6

Page Six

“THE COLLEGE NEWS

Wednesday, May 15, 1957



Student Art Exhibit
Shown In Goodhart

The Exhibit of Student Art, pre-
sented by Arts Council, and now
showing in the Common Room,
reveals the wide variety of artis-
tic talents here at:Bryn,,Mawr.

The Exhibit may be grouped into
the following categories: oils by
Kate Jordan, Fay duBose, Betsy
Nelson, Avis Fleming, Toni Ellis,
and Beth Carr; monochromes by T.
Stillwell, L. Levick, M. Brenaman,
B. Janney, A. Tanaka, S. Bixby,
J. Painter, and P. Thompson; tex-
ture studies-by D. Sheffield, J. Wil-
kin, A. Vanderpool, L. Johnson,
and M. ‘Brenaman; pen-and-ink
sketches by Betsy Nelson, E. Mc-
Keon, Pamela Thompson, Theodora
Stillwell; a pastel by Ako Hasebe;
watercolor studies by Avis Flem-
ing, Betsy Nelson and Paula Dia-
mond; a large cloth block print by
Betsy Nelson; a silk screen paint-
ing by Sue Kimm; collages by
Pamela Thompson and Suzan Chaf-
fee; and a portrait by an anony-
mous “guest artist” who defies
recognition.

The Arts Council has sroduosil
a substantial and impressive .ex-
hibit, due largely to the enthusias-
tic help of contributing students,
Arts Council is planning more such
exhibits and extends an invitation
to all would-be participants and

critics.
N. B.

Note from the Faculty:
—Beseballe Faculty vs. Students
Date: Thursday, May 16th
Time: 4:15 P.M.

Place: Hockey Field

Purpose: To show our mettle by
accepting this challenge, yet to
measure our rate of progress from
the cradle to the grave.

Qualifications: Any delusions
that physical deterioration has not
advanced dangerously during the
past. twelve months.





For a special occasion or just
any occasion, jewelry makes
a good gift.

WALTER COOK

8







Bryn Mawr



Seven College Conference

Continued from Page 2

Bryn Mawr has the only program
which extends such work appre-
ciably into the area of science.)
All in all, the Bryn Mawrtyrs at

the conference came away from the

first session with a renewed sense
of awe and appreciation of the
Bryn Mawr curriculum, which
emerged in a most favorable light
in comparison with those of some
other colleges, if the degree of
doubt and dissatisfaction expressed
by some of the delegates is a fair
ipdication. When pressed to put
into words what we felt to be the
advantages of the Bryn Mawr cur-
riculum, we concluded that it rep-
resented a wise compromise, not
insisting upon any one uniform
plan of teaching and studying, but
encompassing a variety of educa-
tional patterngs_— required work,
major work, independent study
with available supervision. We felt
constrained to add, however, that
no one college could ever attempt to
meet the needs of every kind of
student, and that the differences
in approach aniong the Seven Col-
leges were signs of this necessary
range of educational fulfillment.

The Saturday morning session
was devoted to a discussion of
audio-visual aids in education. Pro-
fessor Held of the History of Art
department spoke to the Curricu-
lum Committee about his experi-
ence with audio-visual equipment;
his major point was that such de-
vices can and should tbe, literally,
aids to education, but that they

can never be used to replace the

teacher in a living, give-and-take
classroom situation. The discussion
turned to the issue of whether or
mot audio-visual aids would have
to be used extensively as replace-|*
ments for older methods, in view
of the problem of increasing num-
bers in colleges and universities, It
was pointed out that closed-circuit
television and movies are already



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in use in schools, and that teaching
may well become the-art of televi-
sion performing. This led to’a gen-
eral evaluation of use of large
lectures, whether with televised or
live professors. What was the

point, one delegate asked, of a
lecture so impersonal that the lec-
turer is unable to gauge the reac-
tion of his students? We thus
paused, in the midst of our dis-
cussion of audio-visual aids, to re-
flect on the lecture system in gen-
eral. Radcliffe students, who have
had the most opportunity to study
under the large lecture system, did
not recommend it without severe
reservations, and certainly did not
see in it (televised or “live’”) the
answer to the problems of the
future. The general consensus was
that the problem of rising numbers
of students would be met most
satisfactorily by changes in the
direction of more independent
work, fewer large class meetings,
and extensive use of graduate and
advanced undergraduate students
as tutors. A general apprehensive-
ness about “1984-style mechanized
education” pervaded the remarks
of all but one or two of the dele-
gates.

In summary, the Bryn Mawr
delegation found the Curriculum
Committee a stimulating group,
and was grateful for the opportun-

‘ity to learn about curricula and re-

lated problems in other women’s
colleges. The conference served to
shed light upon difficulties which all

of the Seven’ Golievges ave w face}:

and to reveal in articulate form the
unique characteristics of our own
college.

Sea dade eae laia alas



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Continued from Page 3

ing of identity, capacity and per-
formance in college. An interest-
ing and notable omission was the
category of interests. The studies
indicated that few were deeply in-
terested in any specific field. All
the women read widely and inex-
pertly about many things.

Five general types resulted from
the analyses and ratings. It is in-
teresting that these syndrones
apply to the present college gen-
eration\as well as the alumnae who
were \studied. The first is the Social
Activity Peer Group. These college
women conceive of college as basic-
ally a social experience. The sec-
ond and third groups are the Over
and Under: Achievers. The first at-
tained good college records, as com-
pared to their capacities, while the
second developed intellectually dur-
ing college but made poor records.
The fourth category is that of the
Higher Achievers, those of higher
ability who evidenced “early, in-
tense and continual intellectual
growth.” Mr. Brown described the
final group as the Seekers of Ident-
ity, those women so caught up in
the search for identity and person-
al psychological problems that in-
tellectual activity was largely for-

saken,



Marianne Moore
Reads Her Poetry

Miss Marianne Moore, Bryn
Mawr alumna and noted poet, read
her poetry Tuesday afternoon in
the Dorothy Vernon Room of the
Deanery to an audience composed
of students and faculty. Miss Moore
was speaking on a lectureship es-
tablished in memory of Theodore
Spenser who had bene a personal
friend of hers; she read two select-
ions from his poetry which she par-
ticularly admired.

Acompanying herself with inter-
esting marginalia and inpromptu
editing Miss Moore read from her
poetry, including “The Hero,” ‘Dil-
boa,” “The Fish,” “Labors of Her-
cules,” statements on “Marriage,”
“The Wood Weasel,” ‘“Herod’s
Oath Would Not Be Changed,”
“Blessed Is Thee Man,” and “Value
In Use” which was written last
year at Harvard Summer School.

Miss Moore read one, as it were,
-sibsapine Sian Magic Flute.”



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