College news, October 26, 1955

VOL. Lil, NO. 4

ARDMORE and BRYN MAWR,

PA., WEDNESDAY, OCTOBER 26,

1955

poopyrignt, Trustees of
Bryn Mawr College, 1955



Alliance Plans
African Talks
November 9-10

An Alliance conference on “Con-
temporary Africa” is planned for
Nov. 9-10. The conference wi:!
feature three speakers, discussion
groups, coffees, an art exhibit and
other features to be,announced lat-
er, according to Alliance President

- Sheppie~Glass.

Miss Ruth Sloan, Executive Di-
rector of Ruth Sloan, Inc., general
consultants on African and Near
Eastern Affairs, will speak on
“Africa in Transition.” Miss Sloan
will speak Wed., Nov. 9, at 8:30
p.m.

Dr. Benjamin Rivlin, Assistant
Professor of Political Science at
Brooklyn College, will speak on
“Political Ferment in Africa:
North, East, South and West.” His
speech is scheduled for 12:30 p. m.,
Thurs., Nov. 10.

That evening at 8:30 Dr. Hor-
ace Mann Bond, President of Lin-
coln University, will speak on “The
Emerging States of West Africa.”

*



SQUARE DANCE CLUB

Bryn Mawrters with a “basic
knowedge” of square or folk
dancing are invited to join the
Haverford-Bryn Mawr Square
Dance. Club. Three square danc-
es are planned before Christ-
mas, tentatively scheduled for
Nov. 4 and Dec. 2 and 9. The
fee for all three dances is $2.00
per student, to be used to pro-
cure a professional caller. Inter-
ested students are urged to con-
tact Liz Radin in Rock. .







Committee Formed
On College’s Size

Sarah Stifler has .announced.the
organization of a Student Com-
mittee on the Size of the College.
The committee was set up by the
Undergraduate Board and _ will
work with Mrs. Marshall, chair-
man of the Faculty Committee on
the Size of the College.

The committee will be composed
of 10 students. Five of these will
be members of, and elected by, the
Curriculum Committee. Jane Kea-
tor, chairman of the Curriculum
Committee, will also be a member.

_The__freshman.and—-sophomore
classes will each elect two repre-
sentatives to the committee.

Sarah noted that Undergrad felt
that the committee would be “rep-
resentative. of the student body,
and would also be qualified to dis-
cuss the problem.”

Students who wish to. express
their opinions on the subject will
have an opportunity to do so at
departmental meetings, Sarah not-
ed.

A Current Events on the size of
the college is also planned.

Formal Welcome

Of 59 On Friday

One of Bryn Mawr’s _lovliest
ceremonies, Lantern Night, will be
repeated Friday night’ in the li-
brary cloisters. According to tra-
dition, the freshmen wait in the
cloisters while the sophomores file
in singing “Pallas.” The freshmen
respond with “Sophias.”

During the ceremony, each
freshman receives from a sopho-
more a lantern to which is attach-
ed an invitation to tea.

Originally intended as a formal
“initiation” of the freshmen: into
the traditions of the college, the
ceremony will be the first occasion
for the class of ’59 to wear their



caps and academic gowns.



M. Jean Seznec Tells Of Life’s
Road ‘From Cambridge To Oxford’

By Anna Kisselgoff

“It has taken me almost all my
life to get from Cambridge to Ox-
ford,” said M. Jean Seznec, with a
smile. M. Seznec, Mary Flexner
Lecturer for 1955, was not refer-
ring to any transportation difficul-
ties, but to the course of his full
and varied career.

For M. Seznec, the \road from
Cambridge to Oxford has led
through France, Italy, Spain and
the U.S. It was at Cambridge that
Professor__Seznec_received__one__of
his earliest teaching positions. It
is as Marshal Foch Professor of
French Literature that he is now
at Oxford University.

M. Seznec was born in Morlaix,
Brittany. As a student, he found
that he was strongly attracted by
the Arts. Although he was follow-
ing the strictly academic cdurse
prescribed by the French Lycees,
M. Seznec found the attraction to
the arts so strong that he even
contemplated entering the Ecole
des Beaux Arts in Paris. “I would
have liked to have been a drafts-
man,” confided M. Seznec.

Although the. internationally
known professor never realized his
dream of draftsmanship, he has
frequently returned to his “first
love.” This may be seen in M. Sez-

nec’s lectures at Bryn Mawr on
“Diderot and Antiquity,” which of-
fer a combination of art and litera-
ture.

After finishing at the lycee in
Brittany, M. Seznec was a student
at the Ecole Normale Superieure
in Paris. From 1929-31 he was a
Fellow of the French School of
Archaeology in Rome. His stay
provided him with the opportunity
to do research in the mixed fields
of archaeology, art, literature and
history.

M. Seznec first came to the U.S.
in 1937 as a visiting professor at
Western Reserve University in
Cleveland. When asked what were
his most vivid first impressions of
the U.S., M. Seznec replied that
he was awed by the tremendous
facilities offered by the Cleveland
museums and—libraries, -and—espe-
cially by their general accessibility.
Any European who has been sub-
jected to the rigors of the French
library system can more than ap-
preciate the features of the Ameri-
can one. This genéral impression
was strengthened by M. Seznec’s
stay at Harvard where he had ac-
cess. to the Widener Librarv which
he described as a “merveilles des
‘merveilles.”



Continued on Page 2, Col. 1°





“Grandmother” Rabbit MacVeagh Shines in Junior Show



W. U. S. Conference Very Successful;

Harris Defines Role

‘A Student Point Four”’
Theme Of WUS

League President Nancy Potts
termed last Saturday’s World Uni-
versity Service Conference “very
successful.” The conference was
held at Bryn Mawr, with approxi-
mately 45 students, representing
10 different colleges, attending.
Nancy Potts and Sheppie Glass,
president of the Alliance, were con-
ference co-chairmen.

The theme of the conference was
“W.U.S.—A Student Point Four.”
Nancy noted that “Miss McBride
set the tone of the whole confer-
énce in her ae address on the
problem of increasing world-mind-
edness on campuses.”

The keynote talk was given by
James Theodore Harris, a former
president of the National Student
Association in the U. S., and the
holder of a Ford Fellowship in the
Middle East. His talk is reported
elsewhere in the News.

Workshops on fund-raising, in-
ternational education and _inter-
preting W. U. S. on campus were
held in the afternoon.

CALENDAR

Friday, Oct. 28

8 p.m.—Lantern Night. Tick-
ets at the entrance to the Li-
brary. General admission $.60;
student admission $.30. In case
of rain, Saturday night at 8 p.m.
Library cloisters.

Sunday, Oct. 30

8:30-p:m:—Chapel service.-Ad-
dress by the Reverend Georges
Florovsky, St. Viadimir’s Ortho-
dox Catholic Theological Semi-
nary Academy, New York. Mu-
sic Room. 4

Monday, Oct. 31

qi:15 p. m,—Current events. .

’s: 30 p.m. — Jean Seznec will,
‘give the fou Mary Flexner
Lecture on “A French Laocoon.”
Goodhart Hall.

Wednesday, Nov. 2
8:30 p.m.—George Munger will
speak on football. Gym.
Saturday, Nov. 5, and
Sunday, Nov. 6
Bryn Mawr Alumnae weekend.
“Explorations ‘in the Arts and



"young nationalistic country, the

from fear of angering a powerful

Of The University

Intellectuals’ Fourfold
Function Cited

The definition of a World Uni-
versity Community and its function

was given by James Theodore Har-
ris at the WUS conference held at
Bryn Mawr Saturday. Mr. Harris,

a past NSA president who has just
spent two years in Egypt, attempt-
ed to define the role of this uni-

versity community, both from first-
hand and general knowledge.

In speaking of the role of the
university community in world af-
fairs, Mr. Harris first defined this
community as that of the scholars
(including both students and fac-
ulty) throughout the world who
are constantly finding new appli-
cations for the truth they have dis-
covered,

The role of this community is
fourfold. It consists of 1) the pur-
suit of truth, 2) the maintenance
and establishment of human free-
doms, 8) continuance and estab-
lishment of human progress and 4)
the acquisition and maintenance of
peace.

The maintenance of freedom is
extremely important, but, said Mr.
Harris, there is a tendency to be
complacent about academic free-
dom in the U.S. As an illustration
of the value of this precious free-
dom, he made observations from
his stay in Egypt.

Mr. Harris believes that the
Nasser regime had a sincere de-
sire to improve the academic con-
ditions of the old Farouk regime,
but because of fear of the role uni-
versities have played in history,
the new government placed restric-
tions upon professors and students.

The pretext used was that in a

university had to serve national
purposes, which . were defined by
the government. The sources of
needed talents are being dried up

government.



The News is very happy. to
announce the election of Elea-
nor Winsor, ’59, to the editorial

staff.

Junior Class Fairy Tale Is Not At All Grim;
Talent Of Cast Praised, But Plot ‘Inadequate’

Ferguson, MacVeagh
Win Reviewers’
Tributes
by Leah Shanks and Molly Epstein

The Class of ’57 is, in many
ways, atypical of Bryn Mawr as a
whole, This fact is perhaps a key
to Knock on Rock, the Juniors’
“Grim_ Fairy. Tale.”

The class as a whole is the most
spirited to appear on campus in
the past few years, and appraising
a class show from the point of
view of the general enthusiasm
and fun of producing it has much
to be said for it.

From this point of view, Knock
on Rock was a. very successful
show.

The caliber of the acting was ex-
ceedingly high, without even add-
ing the qualifying “for an amateur
production”. Most outstanding was
Rabbit MacVeagh as an _ horren-
dous “Grandma”, with an appro-
priate amount of sadistic cackling.
Patty Ferguson as “Satan” was ex-
cellent, both in meek subordination
to Grandma and in determined
leadership of a “wild Western”
posse against her.

Betty Brackett, Judy Harris and
Mickey Nusbaum, as the three



geologists, respectively, Catalda,
Emily and Mafalda, showed a great
deal of stage presence and each
lent her own personality to her
part.

“Minor” characters, such as Vir-
gil (Joyce Cushmore), Lady Tour-
ist (Anita Kaplan), Carey Thomas
(Liz Kaplan), and Dante (Leone
Edricks), were all most entertain-
ing.

Singing talent was also notable.
Particularly outstanding as solo-
ists were the three geologists and
Lynne Sherrerd as a “torchy” Hel-
en of Troy. The level was kept up
by Patty and Rabbit. The spirited
angel and devil choruses were an-
other tribute to 57’s enthusiasm.

Much credit for the excellence
of the singing and acting perform-
ances is due to Lucy Lindner, mus-
ical director, and Pat Moran, the
show’s director.

Continued on Page 6, Col. 3

Fire At Swarthmore
Destroys Hall Roof

more’s Hall of Chemistry Sun.,
Oct. 16, destroyed the roof of the
two-story brick building. Although
more than 100 students formed a
chain to pass books and equipment
from the burning building to near-
by Trotter Hall, the loss was a
huge one.

Several hundred persons, includ-
ing Swarthmore President Court-
ney Craig Smith, watched fire de-

partments f: nine communities
extinguish ai bion, which was
discovered. about 5:30 p.m. The
Swarthmore fire chief and two oth-
er firemen were injured. The fire,
which began in an air exhaust sys-
tem on the roof, was under control
in an hour, but had already spread
to the second floor.

The Hall of Chemistry stands
about 300 feet from Parrish Hall,
the central campus building. It
contained more than $500,000
worth of equipment in its 20





Sciences.”







rooms.

Fire which broke out in Swarth- \

PRICE 20 CENTS x


* rere et Fee.

Page Two

THE COLLEGE NEWS

Wednesday,



THE COLLEGE NEWS ~~

‘ FOUNDED IN: 1914 =>
Published weekly during the College Year except during Thanksgiving,
Christmas and Roster holidays, and autem) weeks) in the
interest of B awr cotewe at the Ardmore Prin Conibe ny. Ardmore,
Met reer teated b ight, Nothing th
e olleg ews copyr othing that appears
in it may be teprinted asily. or. ha
Editor-in-Chief,

\. BDITORTAL BOARD

GING soci veccccccccstutunsaeesivts hagesess ‘Marcia Cans, ‘57
ON CWS SONA Nis ied Web iei bb ekeaheaetecserecsrces Epsey Cooke, ‘57’
PE I iv ccckeasceaadesceseesicivesecbs cae Carol Hansen, ‘57
TO 568606 00 SCRE CONTENT Ev Ceveresvtesis Ruth Rasch, ‘57
GT DNONNOR oe cece cect eeke hanes Se eeeewastves Molly Epstein, ‘56

EDITORIAL STAFF
Marcia Goldstone, ‘56; Anna ‘Kisselgoff, ‘58; Joan Parker, ‘57 (A.A, Repre-
sentative);*Helen Sagmaster, ‘58; Leah Shanks, ‘56; Joan Havens, ‘56; Judy
Mellow, ‘57 (League Representative); Suzanne Jones, ‘57 (Music Reporter); .
Debby Ham, ‘59; Elizabeth Rennolds, ‘59; Rita Rubinstein, ‘59. .

COPY STAFF
Nancy Fogelson, ‘59; Margaret Hall, ‘59; Pat Page, ‘58. ‘
Staff Photographer ...:.........++. Gabe sc epeeeee esse Holly Miller, ‘59

BORON ARNOT oon cece cccccvccspe Fothaecese Gloria Strohbeck, ‘57

Associate Business Manager ...........0¢eessee00. Virginia Gavian, ‘57

Business Staff: Annebellie Williams, ‘56; Christine Wallace, ‘57; Natalie Starr, —

‘57; Rosemarie Said, ‘58; Judy Davis, ‘59; Jane Lewis, ’59.

Subscription Manager ........ ese cceccensecevecees Lucille. Lindner, ‘57

Subscription Board; Effie Ambler, ‘58; Rhoda Becker, ‘58; Elena Constantin-
ople, ‘58; Joann Cook, ‘58; Connie Demis, ‘58; Jennie Hagen, ‘57; Polly
Kleinbard, ‘58; Sue Levin, ‘58; Marion Perret, ‘58; Anne Schaefer, ‘58;
Diane Goldberg, ‘57.

Subscription, $3.50. Mailing price, $4.00. Subscriptions may begin at
any time. Entered as second class matter at the — Pa., Post Office,
under the Act of March 3, 1879.

Sizeable_ Matter

In the middle section of this week’s News is a-series of
articles written by various members of the faculty and stu-
dent body. These articles are all on one subject—the size of
the college. Within very small limits the stories express the



- Same opinion.

.The News board ignored one rule of statistics when it
took this poll. It did not choose a random group of people,
which if done would have included someone outside of this
college. For it can be assumed that anyone who does not be-
lieve that a small school like Bryn Mawr ‘has more to offer
_ than a large university, would not be here to write about
i

When these representatives of the faculty and student
body were asked to give their opinion on the subject it was
not expected that they would all come to the same conclusion
—that the apparent advantages of a-small college more than
offset the inconveniences. The fact remains that they did,
but the fact also remains that these are personal opinions,
based on no particular actual facts. Though indicative of a
feeling within the college, they are not the final word on such
a serious subject. Many groups are now being organized to
study the problem systematically.

No one was convinced that Bryn Mawr, in view of the
tremendous rise in the number of men and women of college
age, was in any way obligated to educate a proportionately
larger number of students. To this two questions may be
raised: “Are we doing more to educate a few really well than
a lot not so well?” (Assuming quality to be sacrificed to quan-
tity) and “What kind of a dent could our even doubling in
size make in the national figures”. It is only when these
things are asked of the small college in general and not Bryn
Mawr alone, that they have any real meaning.

Orient And Occident

When the curriculum committee considers changes and :

additions to the college program they might do well to con-
sider increasing the study of the Orient. Because our cul-
tural roots lie in Greece, Rome, and the rest of Europe, most
of the departments teach only western culture, from a west-
ern point of-view. This leads to the exclusion of the heritage
of. the orient—of study of the middle and far east.

The student body is deprived of a real contact with that
knowledge which, though it may not be directly related to
our. “Anglo-American” heritage is as worthwhile both ab-
stractly and practically as the occidental things we study.
The people of the East—both those of today and of the past,
think differently from us, and have a store of knowledge in
many fields which is valuable and important.

The history of the Asian world, its political organiza-
tions, philosophy, religion, and literature, gives us an insight
into the East which in addition to its value in itself is impor-
tant for us in evaluating and enriching that culture which is
part of our background. But.at the same time it is impor-
tant in that it helps us to understand the struggle between
East and West. We cannot hope to end this conflict without
an understanding of the differences in thinking which are
reflected in the tense world situation.

We need a deeper study with well qualified experts in the
field of oriental studies.
well as understanding of the Eastern world. Then too cours-
es should not be placed in an unnaturally separated depart-
ment: devoted to Eastern study - but where they belong, inte-
grated with other courses in the same field.

-In some departments, such as History of Religion and

_ History of Art courses in Eastern study are now offered. We
_.feel-that-an increase in their number and scope in all the de-

partments of.the college will be of great benefit to the school.

M. Jean Seznec Tells Of Life’s
Road ‘From Cambridge To Oxford’

Continued from Page 1 .1In 1950 he accepted his present
M. Seznec spent nine years at| position at Oxford. M. Seznec no-
Harvard where he was professor|ted that he “lived on the same
and then. chairman of the Depart-| staircase” at Oxford as Isiah Ber-
ment of Romance Languages. Pro-|Jin, the 1953 Flexner Lecturer at
fessor Seznec has been awarded Bryn Mawr. “Perhaps,” said M.
many ‘distinctions, including tat Seznec, with a twinkle, “we should
start a Flexner Club at Oxford.”





part w —. permission of the |:

“They should have sympathy with as’













_From The Balcony

By Helen. Sagmaster









Janus

Janus, which opened at the For-
rest Theatre in Philadelphia on
Monday, combines romance, humor

jand a catchy plot to produce a

charming effect.. Margaret Sulla-
van and Claude Dauphin are star-
red as Jessica and Denny, who col-
laborate on a series of historical
novels published under the nome
de plume Janus.

Their work together, and their
love affair, is a long-time secret
from the public, as well as from
Jessica’s husband Gil (Robert
Preston), a shipping tycoon who
spends most of his time in South
America.

The appearance of Gil and Mr.
Harper (Robert Emhardt), of the
Bureau of Internal Revenue, brings
the plot-to its crisis. Harper
threatens the three with heavy
fines for filing incorrect income
tax returns. Gil is thoroughly dis-
comfited and Denny proposes to
Jessica.

After a time of confusion, she
decides that she needs both men
as much as they need her, and the
three agree to continue their lives
as if the secret had never been re-
vealed.

iBut an outline of the story,
which, by itself,-is fairly unbeliev-
able, cannot reveal the charm of
Janus. This job is left to the char-
acters, who manipulate the plot,
rather than being manipulated by
it.

Claude Dauphin’s Denny pro-
vides the best acting, and, to my
mind, the most appealing charac-
ter. The absent-minded, boyish,
disarming professor is not an or-
iginal creation on the part of the



»

author (Carolyn Green), but the
audience is never at a loss as to
why Jessica loves him. Dauphin
handles his part beautifully.

Margaret Sullavan also does a
superb job with a tricky role, Jes-
sica’s ideas on love are unconven-
tional; as she says, “Love isn’t an
apple you can give away or keep.
It’s a climate you live in.” She is
at once down-to-earth, slightly
naive and completely feminine.

The drawback in Jessica is the
fact that, while she is a lifelike
woman, she gets away with some-
thing that is just slightly imposs-
ible.

Gil’s reaction, upon discovering
his wife’s creative talents and her
infidelity, _emphasizes-.the comic
aspects of the situation. As an
ex-football player with more brains
than the average athlete, he has,
despite appearances, made Jessica
happy during their 18 years of
marriage.

His appearance in the first act
speeds up the action, which drags
slightly before that. Throughout
the play, his lines provide almost
the only straight humor.

The two subordinate characters
deserve more than “honorable men-
tion.” Harper, the fat, blustering
tax man, and the outspoken :pub-
lisher of Janus’ novels, Miss Addy
(Mary Finney) are humorous
parts, very amusingly played.

On the whole, Janus is worth
seeing. From the standpoint of
plot, it is a comedy; from that of
characterization, it is a romance.
This double nature widens the
range of audience to which the
play appeals,















Off The Bookshelf

By Marcia Case











Walden Two-By B. F. Skinner

A Utopia based upon the science
of “behavioral engineering” is the
subject of Walden Two, by B. F.

Skinner.

Walden Two, a utopian commu-
nity, has been established some-
where in New England. Walden
Two is physically a somewhat more
modern version of Walden “One,”
but its founder, a man named T.
E. Frazier, bears little resemblance
to-Henry David Thoreau. .

The book is chiefly a series of
discussions and arguments between
Frazier and several visitors to the
community — two young couples
‘and two curiously unsophisticated
college professors, one of whom,
Burris, is the narrator of the book.

Walden Two is based on Fraz-
ier’s belief that “if it’s in our pow-
er to create any of the situations
‘which a person likes, or to remove
any situation which he doesn’t like,
we can control his behaviour... .
We can achieve a sort of control
under which the controlled, al-
though they are following a code
much more scrupulously than was
ever the case under the old ‘sys-
tem, nevertheless feel free. They
are doing what they want to, and
not what they are forced to do.”

Frazier, assisted by the commu-
nity’s Planners and Managers, con-
trols the environment, determines
the rules and trains the children of
the community. The citizens are
required to do only a small amount
of work each day; they are freed
from any governmental responsi-
bility; and they are allowed great
freedom in developing their talents

‘and personalities. They are all ex-



ceedingly happy.

The book is actually primarily a
psychological rather than a polit-
ical or social study. Since this re-

‘viewer is completely untrained in

the field of psychology, she is un-
qualified to comment at much
length on the soundness of Fraz-
ier’s plan for controlling human
behaviour. However, it would seem
that Frazier, while he controls the
environment of the community, ig-
nores the hereditary and constitu-
tional differences among human
beings. No matter how much he
ereates situations which a person
likes, or removes situations which
a person doesn’t like, and no mat-
ter how much he educates a person
to like some and dislike others, he
cannot control the -innate differ-
ences in people.

Actually, Frazier does not con-
trol individual environment so
much as his plan would indicate.

Walden Two has a Code of com-

mon behaviour, and definite restric-
tions. There are many opportuni-
ties for individual frustration or
unhappiness to appear, which}
Frazier stubbornly ignores.

In the field of politics, the book
deals most extensively with the
problem of freedom. Walden Two
brings up the old problem of hu-
mans who fancy themselves free
because they make choices and car-
ry these choices out, but are ac-
tually controlled in every choice
they make by their environment,
their background and their heredi-
tary characteristics. Hew much

better, Frazier believes, to place
Continued on Page 6, Col. 4

‘pers would have us believe.



Current Events
Situation In Algeria Is
Topic Of Talk
By Girard

October 26, 1955 —

No social system is devoid of .

some form of oppression, but
there is generally little worrying
about this unless it is warranted

by extreme agitation. Mr. Girard

pointed this out in his talk on the
consternation currently. shown by
France over the situation in French
North Africa. This constituted
the Current ‘Events talk given
Monday in the Common Room.
The oldest French possession in
North Africa is Algeria, which
was conquered after the fall of
Algiers in 1830. Tunisia, a French
protectorate, was occupied in 1881,
from fear that the Italians might
take it. In Morocco, France won
over German ambitions in 1912.
Although through the Arab
League and other means there
‘were some attempts to secure
North African _ self-government

and freedom before World War II,

real trouble did not occur until the
1950’s. Currently there is relative
quiet in Tunisia, where there were
great disturbances in 1954. How-
ever, many are dissatisfied with the
agreement signed by the Bey and
resulting in a measure of self-gov-
ernment there.

Morocco, whose people are
French citizens, actually has only
minute representation in the

French government. Here the sit-
uation worsened in 1953, when Sul-
tan Mohammed ben Youssef was

deposed, and a puppet govern-

ment installed.

Ben Youssef, whom it is general-
ly felt the government made a mis-
take in deposing, has become a
symbol of nationalism. The anni-
versary of his deposition has been
celebrated each year by new out-
breaks, The current sultan left for
exile a few days ago. Negotiation
with the natives is difficult due to
the lack of unity among them-
selves. - France tries to negotiate
with the most moderate elements,
but this is a touchy process.

French opinion concerning the
North African question is not as
clear-cut as many U. S. newspa-
The
French cannot divorce their cru-
sade against communism and soc-
ialism on other grounds from their
crusade in North Africa.

It is easy for us to be anti-colon-
ial, since we have no colonies. Here
there is no contradiction, as there
is in France, between being against
communism and also against colon-
ialism,

Actually perhaps half the French
are anti-colonial, but there are also
anti-American policies in Europe!
American diplomacy is in the pre-
dicament of trying to bolster the
old regime in France while pro-
claiming its anti-colonialism.

Now that the situation has gone
this far, any move France makes
will be “wrong”. Probably a solu-
tion will eventually be found,
whereby these countries will ob-
tain their freedom.

Evvie Jones ’54
Speaks At B. M. C.

Evvie Jones, ’54, visited the Bryn
Mawr campus last Thursday to dis-
cuss S.D.A. Evvie, who was presi-
dent of the Bryn Mawr S.D.A.
when she was an undergraduate, is
now Executive Secretary of S.D.A.,

%

"the highest professional position in ©

the organization.

Evvie spoke before an Alliance
Board meeting, and outlined sev-
eral projects that a Bryn Mawr
S$.D.A. might undertake. At pres-
ent, Bryn Mawr has no S.D.A.
chapter. Charlotte Graves was
president of the organization last
year.

Evvie discussed proposed con-
gressional scholarships for deserv-
ing students, and also the differ-
ences of opinion — aonn.
and A.D.A.


+

Wednesday, October 26, 1955

THE COLLEGE NEWS

Pius Three



Forum Shows F aculty = Students Favor Small College

Mr. Brown Favors A Gradual Increase

Robert Conner Discusses Problems

by Robert L. Conner
Assistant Professor of Biology

The great influx of students into
colleges and universities has not
been unexpected; however, its con-
sequences are not mitigated mere-
ly by being forewarned. This con-
dition has resulted in a large in-
crease in the number of students
who meet the entrance require-
ments, and who would be valu-
able additions to the college com-
munity,

The problem for us then be-
comes, “Should the small college
increase its’ enrollment to help
copé with the increasing number of
eligible applicants, or should the
large schools become still larger?”

An analysis of the benefits of
the large and small schools may
provide an answer. The universi-
ties have their brighter points, such
as the number of “name” person-
nel on the faculty. Unfortunately,
few of these people (especially in
science) teach at the undergradu-
ate level. Better facilities are
claimed. This is true for research,
but often not for teaching purpos-
es. A real advantage of the larg-

Of Increasing Student-Faculty Ratio

er school lies with the faculty. A
lighter teaching load allows an in-
structor to devote more time to a
given course.

The most obvious and important
attribute of a school like Bryn
Mawr is the student-faculty rela-
tionship. Small classes and labor-
atory sections mean greater indi-
vidual attention, This instruction
at the personal level has as its goal
a higher quality of training. Bryn
Mawr with approximately a 6:1
student-faculty ratio can employ
different teaching techniques than
the larger schools with a ratio of
20-30:1 (often introductory cours-
es have enrollments of 350-400).

Since the large schools are al-
ready so big, it seems to me that
the difference in the level of
teaching would be altered little
even with a doubling of numbers,
whereas if Bryn Mawr were to
double its enrollment most of the
advantage of the small. school
would be lost. If Bryn Mawr in-
creases its enrollment and wishes
to maintain its standards, the fac-
ulty would have to be increased.
nearly in proportion to the student

a



increase.



Martha Bridge Suggests Inter-College

Cooperation Rather
By Martha Bridge

Most Bryn Mawr students prefer
a small college. We chose to come
to Bryn Mawr largely because we
were attracted by its comparative
smallness. We felt that a selected
student body of limited size anda
favorable faculty-student ratio

would offer us advantages for
which even the most alluring as-
pects of larger institutions could
not compensate. The question,
“How large do you think the col-
lege should be?”, is almost certain
to evoke from most of us this an-
swer: “I hate to sound exclusive—
but, personally, I wouldn’t like to
see it get any bigger.”

Of course, we have no right to
stop with just this personal] an-
swer. Putting aside our prefer-
ences, we must consider the re-
sponsibility of the college to the
entire educational community. Has
Bryn Mawr any justification, in
these years when colleges are
flooded with applications for ad-

mission, for a policy which pro-]

vides for little or no expansion?
Is the college operating effective-
ly if for every applicant admitted,
at least one other equally qualified
is rejected?

Ultimately, these questions can
only be answered in the light of
basic educational beliefs, about
which there really can be no fruit-
ful disputing, e.g., whether or not
“quantity” and “quality” are rec-
oncilable in education. Many of us
would take the position that to
concentrate on educating a few in-
dividuals on a high level is to set
in motion ever-widening circles of

_ education; but we are, admittedly,

assuming that there is a certain
limit to the number of people who
can be so effectively educated.

Similarly, we might find great
reason for joy in the fact that
more and more qualified people are
applying to the college. Good! We
can be more selective! Further-
more, it is extremely unlikely that
those applicants who are not ad-
mitted to Bryn Mawr do not go to
college at all; most of them apply
to at least three colleges or uni-
versities. Yet Bryn Mawr is still
open to the charge that it is not
bearing its share of the load in
sheer numbers.

Is Bryn Mawr bearing its shale



Than Size hicrette

of educational responsibility? Can
the college claim the right to stay
small on the grounds that it really
is doing a better job, that it is ren-
dering a greater service to aca-
demic standards, than are larger
colleges? We’ve gone full circle
to our prejudice again!

There are obvious disadvantages
to bigness, foremost among them
the very quality of “institutional-
ity,” the impersonal quality of the
large physical plant, the danger-
ously “safe” anonymity of most of
the student body. On the other
hand, one might say that a large
college or university escapes the
make-believe of a world in minia-
ture, of the often-derided “ivory
tower.” More concretely, the larg-
er institution has proportionately
larger resources at its disposal—
huge sums of money, the possibil-

ity of more variety in its activities
and services.

Satisfying Education

lege again say that we think a
more satisfying education is being
offered each student — despite the
fact that three of the courses he
or she wants to take may. meet at
the same hour, and that the chorus
may be made up of many more
enthusiasts. than trained singers!
On the practical level, we can re-
fer to a study made a few years
ago at Hamilton College, in Clin-
‘ton, N.Y., in which it was deter-
mined that the optimum enroll-
ment for a college, efficiency-wise
and economy-wise, is. somewhere
between seven and eight hundred.
~ Finally, we should remember
hat we at Bryn Mawr could enjoy
many of the opportunities and ad-
vantages of a large college. With-
in the framework of a whole-heart-
2d, and not just technical, co-ordi-
nate college plan with Haverford,
and perhaps almost as fully with
Swarthmore, we could minimize
many difficulties and limitations in
both academic and extra-curricular
fields. It is in this sense that Bryn
Mawr should become larger—as an
independent unit in a system of ex-
panded co-ordination. We could, in
effect, have our cake and eat it,
too. —



We who believe in the small col-!'



Editor’s Note: The NEWS bas
devoted two pages of this week’s
issue to a discussion of the prob-
lem of the size of the college.
The ever-increasing enrollment
in colleges and _ universities
throughout the country is the
most pressing problem facing
educators today. The effect that
this increase will have on the
small liberal arts college, and on
Bryn Mawr in particular, should
be a matter of interest and con-
cern to all members of the col-
lege community.

Fhe NEWS is presenting a
“forum” rather than a “poll,”
for its purpose,is not to tabulate
the feelings of a few members
of the college, but rather to help
others in formulating their own
Opinions. The contributing fac-
ulty and students were selected
as being thoughtful representa-
tives from different fields of
study, and with varied -back-
grounds and interests.







Personal Guidance
Benefit Of B: M: C.

By Kirsten Andresen

Even in view of the rapidly in-
creasing number of college-age
people, I think that Bryn Mawr
ought to remain approximately the
same size as it is now, for more
than one reason.

The faculty of a college may be
very good, but the professors can
obviously not give so much either
of learning or encouragement to

ment as they can in a compara-
tively small institution like Bryn
Mawr. Here the students are in
close enough contact with the fac-
ulty to get individual guidance and
help if they want it.

Some students may do outstand-
ing work under any circumstances,
but being able to talk to the pro-
fessors about their work should
certainly not impede their achieve-
ments. As far as the rest of the
students are concerned, the de-
mands of the work here would cer-
tainly be met less adequately if
there were no such thing as help
in planning a schedule and person-
al appointments with the profes-
sors. In other words, if Bryn
Mawr’s policy is not only to accept
students rating high on the Col-
lege Board exams, but also to see
these students through with the
highest possible profit from the
four years spent here, the college
should not expand so that the
above mentioned contaets can no
longer be maintained.

The question is where this limit
in the number of students should
be drawn. The administration
might be expanded so that the stu-
dents could still get the necessary
personal advice there, but what
about the professors and the size
of the classes? Several of the
classes would be bound to be very
big if there were a drastic increase
in the student body, unless the col-
lege employed several professors
teaching exactly the same thing in
the same way—a scarcely feasible
prospect! As for the rest of us, a
professor’s day has 24 hours when
stretched to the limit, and although
I am informed that our professors
should be more interested in their
research than in us, they would

if they should try to maintain the
present standards of both with,
say, twice as large a student body.

One ‘of the most frequently
heard arguments for an increase in
the number of students is the one
that we would then have a greater
variety of courses. I personally
feel that we have quite a reason-
able choice of courses already, and
that more could be made of the
cooperation between Haverford



Continued on Page 5, Col. 1

the students in a huge establish-.

fiardly have’ much time for either].

‘departments, and usually more va-

by Donald R. Brown

Assistant Professor of Psychology

We are all familiar with the
overwhelming statistics about the
future college enrollment in the
United States without reviewing
them here. The question I have
been asked to devote 350 words to
is what Bryn Mawr should do in
the face of such numbers? Expand,
contract, or remain the same? In
view of the word limitation, I shall
only briefly outline my position
with little defense. Not for a min-
ute should this brevity be taken to
imply that these arguments have
such “face validity” that no de-
fense is needed.

First, I feel the question is aca-
demic. We have grown and will
continue to grow in size as_ any
casual comparison of the enroll-
ment of the college in 20 year per-
iods will ‘show. Therefore, the |

grow with planning or let the en-
rollment creep up on us as it cer-
tainly will as the pressure increas-
es from the community?

If we decide that it is planned
expansion we want rather than
creeping suffocation (not that the
result may not be the same in eith-
er case), then it would seem ap-
propriate to consider the advantag-
es and disadvantages of “small”
versus “large.” That is, if my
prediction is correct, how large
should we plan to become before
we lose the advantages of being
small? To answer that we must
list the advantages and disadvan-
tages of smallness.

I believe, as I compare Bryn
Mawr with my experience as stu-
dent and teacher in three other
types of institutions of higher
learning that they are: 1) small
classes (2-25). 2) Flexibility in

Stopping At One Thousand Enrollment

formal class stucture and teaching

‘|}method, in administration of aca-

demic requirements, and in the
academic commitments of-the stu-
dent to meet special conditions.
3) Access to the faculty (not al-
‘ways true if rumor has it correct
but in principle it could be true).
‘I might say here that I feel this
access should be limited to aca-
demic and intellectual areas as an
obligation on the part of the stu-
dents and the faculty. Naturally,
in a small setting there is also the?
opportunity for social contact, but
this should not be on a student-
faculty. basis but as . between
friends with mutual interests.
There should be nothing obligatory
about it on either party. 4) Access.
to fellow students of mixed-social-
economic-ethnic and geographic



backgrounds... _In a large setting it
is too easy to fall into a group
like oneself and still avoid isola-

question is, should we plan to! tion. * 5) Faculty of scholars as

well as teachers. This is almost
unique to Bryn Mawr because of
the high ratio of graduate stu-
dents to undergraduates. Ideally
this results in teaching which is
vitally inspired by ongoing re-
search and developments in the
particular field. In larger settings
the productive research workers
on the staff tend to teach only at
the graduate level or to consider
their undergraduate commitments
as a necessary evil.

I’m sure these do not exhaust
the advantages of smallness but
they seem to me to merit being
preserved.

The disadvantages, and I restrict
myself to the students’ point of
view, are essentially two: 1) the



number and range of course offer- ©
ings must be limited by the size of
the faculty. 2) The faculty must



Continued on Page 5, Col. 1



By Sally Moore

As our enrollment swells each
year, the question recurs whether
or not Bryn Mawr should be ex-
panded into a larger college and
what it would be like as such an
institution. Having spent my jun-
ior year at the University of Edin-
burgh, I have been asked to state
my opinion on this interesting sub-
ject. ”

The University of Edinburgh is
a European university, and there-
fore not exactly comparable to an
American university of equal size,
but the effects of its size on the
life and work of its members are,
I think, very similar to those
which we would experience.

I personally would regret seeing
Bryn Mawr expanded to as many
as 1,000 undergraduates. However,
there are several points which are
in favor of a large institution. Per-
haps the most obvious is the bet-
ter facilities which greater funds
can procure. Bryn Mawr has been
very lucky in this matter, but -we
need more scientific facilities, in
spite of recent improvements such
as Park and the new psychology
lab.

More Courses —
The larger college has bigger

riety in the courses offered; this I
feel is the best argument for ex-
pansion. There are also more pro-
fessors, but this is not a guarantee
of better teaching, any more than
size ensures higher academic
standards.

Besides variety in the courses
and faculty, there is more diversity



Junior Year Abroad Student Cites
Differences Between Two Colleges

college. Edinburgh is a very cos-
mopolitan institution, with stu-
dents from literally all over the
world. There are people from all
kinds of backgrounds—to a great-
er extent than is found at Bryn
Mawr. This made my year there
a great deal more interesting than
it might have been at a smaller
European college. However, Bryn
Mawr has a great deal of variety
in its student body for its size, and
expansion would not necessarily
Continued on Page 5, Col. 5

A. Harris Prefers
‘Exclusive’ B.M.C.

By Ann Harris

Due to the proposed new science
building, the expansion of several
other departments, and the annual
increase of the student body, the
current:campus question is, “How
large should Bryn Mawr be?”
Should the Bryn Mawrters keep
their facilities. “exclusive,” or
should they open their arches to
several hundred — or more — addi-
tional students ?

_If.a college is too stall, the stu-
dents can come into contact with
only a few ideas beyond their own.
Bryn Mawr is not too small. The

number of clubs: points to the va-

riety of interests on campus. The
students come from wide _ geo-
graphical, cultural and economic
backgrounds. The range of grades,
50-98( 7), indicates to some extent
a variety of aptitudes, talents,
temperaments and, broadly speak-
ing, “intelligence.” _ Bryn Mawr



among the students of a larger|

Continued on Page 5, Col. 4
cane errr apne



Page Four. : .

THE COLLEGE NEWS

Wednesday, October 26, 1955



K. Todd, Transfer From Smith, Feels Close Association

Among Studénite Main Advantage Of

By Kate Todd large as Smith—some 2200 girls—
The main reason I transferred| the newcomer feels rather lost and
from Smith College to!Bryn Mawr|rather more a statistic than an in-

was because I wanted to attend a|dividual. The task of trying to
smaller college. At a college as|learn 2200 names and then associ-









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Small Colleges

ating them, with faces is, of course,
impossible, and, therefore, no one
really makes the effort.

At the smaller college the “old
girls,” feeling themselves an inte-
gral part of campus lite, make an
all-out effort to learn the names of
incoming students and to draw
them into campus hte right-away.
Almost immediately the new stu-
dent feels herself. part’ of the com-
munity, an individual that other
people are sincerely interested in,
and she never has, as in the larger
college, that feeling of having to
sink or swim, with nobody really

caring which she does.

Besides this closer association
between the students themselves,
there is a closer relationship with
faculty members. Again, tne stu-
dent feels that someone is taking
an interest in ther, and if she has
any problems, will be only too giad
to help her with them.

A third feature of the smaller
college which, to my mind, benefits
the student is smaller classes. This
gives her more chance to discuss
and to present her own ideas. And
isn’t that one of the aims of col-
lege—to induce the student to form
her own ideas and have an ex-
change of such ideas?

Comparing the two colleges
more specifically, I find that both
the social and intellectual sides of
Bryn Mawr are run on a more ma-
ture basis. The student is given
unlimited cuts, overnights and late
sigmi-outs. This leaves to her the
decision as to how she will arrange
her work schedule, and how to: ad-
just her social life to fit it. For
this policy I cry, Bravo! If the
student can’t handle the responsi-
bility of getting her work done,
then she deserves to be penalized
socially or academically.





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Smallness Alone
Not The Question

by Marcia Katzman

In commenting on the size of
the ‘college I am sure that many
writers, both student and faculty,
have praised Bryn Mawr as a small
school where small classes and a

high professor-student ratio lead
to a,closer contact between the two
groups, resulting in both better
education and a more sastisfying
teaching experience, It seems. to

keeping the college at close to its
present size are stated many ,peo-
ple feel that the argument over the
possible increase in college enroll-
ment is closed. They do not stop
to consider whether Bryn Mawr
comes up to the standard which a
small’ college must meet in order
to explain its staying small in
these days of increased college ap-
plication,

It must be remembered that in a
purely lecture class it makes little
difference if the students number
five or 50, for they have gained
nothing from their small class. If
a student never sees her professor
outside of class except to obtain a
topic for her term paper, the favor-
able professor-student ratio has
lost a great deal of its theoretical
meaning. It is true that the de-
gree of individual attention _a_stt-

_ Continued on Page 5, Col. 1

me that after these Yeasons for!



J. Young Favors
The Curren Size
Of Student Body

by Jean Young

According to a recent article in
the Haverford News, the number
of college entrance applications

will increase 70% over the present
figure by 1970. In the’ past few
years, the barrage of opinions
from educators concerning the re-
sponsibility of the collegé or uni-
versity to the increasing demands
for higher education directly re-
flects the statistics. At Bryn Mawr,
the pressure has lost all subtlety;
despite the slightly shrunken en-
rollment of the present freshman
class, Bryn Mawr now has the
largest student body in its history,
and we hear talk of further en-
largement.

There are certain physical fac-
tors in enlarging a school which
are basic matters of concern to
the adminis#ration. A follows B,
ie, more students require more
classrooms and living quarters, In
the case of Bryn Mawr, this would
mean an addition to Radnor ‘as a
beginning, and possibly a conse-
quent interruption in the plans for
the new science building. Pre-
sumably, too, an increase in size
would mean an increase in the
number of professors, and _ the
juggle of the budget is hardly im-
proved.

Continued on Page 5, Col. 3





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Wednesday, October 26, 1955

THE COLLEGE NEWS

Page Five



D:; R. Brown Cites Disadvantages

Of Student Life In Large Colleges

~~ Continued faci Page 3

on occasion teach in an area of
their field considerably outside
their specialty, This is, of course,
more: true for the less defined
areas such as the social scierices.
The first disadvantage is, I believe,
not. crucial, since while a liberal
arts background is hard to défine
in the abstract, there is consider-
able agreement as to what sub-
jects it covers. I feel we are large

Questions Whether
Size Is Justifiable
~ Continued from Page 4



dent receives varies greatly among

‘the different departments, yet if
this criticism is true for only a por-
tion of them it is still valid.

To blame this apathy wholly on
either the ‘professors or students
would be unfair. Our professors are
involved with graduate students
which is an extremely time-con-
suming job, as well as serving on
a large number of executive com-
mittees.. On the other hand, it is
asking a great deal to expect a
freshman to seek her professors
out when she has no idea if her
efforts will be welcome. The hall
teas and in one’s senior year the
comprehensive conferences are
ways in which an interchange of
student and faculty ideas can be
achieved in both social and aca-
‘demic ways. I do not, however,
feel that they are enough. If Bryn
Mawr cannot give the advantages
that a small school should afford,
it has no excuse for maintaining
its size in the face of the rising
school population.



Personal Guidatice

Benefit Of B. M. C.

Continued from Page 3

and Bryn Mawr inethis respect. If
someone feels ‘that she wants the
course variety offered by a big uni-
versity, she will apply there any-
way, I think.

There is another important rea-
son why I think Bryn Mawr ought
to remain. small, aside from the
more scholastic one. I understand
that it is the practice in larger
institutions to have sororities in
order to chop the school up into
smaller social units, so to speak.
With the size of the present stu-
dent body, such an arrangement is
unthinkable—fortunately.

I may not have given enough at-
tention to other arguments for an
increase in the student body with
the resulting increase in buildings,
etc., but I think I shall leave that
to these who write in disagree-
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enough to cover the essentials ade-
quately, again, partly due to the
needs of the graduate school. The
second point is more complex but
has, at least, one advantage in
that the faculty can’t become too
specialized.

Let me argue from the above,
that smallness-is desirable. Then
what ‘is“‘smallness”? That is, at
what size do we lose smallness: in
terms of numbers of students and
in terms of size of faculty (which
along with physical plant would
have to expand to even claim to
keep present standards)? This is,
of course, an empirical question,
but*that is another way of saying,
“I won’t guess.” I will guess, bas-
ing my figure on the experience of
other liberal arts colleges. For
Bryn Mawr, I say a total enroll-
ment of 1000, including graduates.
This means an expansion of 200
over say a 5 to 10-year period. Be-
tween 1000 and 1200 students is a
crucial range at which an institu-
tion faces the threat of losing its

“smallness.” I don’t think we
should gét in that position.

Now, finally, should we increase
by 200 with careful planning over
a several-year period and prorated
between: graduates and undergrad-
uates? I feel, Yes! Mainly be-
cause I believe in liberal arts non-
professional education as conduct-
ed in a small private institution
such as Bryn Mawr. This type of
education should be available to
those who want to choose it and
who are qualified to profit from it.
Hopefully, there are going to be
more such people.

Unless we want to abdicate our
responsibility’ to the large state
universities which will grow with
the demand for political reasons
alone, we must be willing to take
some share of the load. The only
other alternative is to found more
colleges which I feel is not, at the
moment, an efficient economic so-
lution, if even possible. Further-
more, such expansion of 200 would
permit expansion of the faculty to
a degree sufficient to offset the two
disadvantages to the students, at
least, which I cited and yet not to
the extent that inter-faculty com-
munication would suffer. That’s
only twice as much as I agreed to
say and, contrary to Cicero, even
if I’d had more time to write it, it
wouldn’t have been shorter,





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Young Cites Ideas
On Small Colleges

Continued from Page 4.

Beyond the ground facts of
school expansion, which go far be-
yond the few surmises above, there
is another type of “concern” which
speaks directly to the condition—
actually the tradition—in which
Sryn Mawr was founded.

Our classes are, on the whole,
small; if we took advantage of this
opportunity more often, we would
not complain about the lack of dis-
cussion our laziness provokes. Our
student government. is idealistic in
conception, allowing a girl to dis-
cover her own balance of work and
weekend, and to grow by judging
her own errors. Our student or-
ganizations hold enough positions
to allow a large number of people
to express an interest in a partic-
ular direction, or as often happens,
in several particular directions.
Qur relationship with the faculty
is essentially what we make of it.

These are obvious statements,
yet I believe they add up to the
possibility of a meaningful partic-
ipation in community life, If Bryn
Mawr were to enlarge by several
hundred, it would mean distinct
adjustment in each of these realms.

In its attempt to fulfill its obli-
gation to society, I believe a col-'
lege must consider its educational
purposes, its physical makeup, and
the students. who are here, as well
as the students who would like to
come. When you hear a girl say,
“I came to Bryn Mawr because of
its size,” she is really saying that
she agrees with the purpose be-
hind the number.

CHAPEL SPEAKER

Dr. George Florovsky of St.
Vladimir’s Russian Orthodox Sem-
inary in N.Y. will speak Sunday
evening in Chapel. Dr. Florovsky
visited Bryn Mawr last year after
attending the Evanston Assembly
of The World Council of Churches
and spoke on “Christ, the Hope of
the World.” His service last year
followed the general outlines of
the Eastern rite for evening devo-

tions.
”





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Try our Home made donuts
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--. is a long-standing and happy tradition with
college men and women. They all agree that
meeting old friends—and new ones!—at The
Biltmore, sets the right mood for a wonderful
time in New York. There are special college rates,
of course: And The Biltmore’s a convenient, mid-
town location, with a private elevator on which
many an old grad has ridden from Grand Central
Station. Other fine New York hotels under the same
management include The Barclay and The Park Lane.
For reservations and rates:

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A. Harris: B. M. C.

Should Maintain

Its Present Size, Varied Interests

Continued from Page 3

then, as it is now, gives each stu-
dent a chance to develop her in-
tellectual horizons and potentials
in an atmosphere of mixed feel-
ings, interests, and talents.

Why then, should Bryn Mawr in-
crease its size? If there is a real
excess of brilliant, gifted appli-
cants, as is often claimed, it is not

a new problem, for the college ad-;

missions policy has often been to

‘take other considerations into ac-

count besides “brains,” such as
background and personality fac-
tors. It is, then, only a question-of
turning down a few more qualified
“would be” Bryn Mawrters. It
would be helpful to remember that
there are other fine schools which
may be eager to snap up this sur-
plus material (to ee imperson-
ally!).

How large can Bryn Mawr grow
before it loses the charm and as-
sets of a small women’s college?
Facilities are now crowded; as- for
housing, it seems a shame to build
new accommodations, unless the
college intends to change its whole
tradition and become a large insti-
tution. Already some of the first
year courses are actually over-
crowded. And merely adding fac-
ulty is not the ultimate answer.

Why do fraternities keep their
membership down? Not just to be

“exclusive,” but to maintain the|

important feeling of “belonging” in
a small, united-but-heterogeneous
group. They could build more
rooms onto the frat house; they
could double the number of house-
mothers; they could make the pres-
idency a two-man job. Why. don’t
they? Because something valuable,
perhaps intangible, would be lost
in the process.



By the same token, Bryn Mawr,
if it is to resist constructively the
impetuous trend of the times—the
mass production of the modern age
should not grow further in size.
There are universities and middle-
sized colleges available for people
who want them. Only by being
small can_Bryn Mawr. retain its
individuality and thus offer opti-
mum educational advantages to a
closely-knit student body.

S. Moore: B. M. C.’'s

Present Size Best

Continued from Page 3

mean more variety.

On the whole, I feel that the ar-
guments against a large academic
institution are greater than those
for it. I never felt-so-much-a‘part
of Edin gh as I do of Bryn
Mawr;~1 was a little lost in its
immensity. In a graduating class
of several thousands, no one mem-
ber can hope to know more than a
tiny section of his classmates, and
very few of the rest of the school,
The students were not nearly so
united a body as we are at Bryn
Mawr, and consequehtly they were
not so successful in making their
opinions felt.

In an institution of the size of
Edinburgh, the students have little
chance to really know their pro-
fessors or members of the admin-
istration. We at Bryn Mawr are
given ample opportunity to make
friends with members of the fac-
ulty, and by the time we graduate
we should be well acquainted with
most of the administration. This
is a great advantage of our com-
pact size, of which we should take
more advantage.



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Page Six

ok

THE COLLEGE NEWS

&

Wednesday, October 26, 1955



2 Colleges Begin
New Psych Club

The newly. formed Haverford-|:

Bryn Mawr Psychology Club plans

‘to meet bi-monthly to hear

speeches and reports on work in
the field of psychology. The club
is the first combination Bryn
Mawr-Haverford organization of a
scholastic nature.

The club plans to sponsor three
off-campus speakers a _ semester.
This semesterthe speech topics
will be etxra-sensory perception,
psycho-analytic theory and indus-
trial psychology. ~ *

‘Knock On Rock’ Well-Paced And Short;

But Defects Make It Not Outstanding

‘ Continued from Page 1

A great deal of credit is also
due stage and lights managers
Nancy Chase and Paula Sutter and
their crews... Breaking away from
the traditional painted backdrop,
the juniors managed to: create an
imaginatively’ infernal atmosphere
by. using some particularly effect-
ive red lighting, and, in two ex-
ceedingly original’ scenes, large
rocks and a huge diabolical “stain-
ed glass window”.

At every: other. meeting, mem-f}) If the execution of Knock on

bers will hear reports on individual
research projects by Bryn Mawr
and Haverford faculty and stu-
dents. The club also plans to work
on psychology projects of its own.

Dick Isay, Haverford ’56, is pres-
ident of the club. Two Bryn Mawr
seniors, Ann Harris and Ellen Se-
gal, are vice-president and_secré-
tary-treasurer, respectively.

The majority of the club mem-
bers are psychology majors, al-
though non-psych majors may also
join. The lectures are open to all
interested students.

Bryn Mawr students pay mem-
bership dues, while the Haverford
Student Council has donated a
lump sum to the club. The money
will be used to procure off-campus
spéakers,

Sports News

Tues.,. Oct. 18, the Bryn Mawr
hockey varsities met and were de-
feated by Beaver College, 7-2 and
5-1. Newly elected captain, Steffie
Hetzel scored brilliantly from her
center half position, while Liz
Thomas at left wing accounted -for
Bryn Mawr’s only other goal. On
the whole the team played well,
but it was completely out-played
by the Beaver forward line, which
in the words of their own center
half, was “really hot” and “even
surprised us” (their own team-
mates). Beaver’s playing and skill-
ful teamwork was some of. the
prettiest that any of us had seen
in a long while. ?





Rock was surprising in its compet-
ence, equally ‘surprising and ex-
ceedingly disappointing was it in
its so-called “creative” aspects. One
generally expects that the level of
creation ‘will surpass that of per-
formance and the present produc-
tion proved almost a complete
turnabout.to-this informal “tradi-
tion’,

The thin thread of plot which
ran through the proceedings con-
cerned itself with a situation at
once unimpressive and trite, that
of three female geologists caught
in a hell of a mess in a lower re-
gion inhabited by noteworthies
ranging from Dante to M. Carey
Thomas, from Elsie Dinsmore to
Helen of Troy to the perennial
guide, Virgil. A Satan with a win-
ning personality and a witch of a
“devil’s grandam” conflict as to
whether hell shall be hell or a sort
of extended rodeo.

The complications which arise
when our three geologists are or-
dered to shrink souls and the boom-
erang which defeats Grandma,
namely the shrinking of bodies in-
stead, mark the greatest infringe-
ment of the plot on the general
proceedings. And the bits of home-
spun philosophy, which seem to



‘larly tuneful numbers.

have become traditional Junior
Show fare, again show how. ideal-
istic and imaginative undergradu-
ates provide a panacea for. the
world’s ills. This year’s solution
may be summarized as “big souls
in small bodies”.

Not only was the plot sadly in-
adequate, but the dialogue com-
pletely lacked punch, and both sit-
uation and dialogue showed start-
ling insensitivity to humor, Per-
haps the show “took the Dean’s
office by storm” because of the de-
cidedly “hayseed” quality of its
few jests.

The music, although bouncy and
rhythmic, contained no panticu-
The chor-
eography was kept down to an al-
most non-existent minimum, which
was rather unfortunate, in view of
the dancing abilities both of those
girls who did appear and various
juniors who did not.. The “Danc-
ing Duo” by Janet and Steffie Het-
zel was, however, exceedingly well
done.. The Kick Chorus perform-
ed adequately, but were not as ef-
fective as they have been in prev-
ious years, as a result of only ad-
equate costuming. and choreog-
raphy, and borrowed music.

Knock on Rock was well-paced,
short and swift-moving, Its defects

were such that the show cannot be
classed as outstanding. The cast
and directors are to be commend-
ed, however, for using to the ut-
most the material on hand.





Children — Pre-teens

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Problem Of “Behavioral Engineering”

Discussed In Book

Continued from Page 2

society under planned control so
that individuals are freed of all of
the inequities. and tensions of mod-
ern society, and have also been
trained so that they are freed from
the baser emotions, such as envy,
hate and selfishness.

A “freedom” based on chance, or
a “freedom” based on humane and
intelligent control ?, asks Frazier.

Whatever validity this point may
have is lost when the author re-
veals that Frazier is actually ba-
sically a man who wants to control
others, rather than a man who
wants to help others. “What a
strange discovery for a would-be-
tyrant, that the only effective tech-
nique of control is_ unselfish,”
he laughs. The choice between
chance’ and planning is more diffi-
cult; the choice between chance and
a power-crazed Frazier would seem
to be fairly clear.

And yet three of the party of
six who visited Walden Two return
to become permanent members.

|The fact that Burris is aware of

the true nature of Frazier, and

_



Ey B. F. Skinner

that all three seem to be driven
chiefly by a desire to. relieve them-
selves of unpleasant outside re-
sponsibility, puts Walden Two in
its true perspective. Like all utop-
ias, its chief effect is that it makes
us more satisfied with the world,

| the flesh and the devil.

However, Walden Two does have
some interesting thoughts about
psychology, democracy, and certain
social institutions.

AT THE MOVIES
ARDMORE
Oct. 26-Nov. 1—Not as a Strang-
er.
BRYN MAWR
Oct. 26-27—Romeo and Juliet.
Oct. 28-29—McConnell Story.
Oct. 30-31—Footsteps in the Fog
and Special Delivery. :
Nov. 1, 2, 3—Mr. Roberts.
SUBURBAN
Oct. 26-29—Love Is a Many
Splendored Thing.
Oct. 30-Nov. 1—Footsteps in the
Fog and Special Delivery.
GREENHILL
Oct. 26-Nov. 1—Chance Meeting.







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