday
afcernoons beginning January 8ch.
Z-4 p.m. $1.00 an hour.

* * *
Jobs for Next Year:

Please see Mrs. Crenshaw.

Teaching Positions:

Boarding school in Tacoma Wash-
ington. 1) Music, (piano, organ,
group singing); 2) Fifth grade;
3) Sixth grade.

Residence required. Beginning
salaries, $2800 and living.

Boarding school in Bucks County,
Pennsylvania: 1) Latin; 2) French.

Residence required. Beginning
salaries, $3000 and living.

Further Training:

The Radcliffe Summer Course in
Publishing Procedures. Two full
scholarships available. See posted



ture. The Trinity man is a “reg-

Continued on Page 5, Col. 5



Greek Newspaper Article

Continued from Page 3, Col. 2
rooms.

Behind the three central build-
ings” and “in’a”wood which covers
the side of the foothills of the Alie-
ghenies are charming iittle viilas—
little single dolis’ houses with three,
four or at the most five rooms.

The whole place is surrounded
and divided off by lawns, small
artificial lakes, gardens, tennis
courts, grounds for gymnastics and
athletics, for golf, for cricket and
all such activities which are neces-
sary to the life of a well brought
up Anglo-Saxon.

The region of the settlement
holds something magic, something
not of the world; it is, you think,
when you approach, when you see
it open before you, such a place
as most of the Romanticists write
about in their universal Utopias.
The mythical and fantastical char-
acter of the whole place is given by
the character of the living beings
who infuse life and movement into
their incredible colony. There are
about 600 girls, girls but not in
uniform, the prettiest of little
American creatures who play tennis
or cricket or do rhythmatic gym-
nastics or two, three and four to-
gether walk among the gardens and
parks or sit in a corner in the
shade of a tree a century old and
read. A sight not for mortal eyes.

“We are dealing with the largest

"women’s university in the world,

‘United ‘States. ‘But because | we are

y, with the education of the rich
ast ceased








ten months a year and three years
in succession in Bryn Mawr they
are taught what they want, from
cooking to higher mathematics; sur-
veys of all the branches of knowl-
edge in such a way that young
girls or their parents have nothing
vo do but decide what they want

Continued from Page 1, Col. 4_

trances of canonic lines.

The three lower instruments of
the sextette then played two pieces
by Handel: a Largo from “Rinal-
do”, and “Sound an Alarm” from
“Judas Maccabaeus.” The first
was in a solemnized French Over-
ture style, with its pattern of
slow dotted rhythm.. The “Sound
an Alarm” had a relatively fast
tempo and several heraldic horn
calls. The trombone and tuba
were brought into prominence by
contrapuntal running passages.

In the “Three Pieces” which fol-
lowed: Intrade, Sarabande and Bal,
the trombone player played the
bass trumpet. The fugal texture
of the Intrade formed a contrast
to the slow chordal Sarabande
which followed. This slow piece had
a chorale quality and made use of
the rich depth of tone in the brass
ensemble. The Bal, a gay, synco-
pated piece, was finished off with
a beautifully cohesive retard.

Modern Half

The modern half of the program
introduced, in the main, composers
relatively unknown to those not
immediately connected with brass.
ensemble literature, It started,

however, with a Sonata by Francis
Poulenc for horn, trumpet and
trombone. There are three move-
ments: Allegro“moderato, Andante
and Kondeau. The first had a hu-
morous touch of the unexpected,
The trumpet starts off the spright-
ly melody of the allegro, until fin-
ally on the repetition it pauses
doubtfully, and the whole trio
swings into slower counterpoint
with dissonant harmonies . Later
a downward trumpet cadenza scale
leads to an entirely new quick
theme, and then back again to the
opening melody. The coda which
follows seems to be leading with a
transition passage to.a slower mi-
nor section, when without any ca-
dential preparation the movement
ends. The trio of brasses played
the movement with the precision
and unity which is essential to its
success.

Andante ‘Acid Harmeny’

One of the players warned us
beforehand that the Andante would
have some pretty “acid harmony”.
We weren’t disappointed, for with
a pattern of classic broken chord
accompaniment in the horn, Pou-
lene manages to slide through all
sorts of strange and dissonant har-
monies. The movement as a whole
seem_to_approach variation form,
with the melody almost entirely
in the trumpet. The interrelation
of parts is much less complex than
in the preceding allegro, in order



vo st

The teachers number 100, those
who have unde:taken to teach Chiesa
000 girls that is—but why quibble,
—they are women! Because no
male may enter Bryn Mawr as no
.emale foot may enter Athos. With
one exception! With the exception
of the “Prenuptial Chambers.” For
there are in other werds in the
central buildings several rooms or

with the permission of the parents,
and of the administration—the
young charges of Bryn Mawr may
receive the visits of gentlemen, who
nevertheless in most cases—there
is Scarcely an exception with the
high approval of the family—are
chosen to unite their lives with the
charges of Bryn Mawr whom they
visit. Once a week such visits can
be arranged, which, nonetheless,
cannot be. stretched beyond a half
hour. ‘The unhappy-happy inhabi-
tants of the paradise of Bryn Mawr
have no more than half an h
week to exchange oaths of ve ile
faith and love with their chosen
mates.

The austerely limited character
of the visitors and the significance
of the visits give to the rooms of
‘Bryn Mawr where these visits take |
the characterizing name:



, funny glissandro.”

parlors into which at their request |'

to focus attention on the harmonic
structure.
“In the last movement,” we were

told, “the trombone gives us a very |

I was delight-
ed to find that the trombone gave
us a whole series of “funny gliss-
andros,” and even the horn did its
best to imitate with like effects.



Brass Ensemble Concert

The theme is a characteristic and}

lively one, enough to carry the
somewhat repetitious Rondo form
without monotony.

The second modern composer on
the program was Alan Hovhaness,
a well-known, American composer,
as famous for his titles as for his
music, This piece was called
“Sharagan and Fugue”. The Shar-
agan is the slower of the two sec-
tions, in an organ chorale style,
with many moving bass parts.
The subject of the Fugue is stat-
ed in the trumpet, and moves down
through the sextette,

Two trumpets, trombone and
horn then played a Quartette by
Arthur Frackenpohl, who teaches
at the Potsdam State Teachers
College in upper New York State.
It is in three movements: Vivace,
Moderato and Allegro, and is gen-
erally very idiomatic to the brass-
es for which it is written.

The Vivace was to me one of the
most enjoyable pieces on the-last
half of the program. Frackenpohl
uses several interesting devices:
leaving held over one note of a chord,
one note crescendo swells, and a
great deal of dynamic range. In
the second movement, the players
said they had great fun following
the chorale tune on which it is
based. This was very audible, as
they clearly brought out its mel-

odie line as it moved from one
instrumetn to another. The last.
movement is quick, with many fan-
fare passages arresting the flow-
ing contrapuntal movement.
group sharply defined their cutoffs,
and..brought out the alternation
between racing brassy and legato
passages.

Piece by Curtis Student

The next piece was written by,
David Uber, a trombonist, study-
ing at Curtis. They called it “very
entertaining”, although perhaps
not great music, and remarkably
idiomatic to the brass ensemble.
The trombonist in this piece alter-
nated between playing trombone
and euphonium. Uber’s “Minia-
ture Symphony for Brass” has
four short movements: Allegro,
Andante sostenuto, Allegretto and
Allegro moderato. The first move-
ment hag simple running harmon-
ies, and a two part song as the re-
current theme, The Andante is
written in a style somewhat ap-
proaching that of the French Ov-
erture, but then has intermingled
some rather jazzy trumpet pass-
ages.
phonium instead of the trombone,
and no tuba, It has some fugal

imitation. The Allegro brings back}

the tuba, and has some very rapid
euphonium parts.

Quartet Entertains

For an encore, the sextette first
yin Brahms’ Chorale Prelude
of “Es ist ein Ros Entsprungen”’,
which has lush harmonies typical

of Brahms, and then the Gigue by]:

Johannes Pezel which.they had re-
hearsed for us in the afternoon
| workshop.



On December 11 the Bryn Mawr
basketball team, this week consist-
ing of the half of the squad which
did not play December 4, bowed to
a strengthened: team of Waves
from the Phila. Naval base, 53-28.
The fact that BMC was on the low
end of a score similar to last
week’s, when we won, was partial-
ly due to the addition of a very
tall player for Navy, who had been
their ace’ scorer but who was un-
able to come to bi previous en-
counter.

Another ibe lay in the
fact that the team that took the
court this week had.had much less

actual experience, _which was the

real purpose of these practice

Basketball

system last week, had made some
allowances for it, thus strengthen-
ing their offense. Miss Schmidt,
the basketball coach, was making
several experiments in player
combinations, so no forward saw
so much action that she piled up
an enormous scoring total; how-
ever, both Ruth Krastins and Pixie
Schieffelin scored nine points.

The foul column provided inter-
esting comparisons. There were
more fouls this week, although the
game was not faster, and Bryn
Mawr was responsible for the.
majority of them, December 4
“we committed 10 fouls to their 13;

| their 8 Ordinarily, Bryn Mawr
teams are known in the league for



1
THR actually used as a solo melodic in-

The Allegretto uses a eu-,

this time we fouled 13 times to]

Ensemble Workshop

_Continued from Page 1, Col. 2
(Wagner).

Basically the trumpet has the
same derivations as the horn, ex-.
plained Mr, Krauss. The Post
Horn, still in use in England, is
its closest ancestor, an instrument
which, by triple-tonguing, Mr.
Krauss manged to make “sound
quite virtuoso.” The next trumpet
development was the Flugel Horn,
‘a sort of cross between the trum-
pet and: the French horn, most
closely comparable to the horn in
its. melodious tone. The modern
chromatic valve trumpet wasn’t
developed until quite late. Richard
Strauss was one of the-first com-
posers to write for it.

Most laymen think of trumpet-
ers aS using a great deal of wind
in producing a tone, but Mr. Krauss
said that on the contrary “a com-
mon ordinary breath is enough.”

A lighted match held at the bell
of the trumpet barely flickered
when he played a loud note. “We
play with intensity, and not with
volume,” he further explained; it
is leaning on the sound which
gives it a full tone.

Mr. Smith, the trombonist, point-
ed out that brass instruments came
rather late to the orchestra, and
that the trombone was one of the
last to appear. Beethoven was:.

the first to use them regularly, : vf _
but only as a re-enforcing instru-..

ment. The Magic Flute (Mozart)
is the first opera to include trom-

| bones, and in the Tuba Mirum of

Mozart’s Requiem the trombone is

strument. During the Romantic
period, the trombone acquired more
and. more virtuoso. and melodic
parts.

Versatility of Trombonist

A symphony trombonist is..ex-
pected to play two other instru-
ments as well: the bass trumpet,
which came into use with Wagner,
and is just a large trumpet, in
tone “very much like the trom-
bone; perhaps not quite so noble
as the trombone”, and ‘the Tenor
Tuba. This is also called the Eu-
phonium, or Baritone Horn. It has
become the cello of the band since
its introduction by Wagner, and
has a mellow tuba-like tone. Mr.
Smith played us a sprightly pass-
age on this instrument, comment-
ing, “It’s difficult to make elephants
dance, but it’s fun to try.”

Tuba, explained Mr. Torchinsky,
means trumpet in Latin, so does
not fit its definition now at all.
The modern tuba is descended
from the Serpent, a_ snake-like
tube which was the first bass of
the wind family. It was used un-
til the nineteenth century in the
Catholic church for plainsongs. -
The Russians invented several in-
struments approaching the present-
day tuba, until the instrument we
know was finally developed from
‘the Sousaphone. As late as 1835,
however, the serpent and ophe-
cleid were still extensively used in
concert music, even by Wagner.

The whole ensemble then .re- ©
hearsed a Gigue by Johann Pezel.
on stage. This proved for the aud-
ience to be a delightful exhibition
of superb musicianship, tempered
by some of the most common of
rehearsal foibles.

Student Teaching

Continued from Page 3, Col. 3
sure of 26 pairs of curious eyes, as
one desperately attempts to appear
confidently omniscient. In the be-
ginning one assumes the responsi-
bility for isolated lessons, grad-
ually working up to the undertak-
ing of whole units. This reporter
was faced with the task of learn-
ing U. S. geography before she
could realistically assume full re-
sponsibility for that phase of a
seventh grade Social Studies course:
It_is exciting. It is worthwhile.
The prospective teacher, burdened —
perhaps by an armload of 50 book-_





the whole, though the Navy, some-



nana Chambers.”

what taken aback by. our zone

committing the fewest fouls, but
unfortunately we: seem to convert



very few shots too.



lets that await perusal and grad-
ing, is convinced of this as she
faces mid-semesters on the morrow.


selene
fe ’

Wednesday, December 17, 1958

THE

COELEGE

NEWS

Page Five



Vassar Fighting
Student Apathy

The article below is reprinted
from the Pembroke Record, No-
vember 18, 1958.

The administration of Vassar
College has proposed a platform of
reform. At a required college as-
sembly, the existing situation of
academic affairs was reviewed and
a new policy put forth. The ad-
“ministration recognized the apa-
thetic attitude of the student body
toward outside activities. Last year
the College Government was dis-
continued.

Activities Abolished

At the assembly it was proposed
that all extracurricular activities
be: abolished. Silence fell — then
thunderous applause. It was further
stated that students would: be
allowed to start their own groups,
if the need and the desire be there.

Continued on Page 6, Col. 3





MERRY
CHRISTMAS

J. Winter Talks
On Times Forum

Last Sunday Jackie Winter, a
senior who is studying this year at
Barnard, was on the panel of the
television program, The New York
Times Youth Forum. Before she
went she stopped here for a comp
conference and had time to explain
a little about the program.

“The topic for panel discussion
this time is ‘How Does the Euro-
pean Market Affect the United
States?’” Jackie said. “There are
four student panelists, the moder-
ator and a guest, who is connected
in some way with the topic;. this
time it’s the ambassador from
Austria, and I haven’t any idea
why, because Austria doesn’t be-
long to the European Market.

“You come up early before the
program, and are made up-so you
don’t look so blank. At first you’re
nervous and you think you’re go-
ing to say, ‘Hello, my name is 17,
and I’m Jacqueline Winter years
old,’ but after the first question
you’r not nervous at all.

“The program I was on this
summer had as its topic Germany’s









Last Wednesday two _ seniors,
Gail Beckman and Penny Eldredge,
left Bryn Mawr to spend a full
four days at West Point, New
York, attending the annual SCUSA
—the Student Conference on Unit-
ed States Affairs. The general
topic of this year’s conference,
which, sponsored by the National
Security Council, lasted through
Saturday, was the problem of “the
middle billion,” i.e. those people in
the underdeveloped—areasof- the
world.

To -facilitate real student par-
ticipation, rather than a simple
series of addresses by notables, all
the college delegates (some 222 in
all) were divided into panels, each
of whom kept the same membership
throughout the four days; most of
these panels were divided again to
accommodate the large group
without becoming oversized.

Gail was on one of the two pan-
els on Latin America, and Penny
was on the most popular panel,
on the Moscow-Peking Axis, which







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To All Place in the Western Alliance.”| wa, split into five parts. There
were also discussion groups on the
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assortments: one’s called PASTEL
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. For this personalized service
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Speaking of us folks, you'll be
amazed at the change in Jimmy
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finally, if reluctantly, een con-
vinced that there’s hope for you. I
overheard him telling friend Rocky
about his beautiful red-haired sis-
ter who “smells like sunshine.” I
didn’t have the heart to tell him
it’s your Fabergé Flambeau per-
fume from Paris...

Flambeau reminds me that we’re
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would like to be on, and according
to Gail, Det of them got their
first choice. The discussion group,
always keeping the same general
area to consider, met for 2%
hours after breakfast and after
lunch on Thursday and Friday,
and on Saturday after breakfast

only, as the final session in the

afternoon was devoted to the re-
ports of each discussion section.
Wednesday afternoon there was

Two BMC Students At SCUSA Conference
Report on West Point, Speakers, Discussion

sions again. In the evening the
tired panelists were glad to let
someone else do the paneling, as
James Hagerty, the President’s
Press Secretary, Paul Nitze of the
Security Planning Commission,
Peter Frelinghuysen, United States
Representative from New Jersey,
and Colonel G. A. Lincoln (father .
of Fritzie Lincoln, BMC ’60)_dis-
cussed the main topic of the. con-



>

ference, what actually “could be



an introductory address: by Chris-
tian Herter, then dinner and in-
formal meetings in Grant Hall,
which Penny describes as being
“like the Deanery, only bigger.”
These informal meetings (held
nightly during the conference)
gave the students a chance to dis-
cuss things with the speakers and
with each other.

Wednesday’s late discussions
hardly seemed to have ended, the
girls said, when Thursday “began
with 7:30 breakfast, panel meet-
ings from 8:30-11:00, tours of
West Point, dinner and discus-





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done about” the middle billion.

At the banquet Friday evening
Henry R. Wriston, the President
of the Council of Foreign Rela-
tions and President Emeritus of
Brown University, was the speak-
er, and according to Penny, “He
struck a note of optimism—no pie
in the sky nonsense. He drew on
history to show that other genera-
tions had seemed to have prob-
lems before. He really appealed
to his young audience, saying that
never before have so many young
men and women been trained in
the science of government, and
that because’ we understand the
institutions perhaps now we can
keep up with the perplexities of
running the government. It cer-
tainly was a refreshing point of
view, and when he finished, people
spontaneously got to their feet to
clap.”

The panels themselves, while
facing the problem of tackling
enormous world problems in only
four days, discussed a wide range
of topics, and drew conclusions,
which are annually amassed and
sent to the National Security
Council. Each time the students
returned to their discussion groups,
they found the results of their
previous segsion’s debate all neat-
ly mimeographed in outline form.
(Both girls expressed, with a rath-
er wistful expression, that this
would be awfully nice after lec-
tures here .., ).

The moderator for Penny’s pan-
el on the Moscow-Peking Axis was
Dr. T. T. Hamond, an expert on
Russian history, who had just re-
turned from his third trip there;
the other advisor was Dr. Roger
Swearington, an expert on China
and Japan. Their 4roup started
with the question, “Is there any
chance of there being a revolution
soon in Russia or China?’”: and
they eventually decided there was
no immediate chance of that or
of another let-up such as the one—
a few years ago.

In that session they. also cover-
ed U.S. objectives and decided on
containment and capitalization on

- Continued on Page 6, Col. 1

BUREAU OF
RECOMMENDATIONS

Continued from Page 4, Col. 2
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‘Pag e Six

THE

‘COLLEGE

NEWS

Wednesday, December 17, 1958



Bryn Mawrtyrs Attend Conference

Continued from Page 5, Col. 3

the instabilities of the Soviet Sys-
tem. There was a heated discus-
sion on Formosa and the off-shore
islands, and they finally voted 9-7
with several people abstaining, for
withdrawal of US forces from the
offshore islands under the most
favorable conditions.

Penny’s panel spent the whole
second and third sessions on rec-
ognition of Red China, This, be-
ing such a current issue, was
more strongly divided than other
issues on which they compromis-
ed more readily, feeling the need
of some decision in a_ limited
time. Penny was on the small sub-
committee which discussed this
problem further; all: four members
of this committee were in favor
of non-recognition, though the big
panel was not unanimous on the
question, finally voting 15-5 for
non-recognition,

Penny says, “We used the
fourth session on how to counter
Soviet-Cino policies. Actually, we
decided that the bonds between
the two countries are a lot strong-
er than the tensions and that
they’re just plain. too smart to
turn on each other now.”

Gail said she got a lot out of
her Latin American panel, because
it was an area she knew compara-
tively little about. The panel it-
self ‘Was made up partly of stu-
dents in a similar situation to
hers, and partly of students who
had lived most of their lives in
South America. Gail reported

-_





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that the latter really had little
advantage over those who had
never glimpsed a bit of the South-
ern Hemisphere, since half of them
were well informed about what
“the man in the street” felt, and
the others knew more about gov-
ernment policies; Gail said this

worked very well, since no one was
afraid to ask questions of another.

Gail commented that everyone
knew they couldn’t actually solve
the enormous problems, but that
there was benefit in going over the
same ground that the government
must, and often coming to the
same conclusions, or “resorting”
to the same procedures, such as
referring things to a sub-commit-
tee of a... In one case a stu-
dent came back to the panel and
said he had just read that the plan
they had carefully worked out in
the morning had already been pro-
posed the previous spring by some-
one in an official capacity!





JOYCE LEWIS
Offers Christmas Gift Sugges-
tions and Best Wishes for a
Merry Christmas
- anda
HAPPY NEW YEAR











EUGENE IONESCO

The Chairs and The Lesson

Dec. 18, 19, 20, 25, 26, 27

BRILLIANT...
Saturday Review













Vassar Apathy

Continued from Page 5, Col. 1

A faculty-student committee had
been working to reorganize the
whole academic system. Part of
this reform included the policy ot
no outside lectures or similar activ-
ities except on Tuesdays and Thurs-
days and the weekend, so that the
week would be left free for aca-
demic work. In addition, fewer
classes would be held in a more
concentrated space of time to per-
mit more independent work.

Vacations Shortened

Christmas and Easter vacations
would be shortened to a period of
two weeks each to enable the estab-
lishment of a reading period for
completely independent study at
and of each semester.

The Vassar administration was
highly praised for its foreight in
taking a step toward curing the
sause rather than merely the re-
sult of an existing situation. The
proposal was received with much
enthusiasm by the student body.

One girl summed up the general
opinion of the students by saying,
“This is the first time I’ve felt
gungho since I came here.”



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once insist that The Uninvited is
a moving and satisfying play. Mr.
Sheldon should make no apologies.

He owes much to Miss Susan
Gold, who directed the play, to her
technical assistants, and to the
actors. “The setting and use of
stage-space were simple and effect-
ive, ‘Betty Ferber was a wonder-
ful and acid Rinnkel, the old wom-
an who marks, as a derelict, an
older and more savage time. Phil
Miller did plainly and sensitively
the boy, Blind, who discovers him-
self and the world at once. Mea
and Ansel were played with féel-
ing and skill by Jinty Myles and
Jim Cooper. Sue Harris was re-
markably delicate as the banter-
ing, refreshing Lin; and Trudy



‘The Uninvited’ Review: Wallace

Hoffman (pillows awry!) and
Hugh Ogden were excellent as the
bluffly serene Beezey and her sky-
loving husband Kalim. All those
who worked on this production
have acquitted themselves well,

the more in doing a play for which,

being original, there could be no
guiding precedent. All in all, this
was the sort of highly competent
stage-craft we have come to ex-
pect here.





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