College news, April 22, 1959

@







a
7

VOL. XLIV-NO. 21.

ARDMORE and BRYN MAWR, PA., WEDNESDAY, APRIL 22, 1959

© Trustees of Bryn Mawr College, 1959



Big “New Moon”
Shines Fri., Sat.,

In Goodhart Hall

The Maids’ and Porters’ Show,
which in the past years has been
given on the same week-end as
Sophomore Carival, has a week-end
to itself this year, plus a dance,
“Old Devil’s Moon,” to be held after
the last performance on Saturday
night, Friday, April 24, and Satur-
day, April 25, are the days set for
the show.

Romberg-Hammerstein Creation

The play, “New Moon,” is a Sig-
mund Romberg- Oscar Hammer-
stein II musical, and includes such
popular numbers as “Lover Come
Back to Me,” Wanting You,” and
“Stout-Hearted Men.” It is set in
18th century New Orleans during
the French Revolution, and con-

cerns several Frenchmen, aristo-|-

crats and otherwise, escaping the
guillotine in France. The scenes are
set in the city of New Orleans, on
the boat New Moon, transporting
brides to Martinique, and on an
island.

Sarah Bosworth, director; Anita
Dopico, assistant director; and
Rhoda Leven and Pat Roberts,
music directors, report excellent re-
sults from rehearsals with the
twenty-five maids and porters in
the cast.

Reserved Seats Available

Seats can be reserved for the Sat-
urday night performance; both the
Friday and Saturday night shows
begin at 8:30. The Saturday night
dance-will-be held in the gymnas-
ium at 11 p.m., with music by Paul
Sinclair and his band. Tables set up
outside will enable participants to

. take advantage of the warm eve-

ning. Admission is $2 per couple.

Lectures in Prospect

THE STORY OF THE GAMMA RAYS—Dr. Lise Meitner in the second

of three lectures here, to bbe
Biology Building, at 8:30.
*

* *

given in the lecture room of the

* * *

THE FRENCH NOVELIST AS HISTORIAN—The French Journal
Club presents John Lukacs on April 27th, in the Ely Room at
Wyndham. Mr. Lukacs, of Hungarian origin, is Associate Professor
of History at Chestnut Hill and La Salle Colleges in Massachusetts,
and editor, translator and co-ordinator of a book on the correspon-
dence between de Toqueville and Gobineau. His lecture will con-
centrat mainly on nineteenth century novelists and is taken from a
book on Historiography that he is working on now.



Program for Parents’ Day Will Include
Address, Luncheon, Panel Discussion

The biannual Parents’ Day will
be held this year on May 2. The
events of the day proceed from
early morning coffee to late after-
noon tea; a wide variety of activi-
ties fill the intervening time.
Coffee in the Common Room and
a repeat performance of “La Swim
Fantastique” by the Synchronized
Swimming Club in the gym are
planned for early arrivals. These
events are scheduled simultane-
ously for 10:30 - 11:00. Faculty and
student members of the Parents’
Day Committee will attend the
Coffee.

Mrs. Marshall To Speak

The program of the day officially
begins with an address by Acting
President Dorothy N. Marshall at
11:30. Mrs. Marshall’s address, en-
titled “Your Daughter at Bryn
Mawr,” is reported to be a discus-
sion of the philosophy of education
at Bryn Mawr.

“At 12:45 a buffet luncheon will
be served in each of the halls, fol-
lowed by a program of original
songs from current class shows.
The afternoon program begins at



2:30 with three faculty discussions



Sunshine Entices Many
To Tri-College Activities

The participants of this week-
end’s festivities were greeted Fri-
day morning by auspicious skies.
Possibly, because the outdoors
called, the jazz concert Friday night
did not draw a very large crowd.
The group which played, whose
name igs a mystery, began vigor-
ously with a planned program, but
as the ‘audience began walking in
and out, they became more informal
and began taking requests. After
the concert everyone went over to
the Merion open house. The Bryn
Mawr Octangle sang some of their
new songs and the crowd alter-
nated dancing inside with refresh-
ments outside.

Freshman Parade

The parade of Freshman floats
on Saturday began late because the
chain at Pembroke Arch couldn’t
be moved. However, once the floats
entered from the Deanery parking

_ lot they were enthusiastically | re-

ceived. It was disappointing -that
only four halls entered the contest,
but their entries were very amus-
ingly done, especially the winning
Merion with their “Guilty Cage,”
greatly improved by the addition of
two Lower Merion policemen.

Carnival Next

After the parade everyone moved
down to the Sophomore Carnival.
The booths were very colorful, al-

tion of professors’ belongings was
riotously conducted by David Imes,
down from Princeton for the after-
noon. One of the notable faculty
donations was Professor Bachrach’s
baby picture, which brought $6.01.

Dance Described

At the Swarthmore dance Satur-
day night, the decorations were
those of a Western dance hall, ac-
cented by the costumes of the
ticket-takers and the refreshment-
sellers. The music of Les and Larry

Elgart kept most party-goers on
the dance floor. As further attrac-
tions, the Octet and Octangle sang
some popular numbers, and Bryn
Mawr’s take-off on Haverford sing-
ers brought down the house.
Sunday afternoon many prospec-
tive riders and piicnickers were
‘kept away ftom the horse show by
threatening weather, but the rain
managed to stay away until the end
of the exhibition. Everyone was
Continued on Page 6, Col. 1



Notice

Please urge your parents to
send registration cards to the Of:
fice of Public Information not
later than April 25. This is im-
portant. Lunch tickets and tags

in three “areas”: the creative arts,

social sciences. Students are partici-
pating in the science panel and
there will be displays of student
work in connection with the dis-
cussion on the creative arts.

Tea To Follow

Following the discussions, tea
will be served on Merion Green,
with Maypole and Morris dancing
for entertainment. —

Ann White, chairman of the Par-
ents’ Day Committee, is assisted by
Martha Stevens, who is organizing
the singing of the show songs, and
Nancy Porter, who is in charge of
the registration of the parents in
the halls.

Order of Events
For Mayday

5:30 — Sophomores get up and
prepare coffee and doughnuts for
seniors.

5:45—Sophomores wake seniors
with waking song.

6:00—Coffee and doughnuts.

7:00 — Seniors sing “Magdalen
Hymn” in Rockefeller Tower.

7:15 — Breakfast: in designated
halls.

7:45—All but seniors line up at
Pembroke Arch. Seniors line up at
Rockefeller Arch.

8:00—Procession to Merion Green
begins. Maypole dancing on :the
Green. May Queen’s speech. Mrs.
Marshall’s: speech. Pembroke East
juniors present pageant on library
steps.

Lyric songs and scholarship an-
nouncements in Goodhart.

Senior Hoop Rolling in Senior
Row.

Singing at head of Senior Row.
10:00—Scheduled classes.

* %e *

In case of drizzle events will take
place as planned.

IN CASE OF RAIN, THE PRO-
CEDURE WILL BE ALTERED AS
FOLLOWS:

Morning
7:30—Sophomores. wake seniors.
8:00—Breakfast.
9:00—Assembly in Goodhart,

May Queen’s speech, Mrs. Mar-
shall’s speech. Scholarship an-
nouncements.
In the afternoon, if it has cleared:
5:00 p.m.—Maypole dancing.

the sciences and the humanities and:

e.e. cummings Lectures,

Attracts Capacity Crowds



Professors Aided
For Added Study

Two Bryn Mawr professors and
a wisiting professor were among
the recipients of the Guggenheim
Fellowship awards for the year
1959-60. Those recently honored
are Dr. Rene Noel Girard, Associ-
ate (Professor of Romance Lan-
guages, Johns Hopkins University,
Baltimore, Maryland, and visiting
lecturer. at Bryn Mawr for the
academic year 1958-1959; Dr, Mar-
io Leon Maurin, Assistant Profes-
sor of French; and Dr. Lily Ross
Taylor, Professor Emeritus of
Latin, and presently at Harvard.

Dr. Taylor, who received her
Ph.D. from Bryn Mawr, also serv-
ed as Dean of the Graduate School.
Miss Taylor was also acting pro-
fessor in charge of the School of
Classical Studies of the American
Academy in Rome from 1984-85

| and was Sather Professor of Class-

ical Literature at the University
of California, 1946-47. Miss Tay-
lor is active in the American Phi-
lological Association, serving as
their delegate to the American
Council of Learned Societies, She
has published many works in her
field. Miss Taylor plans to study
Roman politics in the last two
centuries of the Republic, 220-
44 B.C,

Dr.. Maria Maurin received his
Ph.D. from Yale University and
served as an assistant instructor
there before coming to Bryn Mawr
in 1953. Mr. Maurin has publish-
ed articles in Yale French Studies,

Continued on Page 5, Col. 1



by Deborah Ham

When ‘Mr. Cummings read his poetry at the Boston Arts Festival
in 1957, he was. introduced by Archibald MacLeish with the statement
that he had the finest lyrical voice of any contemporary poet. On
Monday evening, Mr. Cummings gave ample testimony to this remark.

Even Goodhart’s peculiar acous-
tics and a huge audience who
seemed to be collectively threat-
ened by the whooping cough, could
not conceal this: he reads his poet-
ry beautifully, and that’s what his
poetry is eminently meant for.

Reading Illuminating

There is a tendency to dismiss
glibly his poems as being full of
peculiar punctuation and unex-
plained capital letters, as if these
characteristics. were meaningless
eccentricities and as if Mr. Cum-
mings’ chief distinction were ty-
pogrpahical trickery, His reading
did much to illuminate any “unor-
thodox” arrangement of words as
they appear on the page. Often,
specifically in “In Just,” and “next
to of course go ameria i,” the
“form” indicated the pauses and
the emphasis—in short, how the
(poem should properly be read.

Continued on Page 6, Col. 4 |

Havf'd Glee Club
To Sing At Home

The Haverford College Glee Club
will give an unusual home concert
on Saturday, April 25. Under the
direction of Charles Ludington,
who will be closing a very active
year as guest conductor, the Club
will present a varied’ program
comprising works from Palestrina
and Clemens non Papa through
Samuel Barber and Paul Hinde-
mith.

The pieces are from among the
best received works the Glee Club
has performed this year. The per-
formance is at Roberts Hall at
8:30, and admission is free.





In her first of three lectures at
Bryn Mawr, Dr. Lise Meitner dis-
cussed the development of the sta-
tus of the academically trained pro-
fessional woman, a subject with
which she herself has been inti-

mately concerned for 55 years and
one which she felt would be of
particular interest to the Bryn
Mawr student.

“The gradual development of the
professional and legal equality of
women,” she said, “can be properly
understood only if one remembers
how many accepted customs had to
be overcome in the struggle for their
emancipation.” The Bible may have
contributed to the genera] discrimi-
nation of women by the role it as-
signed to Eve, while witch hunts took
place because women were consid-
ered the embodiment of evil.

Beginnings of Movement

Though women had worked do-
mestically and even in factories up
through the Middle Ages, the his-
tory of the feminist movement did
‘not begin until the French Revolu-
tion, when the demand for equality
of men and women was first pub-
cily formulated and discussed. By

Emancipation From Popular Prejudice
Vital To Feminist Rise, Says Scientist

trial Revolution of the early 19th
century.

The professional training of
women encountered great opposi-
tion in nearly all professions and
all countries. Nevertheless, there
were passionate advocates, as well
as sharp adversaries of their eman-
cipation and education. As a re-
sult, the literature which grew up
around the feminist movement is
of great variety and of considerable
value in understanding the condi-
tions and attitudes of the time.

The struggle for the establish-
ment of secondary schools for girls
and for their admission to the uni-
versities took place mainly in mid-
dle class circles, and a great num-
ber of periodicals were dedicated to
the problems and aims of the femi-
nist movement.

Male supporters of female eman-

-Continued on Page 4, Col. 2



td
Notice
College Theatre is pleased to
announce the election of the
following officers for 1959-60:
President—Nina Broekhuysen



Hoop race. Pembroke East pageant;



wind’s wear. The most popular sec-
tion was the sponge-throw “at your
favorite Bryn Mawr girl.” The auc-

for your parents will be put in
your mailboxes by Saturday,



After dinner, if clear:
May Day play in cloisters, fol-





May 2.





lowed by step-singing.

causing a break with traditional
thinking, the theory of evolution
gave further support to the ambi-



tions of women, as did the-Indus-



Production Manager — Nancy
‘. Myers





Treasurer—Barbara Toan






4

Page Two

THE COLLEGE NEW

Wednesday, April 22, 1959



THE COLLEGE NEWS

FOUNDED IN 1914
Published weekly during the College Year (except during
Thanksgiving, Christmas and Easter holidays, and during examina-
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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.



‘We Need Expanded Religion Dept.

At the present time, Bryn Mawr has a Department of
the History of Religion. Under this department the cata-
logue lists five courses: Literary History of the Bible; Com-
parative Religion (one semester); History of Christian
Thought (one semester) ; Philosophy of Religion; Mediaeval
Philosophy (one semester). Two of these courses are prop-
erly Philosophy courses; one is designed to fulfill a literature
requirement.

Until Dr. Henry J. Cadbury. left in 1984—or, properly,
until Dr. Howard Brinton completed an interim appointment
in 1987—the College had a chair in what was theif the De-
partment of Biblical Literature. For more than twenty years
the Department has been more of a myth than a reality;
supported by professors attached to other departments. The
creation of the Rufus Jones Chair in Philosophy and Religion
in 1948 changed the situation somewhat, but the double na-
ture of the post ct its holder to the Department of
Philosophy.

It may be that the Benartsnent of the History of Re-
ligion is quite adequate for student needs as it stands. We
think it is not. The deficiencies of the Department exist not
so much in balance of content or area covered as they lie in
an appalling disporportion between the number and size of
the courses offered and the overwhelming importance of the
subject matter.

It is incredible that anyone living in the Western World
could pretend to have a thorough training in history, political
science, philosophy, history of art, literature, sociology or
anthropology or even the history of science without a solid
acquaintance with the Judeo-Christian tradition, which is,
whether we like it or not, our tradition. It is astonishing

that our political scientists have not raised an uproar over
the fact that Comparative Religion is relegated to a brief
semester, when they must try to understand the nascent

East, incomprehensible apart from its religions! Majors in
History of Art.are now strongly encouraged to take the Lit-
erary History of the Bible, not because it fulfills the lit. re-
quirement, but because the Biblical.tradition had a dominant
influence on western art. Is it possible that any person can
call himself educated unless -he-has studied the Bible—we
mean this, no matter how Fundamentalistic it may sound—
comprehended the long and slow rise of the Hebrew nation,
the growth and tendencies of the Christian churches and the
attendant theological development?

We have been talking in terms of intellectual compre-
hension of the world in which we live, and this is certainly an
indispensible function of training in the history of religion.
However, we wish also to level a direct attack at a long-
standing College policy: the delegation of religion to the
position of an extracurricular activity. It seems to us that
this stand encourages, even as Fundamentalism does, an emo-
tional and uninformed religious growth. Religion, every one
aserts, is a personal thing; but this “personal thing” is
naked and unintelligible unless it is articulated in theology
and understood in terms of a: historical community. Is it
not a proper function of a college to make this sort of rigor-
ous discipline available to a student? If not, where else will
she find it?

Essentially, we are asking for a full-time professor of
the History of Religion; for expansion of the existing cours-
es in the Development of Christian Thought and Compara
tive Religion; for one or more courses dealing with the J an
Christian tradition i in a historical context, including a course
in the Bible as a historical and theological document; for all
this as a minimum. We are aware that’ it takes close to a
half-million dollars to establish a Chair and expand library
facilities; we also imagine that the College could manage this,
if it were convenced of its tgp importance. The Ad-
Peale can and wail only be convinced by student|m
“and © 2 are therefo e asking for com-
ment ‘end reaction; aia, “because we are convinced of the





iis ry “98

importance of -out, for action by the Curricu-
- Tum Commie and the Religious Life Committee.

Ade’







‘|is 92, had been split roughly. in

by Alison Baker

Several fairly recent events bring
into focus a problem in the U.S.
which has long been the concern
of those directly involved—that of
culture and its desperate struggle.

Two ‘weeks ago in the Sunday
Times, the Phoenix sent out a last
plea and what looked like its prob-
able death cry. This small New
York City stock theatre is attempt-
ing to supplement the hit or flop
glitter of Broadway with programs
and productions both avant-garde
and traditional, but consistently ap-

ment of the city’s theatre-going
public. Such a segment, it seemed
two weeks ago, was not capable of

was drawn from a large, relative-
ly sophisticated city population
and supplemented iby private con-
tributions.

Now, a bare week later, it seems
that not only have good will and
private enterprise enabled the
‘Phoenix to exist a little longer,
but the little theatre is embarking
on a whole new experiment. The
National Phoenix, a touring com-



pealing to a small, intellectual seg-

pany, is being put on its feet, with



In 1989 Dr. Enrico Fermi, a
noted Italian physicist, bombarded
a uranium atom with slow-moving
neutrons; the result of this feat
was surprising and, apparently, in-
explicable. Barium, a metallic ele-
ment with an atomic weight of 56,
appeared in the remains of the
battered uranium. It was a woman,
Dr. Lise Meitner, then connected
with Berlin’s Kaiser-Wilhelm In-
stitute, who first realized the impli-
cations of this astounding and
highly significant find. The particle
of uranium, whose atomic weight

half; accordingly, a huge, almost
inconceivably large amount of en-
ergy must have been released.

In the heat of her discovery, Dr.
Meitner was forced to: flee Nazi
Germany for Denmark. There she
communicated her news to Niels
Bohr who was himself in the midst
of preparations for an exodus to
the United States and Princeton.
Bohr carried the findings. of Dr.
Meitner with him and, within a
few days, the experiments which
eventually led to fission and con-
trolled atomic energy were under-
way.

Today Dr. Meitner is at Bryn
Mawr, “happy to be in so charming
a place” and eager to discuss the
problems and delights of the pro-
fessional woman. Few people are
so well equipped for this task as
she, In her 55-year career as a
physicist, she has herself person-
ally experienced the gradual ascent
of the status of the academically
trained woman.

“When I began*to study,” she
said, “I didn’t think about the femi-
nist movement . .'. I wanted to
learn physics. Later I realized that
the opportunity to study was a gift
—given by the generation before
me. I was prepared privately. There
was no girls’ school in Vienna that
had the right to examine for ad-

‘Love of Physics .. . Not F eminist Movement’
Spurred Odd? Studies, Says Dr. Meitner

mission to the University ... when
the time came we had to go to a
boys’ school. This was a little diffi-
cult because the teachers didn’t
know us—but, it was very excit-
ing.”

“T decided on physics as a child.
I was six years old when I began to
steal] the mathematics books of my
elders. . . . When I entered the
university I was tempted by both
math and physics. After one year
I decided upon physics. Why?—
I must confess—when I first began
to study number theory I found it
too abstract...”

“My family ?—they were not sur-
prised with my choice of study.
It was my girl friends who did not
understand ... they were not much
interested in science.

“I was never discouraged...
I was always happy with my stud-

Continued on Page 4, Col. 3

Errata

Two sins, one of commission and
the other of omission, need to be
corrected. In the last issue we desig-
nated Mr. Peter Bachrach an assist-
ant professor of Political Science;
Mr. Bachrach is an associate profes-
sor in that department. Secondly,
the News failed to carry any men-
tion of the Three College Concert.
This was an inadvertant but in-
excusable oversight on the part of
the editor. Our apologies to Mr.
Goodale and the Chorus, who par-
ticipated in one of the oustanding
musical events of the year.



Notice

Students are requested to
turn in room applications for
next year without-fupther de-

supporting a theatre, even when it|-

Government Subsidy of the Arts?

the idea that it will spread the
gospel and contribute to the finan-
cial support of the Second Avenue
theatre.

News of this resurrection is si-
multaneous with another event,
the possible collapse of the Mannes
College of Music, in the face of
competition from the high-powered
fund_drives._of big universities, Its
loss would leave New York with
vastly inadequate facilities for
professional musical education.

The problem of the insecure
state of American culture is crys-
tallized into a clearly defined issue
im an article in the New York
Times Magazine of April 5, 1959.
In “A Plan To Aid Our Lagging
Culture”, Senator Jacob K. Javits
of New York State proposes to
introduce a bill in Congress pro-
viding for government subsidy of
the arts, The proposal is revolu-
tionary in the history of U.S. gov-
ernment, and as such is not likely
to be passed in Congress for quitd
some time, if even considered.
Nevrtheless, Mr, Javits’ article
merits at least a discussion of the
state of affairs which gave rise to
it, particularly in the field where
government subsidy is most ur-
gently needed, that of the per-
forming arts.

Certainly they don’t form a pic-
ture of thriving national culture.
Only in a few large cities is our
cultural level comparable in its ex-
celence to that of European coun-
tries. ‘There are, of course, radio
and television, which sweep the
country with their programs. These
programs, however, are sponsored
by business concerns, which means
that they must cater entirely to
public demand,

It is this reliance on public ap-
proval. which is the basis of the
American cultural system: Broad-
way is filled with musical comedies,
and the major orchestras repeat
year after year an unvarying rou-
tine of a few Beethoven symphon-
ies and favorite concerti. It isn’t
that there is necessarily anything
wrong with this cultural fare, but
just that it isn’t enough, and leaves
no room for experimentation and
development.

There is, of course, the argu-
ment that the arts should be reg-
ulated entirely by public demand.
However, this is a ‘judgment which,
though by no means invalid, is
nevertheless rather hard to accept
as the inevitable fate of culture in
a democracy. For if left to public
opinion, tthe arts would not even



lay.









Continued on Page 4, Col. 4



Letters To The Editor

Song Meets for $ $ $
New Object of Wrath

To the Editor:

Some weeks ago, Pat Holland
sent a letter to the News portesting
the custom of fining students who
did wot attend the regular class
meetings. Her contention was that
‘interested students would attend
these meetings in any case, and
that the class is probably better
off without the dead weight of
those who come only to avoid pay-
ing the fines.

I should like to uphold Pat’s
position and to add a note of my
own. Although I feel that meet-
ings ‘should not be fined in the first
place, fined class song meetings
seem to me to be the proverbial
straw. My opinion may be some-
-| what influenced by the fact. that
I am a monotone, but I do find it
annoying that in the middle of
writing a paper, taking a nap, or
studying for an exam, I should
have to break off to go to a requir-
ed song meeting at which I am
more hindrance than help. It
|might be. angued. that. the song!
meetings (and other meetings)
come at a time when I should not
be doing any of these things; how-







Rejoinders to Antoinette

April 15, 1959.
To the Editor:

I was surprised, and quite dis-
turbed to read Antoinette Killip’s
letter in the April 15 edition of.
The College News concerning the
faculty - student relationship at
Bryn Mawr. Miss Killip has stated
her case very strongly, and al-
though many of her points are well-
founded, she has overlooked some
important details. As a freshman,
I can answer this letter only with
the experiences that I have had in
one year at this school. Yet I feel
it is sufficient grounds for judg-
ment.

Miss Killip, in her letter, refers
to the “impersonality and laissez-
faire attitude which the faculty
seems to have for the student.”
That it seems this way, rather than
is this way, suggests more of a
feeling and attitude which exists
within the student, than anything
else. I personally feel that it is
the job of the student, rather than
the professor, to make an attempt

dent is very surprised when she
approaches a professor who has
hitherto seemed impersonal, and is



Continued on Page 4, Col. 5



Continued on Page 4, Col. 1

Killip ‘sine Costeud

Students, Not Faculty Must Take the Initiative

To the Editor of the News:
(Last week the News printed a
letter criticizing the lack of a
student-faculty relationship. I dis-
agree ‘with the ideas expressed in
that letter. In most cases, it is
true, the student does mot get a
chance to meet her professor so-
cially, although hall teas have at-
tempted to satisfy this situation,
and, if a student is really interest-
ed, she may take the initiative via
a tea invitation. However, is the
dearth of such relationships really
a problem? In my opinion, it is
not.
‘Scholastically speaking, I have
not come across one professor who
has refused to discuss any guestion,
academic or otherwise. It is true
that. the student does not have
many opportunities to ‘know’ her
professors unless she is taking a
lab science or a seminar - type
course. Most, if not all, professors
have office hours when they are
willing to meet with interested

students. These meetings are il
|at. personal _contact._Often—a—stu-|t0- the individual, ...... -.- _.

The Dean’s office has always of-
fered the opportunity for students
to make appointments to discuss

Continued on Page 4, Col. 4
Wednesday, April 22;:1959°

THE COLLEGE NEWS

Page ‘Three



Bachrach Interview Evokes Student Response: Seniors Take Pro and Con

Bachrach’s Theories Questioned

by Mary Ann Robbins *

Before. discussing. Mr, Bach-
rach’s ideas on teaching, I think
it only ‘fair to establish a few
facts. First, I am involved in that
static field of “dead languages”:
the classics. Secondly, I am not
at all sure I understand what he
is saying, and if I do, that his
ideas are so startling. This “sense
of commitment and skepticism”
need to be defined. Does he mean
that commitment” is social or in-
tellectual? In Latin, “commito”
means to “cause to come togeth-
er.’ Is “commitment” here a

special “igeneral’ term applicable

only to. social. science, or does
Mr, Bachrach mean it as the men-
tal result of “sending together
certain forces”?

I’ may be wrong, but I would

deduce that, according to Mr.
Bacharch, training equals “com-
mitment and skepticism.” From

the point of view of my field, this
equation is incomplete; it should
read: X plus training plus ego equals
a disciplined understanding. X
is a corpus of facts ‘which we as-
sume to be true (after, all you
must accept something as. true).
In Latin, the facts are a series of
texts which are accepted as. au-
thentic. First we. must .Jearn the
language and how ito read. We.
then apply this training to the
text. A series of evolutions takes
place in which training plus text
plus personal reaction come into
play and from which a disciplined
understanding emerges. We may
repeat this process innumerable
times and each time the ego is
different, thereby influencing the
outcome.

Of course, some subjects of
study do not immediately appeal
to or excite some people. How-
ever, I don’t think that immediate
“enthusiasm is a guide to what is
affecting a student. We cannot

; material may not become import-

ant, The weekly grind of fresh-
man comps does not arouse much
enthusiasm, but, as many upper
classmen know, the discipline was
invaluable, Here, it is the process,
not the end product which was
“significant.”

‘Mr. Bachrach twice uses the
term “within a theoretical frame-
work” in connection with analy-
sis. ‘What is this farmework, the
method, the subject, or the prob-
lem? which aspect of the frame-
work is theoretical: the method,
the subject or the problem? The
criterium of a subject seems to be
that the student finds it “intellec-
tually significant.” Again, Mr.
Bachrach should define his terms:
Does the student recognize that
an idea or 'what-have-you is sig-
nificant in the field of study or to
the student himself?

I had supposed that, at least in
my field, undergraduate study in-
cludes ‘covering the broad aspects
of a field, to lay the basis for spec-
ialized study later. The student
body comes from such varied ex-
perience and educations that it
seems necssary to give them some
common knowledge, at least in the
first year courses. Again, perhaps
the nature of political science does
not presuppose such information.

‘Within my department, the only
one which I know, there is no ev-
dence of a hidebound ipolciy against
change. No course covers the
same material any year, and, I
imagine, no professor teaches the
same subject matter with the ex-
act same emphasis each time he
teaches it, I also wonder whether
Mr, Bachrach has ever sat in on
a curriculum committee. meeting.
What are these “so-called imper-
sonal forces” which cause institu-
tional change. They must refer
to a terminology iparticular to the
social sciences. I invite Mr.
Bachrach to define his terms and



be sure that ata later date the

discuss. them. further.



Water Ballet

Highlights

Soph Carnival Activities

by Alison Baker

“La Swim Fantastique” proved
itself one of ‘the highlights. of the
Sophomore Carnival. To. review it
in the spirit of the event requires
not only’ enthusiasm, ,of which I
have plenty, but also a myriad of
other. energies, skills and. virtues.

In their entirely original aqua-
ography, the officers of the group,
advised by Miss Yeager, comple-
mented a lively and. diversified se-
lection of music with excellent ideas
of characterization and visual pat-
terning.

The performance of these num-
bers by the Bryn Marines made the
difficult look simple and the almost
impossible only lsightly trouble-
some. > :

What’ smore, they stayed togeth
some, ‘What’s more, they stayed
together ‘practically all the time,
with each other and with the mu-
sic. In short, it was not only a
fantastique swim, but also @ syn-
chronized one and full of spirit.

Show Begins

The show started off with a bevy
of red and white costumed swim-
mers in a floating routine: “To a
Wild Rose.” With apparently effort-
less flat-backed floating, they drifted
together in a kaleidescope of pat-

» terns devised by. Charlotte Pretty.

It is true the rose had an occasional
petal out of place, but the general
effect was-very decorative. ..
Dayle Benson, who next appeared
as a solo “Pinocchio,” was much the
most expert of the swimmers, and

very imaginative in arranging her|*~

routine to the tune of “Pop Goes
the Weasel.” Even under water she
managed -somethow to stay with

complicated series of stunts with
‘perfect precision and timing.
“Red Shoes” was to my mind the
most successful of the.large group
numbers, for which praise is due
to Penny Morgan, its aqua-ogra-
pher. She co-ordinated a wide vari-
ety of stunts so that there were
no perceptible lapses of interest
and closed with a spectacular linked
back dolphin. The performance and
costuming, too, were very successful
“Toy Soldiers on Parade” was
somewhat repetitive, particularly
after most of the standard stunts
had been exploited in earlier num-
bers, but enjoyably aqua-ographed
by Julie Lathrop-and well executed.

Solo Numbers

“Serenade of the Pagodines,” an-
other solo planned and swum by
Dayle Benson, concentrated on its
orientalism and hand movement. It
was not as spectacular as “Pinoc-
chio,” but the swimming was very
polished and fitted the lyricism of
the music.

Next came the “Three Little Kit-
tens,” a very pert trio. With actually
rather little stunt material, Char-
lotte Pretty composed a routine
which made effective use of a
few very simple gestures, such
as the flip of a-paw coyly splashing
‘water to the side. The performers
were full of spirit. The finale was
a complex number illustrating the
story and music of “Snow White
and the Seven Dwarfs.” All the
swimmers exhibited not only excel-
Jent swimming but also good char-

acterization.
aINEE-Wwere-one-ot-the+bi '
factors in contributing to the suc-
cess of. the show, the dwarfs par-
ticularly were. delightfully multi-

+





the musie, and went through a very

colored.

by Rita Rubenstein Si
Whatever purpose this may
serve—iwhether it is a Senior’s

April paroxism “prior to the ad-
vent of ...”, which somehow en-
shrouds it i. spiritual overtones,
or simply one student’s reaction
to Mr. Bachrach’s recent state-
ments on teaching—if nothing else
it may invite personal resolution
of troubling ambivalence..

Mr. Bachrach proposes and la-
ments.. What he asserts is the mor-
al commitment to. learning, the
total involvement of a student in
a particular subject, its framework
and methodology, the problematic,
analytic approach. He rejects the
superficial passive “exposure” to
a sphere of knowledge, the farce
of assuming that temporary mem-
orization or reiteratiom on (paper
is testimony to the fiact that a
student has been affected by the
subject or has gained insight into

Monroe Film Lags
Despite Coquetries
Of Brin Moor Girl



hood — the

ts “(processes and values, What

thoughtful progressive individual,
aware of the difficulties that beset
both learner and teacher, could
question these tenets? As for my-
self—Mr.
of the active and meaningful
learning (process rings true; I
have experienced the somewhat
less ._than significant “exposures”
to gpheres of information.

Bachrach’s assessment

Remaining to he determined,

then, is to what.extent Bryn Mawr,
in its philosophies and approach,
actually satisfies the requisite
definition.
meaningful knowledgeability fos-
tered ?

To what extent is this

At the outset one is immediate-

ly struck by the unenviable nature
of the critic’s role. Notwithstand-
ing enthusiastic assent to the the-
oretical propositions, aren’t there
inherent disadvantages
attempting to grapple with the
exposition of a moral approach?
Shades of a critique on mother-
brand of sinner,
philistine is of easy application.
Secondly, crucial points in Mr.
Bachrach’s analysis are somewhat
ambiguous. For example, when
he rejects “covering the ground”,

in even

by Isa Brannon

The statements about Bryn Mawr
in “Some Like It Hot,” can easily

be construed to form the core of
the entire movie sequence. Marilyn
Monroe, as most people know either
first-hand or from reviews, plays a
singer for an all-girl band. Tony
Curtis plays three parts with some
rather confusing overlaps. It is
when he is masquerading as a mil-

lionaire that Marilyn says that she is
a really rich socialite—‘You know,
Vassar, Bryn Mawr.” It is not nec-
essary_to describe how she. pro-
nounced Bryn Mawr. Later, in in-
troducing Jack Lemmon, whom she
believes to be a girl, she tells-her
“millionaire” that “Daphne” Lem-
mon “went to Vassar while I was
at Bryn Mawr.”

Plot Further Explained

“Daphne” and “Josephine” are
incognito for other reasons than
trying to’ snow members of the
girls’ band and getting a free trip
to Florida, although these are their
primary objective. The direct cause
of their exit from Chicago is their
witnessing of the St. Valentine’s
Day massacre of 1929. Somehow
this scene is not in keeping with
the general comic atmosphere of
the film. No matter how amusing
the expressions of Curtis and Lem-
mon, or the consequences of the
episode, this scene does not lighten

the social sciences ?
ering the ground” does he allude
to the prosaic summarization of
readily available material or does
his indictment include the inter-
ipretive synthesis as well, which
surely provides the “covering the
ground” function, but more
portantly ~~ abstracts
trends from a morass of factual
detail ?
the raison d’etre (with which I am
in agreement) of History at Bryn
Mawr.

one of two methodological means
he sees available to the political
scientist, are his remarks applic-
able solely to his own (field or do
they have general relevance for
And by “cov-

im-

significant

The latter is in essence

While few ‘would quarrel with

the ambitious ideal ‘presented, the
problem bears further considera-
tion, another slant. One wonders
whether Mr. Bachrach has not
presumed a greater degree of so-
phistication than actually exists.
Can one simply ignore the lack
of preparation for this mature
approach to the humanities ?
watered down curriculum of most
of the secondary schools (the au-
thority for this is lacking—I am
not fresh out of Conant’s report)
would seem to render many ambi-
tious programs unfeasible.
don’t approve of the survey sham,
the “Neanderthal Man to Nato”
bit, nor of a straight teacher—
centered “covering the ground”

The

No, I

Student Comments Upon Bachrach’s Precepts

routine, at any time. The. plea
here is for supplementary discus-
sion sections, providing the. chan-
nel for interpretive remarks and:
the interaction of viewpoints. If
such are currently operating at less’
than an optimum level, much of
the time the weakness is the stu-
dent, ingrown in her passive learn-
ing patterns, who is loath to verb-
alize, ‘hesitant to assert herself
and her opinions. es

These remarks are not geared
specifically to any one of the social
sciences—certainly the method
and approach must develop ongan-
ically from the nature of the ma-
terial. As for history (admitted-.
ly and unfortunately my major
has been fulfilled by the very min-
imum of courses)—yes there
should be a greater interest in the
analytic, problematic involvement,
greater emphasis on student-orig-
inated discussion, I feel the senior
conferences have been only mod-
erately successful; the weakness’
lay in the scope of the topics at-
tempted. In bi-weekly, or even’
less frequent, two-hour sessions
how can one begin to grapple with’
several centuries of history or the
“concept of the state and the exér-"
cise of political power?” May I’
enter a plea for reevaluation?

Yes, a disturbing number of our
courses are based on the concept of
knowledge as a collection of facts,
ideas and blocks of information
that can be neatly collected by the
students. And many of our pro-
fessors persist in this teaching
pattern, all the while aware of its
failings and inadequacies, Often
I am offended by their attitudes of
condesension, their doubts: about
our ability to think creatively,
to integrate our learning experi-
ences.

Thus the ambivalence I men-
tioned originally. I am disturbed by
the comparmentilization of knowl-
edge, the narrow - assiduously -
annotated - committed - to - mem-
ory - reiterated - im - a - book
education, the studious but often
unreal, unrelated approach,

Iam disturbed by passive, unques-
tioning attitudes, by the belief
in the eternally sacrosanct nature
of the research paper as against
more frequent analytic studies that
would inyite immediate rather
than delayed synthesizing—that is,
while the material is vital and
meaningful and not some moment
months later by way of rehearsal

Continued on Page 4, Col. 4





the hearts of theatre goers. Nor
does the eventual gang revenge ap-
pear to the movie goer looking for
an evening of gay entertainment.
The machine-gunner hidden in the
huge birthday cake may be a clever
stratagem, but in spite of the efforts
of Lemmon and Curtis, the gory
sight after the smoke clears is a
shock to comedy seekers.
Situation Comical |
Actually, the situation around
which the plot revolves is a comical
one; however, it could have been
played up much more, It takes a
special finesse for an actor to make
the idea of men dressed up as
women attractive and unusual. This
finesse only showed up in certain
scenes—remarkably when Marilyn
was in “Josephine’s” bed, or when |t
Jack Lemmon was trying to expose
the maneuvers of his friend.
By far the most light-hearted
aspect of the movie was Jack Lem-
mon’s romance with the “yachts-
man,” Osgood. “Daphne’s” protes-
tations that she wanted to marry|s
Osgood “regardless . . .” were one
of the high spots of ‘the movie.

rather than plunging the spectator
suddenly into the rude world of





prohibition. -

delphia was host to the 100 com-
mittee chairmen and district repre-
sentatives attending the annual
conference of the Alumnae Council
at Bryn Mawr. The conference, held
April 16-18, had an especially large
turnout this year, “because of plans
for the 75th anniversary celebra-
tion next year,” said Mrs. E. Bal-
dwin Smith, president of the Alum»
nae Association.

were the plans for celebrating the
anniversary in various cities and

program. Proposals for the 75th
are yet to be announced but Mrs.
Smith commented that there were
as many suggestions as there are
BMC Clubs around the country.
The alumnae - interview project

alumnae to encourage an annual
giving program..

“Some Like—It-—Hot” should—have}—-There- were-also discussions —of.
been sustained on this high level|the Regional Scholarship Program
and. it was proposed that certain
alumnae—“Information Chairmen”
—be appointed in various districts,

The Bryn Mawr Club of Phila-

The two main issues discussed

he suggested alumnae interview

tresses personal contact with

Alumnae Association Convenes Here,
Discusses Scholarships, Plans of 75th

where they would know about the
schools.in the area and girls apply-
ing to Bryn Mawr.

On Friday afternoon a tea was
held to introduce those attending
the conference to members of the
College Council. On Friday night
a formal dinner was held in honor
of acting president Marshall, who
spoke on the current affairs of the
college.

The purpose of the Alumnae As-
sociation, Mrs. Smith said, is
“basically, to keep alumnae in touch
with the college and encourage
them to work for it.” The Associa-
tion is represented throughout the
country by about 35 Bryn Mawr
Clubs. Clubs are also found in Lon-
don and Istanbul. The Alumnae
Fund is included in the college
budget and is used for current
collége needs—at present, faculty
salaries and scholarships.

Mrs. Smith concluded by saying





that-} ‘tt f Pint amen

most inspiring. “The alumnae are
always impressed that Bryn Mawr |
is still an ag and up-to-date ‘



place.”


Page Four. -

THE COLLEGE ‘N E-w's

Wednesday, April 22, 1959



E. R. Murrow and Cohorts To Survey

American Women.s

A special program dedicated to
a survey of higher education for
women will be broadcast over
Station WOAU, Thursday, April
30, from 9:05 to 10:00 pm. Call-
ed “The Educated Woman”, this
program will be narrated by Ed-
ward R, Murrow, with the partici-
pation of several noted college
presidents, professors and alum-
nae,

Presidents Millicent .C._McIn-
tosh of Barnard, Mother O’Byrne
of Manhattanville, Dr. Harry D.
Gideonse of Brooklyn College and
Dr. Harold Taylor of Sarah Law-
rence will present the,.views on
education which dominate the in-
stitutions they represent.

Also to be heard will be Dr.
Lynn T. White, Jr., former presi-
dent of Mills College and current-
ly Professor of History at UCLA;
Pulitzer Prize winning poet Arch-
ibald McLeish, teaching at Rad-
cliffe’ College; Jerome Ellison,
member of the faculty at Indiana
University and author of the re-
cent controversial magazine ar-
ticle, “‘Are ‘We Turning Our Col-
leges Into Playgrounds?”; Eunice
Roberts, Dean of Faculties at In-
diana University; and sociologist
Dr. Mirra Komarovsky of Bar-
nard College and author of “Wom-
en in the Modern World.”

In addition, a number of alum-
nae will discuss how their educa-
tion has prepared them for their
professional and personal lives.
These twill include Dr. Connie Guy-

~ Faculty Defense

Continued from Page 2, Col. 4



met with a warm and encouraging
response.

Our faculty members are busy

_ individuals. They have many out-
side commitments which take up
much of their extra time. It should
not*be their job to approach a stu-
dent in an attempt to develop fac-
ulty-student relations. This is the
job of the student. Our obligation
to the faculty is much stronger
than theirs to us. If a student needs

- guidance, it is up to her to seek it.
She cannot expect others to come
to her.

In my. first. year here, I have
found that one’s relations with a
professor can be of the most grati-
fying type. I have gained so much
from .these contacts with my in-
structors, that I feel badly that
many students have not had the
same opportunity I have had. How-
ever, I will admit that most of this
experience came about only because
I felt that it was worth the effort
on my part to pursue this, and to
assert myself properly.

One of the reasons for my choos-
ing Bryn Mawr as the college I
wished to attend was that it was
small enough to afford the stu-
dent opportunities to deal person-
ally with her professors. With this
in mind, and with the attitude that
it is my responsibility to seek this,
rather than wait for this to eventu-
ally come about, I have found no
unwillingness or apathy on the part
of the faculty in response to my
efforts.

I hope that all students at Bryn
Mawr will realize that it is they
who must assert themselves if they
have any desire to improve faculty-
student relationships, When this
‘happens, the situation which seems
to exist can be improved.

Sincerely yours,
Janice Richman ’62.



NOTICE

The Chorus is ‘pleased to an-
nounce the election of the fol-

lowing officers:
President, Marian Willner; vice



Woll



-president, Audrey Wollenbe

_gecretary, Nan Sype; librarian,
Jeannette Haines; assistant li-
brarians, Lisa Moore, Barbara



4
2 A ES






Higher Education

on; Harriet Van Horne, radio and
television critic for the New York
World-Telegram and Sun; Janet
(Brewster Murrow (Mrs: Edward
R. Murrow) and Mrs. Jackie Rob-
inson. .

Students in England, France
and Germany will be heard com-
menting on their college prepara-
tion for life in their respective
countries, and (CBS News Corres-
pondent Daniel Schorr will discuss
the views of Russian women on
higher learning and its functions.

Status of Women

Continued from Page 1, Col. 5



cipation are remarkably hard to
find, while a considerable number
of very respectable men have voiced
strong objections to it. Their at-
tacks upon feminism were directed
partly against training for certain
professions, partly in _ principle
against any higher education for
women. Books on the alleged
“feeble-mindedness” of women were
written by noted scientists as well
as by fanatics. Strangely enough,
almost as much opposition against
higher education for girls came
from various women’s circles.

Women have achieved equality in
different countries at different
times. In most respects the United
States was far ahead of other
nations in this area, and its leading
role has been greatly stressed
abroad.

“Looking back,” said Dr. Meit-
ner, “I have the impression that
the problems of professional women
in general, and particularly. those
of academic women, have found
fairly satisfactory solutions in the
last 80 to 100 years.” Nevertheless,
though in principle nearly all male
professions have become accessible
to women, in practice things often
look different; in England, for ex-
ample, women teachers have just
recently received the right to
draw a salary equal to that of their
male colleagues.

From her own personal experi-
ence Dr. Meitner can draw many
instances illustrative of the extant
prejudice against professional
women. Once, after having written
several articles for a popular sci-
ence magazine under her family
name, she was invited to contribute
an article on radioactivity to a Ger-
man encyclopedia. As soon as its
publisher found out her sex, how-
ever, he indignantly withdrew his
offer.

Even Max Planck, who eventually
helped her begin her career in
physics by giving her an assistant
lectureship at his Berlin Institute
of Theoretical Physics, was at first
skeptical about the advisability of
women in science. Because of such
prejudice she was hindered from
studying radio-chemistry for sev-
eral years; despite this early oppo-
sition she eventually became direc-
tor of the Physical-radioactivity
section of the Kaiser-Wilhelm Insti-
tute. 4

This prejudice, she observed, is
directed particularly against women
in high-ranking posts in middle-
class occupations, Whether because
of lack of interested prospects or
employer prejudice there are ex-
tremely few women in industrial
executive positions.

It must be admitted, she con-
tinued, that some objections to
women’s professional work must
now be considered seriously. The
difficulty of obtaining domestic help
presents a formidable problem to
the career woman with children, as
the double-duty of homemaker and
professional person has _ often
proved too great a strain.

At any rate, concluded Dr. Meit-
ner—despite the controversy over
homemakers in professions “we can |.

deed the necessity of women’s in-

for her family, and for all man-





kind.”



tellectual education — for herself,

|Earliest Editions,

Scientific Opuses,
Shown in Library

iNow on display in the Rare Book
Rooms of the Library is an exhibit
representing
from the classical Greek authors
to the eighteenth century. Printed
volumes, mostly from the Good-
hart incunabula ‘collection, go back
as far as 1474, which is the date
of a book on warfare. They in-
clude such euriosities_as_old_ency-
clopedias, the first printed editions
of (Gallileo’s ‘works and Euclid’s
Elements, and the first book to use
printed musical notes (Practica
Musicae, 1496).

Aceording to Miss Janet Agnew,
head librarian, the collection has
been arranged to show the prog-
ress of science from its beginnings
in the mystical realm of astrology
through astronomy, mathematics,
botany, and medicine, concluding
with the more recently developed
science of chemistry.

The 15th century astrological-
stronomical works are illustrated
with pleasant little woodcuts show-
ing the signs of the Zodiac, One
of these books, the Concordiantia
Astronomiae cum Theologica
1490) is known to have been stud-
ied by Columbus. The geograph-
ical writings are especially inter-
esting ‘because of the old maps
with which they are illustrated.
The Geographica Universalis (a
16th century edition of Ptolemy’s
great work from the 2nd century
A.D.) shows a big map of India
Extrema, labelling such places as
Russia Alba and Cathay with rea-
sonable accuracy, but putting only
a group of archipelagoes in the re-
gion of Japan.

Readers of the Canterbury Tales
may remember Avicenna and Rha-
sis among the authors whom
‘Chaucer says his physician had
studied. A rare manuscript of
Awvicenna’s Caononis Liber Quin-
tus, dating from the age of Chau-
cre (1380) is one of the highlights
of the collection. Written in the
eleventh century, Avicenna’s enor-
mous book covers the entire field
of (Greco-Arabian medicine and
was used as a textbook longer
than any other medical work. Mo-
hammed Rhasis is represented by
a 15th century edition. According
to the descriptive notice placed be-
side it, he goes down in history as
the first man to distinguish be-
tween measles and smallpox.

In the related fields of botany
and herbalism, there are several
treatises, of which the most im-
pressive is a big 16th century
edition of De Medicalini Materia.
The chemistry exhibit includes, be-
sides Galileo, several 18th cen-
tury English translations of the
works of Lavoisier and Linnaeus.



Meitner Interview
Continued from Page 2, Col. 3

ies.... We were three girl students
to 300 men. At first they didn’t
know quite what to do with us—
after three years they became very
friendly. .. .”

“I have not fought for the right.
to study, it was the generation be-
fore mine . . . for me it was much
easier. Sometimes I did have
trouble making people listen to
things, but on the whole I had much
good luck. Colleagues mean so
much, and mine—Max Planck, Otto
Hahn, Niels Bohr—were so very
nice.”

“I had just.started to study phys-
ics when radium was discovered—
I have experienced nearly the whole
development of radio-activity from
its beginning. . . . Talk about its
consequences? NO, NO, NO! I
never have . .. I have always de-
clined. It is tne difficult a problem..

. The Russian Sputnik ?—Buro-
peat scientists think nothing of it:|
I was only a littlé unhappy because
the Americans were so impressed.
It doesn’t matter. One has to be



first. It doesn’t matter who.”

scientific thought

Continued from Page 2, Col. 5

represent fairly the many grada-
tions. of taste and culture: inthe
country, but be reduced to the ex-
pression of a dead-level majority.

As the situation now sstands,
there are a few big names in the
spotlight with no competing and
contributing talent visible below
them. This, I think, is an un-
healthy situation. iA broadening
of both the geographical distribu-
tion and the variety of program

bound to stimulate the productiv-
ity of American culture and the
cultural awareness of the American
people. All this, however, is im-
possible without some form of
financial support aside from public
patronage.

System Lauded

Continued from Page 2, Col. 5

academic, social, and other mat-
ters. Most students will agree
that the Deans have been more

than generous with their time.
Most professors are engaged in
some type of research or are in
the process of compiling it for pub-
lication. ‘They are as busy as, if
not busier than their students.
They are ‘real’ people, as most
students realize once they have
spent some time on this campus.
They are willing to help find a so-
lution to our problems, but only
if we can think for ourselves.

In each case it is up to the in-
dividual to -take the initiative.
This imstitution’s counseling phi-
losophy is based om each student’s
individuality. The wardening sys-
tem at Bryn Mawr is a good ex-
ample of the system in action.
The theoretical system is excellent.
The other methods of couseling in
the halls described in .Mrs.Mar-
shall’s statement seemed restrict-
ed in comparison. Most students
have become used to the system
rand take it for granted. In order
to have it run well, great care must
be taken in the choice of wardens
and students. Even though there
appears ‘to be a re-evaluation of
the system this year, it is func-
tioning effectively and efficiently
in some-areas.

The question of what one is do-
ing here and why is not to be
answered by ther (professor, her
warden or the ‘Dean. The answer
remains with the individual.
Sincerely,

Gail S. Lasdon 61





Senior Comments

Continued from Page 3, Col. 5

for a three hour blue book per-
formance. I am disturbed by the
antiseptic horror of change. But
neither can I accept the “forget the
facts” line of the Sarah Lawrence
proselytizers, nor the scorning of
lectures and texts by other experi-
menters, nor the “comprehensive
culture” courses. Nor can I go
along with Mr. Bachrach’s anti-
requirement proposals; I do ‘be-
lieve in asic disciplines. In ret-
rospect, I’m grateful for the en-
forced experience of Biology 101,
for example—even those traumat-
ic moments with formalined beast-
ie. And, indeed, I do value. the
dedication and integrity of the
scholarly researcher.
These remarks have not been
descriptive of some vague indeter-
minate “they” — the weakness is
undoubtedly in their all':too sub-
jective orientation. Who would
deny the catharsis served by re-
flective appraisal? And as I have
imagined myself undeniably affect-
ed by and involved in the Bryn
Mawr intellectual process, so may
these insights apply very directly.
— Regrettably it was because of
Mr. Bachrach’s undeniably cogent
‘theories that this impromptu bit
of free-swing critic-playing orig-



in the performing arts would be.

Government Support for Arts

The difficulties involved in gov-
ernmental subsidy of the arts are
fairly obvious. First there is_the-
hazard’ of governmental control.
Mr. Javits suggests an Arts Foun-
dation, composed of private citi-
zens and experts in the various
arts, to attend to the channeling of
funds, The only point of insecur-
ity then would be in the actual
bulk sum given to the project out
of the annual budget, and this in-
security would still be less intense
than that under which the arts
now operate,

There is also the problem of
selection. This function seems to
me a crucial one, and its exercise
is imsolubly dangerous. Funds
would obviously be limited, and

hit is hard to decide what specific

groups are most deserving of sup-
port.
Ford’s Activities
It is interesting to note that

‘| private enterprise has made a start

in the direction proposed by Javits.
The Ford Foundation has just
given a grant to the New York
City Opera Co. for a season of
American opera, part of which
will be devoted to a tour.

Nor is the government entirely
new to patronage of the arts, Sev-
eral U.S. theatre companies, orch-
estras and other groups have re-
cently been sent abroad, their
travel financed from the Federal
budget. This has propaganda as
at least its partial aim, an aim
which would undoubtedly remain
prominent—though, it is hoped, ©
not at the cost of development and
experimentation—in the event of
more comprehensive government
subsidy.

Impossible Partnership

Our society has shown that busi-
ness and private enterprise cannot
form .a partnership with the arts
which is entirely satisfactory to
both. iIt- would certainly be a
happy day when the public found
the events of the world of,culture
as vital as those of politics and
sports, when prices and geograph-
ical distribution would admit of a
larger involvement, and when the
programs presented ‘would have
ite (vitality of experimentation
and variety. This cultural aware-
ness and productivity: is obviously
not something which can be legis-
lated into being, but the fact that
private enterprise has managed
to keep alive a struggling culture
seems to augur well for the re-

| sults of a more widespread and

organized subsidy.



Class Fines

Continued from Page 2, Col. 3

ever, I tend to keep odd hours as
do many other students, particu-
larly in times of academic stress
(it is only fair to mention that I
am currently going through one
of those times). While I believe
that it is a person’s duty to attend
meetings of committees or associ-
ations to which she has been elect-
ed, or has joined voluntarily, as
she has presumably accepted this
responsibility at the outset, there
is not the slightest reason why she
should be required to change her
chosen schedule or part with her
money because of class song meet-
ings.
I feel strongly about this sub-
ject and am even considering 4
refusal to pay that part of my
Payday bill which accounts for
class fines. “I mean this to be a
gesture of protest rather than an .
act of rebellion. If others in the
tecollege shave my —opinions~ about
this matter, I should like to hear
how they stand.

dine: wae.



— evolved.

Alice K. Turner ’60.










~

Wednesday, April 22, 1959

‘THE COLLEGE NEWS

Page Five



Fellowships

Continued from Page 1, Col. 4

New Leader, nda Les Lettres Nou-
velles.
studies of the French writer ‘Andre
Suares, 1868-1948,

_ Mr. Girard received his Ph.D.
from Indiana University and has
also had severalarticles published
in French Review and Yale French
Studies. Mr. Girard plans to study
the creative process in the novels
of Stendhal, Flaubert, Proust, and
Dostoevsky.

The .Foundation was established
in 1925 by the late United States
Senator Simson Guggenheim in
memory of his son. This year
fellowships ‘totalling more than
one million, five hundred thousand
dollars were awarded to 321 schol-
ars and artists.

The Foundation’s Fellowships
are granted to persons of the high-
est capacity for scholarly research,
demonstrated.by the previous pub-
lication of contributions to knowl-
edge, and to persons of unusual
and proven creative ability in the
fine arts. The Fellowships are
designed to assist the Fellows to
advance themselves to higher lev-
els of accomplishment in their
fields through carrying on studies
for which the Fellowships are
awarded.



e
Notice
The public Information office
is interested in seeing any slides

students may have of campus
scenes,







BEAU & BELLE
Breakfast
Lunch
Dinner
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Mr. Maurin plans to do







In a series of lectures and dis-
cussions to be held at Haverford in
the next month, the relationship
between science and religion will be
re-evaluated by a number of people
who are‘in a position to re-evaluate
such things, and’all those who are
interested, qualified or not, are

warmly urged to attend.

The series, planned jointly by the
Student Christian Movement and
several Haverford science students,
will begin on April 30 at 8:00 p.m.
with an address in the Haverford
Common Room by John Archibald
Wheeler. Dr. Wheeler, who brings
the scientist’s viewpoint to the dis-
cussion, is a ‘professor of physics
at Princeton and one of the United
States’ most distinguished nuclear
physicists.

Theology will have an authority
at hand in the return bout between
science and religion the following
Thursday, May 7, when J. V. Lang-
mead Casserly will speak in the
Haverford Union Auditorium at
8:00. Dr. Casserly,, professor of
Christian apologetics at The Gen-
eral Theological Seminary in New
York City, will subject himself to
a period of discussion following his
address. He is a leading Anglican
theologian who has an informed ap-
preciation of scientific investigation
and its implications for theology.

The third meeting, the most
richly endowed with authorities,
will be a panel discussion on the
lucrative topic, “Does the universe
include any reality other than that
investigated by the sciences?” Con-
tending with this huge question will
be four professors from Haverford
and Swarthmore and a minister
from Philadelphia: Francis H.
Parker, department of philosophy,
Haverford, moderator; Ariel G.
Loewy of the Haverford depart-





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|SCM, Haverford Present
Science Versus Religion

of Swarthmore’s department of
philosophy; Robert L. Horn of the
Bib.Lit. department at Haverford;
and C. Richard Roelofs,.Presbyter-
ian minister to students in the Cen-
ter City area of Philadelphia.

This final scuffle of authorities
willtake place on Thursday, May

4, at 8:00 in the Haverford Com-

mon Room,

Talk To Be Given
By SCM Adviser

by Suzanne Swan

“The ‘Wise and the Vain” will be
the topic of Sunday evening’s
Chapel adrdess by Don F. Colen-
back, this year’s adviser to the
Student Christian Movement group
at Bryn Mawr.

Mr. Colenback graduated from
Yale University in 1956, and will
return, to the Yale Divinity School
to complete work on a Bachelor of
Divinity next year,

He is very much: interested in
the significance of psycho-analytic
thought for Christian theology,
the relationship between religion
and culture, and: intends to teach
on the college level in religion and
(philosophy.

ti]
Movies
Anthony Wayne: Gigi with Les-
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Maria Schell—Ffiday & Saturday.

Ardmore: Alec Guiness in ' The
Horse’s Mouth—Wednesday thru
Saturday; Saturday thru Thurs-
day, World Dies Screaming nad
Date With Death.

Bryn Mawr: Aunte Mame, star-
ring Rosalind Russell—all week.
Suburban: Ingrid Bergman in
Inn of the SixHthinppa
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Mr. J. P. Mayer, Genera] Editor
of de Tocqueville’s works, discussed
three aspects of “Editing de Tocque-
ville”: how he became interested in
this author, the main problem of

tance of editing them.

“My interest was first aroused,”
began Mr. Mayer, “because of a
political experience.” Mr. Mayer
wondered how a democratic regime
such as the Weimar Republic could
fall to pieces and become the. prey
of Hitler. To find an answer to this
question, he went back to Marx’s
writings about the period from
1848 to the rise of Napoleon III.

Mr. Mayer, then, began to study
Marx’s contemporaries. One of
them, de Tocqueville, had take
part in the events of this time and
Mr. Mayer searched his works to
find out how this period has affect-
ed our generation. “The more I
read,” asserted Mr. Mayer,” the
more I became impressed with the
solidity of his writing.” Later, in
1939, he published a study of de
Tocqueville and was soon after in-
vited to become the general editor
of a complte collection of de Tocque-
ville’s works.

“No one foresaw the amount of
material that would have to be
edited.” Mr. Mayer estimated that
twd-thirds of the 22 volumes would
be composed of previously unpub-
lished writings. At present eight
volumes are completed and six to
eight more are ready for print.

One of the many problems that
had to be faced was the deciphering
of de Tocqueville’s handwriting. In
one of his notebooks, for example,
there was a reference to a Mr.
Cotter, a British law expert. An
explanatory footnote on this held
up publication of the completed
volume many months simply be-
cause no one could trace Mr.
Cotter, de Tocqueville’s poor hand-
writing having been misinterpreted.

Another problem was’ the collect-





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editing his works, and the impor-|

J. P. Mayer, Editor of de Tocqueville,
|Tells _ Tribulations, of Editing

ing of material. In one’ particular
instance de Tocqueville carried on
a close correspondence with a
close correspondence with a friend,
Gobineau — important, because of
the differences expressed between
the two men. Although it was easy
to find de Tocqueville’s letters to
Gobineau, it took two years” to find
Gobineau’s replies.

Mr. Mayer then explained why
he considers it necessary to edit
and publish de Tocqueville. De
Tocqueville foresaw the inadequacy
of the political party in handling
the problems arising from industri-
alization, and tried to formulate a
new political science which did not
depend on such a system. The prés-
ent revival of interest in de Tocque-
ville has led to a study of his works
in a search for answers to questions
that cannot be explained by simple
party politics.

One of de Tocqueville’s two
major works is the two-volume
study Democracy in America, an
account of reflections and observa-
tions made by the author during a.
trip through the United States.
Volume One is still viewed through-
out the world as a masterpiece of
political writing. Although there
are some misjudgments in this
book,, on most aspects it gives the
reader “a wealth and profundity of
interpretation and analysis.”

Volume II, written five years
later, is entirely different in nature.
Mr, Mayer personally feels that
this is the greater, and certainly
the more mature, of the two. It -is
interesting to note that most of
de Tocqueville’s contempories re-
jected this book, many feeling that
de Tocqueville “was soaring into
the clouds.” Modern critics have
discarded this attitude and are now
willing to. give the French political
theorist the esteem he deserves,

Coming — } Music
Of Mellow Cello

The. Haverford and Bryn Mawr
Arts Councils present a sonata re-
cital on Friday, May 1, by Robert
Martin (cello), Ruth Meckler
(piano), and John La Montaine
(piano). The concert is to be held
in Roberts Hall, Haverford, at 8:30
p-m., a time designed not to con-
flict with the Bryn Mawr May Day
play. Transportation will be pro-
vided.

Robert Martin, a Haverford .stu-
dent, is already familiar to Bryn
Mawr concertgoers, who will un-
doubtedly hail this, his first sonata
recital, with well-founded enthusi-
asm. He studies cello at the Curtis
Institute of Music with Leonard
Rose and Orlando Cole, and in 1955
was a soloist with the Cincinnati
Symphony Orchestra.

Ruth Meckler is also not entirely
new to the Bryn Mawr campus,
where she played earlier this year
in a recital of violin sonatas. She
will graduate this month from the
Curtis Institute, where she came in
1954 to study piano with Rudolph
Serkin, and has given several solo
recitals in the Philadelphia area as
well as performing with the Detroit
Symphony Orchestra.

John La Montaine will play the
piano part in his own cello sonata,
an early work. Recently, he won a
Ford Foundation grant to compose
a piano concerto which was per-
formed in Carnegie Hall in Novem-



ber 1958.



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Page Six

TMB COLLEGE NEWS

Wednesday, April 22,1959



- Tri-College Weekend Re-viewed

Continued from Page 1, Col. 2

disappointed that Jackie Mars’
horse had been injured, but Kate
_ Evans gave) a very creditable solo
show. The disappointment was
helped by the hilarity of other rid-
ers in the informal classes. .The
most appropriate of these was the



lead-line contingent, when the girls
led their dates around, trembling
on calm steeds. When the rains fin-
ally came no one seemed to mind
as it provided a good excuse to go
home and recover from a very ex-

hausting and gay spring fiesta.



‘ : oe
Notice

Arts Council is pleased to an-
nounce the election of the fol-
lowing officers:

Chairman, Judy Polsky.

Chairman of Ticket Agency,
Arlene Beberman,

Chairman of Arts
Dee Wheelwright.

Forum,











e. e. cummings Reading

Continued from Page 1, Col. 1
Whether or not these signs: mean
much of anything to anyone else
is beside the point in a discussion
of the poems’ oral rendering by
the author, but one thing is cer-
tain: no one after hearing the
(poems could possibly imagine them
otherwise,

His selection included poems of
the most straightforward pleasant
sweet spring variety as well as
several humorous - with= an - edge
satires. In passing it could be
noticed that the only single poem
for which the audience clapped
was the most distinctly barbed in
an anti-patriotic way,





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