College news, April 20, 1955

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Rirvn Mawr Collere

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VOL. 21, NO. 21

ARDMORE and BRYN MAWR, PA., WEDNESDAY, APRIL 20, 1955 __

‘County Fair’ Theme

BMC-Drinceton Chorus Concert
Includes: Work Of D. Hindemith

especially contributed by
Suzanne Jones, °57

Saturday’s choral concert in
Goodhart Hall, presented by the
Bryn Mawr College Chorus and the
Princeton University Chapel Choir,
was designed to give visiting par-
ents an idea of the work done by
the Chorus during the year.

The first .part of the program,
performed by the Bryn Mawr
Chorus under the directionof—Mr.
Goodale, included selections famil-
iar from Sunday night chapel serv-
ices and the recent concert with
Lehigh. Notable among these were
three excerpts from Katherine D.
Fisher’s cantata, “The Lamp on
the Stream,” which saw its pre-
miere performance here on March
5. Effectively and expressively
sung, the group was both repre-
sentative of the whole work and
satisfying in itself.

Church Music

The Princeton Choir, under Dr.
Carl Weinrich, presented a selec-
tion of church music. The numbers
were characterized by a wealth of
harmonic and dynamic effect, car-
ried out with sureness and control.

The choruses were combined un-
der Mr. Goodale’s direction to con-
clude the program with three sec-
tions from the requiem “For Those
We Love,” Hindemith’s



musical ':

setting of “When Lilacs Last in
the Dooryard Bloom’d,” by Walt
Whitman.

The poem, written to commemo-
rate the death of Abraham Lincoln,
is both an elegiac representation
of the country’s grief at the loss
of its leader and a joyous song of
praise for death, the “strong de-
liveress.” Paul Hindemith, -who
had taken refuge in this country
from—the—-Nazi~regime; set the
poem to. music in circumstances
similar to those under which it was
written—after the death of Frank-
lin Roosevelt and the end of the
Second World War—with the ob-
ject of recreating in music the
complex feeling of the words.

Orchestra Lacking

The excerpts as performed Sat-
urday lacked the orchestral parts
for which, along with those of
chorus and soloists, the work was
intended, but they were saved from
any impression of incompleteness
by the skill of Mr. Alwyne at the
piano. The piano arrangement, far
from being a simple accompani-
‘ment, demanded ‘a display of virtu-
osity that would have been an
achievement in itself, and Mr. Al-
wyne not only overcame its diffi-
‘culties but made it an essential,
expressive force in the perform-

Continued on Page 6 Col. 3



Originality And Variety Are Found

Present In Dance

by Anna Kisselgoff, ’58

It was certainly a great pleasure
to attend the:concert given by the
Dance Club last Friday night.
Combining freshness, enthusiasm,
and originality, it served to prove
that Bryn Mawr’s creative instincts
are not as dormant as they seem
to be.

A well-chosen program was
largely responsible for this. The
first half consisted of folk dances.
The first of these was a Hungarian
dance “Verbunkos,” described in
the program as a dance which was
“used to recruit soldiers into the
army”. Accordingly, the members
of the Dance Club marched on
stage in a well regimented forma-
tion, clad in bright colored jackets

and helmets, and black leotards}

and tights.

Leora Luders, costume director,
is to be commended for the good
use she made of the basic leotards.
The “Verbunkos”, with its kicks
and stamps, consisted mainly of
basic character dance steps, which
were performed rather well.

The second dance, the Hungar-
ian “Ritka Buza”, was. brief but
charming. Fortunately, the daxc-

ers. made good use of their facial
expressions, since it wotid be auite R

easy for a traditional dance of this
type to become stilted.~~ |

The third number, “Of Palestine,”

alternated the traditional Palestin-
ian dances, “Hora and Mayim,”
with the Hora being danced twice,
and the Mayim between the two
Horas, Re
_ Hank Dane, of Haverford, prov-
ed an able accompanist on the ban-
jo. ny

The next dance, “La Jota”, Span-
ish peasant dance, was not as well
executed.as the previous ones, The
line formations seemed to be hard]





Club’s Concert

to keep, and the “feeling” for the

dance did not come out too well. |
However, this is a defect found,

even among many professional
dancers, who, if they are not Span-
ish, find that type of dancing ex-
tremly hard to do.

The last folk dance “Of the
U. S.”, was a pleasure to watch.

Dressed in straw hats, jeans or |

bright skirts, the dancers execut-
ed theatrical variations of basic
square dance steps, employing reg-
ular square dance formations. This
was a fast moving dance where
the dancers were visibly enjoying
themselves. It was a number mark-
ed by lively dancing and lively mu-
sic, provided by Hank Dane and
Bob Benjamin.

With the exception of the last
dance which was arranged by Dina
Bikerman, all the folk dances were
directed by Mrs. Yolanda Brutten.

The second part of the program,
which was devoted to modern
dance, started off quite well with
Leora Luders dancing in her own
“Indecision”. By ‘synchronizing
her body and facial expressions
perfectly, Leora demonstrated that
she was an excellent mime with a
flair for the comic.

The next number, “Love Per-
haps, or a Baby Bird,” was an in-

terpretation of an original poem.

by Anne Mazick, performed by
Anne, Violet Shaw, and Dina Bik-
erman. This was an ambitious
work, but because of the reliance
upon gestures and voice, it can riot
be classed in the strict dance cate-
gory.

‘Mary Vorys’ dance, “Scarf,”-per-
formed by herself and Wendy Kap-
lan, was danced without music. It
was a well-thought-out piece of
choreography, centered about the
Continued on Page 5, Col. 6

Of Soph’s Carnival

“County Fair” will be the theme
of the Sophomore Carnival, Bobbie
| Burrows and Gwen Garland, car-
nival co-chairmen, recently an-
nounced.

Held on the afternoon of Maids
and Porters Show, April 23, the
carnival will begin at 2:00 near
Taylor with the traditional fresh-
| man_float parade. Judged by Mrs.
Marshall, Professors Sloane, Dud-

den, Leblanc and Ferrater ‘Mora,
the floats are made by the fresh-
men in each hall.

Auction, ‘Booths

itself will be held on Denbigh
Green or in Goodhart, if it rains.

The carnival will feature an auc-

tion, “with articles-contributed by
the faculty, and booths similar to
those found at fairs and carnivals.
Each hall has..charge of at least
one booth.

Admission will be by a general
admission card, which will be
bought at. a central booth and
punched at individual booths.

The general committee members,
all sophomores, include: Ginny
| Gavian, Nancy Coyne, Caryl Shar-
| low, construction; Joan Brandwein,
| Suzanne Knowlton, souvenirs; Mit-
zi Wiseman, Betsy Miller, refresh-
ments; Margie Milbank, float par-
ade; Rabbit MacVeagh, Epsey
Cooke, publicity; and Ann Ander-
son and Bobby Zwart.





Louise Breuer has been nam-
ed to head Freshman Week
Committee and welcome the
Class of ’59 this fall.



. CALENDAR

Thursday, April 21

8:30 P.M. Panel on Social Work
| sponsored by the League. Com-
mon Room.



Friday, April 22

» 8:18 P.M. Arts Night. Skinner
‘Workshop.

“La Nuit En Rose”, masquerade
party, Wyndham .

Saturday, April 23
| 2:00 P.M. Freshman Float Pa-
' yade, followed by “County Fair”,
Sophomore Carnival on Denbigh
Green (Goodhart in case of rain).

8:30 P.M. Maids and Porters
present “Carousel”, Goodhart.

10:30 to 2:00. Junior Prom,
“Picnic”, Gym.

Sunday, April 24

7:30 P.M. Dr. Morton Enslin
speaks at chapel service. Music
Room.

8:30 P.M. Haverford College
Friends of Music, Mme. Agi Jam-
bor will play works. of. Bach and
Beethoven.

Monday, April 25
7:15 P.M. Miss Robbins will

Events.. Common Room.

Thursday, April 28
_ 8:30 P.M. Frederick A. Pottle,
editor of Boswell’s London Jour-
nal, will give the Ann Elizabeth
Sheble Memorial Lecture on “Bos-
welt Revalued.” Goodhart Hall.

8:30 P.M. Linus Pauling, Prof.
of Chemistry, California Institute
of Technolggy, will speak on the
“Structure of Proteins”.

| sored by Sigma Xi.



After the parade, the carnival]



, again. Overcome by remorse and
‘afraid of Julie’s anger, Billy stabs

Maids & Porters

One of the most exciting of this
'weekend’s events will be the pres-
entation of Carousel by the maids |
and porters. The show, adapted
from Ferenc Molnar’s Liliom, has
been cut slightly, but all of the
plot and most of the details of the
‘original remain.

- The story concerns a mill girl,
Julie, who falls in love with Billy
Bigelow, the barker at a carousel,
‘Although he has recently lost his
‘job, they marry. When he discov-
ers that she is going to have a
‘baby, he still has no job.

In desperation, Billy accepts the
‘proposition of his evil friend, Jig-
ger, to hold up the mill owner
while he is on his way to deliver
the payroll to a ship captain. The



mill owner, however, protects him-
self from the two with his gun;
Jigger escapes and is never seen

himself.

Thru Backgate

The next scene is in heaven:
Billy has been let in, but only
through the back gate. He is told
by the friendly starkeeper that he
has one chance to atone for his
sins by doing something good for
someone on earth.

Billy comes to earth, where he
sees his daughter, Louise, now fif-
teen years old. He tries to make
her a present of a star, but be-
comes angry when she refuses the
strange gift, and slaps her, thus
ruining one chance to redeem him-



self.

But his time isn’t up yet; he
goes to Louise’s high school grad-
uation, where ‘the preacher is
speaking on the cruelty ‘of hatred.

Give ‘Carousel’.

Adaptation of F. Molnar’s ‘Liliom’

(He is referring to Louise, who is
shunned by her friends because
her father was a robber.)

The entrance of Billy, now in-
visible, and Julie, who realizes who
has offered the star to her daugh-
ter, and the closing song, “You'll
Never Walk Alone,” end the show
on a wistfully happy note.

Arts Night Offers =

Sartre’s “No Exit”

8:13 p.m. on Friday, April 22,
was selected as the most-propitious
moment to raise the curtain on
Arts Night. The program offers a
sampling of Bryn Mawr talent in
music, dance, painting and drama,

, all for five dimes or the equivalent.

It will take place in Skinner Work-
shop.

An assortment of ballads will be
sung by Chris Flint who will ac-
company herself on her autoharp.
There will be two dance numbers:
“Shattered Image” with choreogra-
phy and dancing by Dina Bikerman
and Violet Shaw and an amusing
solo by Leora Luders.

Art Exhibit

Art in the form of drawings and
paintings, can be seen during in-
termission.

The second half of the program
will be a reading from Jean-Paul
Sartre’s, No Exit. The play deals
with the “hell” which faces a man,
a nymphomaniac and a lesbian.

Mary Darling will direct the
reading. Fritz Janschka will su-
pervise the decor, and Ann Brit-
tain will arrange the art exhibit.
Tam Birchfield and Ann Morris are
chairmen of Arts Night.



Revisions Of College Election System —

Discussed During Legislature Session ~__

At an open college legislature
meeting on Wednesday, April 13,
students discussed possible altera-
tions in the present college election
system.

Although not presented at this



--speak~-on Churchill “at Currént’



Spon-'
Park Hall. j|the class, although Patsy noted

meeting, a complete petition elec-

‘tion system has been drawn up un-
der the leadership of Patsy Fox. ynder which the College News

This system would have an election
committee (not a nominating com-
mittee) as a supervisory board. |
This committee would set a date
for petitions to be circulated and |
would set a minimum time for cir- |
culation, perhaps five days. To be’
eligible for an office a_ student
would have to secure twenty-five
names on her petition.. Either the
gir] desiring. to run for office or a
friend could start the petition.
Signing the petition would mean
an endorsement of the candidate.
A student could endorse only one
candidate for each office.

~The — organization bdéard ~ for
which the candidate was running
would then make up a list of ques-
tions to be presented to her. Her
answers, petition and a list of her
activities would then be publish-
ed, through the hall, the College
News, or class meetings. A col-
lege assembly, with presidential

candidates speaking in their own
behalf, could also be held.
Narrowing would be done through



that the additional work involved
in running would mean that fewer

and more interested people would

run, Voting would be done through’
the halls. Students would not be
forced to vote, but could abstain.

Potts Presents Idea
Nancy Potts suggested a system

would be the machine through
which the college would learn
about the candidates and would
vote; The Newg would print a
special election issue, publishing
the lists of candidates which were
previously submitted to the News
through the organization boards
or whatever method was consider-
ed best. It would also print state-
ments by the candidates and their
pictures.

The next week’s issue would in-
clude ballots, through which stu-
dents would vote for candidates
for all offices. The News would
either announce these as soon as
votes were tabulated, or would
print the winners in the next
week’s issue.

At the meeting the questions of
the desirability of complete college
elections and of ipso facto mem-
bership were also brought up.



‘Miss Robbins will speak on
Sir Winston Churchill in Cur-
rent Events this Monday.

7:15 Common Room








Innieoneninmrestinnemenenengite

oe.’ .»



Page Two

THE COLLEGE NEWS —



THE COLLEGE NEWS

FOUNDED IN 1914

Published weekly bag be the College Year” (except during Thankegtving;
Christmas and Easter holidays, and during examination weeks) in the
interest of Bryn Mawr College at the Ardmore Printing Company, Ardmore,
Pa.,.and B Mawr Gores.

The College News is fully protected by copyright. Nothing that appears
in it may be reprinted either wholly or in part without permission of the
Editor-in-Chief.

EDITORIAL BOARD

EINE bcc iodo cece beceeaerevievecenetsosuaey’ Marcia Case, ‘57
TSS po OU Ee ri rere re Renee Epsey Cooke, ‘57
DRM RIPE bo cies ccc assedccveenieccesiocdueends Carol Hansen, ‘57
hcnan, Le LOR or ee ee Yi oeeeeee Ruth Rasch, ‘57

Chief Dissenter Molly Epstein, ‘56

ee ee ee ee ey

EDITORIAL STAFF

Paula Dunaway, ‘58; Marcia Goldstone, ‘56; Anna Kisselgoff, ‘58; Joan
Park ‘59 (A.A. Representative; Helen Sagmaster, ‘58; Leah Shanks, ‘56;
Catharine on, ‘58; Harriette Solow, ‘56; Elizabeth Warren, ‘55 (Alliance
Representative); Joan Havens, ‘56.

Staff Photographers .................: Sue Myers, ‘58 — Amy Heinel, ‘56
Business Manager Gloria Strohbeck, ‘57
Associate Business Manager Virginia Gavian, ‘57
Business Staff: Annanelle Williams, ‘56; Rachel Epstein, ‘57, Christine Wallace,
“87.
Subscription Manager .........../ aw Swi erin: Lucille Lindner, ‘57
Subscription Board: Norma Sedgewick, ‘56; Polly Lothman, ‘56; Micky Nus-
baum, ‘57; Christa-Luuise Vollmer, ‘56; Ann Anderson, ‘57; Leone Edricks,

‘57; Jennie Hagen, ‘57; Betsy Miller, ‘57; Nancy Starr, ‘57.
Subscription, $3.50. Mailing price, $4. 00. Subscriptions may begin at

ee

any time. Entered as second class matter at the Ardmore, Pa., Sa Office, -

under the Aet of March 3, 1379.



Universal Suffrage

“They aré entirely responsible for the Freshman Week
program “and we think it goes very well,” said-Miss-McBride

-in«substance in her speech on Parents Day. Students ‘who

read each year with interest and complete surprise the “elec-
tion” of the head of Freshman Week are a little confused as
to how far this responsibility extends. The fact is that the
student who heads this very important committee that gives

incoming freshmen their first glimpse of Bryn Mawr is elect-.

ed by quite devious means. Undergraduate board brings up
and discusses the names of likely candidates and narrows
them to four. These four, who have been evaluated by the
administration, are then voted on by Undergraduate Council
—that is by part of Undergraduate Council, the heads of the
Big Five organizations. This means that four, or sometimes
three, students can determine who is going to head the Fresh-
man Week Committee.

We believe this official should be a representative of the
whole student body. We realize*the importance of this posi-
tion, and the fact that it is necessary that the student work
well with the incoming freshmen, parents, and the admin-
istration. At the same time, we believe that a student body
capable of electing the President of Self-Government ought
to be capable of electing a person for this office.

We feel that the election for the head of Freshman Week

Committee ought to be included in class elections in the

spring, with nominating, narrowing, and electing carried on
in the same manner as for all other class officials. Not only
is this the only democratic way to choose a person for a job
that is held to belong primarily to the students, but it would
help to arouse interest in that somewhat vague and uncertain

period which covers the first few days before upperclassmen
return.

This is not only a problem in itself, but it raises the ques-
tion as to the election of other of the lesser-publicized but
vitally important jobs on campus. How many other elections,
we wonder, are held by a few students in important offices,
and then announced to the college as a democratic decision
by the student body?



Dramatic Reading s
Are Well Received

Judging by the size and enthusi-

asm of the audiences, the three? The eleven Russian student edi-

dramatic readings from Milton’s;
Paradise Lost were definitely suc-
cessful. The reading, taken from

‘several books of the work, is

known as “The Fall of Man.”

_ The part of Adam was played
by Ken Geist; Eve, by Erica Lann,
and Satan, by Bill Tyson. Mr.
Frank Quinn, professor Sf English
at Haverford, directed the group.

_For_ the first performance — at

ee

” ‘Haverford, on March 13, Mr. Quinn

acted as narrator. At the follow-
ing presentations, April 12 and 14,
at Bryn Mawr and Swarthmore,
the narrator was Larry Hartmann.

Because of the interest shown in| Michigar

this type of dramatic production,
the reading will be re-

ape re sien te A Oe



Russians Decline

Digit-Prints, Visit

tors who were to have visited the
United States this spring have
cancelled their trip. They refused
to be fingerprinted, a requirement
for a visa to enter the United
States.

Bryn Mawr was not among the
schools which would have been vis-

ited by the editors. These schools
were: Columbia University, Ford-,

jham University and Hunter~Cot-
lege in New York City; Tuskegee
Institute. in Tuskegee, Alabama;
the University of New Mexico in
Albuquerque; Stanford University
in California; the University of
‘Chicago; and the University of

Wednesday, April 20, 1955



I am enclosing some of the re-
sults from the recent question-
naire on the election system. Al-
though I apologize for any statis-
tical incompetence in correlating
them, I think they will be of in-
terest to the campus. The total
response was 49% of the campus
(figured on finding list~figures),
somewhat less than what we hop-
ed for; particularly in the fresh-
man class. The 49% breaks down
per class as follows:

Seniors 46.2%
Juniors 55.7%
Sophomores 51.9%
Freshmen 40.4%

Committee Formed By

Helen-Louise Simpson and Kit
Masella are heading a committee
to correlate the suggestions given
in the questionnaire. Anyone in-
terested in working on revising
the election system should see
them this week. The results of
this work will be presented to Un-
dergrad Board and Council in May.

Sincerely,
Sarah Stifler

Yes
1. Are Reports nec-
essary? 60.7% 39.3%
Are they fair
and adequate? 346% 65.38%
2. Are answers by the
girl helpful?
Are they adequate
and fair?
8. Would you like to
see reports and/or
ansWers cut out?

No

78.5% 21.3%

83.7% 66.2%

Both 23.4%
Neither 45.8%
Answers 6.2%
Reports 24.4%

4, Would you like class

“to narrow? 89.7% 10.2%
5. Do you favor pref-

erential order? 22.5% 77.4%
All of these statistics were done
against the number of people ans-
wering particular questions.

To the question, “On what basis
did you vote in general in the,col-
lege elections?”, the following ans-
wers were received:

Reports. about. girl 22.0%

Answers by girl 28.7%

Advice from other students 6.6%



Personal knowledge of girl 42.6



Io the Editor:

We feel that it is time for those
opposed to wholesale class discus-
sion, particularly in introductory
courses, to present their objections.
It is here especially, because of the
size of such classes, that discussion
becomes undesirable, as the major-
ity of students can neither partici-
pate in nor profit from them. There
is an unquestionable tendency for
a very few individuals to dominate
these discussions, often with points
irrelevant to the aims of the course
or pertinent only to personal in-
terests. ' Consequently much time
which might otherwise be devoted
to valuable lecture is wasted.

Although discussion may prove
extremely worthwhile in stimulat-
ing constructive thought, this is
rarely the case except in small and
advanced groups. In introductory
courses, where only a few have
more than superficial knowledge of
the material, it should be the task
of the professor exclusively to en-
lighten the students (with all due



‘ |
respect to our contemporaries).

Students Say Discussion In Survey Courses
Is Often Irrelevant, Wastes Lecture Time

Relevant questions—whether posed
by professors or students—are val-
uable, but the professor should not
be reduced to a mere arbitrator
against his wishes.

As the Current Events panel on
The Value of Bryn Mawr’s Educa-
tion revealed, there is widespread
desire for increased class discus-
sion. We hope that these ideas will
not materialize to the extent that
the purpose of the meeting of the
class and the role of the professor
will become meaningless.

Sincerely,

Mimi Bayer, ’56
Ginny Thomas, ’56
Joyce Kettaneh, ’56.



The News wishes to correct
an error that appeared in last
week’s issue. Samuel Johnson’s
Dictionary was published on
April 15, 1755, not 1775 as re-
ported.









A panel discussion on “A Criti-

cation” proved the basis for an

Room.
Mr. Bachrach attacked the issue
from the standpoint of good and

tem. Among the former he num-
bered academic freedom in prac-
tice as well as in thought, intellec-
tual atmosphere and small classes.
He saw as the principal weakness-
es the passive role which the stu-
dent plays, and an over-emphasis
of the weight of authority which
is not conducive to individual
thought.

He felt a number of students
leave Bryn Mawr “intellectually
passive and submissive.” To avoid
this, he advocated emphasis on
training for critical thought and a
‘willingness to experiment; even-at
the expense of the quantity of
knowledge absorbed.

Two signal points were iacensain
out by Mr. Leblanc. He first “de-
plored the tragic gap between the



| sciences and the humanities,” feel-
-| ing that exclusive training in eith-| 0
er field cannot lead to a real edu-,,

cation.
Commenting upon the insistence
of students gaint vail ba tang,






cal Analysis of Bryn Mawr’s Edu-

original Current Events session on!
Monday evening in the Common!

bad aspects of the Bryn Mawr sys-|



Letters to the Editor —

Undergrad President S. Stifler Announces
Campus Answers To Election Questionnaire

: se
Actors Describe Work

In Experimental Drama
To the Editor:

In last week’s College News
Linda Levitt echoed the plea for
“a drama workshop, a class in
which techniques of acting or. di-
recting could be learned as taught
by people with background in the
theater.”

We are happy to tell Miss Levitt
and her readers that such a group
is now in existence on an experi-
mental basis. Since last month a
small group of students from both
colleges have been meeting Tues-
day nights in Skinner to work on
technique. This year’s efforts have
been of a trial nature, in prepara-
tion for more extensive operations
in the fall. We hope that interest-
ed students will get in touch with
the undersigned, so they may share
in our plans for the future.

Unfortunately, neither of us has
a very extensive “background in
the theater,” although we have
both been associated with the Col-
lege Theater for years. Still, there
are the books by Russian authors
to look to, as well as help from
outsiders who are connected more
intimately with the stage. In par-
ticular, we would mention Miss
Claudia Franck, a drama consult-
ant from New York, who will b
visiting this spring and whose re-
marks connecting training in act-
ing with undergraduate life should
prove both enlightening and sur-

prising. The time of her visit will ~

be published shortly with an invi-
tation to the whole college com-
munity to attend. i
Yours truly, ~
Liz Gordon
Gerald Goodman.

“Menagerie” Cast
Begins Rehearsals

The cast for Tennessee Williams’
Glass Menagerie, to be given by
the Bryn Mawr College Theatre
and the Haverford College Drama
Club on May 5 and 6, has been
selected.

Tom Wingfield, the son in the
play, will be played by Berkely
Harris; Jim O’Connor, the gentle-
man caller, will be played by Sam
Bishop; Laura Wingfield, tlie



daughter, by Caryl Sharlow; and
Linda Levitt will play the part of
Amanda) Wingfield, the mother.



“practical things” in college, Mr.

Leblane said one must distinguish~

between large-scale and_ small-
scale practicalities. The small-scale
ones should be learned before en-
tering college; large-scale practi-
calities should be our concern while
at Bryn Mawr.

Whereas Mr. Leblanc suggested
a five-course plan of study after

_ the freshman year as a possible so-

lution to bridging the science-hu-
manities gap, junior Gail Ames ad-
vocated taking five courses during
the first two years. She felt this
would be profitable during the be-
ginning survey courses. Noting
that one can’t disagree with a pro-
fessor if one doesn’t have a con>
siderable foundation of knowledge,
she suggested abolishing.some re-
quirements, taking more courses
allied with one’s major, and there-

by preparing to reach some real |:
in required courses stressing facts

conclusions, especially during the
last two years. |
Senior Charlotte Busse noted
that one is very liable at some
times to, become dissatisfied with
the c set-up, and overwhelm-
ed Ay the amount of knowledge
feels one lacks. Granting that
cannot learn everything, she
defended the present requiréments
and did not favor a_ five-course
freshman years. at a period when



Professors And Students On Current Events Panel

Evaluate Many Aspects Of Bryn Mawr’s Education ,

one needs to become acclimated to
the college community and activi-
ties. She felt dissatisfaction with
our college years might be allevi-
ated by making better use of the
college community and nearby
Philadelphia, Admittirig that we
perhaps lack contemporary cours-
es, she felt we shouldn’t “split the
field” so as to take part in more,
and generally appeared optimistic
about the Bryn Mawr system.
Sarah Stifler proceeded to “de-
fend the requirements, but from a
radical ‘viewpoint.” She wanted

during the first two years, with in-
creased experimentation. For ex-
ample, she criticized the first year
philosophy course as putting too
much emphasis on the individual
philosophers rather than the his-
tory and development of ideas. -

She saw much value being lost

and figures rather than the devel-
opment of the thinking process,

a

broader . background preparation |

and felt the danger of a student’

graduating without a real method-

ology. to be a socal of the.

Bryn Mawr system.

Miss McBride nalesded the ma-
jor field as developing much more.
than methodology, and as giving
insight into one field which no
number of first year courses could

eaves aaa





a




Wednesday, April 20, 1955

“THE COLLEGE NEWS

Page Three



Parents Appraise Life At Bryn Mawr: Sample Lectures,
Teas, Panels, Enjoy Chorus Concert And Fine Weather

President Describes BMC’s Make-up,
Brings Out Independence Of Students

Bryn Mawr Curriculum
Contains 3 Types
Of Courses

One of the panel discussions of-
ficially opening Parents’ Day, Sat-
urday, April 16, was the session
on the undergraduate curriculum,
held in the Music Room of -Good-
hart.

Dean Dorothy N. Marshall open-
ed the discussion with* some gen-
eral information about the plan of
study at Bryn Mawr. The courses,
she said, include three types: those
required for the A.B. degree, those
taken in the major field, and a few
free electives.

Two main subjects of contro-
versy regarding the course of.
study are #he direction of study,
“from the specific to the general,”
and the unusually large number of
courses required in most major
fields.

Anne Haywood, a chemistry ma-
jor, discussed the controversy over
the number of courses taken each
year. She said, in her opinion, the
specialization resulting from the
heavy major led to greater co-ordi-
nation among all subjects.

Habits of Thinking,

Professor Walter C. ichels
spoke in defense of Pe gon
major. The main purpose of a col-
lege education, he said, must be to
learn habits of thinking, and we
cannot do this through superfiicial
thinking.

He told of one physics major
who had asked him what he ex-
pected of his students after four
years of physics. His reply was

that a great deal of detailed infor-

mation was needed for the final ex-
aminations, but that any course of
study, primarily, should enable a}

student to recognize the nature of | opments.

a logical argument, and to read a
book.



Teaching And Research
Most Valuable
Combined

Teaching and research have al-
ways been carried on simultane-
ously by the Bryn Mawr faculty.
‘A panel discussion led by Mrs.
Manning and participated in by
Mr. Berry, ‘Dean Bliss of the grad-
uate school, and Miss Lang consid-
ered the value of this two-fold ac-
tivity for student and teacher.

M. Carey Thomas, Mrs. Manning
reported, had two aims in mind in
founding the college: to make
Bryn Mawr better than Harvard,
and to choose the faculty on the
basis of their academic calibre
and not on their personal charm or
wit,(To do this with no money
she would stay up late reading the
theses of “red-hot Ph.D.’s so that
she could get them young and
cheap’). The result was a combin-
ation of teaching and individual
scholarship from the faculty, en-
couraged by the college.

The contribution of this research
to Bryn Mawr was discussed by
Dean Bliss specifically relating to
the graduate school, and by the
other two professors in relation to
their personal attempts to inte-
grate teaching and reséarch.

Dean Bliss feels that the one-
fifth of the student body which
makes up the graduate school has
always made a valuable contriqu-
tion to the education of the unde
graduate at Bryn Mawr. se
graduate students. have a strong
influence on the calibre of teach-
ing, not only because the faculty
likes teaching students with a sin-
gle-minded interest in their fields,
but because it keeps them on their

toes and abreast_of current devel-
a

Secondly, the extra facilities re-
quired for the academic work ‘of

Judith Catlin, a Russian major, the graduate students add to the
brought out that some students re- equipment of the rest of the Col-

gretted the lack of an “area stud- lege.

Continued @age 5, Col. 2

Our library and laboratory
Continued Page 5, Col. 3



Wilson, Progressives, Recommended
Gov't. Aid For Freedom, Individualism ©

As part of the Parents’ Day pro-
gram, Mr. Dudden spoke on
“Woodrow Wilson and the Progres-
sive Era.” The Progressive move-
ment grew out of the feeling of
the people that the “new America
was somehow short-changing the
old ideals of American democracy.”
Farmers’ problems, monopolies and
trusts, slums, wages and hours dis-
putes and government corruption
caused this feeling.

The old idea of liberalism meant
“hands off of private property,”
and in the Jeffersonian sense was
equated with the idea of the least
possible government. Progressives
felt that this was no good for the
20th century. One must make use
of the democratic machinery to|.
achieve freedom and individualism.
The question was, how far can this
go before socialism begins?

‘Writers and Movements

Early Progressives were mainly
writers, who investigated and de-
scribed corruption in industry and
government. Also important were
the Granger movement, Knights of
Labor, and Populist Party. The
movement, which began on a local
level, “percolated upward” to the
national level and was bi-partisan.

While Teddy Roosevelt, the pro-
gressive, was engaged in trust-
busting activities around 1905,
Woodrow Wilson, the liberal, was
still in the midst of his academic

career. Of his stay at Bryn Mawr,
he said that teaching women “re-
laxes one’s mental muscle.” In
1910 Wilson became governor of
New Jersey, the most corrupt state
in the Union at that time, and
cleaned up the government. This
immediately made him a leading
contender for the presidency.

' Moved-“The Minds of Men”

In 1912 Taft was up for re-elec-
tion on the Republican ticket;
Roosevelt, advocating a “new na-
tionalism,” was backed by a pro-
gressive splinter of the Republic-
ans; the Socialists nominated Eu-
gene Debs; and the Democrats put
up Wilson on a™‘new freedom”
platform. Wilson,\who had ‘an
“astonishing power tg move the
minds of men,” won the\election.

This first administratidn was de-
voted to internal improvements.
The tariff was lowered,. and the
Federal Reserve system and Clay-






ton Anti-Trust-Act-were instituted.)

By 1916, Wilson was running on
a slogan of “He kept us out of
war,” and the issue was neutrality,
not progressivism. The imminence
of our entrance into the war ended
the Progressive movement for the
time being, However, the era left
behind the idea of the strong ex-
ecutive and the paternalistic pro-
gram of a welfare state. The new
freedom for the individual had be-
come strangely like Roosevelt’s



new nationalism. -

‘according to “Weezie”







About 225 parents attended
Bryn Mawr’s second Parents Day,
Simpson, |
chairman of the Parents Day Com-'
mittee. Of these, most came from
the East Coast, with about two-
thirds from New York.

The general feeling seems to be
that Parents Day was a great suc-
cess. “The high point of the day
was definitely the afternoon ses-
sions”, explained Weezie, and it is
thought that perhaps next time
there might be opportunities to go
to more sessions.

Weezie noted that she and Mrs.
Paul were quite pleased with the
number of students working on
Parents Day, altogether between
100 and 150. She also wants to
thank the faculty committee. mem-
bers, Mr. Green, Miss Mellink and
Mr. Michels, and the faculty mem-
bers who were willing to give a
“Saturday lecture’.

The only catastrophe of the day
was the serving of “salt instead of

|
iene in the Deanery tea.”



“Turning to the student ‘as an
adult person who should be learn-
ing to make her own decisions,”
was the theme when President
Katharine McBride spoke to the
parents at 12:00 p.m. in Goodhart.
She explained “why we do- what
we do.”

Academically, perhaps the stu-
dent should have all the independ-
ence she can take. A professor will
tell her when he thinks a project
will lead to a dead end, but let her
make the choice and help her with
what she chooses. This may mean
that..a-professor-is--working on-as
many projects as he has students.
“Nothing is so demanding of fac-
ulty time,” said Miss McBride who
considers this policy “wel worth-
while.”

In addition, faculty members
also work on their own research.



Climate Change Explains Collapse

Of Some Mediterranean Civilizations

The profound, but often neglect- } present excavations may show

ed, influence of climate upon civi-
lization was the central theme of
“Climate and Civilization”, a Par-
ents’ Day lecture by Dr. Rhys Car-
penter in Dalton Hall.

Dr. Carpenter cited three “aston-
ishingly heavy effects” of climate
on comparatively modern civiliza-
tions: 1) The dust bowl of the
Southwestern United States; 2)
the glaciation of Iceland, which did
not have ice when it was discover-
ed; and 3) the glaciation of Green-
land, which drove out a Norse col-
ony, and which is now receding.

However, Dr .Carpenter showed
the relationship between climate
and civilization most extensively in
the Mediterranean region, for
whith he has developed a new
theory not yet accepted by his
archaeological colleagues, |

Today there is no rain in the
Eastern Mediterranean region dur- |
ing the summer, although it does
rain during the winter. This con-
dition results from the same cause
as the lack of rain in the Sahara
desert: the action of the air and
winds which rise from the Equator.
In effect, the Sahara desert moves
up into the region of eastern
Greece during the summer, and
the land is terribly arid.

The cause of the former lush-
ness in desert regions, Dr. Carpen-
ter attributes to the ice sheets
during the Ice Age. As they moved
south, they pushed the temperate
climactic belt south until it reach-
ed the present Sahara _ region.

Then, as the ice retreated, the rain- |

bearing climactic belt moved
north, and the civilization was de-
stroyed.

However, “it is possible to imag-
ine” that even more ice melted.
This, said Dr. Carpenter, “ought to
make more Sahara” over southern
Europe, and this assumption seems
true as evidence indicates that in
5000 B.C. southern Europe was
warmer than it is now.

constant? questioned Dr. Carpen-
ter. Although scientists do not
know“if climate is cyclic, there is
further evidence of the similar in-
fluence of climate on civilization
in the Mediterranean.

For instance, in 1200 B.C. the
great civiilzation of the Greeks
and the Hittites in the Eastern
Mediterranean collapsed suddenly.
Dr. Carpenter listed and discarded
the possible reasons for this col-

lapse: “Political reasons ae de



Is this profound climactic change’

barbarians destroyed the Hittite
empire) don’t hitch up to the facts,
economic explanations don’t make
sense.”

Moreover, Dr. Carpenter went
on, the plague doesn’t seem to be
the answer, Thus he has concluded
that drought brought about by
climactic change, struck the region
and the people-were forced to de-
sert it suddenly, ruining their civi-
lization. The climate’ may have
led to the disintegration of the Ro-
man Empire, also. For as polar
ice melts, the waters of the Medi-
terranean rise, and this exerts such
an influence upon the climate that
drought conditions result. In 600
A.D., as in 1200 B.C., these high
water and drought conditions were
present, and in 600 A. D., the weak-
ened Roman Empire began to col-
lapse.

This gives. the professor a “knowl-
edge of what is possible in advanc-
ing fields of study not available in
any other way.”

Policy making and operations re-
lating to social life are shared by
the College staff and_ Self-Gov.
Deans and wardens along with spe-
cialists, including physicians, psy-
chologists and vocational advisors,
know the student well enough to
help her when she needs it, wheth-
er she is aware of the need or not.

“Selected Group”

Self-Gov. is successful._because
the students are “a pretty highly
selected group” and “enough stu-
dents care” to make it work well.

“We talk with them and offer
suggestions,’ said Miss McBride.
“Often enough I find the student
proposal was the better,” she con-
tinued. “Their knowledge of their
own group. is closer and more ac-
curate than mine.”

Bryn Mawr’s students run many
college activities, including some
managed by staff officers in other
colleges. They are entirely re-
sponsible for the Freshman Week
program “and we think it goes
very Well.”

In (addition there are activities
like current events and_ sports.
Some students participate in many
of these. A few join none. “My
own theory,” said Miss McBride,
‘fs that each student should be in-
terested and active in oné”

Respect Strong
Bryn Mawvr’s relation to its stu-

dents is one of “respect, ‘‘note-
worthy here... because it is
so strong.” The second aspect of

the relationship is high expecta-
tion. M. Carey Thomas realized
that this spurs the student to high
achievement before psychologists
advanced the theory. Her view
was that the students wanted not °



the easiest but the best.



Joseph C. Sloane Discusses Manet,

Pivotal Figur

The sample Parents’ Day lecture
in History of Art given by Dr.
Sloane, concerned Manet, “one of
the most pivotal figures in modern
art”. Before embarking upon the
theme of the lecture, “Manet and
His Critics”, Dr. Sloane offered
some background information.

The middle part of the 19th cen-
tury had seen painting dominated
by the two schools of Ingres and
Delacroix. Both these artists were
what could be called “history paint-
ers”, They took their subjects
from the Bible, antiquity, mythol-
ogy, employing no modern ones.

However, as art came more and
more into the possession of a mid-
dle class not well versed in artis-
tic values, these “antiquity paint-
ers” were soon found to be out of
touch with the times. The problem
thus. created was how to adjust art
to the rapidly changing demands
of society.

“Ina way, the first solution was

provided by the reaiist, Courbet,
who eventually made the gallery
goers realize that what was im-
portant was not what the picture
was about, but how it was handled.

In this realm excelled Manet,
who inherited the -avant-garde
leadership from Courbet. Manet
favored realism, but not dramatic
pictures. For him, a painting was
not an interpretation of human ac-
tion, but simply “art for art’s
sake”,





e In Modern Painting

If Manet painted a dead bull
fighter, he did not wish people to
wonder what -had happened. For
Manet there was no story. This
was simplywa man in bullfighter’s
clothes, lying prostrate upon the

ground. The important point in
Manet’s art was what it was, “in
and out of itself, and not what it
told about people”.

An incident caused. by Manet’s
“art for art’s sake” was the ban-
ning of his painting of the execu-
tion by Mexican troops of the
French - installed puppet - emperor,
Maximililan. Manet, as always, not
caring for the story behind a pic-
ture, had used soldiers wearing
French uniforms as models, thus
depicting French soldiers execut-
ing Maximillian. The French gov-
ernment, feeling itself largely re-
sponsible for Maximillian’s death,
felt that Manet deli
ed a French firing squad and not a
Mexican one, thus implying that
the French had caused the emper-
or’s death. :

Manet considered a work of art
as a “thing to be-vatued for what
is in it and not outside of it”. He
was a “modern” because he was
“one of the first to throw subject
matter overboard”. Like many of
those who are the first to point the
way in a new direction, he suffered
greatly; in his case, at the hands
of the critics and the public.



rately show-. .
Page Four

THE' COLLEGE NEWS

_ Wednesday, April 20, 1955



Waves Of Water, ioe ‘And Light —
Topic Of R. C. Hoyt’ s Demonstration

_ Demonstrations showing that
water, sound and light acted in
waves were the focus of Miss Ros-
alie C. Hoyt’s lecture on Ripples,
Waves, and Light.

Using ‘some equipment including
a T.V. set borrowed for the occa-
sion, she explained the general
principle of interference of waves
or ripples (little waves) and kept
her promise “not to write any
mathematical formulae on_ the
blackboard.”

Ripples started by a paddle in a
dish of water appeared as straight
lines on the TV screen. When the
ripples hit a brass plate with one
notch, the patterh™became a series
of -arcs like the ripples after—a
stone has been thrown into water.

A plate with two notches gave a
pattern which looked like inter-
rupted length-wise halves of figure
eights. Each notch was causing a
series of arcs and the interruptions
were flat--places -which~ resulted
when a wave from one notch met a
trough from another. This is call-
ed interference.

In other places, two waves form.
ed an extra-high wave and two
troughs formed a doubly deep
trough. This is called reinforce-
ment. Because sound and light
also exhibit reinforcement and in-

terference they are thought to

move in waves.
A high-pitched sound was beam-
ed toward a plate with two rec-









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tangular holes in it. An “applause”
meter registered several changes
from maximum to minimum vol-
ume as the microphone was moved
in an are toward one end of the
plate.

The minima were at places
where the waves from each hole
interfered with each other. When
the holes were closer together
or when the pitch was lower there
were fewer fluctuations . During a
sound wave the air is alternately
stretched and compressed.

Two thin parallel lines down the

Those parents and students at-
, tending Mr. Arthur Colby Sprague’s
‘lecture, Playgoing in Shakespeare’s
Time, learned about the Elizabeth-
an stage, the audience, the actors
and the poets.

Playgoers in Shakespeare’s time

zens who expected the drama to
tell their own history. Contrary
to traditional opinion, Mr. Sprague
feels that the taste of these audi-
ences should not be blamed for the
things we do not like in Shakes-
peare. It should be remembered
that Puritans and professional sa-



|

tirists, who did much to create a,

middle of a photograph negative. gor ogatory opinion about the 16th

formed slits which admitted wavés
from a red light. When this was
held- to the eye the light seemed.
to be a series of parallel streaks.
White light treated similarly gave
a white spot on the screen and a
spectrum on either side.

This happens because each com-
ponent of the light travels at a
different speed and the waves for
each color land at a slightly dif-
ferent part of the screen.

century audience, also said the
/same thing-about the plays. The
| plays, however, remain to uphold
| their worth. The audience does
not.

There is also evidence that hon-
est women did make up part of the
| audience.
-a bit of feminine freedom at that
time in England.

Quoting from Thomas Platter,





What’s the one subject
every college girl loves?

Clothes, of course — from
Because we could write a

well-dressed girl wears. Make a major point

of fine cashmeres, terrific

give you “A” for ap-
pearance. Why not
stop in after

class, and see.





|

|

|

|

|

2
skirts, and plain or fancy pants. All to
|

|

|

|

|

23 PARKING PLAZA, AR DMORE-

Peck and Peck.
thesis on what the

tweeds, tartans,

°

Peck



were primarily plain London citi- |

In fact, there was quite i



Mr. Sprague remarked, “England
is a woman’s paradise, a servant’s
prison, and a horse’s hell or purga-
tory.”

Most of the acting took place on

| the “apron” part of the stage so

that the action remained as close
to the audience as possbile. The
action in these plays moved so
smoothly and rapidly that the ob-
server forgot about the obvious
lack of scenery. The absence of
scenery gave the poet the chance
to create atmosphere through the
lines themselves.

The Elizabethan stage was far
from crude. There were gorgeous









Brighten Your Room
this weekend
With flowers from
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Elizabethan Stage, Audience, Actors, And Poets Treated
By Arthur Sprague In “Playgoing In Shakespeare's Time”

costumes and talented actors who
speak beautiful blank verse.

As little as is known about the
Elizabethan stage, even less is
known of the actor.
know practically nothing about
these men, is indeed a poignant
fact.” However, Mr. Sprague con-
cluded in speculating that for such
great plays, there must have been
great actors. }

ee
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ey ay


Wednesday, April 20, 1955

TH

E COLLEGE NEWS

>?

Page Five



Four Fulbright Fellowship Winners
Anticipate Graduate Study Abroad

Three seniors in Rhoads Hall
and one in Pembroke East have
been given Fulbright fellowships
for advanced study. abroad next
year.

Catherine Rodgers, an English
major from Scarsdale, 'N. Y., will
study English literature at St.
Hilda’s College, Oxford. She hopes
to concentrate on seventeenth cen-
tury literature there, and then re-
turn to the United States to do
further graduate work.

Ann Knudsen and Nancy Degen-
hardt will, both be enrolled in the
American School of Classical Stud-

J. Catlin Awarded
Wilson Fellowship

‘Judy Catlin, Radnor senior, will
spend next year at Radcliffe on a
Woodrow Wilson Fellowship. She
will live in Cambridge and attend

the Harvard Russian Institute.

A graduate of Friends’ School in
Washington, Judy attended Sweet
Briar for a year, and then worked
for the government for another
year, before entering Bryn Mawr
as a sophomore. Last. summer she
studied at the Georgetown Foreign
Service School. A Russian major,
she will spend this summer at an
as yet unidentified job, and in
traveling to Boston to get accli-
mated.

Judy is not yet sure of exactly
what curriculum she will pursue at
Radcliffe. Fellowships are given
with the stipulation that the win-
ners will seriously consider enter-
ing the teaching field while at
graduate school. Besides teaching,
Judy is interested in the fields of
government service and writing,
and sees the Russian major as one
offering quite a few opportunities.





ies in Athens. During their year’s
study in archaeology, they will
tour most of Greece: visiting vari-
ous sites. Nancy, a Greek major
from Montclair, N.J., hopes to use.
that year to decide in which of he
two fields, Greek and archaeolo
she will do further work when’ she
returns to the United States, Ann,
who comes from Boston, is major-
ing in archaeology at Bryn Mawr.
Martha Walton, better known
s “Dutch,” plans to use her Ful-
sright for study in mathematics at

Research At BMC
Is Panel Subject

Continued from Page 3

are more up to date and extensive

an would be available in a small,
‘est undergraduate institution.
Mr. Berry’s personal experiments

*/ are in the field of biology, examin-

ing the changes animals, in this
case white rats, undergo when they
are exposed to the effects of alti-
tude for varying lengths of time.

courses: he teaches, the physiology |
of micro-organisms, his students



the University of Nancy in France.
Dutch plans to leave for Europe in
June and spend the summer in
travel.

Here at Bryn Mawr she has dis- |
tinguished herself by being co-
holder of ‘both the Charles S.
Hinchman Memorial Scholarship,
for outstanding work in the major
field, and’ the Maria L. Eastman
Brooke Hall Memorial Scholarship
for the highest average in the jun-
ior class, Dutch’s future plans in-
clude a possible M.A. from Rad--:
cliffe.

4 Panelists Review
CurricularProblems

Continued from Page 3

ies program.” She said that this
is actually the type of course Bryn
Mawr offers, by giving majors in
a field, rather than in one subject.

As a professor of a required
course, Warner B. Berthoff said
that he was forced to speak in de-
fense of freshman English. It is
by no means a remedial course; all
college students need to know how
to read, and to express ideas co-
herently. If certain students were
exempt from freshman English, as
has been proposed, the/standard of
the course would fall.



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are now doing research complete- '
ly on their own for the first. time.

The fundamental human_atti-
tudes. towards history and how
they change, particularly with re-
spect to Greek history, is one of

both in teaching and in her own re-

chaeological work in- Greece and
Turkey. From her archaeological
work and the greater knowledge it
gives her of Greece two thousand
years ago, Miss Lang can convey
something more of Greece than is
given in the textbooks.

The question, “what is good
teaching?” was then brought up
by Mrs. Manning for general dis-
cussion among the panel and the
parents. The first general state-
ment given is that good teaching
arouses enthusiasm for the sub-
ject, which must be combined with
clarity of thought which is imbed-
ded in intellectual discipline. In
answer to Miss Lang’s question,
“ Are students good judges of
teachers?”, it was the consensus
of the people on the panel that
they are not,

Mrs. Manning added that the stu-
dent was distressed to get two or
three points of view and have to
choose himself, Part of the job of
teaching is to make students real-
ize, exams notwithstanding, that
there is no clear cut “yes” or “no”
answer to every question. One of
the teacher’s jobs is to make the
difficulties in the subject evident. |



the fields that interests Miss Lang

search; she is-also busy with ar-'



Friends Of Library Sponsor Penrose

On Portuguese Renaissance Writers

especially pe a
Charlotte Busse, ’55

Boies Penrose, author of Trayel
and Discovery in the Renaissarice,
spoke on “Three Portuguese Ad-
venturers of the Renaissance” at
vue UWeanery on Thursday after-
noon, April 14. The talk was spon-
sored by the Friends of the Li-| ©
brary.

Mr. Penrose, after pointing to

In the more advanced of the two’ Portugala early lead during the

Renaissance in the development of
a colonial empire, full-rigged -ships
and the best in travel literature,
sketched in the lives of three dash-
ing Kenaissance writers: Joao de
Castro, Fernao Mendes Pinto and
Luis de Camoens.

De Castro was statesman
and knight of the Renaissance
whose escapades not only took him
through numerous wars in India,
but. included a daring voyage up
the Red Sea into the inner sanc-
tum of Moslem territory and a trip
up Mount Sinai. Mae

The second Portuguese, Fernao
Mendes Pinto, is known as a fa-
mous adventurer and ‘an unmiti-
gated prevaricator. His autobiog-
raphy combined in all imaginative
sincerity everything he heard, read
and saw during a career which be-
gan with travels in Abyssinnia, in-
cluded capture, sale and several
escapes from Turkish slavery, and
ended with settled life in Portugal
where he told his tales to a fasci-
nated audience that included King
Philip of Spain.

In his varied career he was re-
sponsible for the opening of Indo-
China to European trade, was
shipwrecked after looting Chinese
tombs, sent to work on the China
Wall after arrest on:a vagrancy
charge, served for a time as a Jes-
uit novice, and is even said to have
introduced the musket to Japan.

Camoens, the most important lit-
erary figure of the three, was ex-
iled after a court romance, lost his
right eye in military service in
Africa, returned to Lisbon only to

a





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SETS THE PACE IN SPORTS

stab an opponent in a brawl and
be transported to India. after a
prison term. Camoens finally pub-
lished the Lusiads, after the manu-
script had survived shipwreck and
his impecunious wanderings, and
immediately he emerged from the
nig owt of an unknown traveler
become a literary hero. Mr.
Penfose,termed the Lusiads, which
celebrates the empire of Portugal,
the supreme Renaissance epic,
placing it above.the works of Tas-
so, Ariosto, Sidney, Spenser and
.lilton because of its variety and
grandeur,

Reviewer Praises
Creative Program

Continued from Page 1

symbolism of a scarf. The value
of the scarf Seemed at its highest
when it was being fought over, but
quickly lost its “allure” when it
was received as a present.

“Theme and Variations,” describ-
ed as “a dance based on. a main
theme with individual variations
and accompanying reactions”, with
its percussion accompaniment and
robot-like dancers, proved to be
subtly and not so subtly comic.
Alice Lattimore’s variation was a
highlight,

“Shatteréd Mirror” employed the
mirror theme in which two separ-
ate dancers perform the same
movements but with opposite arms
or legs. When the “mirror” was
“shattered”, the two figures turn-
ed to their own independent move-
ments, but still conserved a corres-
ponding “oppositeness”, in that
they were always directly across
from each other.

In “Excavation of Troy”, Eliza-
beth Klupt gave us her interpreta-
tion of the Archibald MacLeish
poem. Although her voice sound-
ed a bit unnatural at first, it even-
ed itself out later in the piece,
which was an original and well ex-
ecuted work.

“Scenes from Childhood” captur-
ed the mood it sought to catch,
largely because of the enthusiasm
with which it was danced. It prov-
ed to be one of the most success-
ful numbers on the program.

The members of the Dance Club
who participated in the concert
were: Connie Brown, Dina Biker-
man, Christine Cunill, Millicent
Dudden, Wendy Kaplan, Elizabeth
Klupt, Alice Lattimore, Leora Lu-
ders, Anne Mazick, Violet Shaw,
Mary Vorys, Lois Glantz, and Sara
White. Gail Ames and Harriet



Barsky were accompanists.









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Bryn Mawr Confectionery Co.
Lancaster Avenue
Breakfasts Lunches Dinners
Soda Fountain
Hamburgers



Watches and Jewelry

Repaired
Walter J. Cook





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Page Six

THE COLLEGE NEWS

ve

&

Wednesday, April 20,°1955



Athletic Awards, Reports Presented
~~At Applebee Barn On Awards Nite

By Joan Parker, 57

On Wednesday, April 13, the
athletic awards and reports were
presented in Applebee Barn. Ac-
cording to Miss Clayton, this was
one of the nicest Awards Nights
yet held. Credit goes to both Gail
Gilbert and the old A.A. board, and
to Betsy Dugdale and her new
group, which cooperated in organ-
izing the event.

First on the program were the
reports of all the varsity sports, as
well as Outing Cfib and Synchro-
nized Swimming. Then the hall
and class cups were presented, fol-
lowed by the individual awards.

Owls
Carol Hopkins, ’55
Dina Bikerman, ’56
Ann Harris, ’56
Peggy King, ’56
Joan McElroy, ’56
Betsy Mendell, ’56
Helen Rhinelander, ’56
Miggy Schwab, ’56
Diana, Scott Oppenlander,
Joan Cholerton, ’57
June Costin, ’57
Joyce Cushmore, ’57
Gail Disney, ’57
Janet Hetzel, ’57
Stefanie Hetzel, ’57
Patty Ferguson, ’57_
Gwenyth Johnson, ’57
Bitsy McElroy, ’57
Marjorie Milbank, ’57
Diana Russell, ’57
Elizabeth Thomas, ’57
Jane White, ’57
Donna Cochrane, ’58
Mary Neely, ’58

’b6

3





S eiieiienemiaaiiti

neni



Compliments
of
Haverford Pharmacy

Haverford, Pa.

















SIRREERNRSENRINREREE.— —SRLANEERUERONNNRI. Sk AIR MELE

Cards for

MOTHER'S
DAY

RICHARD
STOCKTON

Lancaster Avenue

al











For Sale

Ceuteny Graphic Camera
244 x 3%

also, all equipment for

eveloping and enlarging

MRS. JOHN
VAN HULSTEYN

West Wing,
Library









For an Important FIRST Job
Pe ee te
aia boron Beat







Pins -
Wendy Ewer, ’55
Bobby. Jones, ’55
Moppet Kirkland, ’55
Ann Lebo Dyke, ’55
Maddie de Ropp, ’55
Sarah. Stifler, ’56
Janet Hetzel, ’57
Joan Parker, ’57

Blazers
Deirdre Hanna, ’55
Sally Kennedy, ’55
Special Pins

(instead of blazers)
Barbie Bornemann, ’55
Gail Gilbert, ’55

Cups and Plaques

1. Inter-hall Hockey: Pem East-
Non-Res

2. Inter-hall
bigh

8. Inter-class Swimming: 1958

Basketball: Den-



|

4, Swimming Cup: Ruth Young-|

BMC. & Princeton
Perform in Concert

Continued from Page 1
ance.

The choruses’ execution of the
Hindemith selections was very im-
pressive. The voices seemed par-
ticularly well integrated, combin-
ing effectively without losing their
separate interest. Entrances had a
“right feeling,” to this reviewer at
least, and the choruses seemed to
enjoy singing the work, a circum-
stance which always adds to the
quality of a performance. In view
of the poem’s value in its own
right, it was unfortunate that the
words did not come across more
clearly.

The Hindemith work will be pre-
sented at Princeton Chapel in its
entirety, with orchestra, Bryn
Mawr _.and Princeton choruses, and
two soloists from the Metropolitan
Opera Company, on May 1.







DELICIOUS!

















CHAPEL SPEAKER

The speaker in chapel Sunday,
April 24, is guaranteed to have a
sense of humor. Dr. Morton S.
Enslin is a ‘Baptist minister who
well understands the temper of
college life. To quote his hearty
letter: “During the past years I

have done the ordinary jobs of-a

professor: taught too many class-

es, written far too many articles
(and a few books), given too many
lectures, and been an officer in too
many so-called ‘learned societies.’

Following in the vein of last
week’s topic, his sermon is entitled
“Divine Dissatisfaction.”



IF you are a college girl








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