College news, December 18, 1957

VOL. XLIII, NO. 9







ARDMORE and BRYN MAWR, PA., WEDNESDAY, DECEMBER 18, 1957

© Trustees of Bryn Mawr College, 1957

PRICE 20 CENTS



Katherine Hepburn

In Benefit For B.M.



Will Come To City
Scholarship Fund

Katherine Hepburn, Director John Houseman and Alfred
Drake.

Katherine Hepburn, noted film
and stage actress and Bryn Mawr
Alumna will appear with Alfred
Drake in a production of Shakes-
edre’s Much Ado About Nothing

Philadelphia for two weeks. The
opening performance on Monday,
December 30 at 8:30 p.m. at the
Locust Street Theatre will be a
benefit performance sponsored by
the Bryn Mawr Club of Philadel-
phia for the regional scholarship
fund.



Miss Hepburn and Mr. Drake are
again playing the roles in which
they were seen this summer at the
Stratford, Connecticut Shakespeare
Festival. The present production
of -Much Ado About Nothing is
again being presented by the Amer-
ican Shakespeare Festival.

Tickets for the benefit perform-
ance may be obtained. by writing
to Miss Anne Nelson West, 1306
Wyngate Road, Wynnewood, Pa.,
before December 23.



Nancy Dyer Contends With Electric Co.
Before Court For Stockholder Democracy

by Barbara Broome

Ever since the time of M. Carey
Thomas, Bryn Mawr has_ been
known for producing women who
have been innovators. Nancy Dyer
is no exception. This time, how-
ever, Nancy is not involved in a
campus problem but a proxy con-
test with the management of a
$500 million dollar industry.

Nancy, a stockholder in the Un-
ion Electric Company, in St.
Louis, represents the plantiff in a
petition filed by her father in the
United States Court of Appeals,
which contends that this company,
whose actions are being upheld by
the Securities and Exchange Com-
mission has been crushing “stock-
holder democracy.”

Two of Nancy’s main points
against Union Electric Company
are: (1) that advertising of the
company, some of the communica-
tions sent to the stockholders have
been false and (2) that Union’s
proxy ballots are ‘restrictive’ ones.

On the first point, she contends
that Union has sent its stockhold-
ers false and deceptive material.
The SEC, however, declined to pass
this but it did allow Union to
exclude from the proxy ballot pro-
posed By-Law (which would ban
‘false advertising and false com-
munications to stockholders).- The
Union Electric Company says that
this is a matter for the manage-
ment and the SEC has sustained it.
On the other hand, _—" —



who is a lawyer, says that under
Missouri law this is a question for
the stockholder to decide.

Last March the SEC backed the
management of this company up
on Nancy’s second point, that of
the “restrictive” ballot. The SEC
said that it was all right for the
company to have a provision in
its proxy ballots which state that
unless the stockholder votes for
or against a particular issue, the
proxy agents appointed \by the man-
agement could vote as they chose
on the proposal.

The plaintiff contends in her
petition to the U. S. Court of
Appeals that such provisions make
Union’s proxies ‘bestrictive” prox-
ies and in such a way, managment
can put into effect anything it
likes, bigger salaries, bigger pen-
sion plans, etc.-This question_is_an
important one because a great
many corporations use similar prox-
ies and they will have to make a
large number of changes if her
By-Law is put into effect.

(Other articles discussing fur-
ther developments in the case will
be included in future issues of
The News.) ‘



Frank Quinn, professor of
English at Haverford, will
speak at the next Arts Forum,
on Wednesday, January 8 at
7:15 in the Common Room. His
topic will be James -Joyce’s
Ulysses.









Shorter Summers,
Revised Schedule,
Proposed to B. M.

Marshall Plan Aims At
More Effective Year

by Miriam Beames



“Is the Bryn Mawr year, since
it is extremely short, overly in-
tensive in quality and _ overly
crowded in quantity ?” “Is it waste-
ful {to have Christmas vacation
make the two weeks after it a
lump of teaching and cramming,

, |when the students are tired?” —

In. wrestling with these and
other “earth-bound, practical diffi-
culties” in the present calendar,

-|Mrs. Dorothy Marshall, Dean of the

College, has tried to work out a
new schedule which would be “fea-
sible or appealing” to students and
faculty.

The ‘Marshall Plan,’ in its pres-
ent tentative state, calls for an

facademic year beginning one week

earlier than at present, with the
first semester ending before Christ-
mas vacation, which would be
lengthened to three weeks of a
month. The second semester would
end before a. two-week spring va-
cation, coming late in the. year;
and the remaining several weeks
could be used for further teaching,
a review of the year’s work, special!
projects, or assigned extra reading,
with the year ending about a week
later than usual.

The advantages of having long
vacations without work and papers
due, of liminating the ‘cram ses-
sion’ after Christmas, and of
bringing the Bryn Mawr girl back
to college at the same time as her
friends at home are obvious. But
there are also many. complications
—the student who wéuld like to
continue a lucrative summer job
as long as possible, the faculty
member who needs a long summer
for research and travel after the
heavy teaching and committee load
of the school year, And there are
the practical and financial consid-
erations involved in keeping the
halls open for a longer period, as
well as the problem of trying to
coordinate Bryn Mawr’s academic
year with Haverford’s.

The present Yale schedule, which.
has been operating for two years,
comes nearest the ‘Marshal Plan’
in timing, but Mrs. Marshall has
not yet received a report on its
effectiveness. Since it has not been
officially presented to any group,
the ‘Marshall Plan’s’ status at the
moment is uncertain; in any case,
it cannot go into effect until two
years from now.

Siepmann Deplores
Present Teaching

“Many of today’s teachers are
unqualified to teach,” said Charles
Siepmann,.Professor_of Education
at New York University, speak-
ing on “The Future of Educational
TV” ‘on December 12. ~ |

Mr. Siepmann outlined the pre-
sent. decadence of the educational
system and the growing crisis due
to an overwhelming shortage of
teachers and the enlarging popu-
lation in schools and colleges which
will grow worse before it grows
better.

Many students who are entering
the profession now are looking for
security, and many girls are look-
ing for husbands, This does not
make a good teacher, he added
The function of the teacher is to

Se eentieennieabisiennedeie

Camp Discussed

Three important_motions were
passed by Legislature last Thurs-
day evening. It was decided to
turn the second floor of Goodhart
into a student center. The present

Praise Of A Critic
Freely Given Godot

by ‘Betsy Levering

“You’re sure you saw me, you
won’t come and tell me tomorrow
that you ‘never saw me!” shouts
Viadimir in Samuel Beckett’s
Waiting for Godot. Had he ‘been
addressing the audience they might
have answered that that was one
of the few things about which they
could be sure. That, and the fact
that Kenneth Geist’s highly pro-
fessional production of Beckett’s
tragicomedy on yee sata 14 de-
lighted them.

Kenneth Geist, divesting Godot
as an honors project, was able to
skim the cream from the _ local
theatrical crock. Moreover, he ap-
pears to have insisted on perfect-
ion in every aspect of the perform-
ance: the play came across with
the skill, polish and ease that are
only accomplished with careful at-
tention to detail, timing, and in-
tegration of all the functions, tech-
nical and dramatic, that makes a
performance out of a jumble of
rehearsals.

As for individual performances:
Kenneth Woodroofe, as Estragon
(Gogo), played his part with a
chest - expanding, belly - hugging
humor that was a cross between
an Englishman drawing himself to
his full height and Saint Nick.
Master of. the straight line, Mr.
Woodroofe was able to underscore
with: tone the lines the audience
Should not miss.

Robert Butman’s Vladimir (Didi)
was a chap tottering between the
comic and tragic, an Emmett Kelly,

Continued on Page 2, Col.’ 5



Student Center, USE, Summer

by Leaislature

Rumpus Room and soda fountain
will be refurnished and redocorated
under the supervision of a New
York architect, and a door will be
constructed between the Undergrad
room and the rumpus room. The
college will provide whatever funds
are needed in addition to the $2500
given by~the student body from
the surplus in Common Treasury.
{This appropriation will leave
$1,000 surplus.) The new Student
Center will be under the manage-
‘ment of Undergrad.

USF Fund |

The second item of business in-
volved the procedure followed in
determining United Service Fund
appropriations. On the basis of the
apparent'apathy of Legislature- at
the USF meeting last month, it
was moved to let a joint Alliance-
League Board hear the applica-
tions of the Various organizations
and to consider the appropriations
instead of bringing the matter be-
fore the legislature. Students,
however, will still be free to deter-
mine the specific amounts they
wish to allot to the individual or-
ganizations.

Legislature also decided to allow.
League to conduct a drive for funds
for Summer Camp in the spring,
provided it had the personnel to
run the camp. Last year only one
Bryn Mawr girl served as counsel-
or. This year students must make
definite committments.



The News is pleased to an-
nounce the following new elect-
ions to its editorial board for
the term beginning in February:

Editor-in-Chief
Eleanor Winsor ’59
Copy Editor
Gretchen Jessup ’58
Managing Editor
Janet Wolf ’59
Member-at-Large
Betsy Levering ’61











Bryn

by Martha Bridge and
Donna Cochrane

The Bryn Mawr delegation to the
‘United States Military Academy’s
Ninth Annual Student Conference
on United States Affairs (SCUSA)
arrived at West Point on December
4 after twelve hours of fighting
blinding snow, ably assisted by
ten, Annapolis “Middies,” two Johns
Hopkins “civvies,” two ladies from
Wellesley, and one cadet “drag.”
We drifted into this oddly assorted
group due to the failure of public
transportation and, linking our fate
with theirs, weathered the heights
above-the-Hudson-in a requisition-
ed army: bus.

Safely arrived at West Point, we
spent the next thirty-dix hours
working on the problems of Nation-
al security policy, the theme of the
conference. The one hundred and
sixty students from colleges on the
East Coast were divided into nine
roundtables, each of which discussed
U. S. policy in a certain area of
the world . Donna was a member
of the East Asia roundtable and
was asked to present her group’s
report to the final plenary session.
Martha worked on the Middle East
roundtable and concentrated on
writing economic policy for that



Sane ae ee's Ce



area. — sessions

Mawr Delegates To SCUSA

(Discuss Security Policy Conferencé

were the most substantial (about
eight hours a day) and valuable
aspect of our experience at the
conference.

Evening meetings featured talks
by well-known figures in the field
of foreign affairs. Thursday
night’s program was a panel dis-
cussion on “the formulation of
foreign policy.” Dr. R. R. Bowie
of the Center for International
Affairs, Harvard University, Sen-
ator Jacob K. Javits of New York,
and Mr. Arthur T. Hadley of the
New York Herald Tribune, gave
their views on the respective roles
of the President;-Congress and the —
press in policy decisions. Friday
night, at a sumptuous banquet in
an impressive candlelit hall, Mr.
Chester A. Bowles, spoke to con-
ference participants on the basic
aims towards which, in his opin-
ion, our foreign policy should be
directed. These speeches, more gen-
eral in outlook than our roundtable
topics, served to stimulate think-
ing with respect to specific issues
in the light of fundamental prin-
ciples, >

We felt that the major value of
the SCUSA conference lay in the
opportunity it gave us to spend
four days working with a varied
group of students. On the whole,

Continnsd” on Page & = 3







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THE COLLEGE NEWS

Wednesday, December 18, 1957



THE COLLEGE NEWS

FOUNDED IN 1914
Published weekly .during the College Year (except during
Thanksgiving, Christmas and Easter holidays, and during examina-
tion weeks) in the interest of Bryn Mawr College at the Ardmore
Printing Company, Ardmore, Pa., and Bryn Mawr College. —



The College News is fully protected by copyright. Nothing that appears ed

in it may be reprinted wholly or in part without permission of the Editor-in-Chief.
P VS o ‘“

EDITORIAL BOARD
‘58

Editor-in-Chief ......-...0ccccssceceeececeeeeseeeees Anna Kisselgoff,
Copy Editor ........... sees cece eee ee cnwenewnrnseeee Eleanor Winsor, ‘59
Managing Editor .......2s sce e cece eee eee eee eceeeees Gretchen Jessup, ‘58
Make-up Editor ...........:eseeeeeeeceteeeeeerreeeees Miriam Beames, ‘59

EDITORIAL STAFF
Barbara Broome, ‘60; Sue Goodman, ‘60; Tulsa-Kaiser, ‘58; Frederica Koller,
61; Gail Lasdon, ‘61; Betsy Levering, ‘61; Lynne Levick, ‘60; Elizabeth Rennolds,
‘59; Susan Schapiro, ‘60; Judy Stulberg, ‘61; Alex van Wessem, ‘61; Janet Wolf,
‘59; Gail Beckman, ‘59, (Alliance reporter).

Interest: A Neglected Prerequisite

There is, in certain cases, on the part.of the college and
the curricular departments, a tendency to adhere too closely
to the rigidity of a general academic rule and pay little at-
tention to the exception. This is particulary evidenced in
regard to the most advanced courses in the college and the
explicitly stated or implied prerequisites that theoretically
precede them. .

The need for generally requiring that the student pos-
sess some background knowledge in a subject before attack-
ing a more advanced course in that department is apparent
and sensibly recognized. As.a standing condition, such pro-
cedure is usually justified; and in cases where a course of a
somewhat non-elementary but “start from scratch” charac-
ter is offered, such as Oriental Art, an asterisk in the cata-
logue denotes admittance for all students.

On the other hand, Bryn Mawrters are frequently de-



~ nied access to the “closed” advanced courses on the grounds

of inadequate preparation even if the prerequisites are not
expressly stated. In most cases, limiting these classes to
older students is a wise procedure but to apply blindly such
conditions to all and especially to particularly unusual re-
quests for admittance to such a course is to obviate the indi-
vidual attention Bryn Mawr’s smallness is meant to make

possible and at the same time, intellectually discourage an in-

terested student.

The basis for considering these requests unusual and
denying them resides in the fact that they are made by a
student majoring in one department wishing to take the
advanced course in a field in which she has taken a minimum
of courses iof not none at all. The earliest and most frequent
reaction of the Dean’s office or the Department chairmen is
one of applying the general rule of prerequisites, and in the
instance of the sciences and of freshmen and sophomores,
there is a likelihood the rule will still hold true.

Yet there is little reason why a junior and especially a
senior with a satsfactory general average should have to
struggle to take a course outside of her department in which
she evidences interest.

Presumably, the fact that she is outside the department

is held against her. Yet this very condition of being on the
outside looking in is actually a point in the student’s favor.
The more advanced courses are frequently requirements
wihitn the major, requirements sometimes not too hap-
pily accepted .by that department’s students. What fre-
quently occurs is that the professor is faced by a group of
bored captives. An interested student, to whom the depart-
ment as well the the course itself is novel, will often show
enthusiasm and attention no longer present in the minds of
those conditioned to a certain inherent repetition within their
own department. The question of whether such a new stu-
dent is genuinely interested or not is almost academic. If
she is willing to take a course totally new to her, outside her
field, involving no little amount of work because of its ad-'
vanced nature and which, incidentally, might also jeopardize
the standard of her satisfactory average, she obviously fore-
sees the effort she will have to put into proving herself
worthy of the task. If this is not interest, what is? Certain-
ly, there is as much, if not more, likelihood of such a student
doing as well as the regular major students for the reason
that she is conscious of having less preparation than the
others and subsequently feeling she must work somewhat
harder than in her own department.
.... At present, any student who has finally convinced the
Dean’s Office and the department ‘chairmen that she is cap-
able of taking the course, is even more conscious of her sta-
tus because of the “struggle” frequently preceding her suc-
cess. The entire idea of preparing to do battle in such a sit-
uation is an unnatural one. Moreover, many of the advanced
courses are not so intimately linked with their prerequisites
that a certain amount-of background reading assiduously
done by “The Outsider” may not serve the purpose. A good
student should be encouraged and not driven away from tak-
ing an advanced course outside of her major.

~~~"Helidays And Such

A season of Yule with a nutmeg of song; a flourish of
silk dresses to herald the red and green evening; that poig-
nant last patch of snow and the pungent first hope of vaca-
tion; Christmas ‘players, semester papers (the pinch of ev-
eryday given to sober us - - slightly), cranberries, capons,

-and interspersed capers; a sudden uprising of toastmistress-

es, diversions, and jokes, and a hasty assembling of ten
pounds of baggage with twenty of books: they all add up to
a genuine fir-tree treat, the best of the year. The familiar
festivity of December is gathered about us ,and in such a
situation even .the most oppressive burden of “date-dues”
must be lightened, even the fiercest of seniors must be less
curmudgeonly than usual, and Scrooging without Claus the
Legislature rightly declares to be not allowed. So take heed,
take heart, and hurry to the holly; in leaving you, rather in
leaving -each other, we can only offer: shop early, speak kind-
ly, travel lightly, and -- a very Merry Christmas!

the gloom.” There was silence and

“Twe discover the Gouvernante-(Elka+







“ “Pm late, I’m late, I’m late,”
moaned a low dismal voice from
deep in the dank den, “And they’re
waiting for me, all of them, just
sitting there waiting, while I’m
caught in the gloom, the gloom,

then the sound of screaming bats,
breaking ‘boxes, and the slither of
the dread sloth as he slipped off the
slippery willow into the primeaval
00ze,

“Nothing but bats, bats, bats
and sometimes rats,” rumbled from
out the cave mouth and then Wonk,

ker flunk, klonk. He seemed toy

have tripped over something. ‘Vile
shrub, I’ll make you shriek. Out,
out root.” The hapless root must
have come out for something cer-
tainly shrieked.

“They’re waiting, they’re wait-
ing. Oooh, ooooh, salvation.” A
series of groans ensued, each one
more melancholy than the last.
Whether it was pity for himself
or his’awaiters we can only con-
jecture; let it suffice that his
misery was beyond all human capa-
city.

When the groans died away a
squeaking, sloshing noise could be
heard like the sound of suction
pipes and plungers. “:Confounded

‘Am What Am

by. Debby Ham







not.” The sands breathed like
10,000 inhaling vampires, but
evidently he wasn’t sunk, for a
weak cry came from out the cave
mouth, “ah, saved for now.”

What further horrors lay in the
path of this unfortunate pilgrim
shall remain untold, for at this
moment his awaiters demand at-
tention lest they vanish entirely.
An abject bunch they were, lame,
ragged and scrofulous.

“What are you doing now?” said
one to another. who obviously
wasn’t doing anything.

“Waiting.”

“Oh,” said the first.

“What are you doing ” said the
second who wasn’t doing anything.

“Waiting,” said the first.

“Oh,” said the second.

“That’s enough,” roared the third
and wielding an enormous bull
whip he thundereth after them.
With a hobbling clatter they left
the scene.

And it’s too bad they did, for
just then there was a loud whack
followed by a dirgeful, “ooooh my

head,” and the trap door opened
revealing Godot who instantly col-
lapsed on the stagé wailing, “It’s
just as I thought, it’s just as I



sands, you'll not sink me, you'll

thought. They didn’t wait.”



Dress Rehearsal of

by Alex van Wessem

(Ed. Note: Our reporter, unable

to attend the performance of the
German Club play Friday, presents
her contribution on the dress re~
hearsal.)
Elegant pages, graceful ladies in
full make-up, and Herr Seyppel
in shirtsleeves greeted me as I
wandered into the Skinner Work-
shop on the night before the big
production of Leonce und Leona,
by ‘Georg Buechner.

A few \bewildered-looking Ger-
man I--students- were huddled to-
gether inthe first row, desperately
trying to learn the words to O
Tannenbaum in five minutes. Be-
fore I knew what was happening, I
was standing with them, facing
an imaginary audience and warb-
ling Stille Nacht, Heilige Nacht!
to the wistful flute of Nina Broek-
huysen, soloist.

Soon a hushed silence fell. The
Diener (Betsy Emerson, Nancy
Farwell), brought the bench on to
the stage, not unlike a Wilder pro-
duction, with its setting of a blue
sky, a house, and a sun.

An ominous voice from behind
the curtain recited some biograph-
ical information on Georg Buech-
ner. Then the first scene opened,
during which the Prince (Dieter-
Kuhn), a romantic hero with the
Weltschmerz bug languishes,
while his friend, Valerio (Steve
Klineberg), makes merry with the
bottle. Next we meet the King
(Michael Dohan), a Great Philo-
sopher, whose Aim in Life is to
THINK, or rather, THIMK, and
Rosetta (Cynthia Stone), the for-
lorn mistress of the bored Leonce.
Now the scene switches to the
kingdom across the frontier, where

Scott), who is mourning because
her ward, Lena (Carola Teegan).
is being sacrificed to a political
marriage. To round out the cast we
have the President (Jack Rhoads),
the Hofmeister (John Hershey),
and the Zeremonienmeister (Ted
Mechling), all portrayed as de-
lightfully stupid people.

The plot—boy meets girl and
marries her after having fled from
her—is relatively trivial, especially
since Buechner employs Valerio as
the deus ex machina.

What makes this play different.
|from many light-hearted comedies
is its good character delineation,
which comes out in spite of the



inet Diners ioremsmmcmmemcnsin

“Teonce und Lena”

Pleases Reporter With Elegance, Grace

After the happy-end final scene,
I slipped out as quietly as I had
come, leaving Herr Seyppel to dis-
cuss last-minute points with his
cast. It appeared German Club
had worked long and hard:on this
production, and the choice of play,
casting, make-up, costumes, and
sound effects—complete with Jane
Higginbottom’s dramatic flourish
on the French horn—were all very
pleasing, indeed.

e
Siepmann
Continued from Page 1

‘elicit enthusiasm and to create an
environment of wider purposes.”
TV as an educational resource
can help alleviate the teacher
shortage by having large groups
taught by a superior teacher by
television. TV can also bring edu-
cation to students who follow the
courses at home. These st ts
might not otherwise be able to
attend college for lack of money
or because of home responsibilities.
Experiments have consistently
proven that such teaching methods
are very euccessful, Institutions
can also pool their resources to
offer better classes through a
superior teacher to larger groups.
"TV has also helped community
relations because it gives parents
an idea of what is happening in
school. Experiments have shown
that parents have even begun
learning with their children. They
have also taken an added interest
in the activities of the school. This
-has_resulted_in an alleviating of

the burden of the schools which
now have many functions’ that
should be carried on in the homes.

Teachers can also learn by ob-
serving superior teachers in action
and by adopting their teaching
tec es. The TV teacher can
also ‘spend more time on prepara-
tion of the lesson. The burden of
the regular teacher is also light-
ened, allowing more time to be
spent on the quality of the class-
room teaching and on. individual
attention,

Mr. Siepmann concluded with the
idea that by supporting education
we are supporting democracy. If we
fail to do so we will lose the race



rather copious cuts in the play.

for survival.

RTE Ee

Spanish Tradition
Featured at Darty

Monday evening, December 16,
the Spanish Club held its annual
Christmas party. Present at the
rumpus room festivities, in addi-
tion to the regular Spanish Club-
bers, were members of the Spanish
department and their children, and
several guests from Philadelphia.

The students read Christmas
poems by the Spanish playwright
Lope de Vega, and sang Spanish
Christmas carols.

The high point of the entertain-
ment was the traditional pinata,
a large wire-and-crepe-paper fig-
ure (in this case a bird) contain-
ing candy and favors which scat-
ter out and cause a scramble when
a blind-folded player succeeds in
smashing the pinata with a long
stick.

Godot Review

Continued from Page 1

sad with the pathos that makes
children scream with laughter, and
adults chuckle hesitatingly. The
part was clearly a difficult one: it
demanded a range of emotion and
response that lifted it away from
the highly characterized, and there-
fore .somewhat easier, parts of
Estragon, Pozzo, and Lucky. Mr.

Butman adapted himself admir-
ably, and almost always consistent-
ly.

Pozzo, red-coated hyper-gentle-
man, was placed lucidly by Gerald
Goodman, His first act display of
highly burnished and adroit force-
fulness of character was a strik-
ing contrast with the second act
bafflment and feebleness he gave
to the now blind Pozzo.

Harvey Phillips as Lucky de-
serves at least the adjective re-
markable. Playing a fantastic pan-
tomine counterpoint to the bluster-
ing Pozzo, he maintained himself
in character throughout, as well as
in some astounding positions. But
the most startling moments in a
startling play were those of
Lucky’s one speech. Harvey Phil-
lip’s mastery of a long difficult,
non-sensical speech, his control
over a voice that was unbelievable
in its variety and agility, his orig-
inality in organization and inter-
pretation that were almost musical
in nature, all can hardly be too
highly praised.

mention because he is the fifth and
last chararacter in the play, and
because he came on stage, said
“Yes, sir” several times quite con-
vincingly, and bounded off the
stage very well.

I have saved two aspects of the
play: the set and lighting. They

that much of the credit for the
remarkable drift - wood-like tree,
sun-moon, and rocks goes to Will-
iam Bertolet, who is the designer
acknowledged on the program.
Lights, {the illumination of the
sun-moon and the varying stages
of twilight were most effective,
thanks presumably to Peter Arnow.

propriate, and are duly noted.
What of the meaning of the
play? I have to admit that between

scure, definitive, and most of all

that I think it impossible to pick
one and say “this surely is what
the’ play was about.” Let it.suffice
to say that Godot was provocative
in the extreme.

Godot contained a line that is of
considerable embarrassment to me
at this moment. Didi and Gogo
exchange insults: “ ‘Moron!’ ‘Ver-
min!’ ‘Abortion!’ ‘Morpion!’ ‘Sewer-

finality): CRITIC! Didi: Oh! He
wilts, vanquished, and turns away.
Despite Beckett’s dislike (justified,
perhaps, by Godot’s short runs in
professional theatre) I was delight-
ed with play and production, and
critic as I am, I am willing to
admit so. ,



Costumes, props, etc., were ap-"

rat!’ ‘Curate!’ ‘Cretin!’ Gogo (with

The boy, Alan Paskow, deserves -

were certainly inspired. I suspect ,

the acts I heard such learned, ob- .

}-varied,..opinions from the audience





ee s ore mete artnet rca thc

“ot


‘Wednesday, December 18, 1957

‘THE COLLEGE NEWS

Page Three



‘News Poll of Faculty Members on Possibility of Strong
Swing Towards Sciences Uncovers Diversity of Opinions

The College News has polled
members of the faculty on the fol-
lowing questions:

1) IN THE LIGHT OF RECENT
TECHNOLOGICAL ACHIEVE-
MENTS AND THE CONSE-
QUENT TENDENCY TO REAP-
PRAISE AMERICAN EDUCA-
TION, DO ‘YOU THINK THERE
WILL BE A STRONG SWING TO-
WARD THE SCIENCES TO
THE DETRIMENT OF THE HU-
MANITIES?

2)HOW DO YOU THINK THIS

WILL AFFECT ARTS COLLEGE LIKE BRYN
MAWR?

3)SHOULD IT?

The answers of those professors
who responded are printed on these
pages.

Richard Bernheimer, History of
Art: “Yes, of course there will be
a swing toward the sciences. This
should not be allowed to go too far.
The greater the development in the
sciences, the greater will be. the
need for the humanities. I see-the
necessity of reconstructing society
_ on both sides. There is a danger in
turning an entire population into
technicians —in forcing persons
with limited capacity in science
into technology.

When technology has reduced the
average man’s work week to four
days, the humanities will be need-
ed to provide a basis for an active
enjoyable life—a basis for conver-
sation.

“Bryn Mawr wil not be affected
as much as the mens’ colleges.”



L. Joe Berry, Biology: “In ans-
wer to the second question, I can’t
conceive that any change at all
will occur at Bryn Mawr. :

I do not think it should occur.
And it would be impossible within
the framework of the unit system.
The only way for change to come,
would be completely to revise the
whole curricular pattern, arriving
at a greater flexibility within it
than now exists.

As far as the first question is
concerned, I do not believe this is
going to hurt the humanities, - - -
although it may strengthen the
sciences.

I have a feeling that within the
American system the humanities
are stressed more, and that most
Americans ‘have a clearer under-
standing of them, than the sciences.
This is true eventhough the Amer-
ican economy and national indus-
try depend on science. Linus
Pauling, in a recent speech at
Hamilton College, noted that he
read in the newspapers. that
science is important to modern
life; Pauling said that modern life
is science. This is an extreme point
- of view, but the importance of
science to America remains. The
public will have to become better
informed about it.

art, fo rinstance, still these inter-
ests do not make me a better sci-
entist, They do make me a better
person, and a”better professor at
Bryn Mawr, a liberal arts college,
it is true, but not a better scien-
tist.

However, my basic conviction is
that there-is no difference between
the methods of science and the hu-
manities. Basically the technique
of research in Latin or economics
and biology are the same. The
only difference is the degree of
certainty involved—there are no
balances and meter sticks in the
humanities, An intellectual person
is an intellectual person, no mat-
ter what his field.

Finally, I would like to say that
any money the government may
give to students as scholarships in
science, releases money previously
given to them by the separate col-
leges, which may then be used for
scholarships for students in the
humanities. In the same way, the
government may help to raise_ the
overall faculty salary. Colleges
would not permit the salaries of
the scientific portion of its faculty.
to be enlarged beyond those of its
humanities faculty.”



Raymond F. Betts, History:

“Certainly the greatly stimulat-
ed public interest in education in
the sciences will affect the liberal’
arts college, but this effect will be
salutary. Not only the sciences
but all subjects stand to profit
from this interest. The present
anxiety over our state of scientific
development should make an even
larger percentage of our popula-
tion aware of the need to admit
advanced education into. the do-
main of general public concern.

“Concern should lead to increas-
ed effort, and this, in turn, should
be expressed by additional college
funds, instructors and scholarships.
If the sciences five the most to
gain by such support, it is clearly
evident that they are most in need
of it. But the favorable atmos-
phere now being created by the
public will also enable scholarship
and instruction in other fields to
flourish more fully.”



T. R. S. Broughton, Latin: Scien-
tists themselves have warned that
this (research) cannot be accom-
plished by purely technological
training and that pushing such
training to the detriment of the
humanities involves a misunder-
standing of the higher aims of
science itself.

If it is done well and in the right
way it won’t be a detriment to the
humanities. An immediate program
for practical ends would be detri-
mental, as this is the wrong spirit.
Advances demand much time and
special techniques.

Basic research, analysis, imagin-
ation, sense of values are not too
far from the best work in the hu-
manities in quality and kind. It is



However, I don’t want this to oc-
cur at the expense of anything. It
can be achieved partly at the
school level, though not exclusive-
ly. And it may be stated that the
historical balance in education has
never leaned towards the sciences.

I am pretty well convinced that
the low status of science in the
United States represents fear of
the unknown, and a lack of infor-
mation as to what science is. Sci-
entists have anaes been very sus-
pect people in the United States,
and especially since the atom bomb.

As to whether or not the great-
est scientists are great humanists,
I can say that, while the reading of
history is my great passion outside

vias
2 VV

novers





not so. long sincé physics was}
thought of as the basis for any
philosophy. :



Robert L. Conner, Biology:

“What. are the humanities?”
asks Dr®Conner. “Isn’t science a
very important part of what is
usually referred to as ‘the human-
ities’? What is lacking is a real-
ization of this. People need to
realize the importance of what
science has done and will do in our
world. Of course an understanding
of the methodology involved is im-
portant; but that doesn’t mean
more required science courses and
the like. The solution would come,



the -extremely important part
science is playing in our lives. If
this means more emphasis on
science, good; but it won’t be to
the detriment of the so-called ‘hu-
manities’. It will, on the contrary,
broaden them.”



Robert Davidon, Psychology:
“Newspapers and ~ Congressmen
have developed a new interest in
science. (New enthusiasms, espec-
ially those of Congressmen, may be
dangerous.

Perhaps on public demand—and
at public expense—an expanded
program of science education or
technological training will be in-
stituted. The College News ques-
tion which gave rise to these com-
ments was: ‘Will an emphasis on
science in education be detrimental
to the humanities ?’

Some of us like to think of the
scientist as an educated person.
He may be sensitive and discrim-
inative, within his social and cul-
tural as well as his physical en-
vironment. The development of
abilities to communicate, to spec-
ulate, to enjoy searching for ans-
wers,and to defend convictions, is
as much a part of his education
as that of the historian or, literary
scholar.: Rather than threaten the
humanities, the better education
of scientists would boost and chal-
lenge the liberal arts.

On the other hand, and most un-
fortunately, there. are many who
conceive the scientist to be. like
an engineer, concerned only with
the facts and formulae and absorb-
ed in the design or application of
machinery. Or possibly, he is pic-
tured to be like the analytical
chemist in production control who
has mastered precise techniques, is
efficient, and is considered no more
competent than the next fellow
when it comes to politics. His
training has to be practical and
thorough. No time for intellectual
excursions!

Should many of our most capable
students be attracted to the ex-
panded technical training program,
not only the humanities but science.
too would suffer.

h



Frances deGraaff, Russian, thinks
that there probably will be such a
swing towards the sciences in the
big universities. _

She doesn’t think this will really
affect Bryn Mawr. There is always
a limited number of those really
gifted for science.

She does not think more science
requirements are the answer to the
problem.



Arthur P. Dudden, History: “Yes,
there will be a strong swing, but I
question that this swing will
be ‘detrimental. By a combination
of job opportunities in the sciences
and added prestige, it need not be
to the detriment but to the general
betterment of education. If there
were an emphasis on engineering
at the expense of all else, the re-
sult would be a sad state of affairs.
We would have time-studf¥ men
instead of men who study time. I’m
optimistic because business lead-
ers of a prominent and advanced
nature stress training in the liberal
arts for their executives, and I
think this will continue to grow.
The average graduate in the liberal
arts, even here, does not have
enough science, unless she is a
science major. Liberal arts in-
clude the sciences.

Second, science departments will
get more majors and’money. I ex-
pect that someone will soon give us





alive
AUS: ov





building's.

Third, any college should regu-
larly and systematically evaluate
the curriculum in terms of the
world in which that college lives.
Meaningful education must com-
bine training of the mind with
training for life in the world of
tomorrow. If the dormer is done
without the latter, then education
is little more than scholasticism,
If education attempts to do the lat-
ter at the expense of the former,
then it is a trade school.”



Mary S. Gardiner, Biology:

In Miss Gardiner’s opinion, the
recent technological achievements
will definitely act as an impetus
to encourage students to enter the
field of science. Scholarships for
scientific study@will also feel the
stimulating effect of the current
focus on technology.

However, Miss Gardiner ‘believes
that “it is very essential that lib-
eral arts colleges should keep their
present strong emphasis on the hu-
manities”—that any other attitude
would be “fatal” to our national
culture and education. Subsidiza-
tion should be equal in the sciences
and the humanities. It is Miss Gar-
diner’s hope that emphasis on and
reappraisal of American education
will result in capitalization on the
great body of unused potential, the
many students who never go to
college. As she put it, it is the
“trained mind” which is needed,
not only in science but in every

a
— study.

David B. Green, English: “No,
to all questions.. The sciences are
not really in competition with the
humanities, but rather they com-
plement each other. There are
some things humane about the
sciences and some things scientific
about the humanities. The essen-
tial purpose of both is a discipline
for life.”





Robert L. Goodale, Music: Mr.
Goodale doesn’t feel that he can
predict what will be the effect on
education of recent . technological
developments. He does _ believe
strongly, however, that over-con-
centration on science would be a
mistake and would weaken our ed-
ucational system. He is convinced
that a general education is nec-
essary for everyone, including
scientists, who especially need it
as a’basis for the application of
experimentally discovered knowl-
edge.



Michel Guggenheim, French:

‘|feels that the tendency to reap-

praise American education has
been one ofj the best results of the
“cold war.” According to Mr.
Guggenheim,“ Americans in the
past have been very satisfied with

/their educational system and these

new technological achievements
have helped them to recognize its
drawbacks. .

Mr. Guggenheim describes the
swing toward the sciences as a
“sign of the twentieth century”
and one which we must recognize
as a fact. He adds that in the in-
terest of our national defense such
a swing should occur.

The duty of a liberal arts college
like Bryn Mawr, he believes, is not
only to give the technical knowl-
edge but also “to defend its cultur-.
al heritage.” In short, he believes
that Bryn Mawr has a national re-
sponsibility to train scientists but
also a duty to combine more cul-
tural education with the new sci-
entific need. Here lies the real

Sylvia Kenney, Music: “No, I do
not think so. It has been too
clearly demonstrated that while
scientific superiority may win wars,
it does not necessarily win peace.”



Richmond Lattimore, Greek:
“Yes, in answer to the first ques-
tion. The third, I-have not made up
my mind about.

In answer to the second question,
I think it will affect a liberal arts
college like Bryn Mawr less than
any other kind. Indirectly, this
swing to the sciences will affect
such colleges sooner or later, be-
cause the emphasis on science will
get in the schools. Even now,
there is plenty of encouragement
for science, and difficulty in ob-
taining a proper background in
languages, for instance.

If the reappraisal turns educa-
tion into vocational training, then
the whole of the liberal arts and
sciences will go by the boards. For
practical purposes, there should ibe
toleration of pure mathematics
and science, yet now there is pres-
sure against even that. There is
constant pressure for immediate
results. Of course, whether this
should be now partly depends on
how great an emergency this pres-
ent situation is, The scientists and
military men must judge this.

It would be a pity if we should
adapt the Russian approach, by de-
vloping a ‘scientific elite’.”



Hughes Leblanc, Philosophy:
“The increased favor that math-
ematics and science courses are en-
joying sees to me quite natural
and laudable. Our world, though
not so brave, is a new one founded
upon mathematics and the sciences.
Students who shunned them in the
past or shun them today are sim-
ply denying themselves the key
to it. If it is essential to under-
stand one’s world, it is no less es-
sential; though, to stand up to it
like a man. Philosophy, literature,
the fine arts,,and music still go
largely, though not exclusively,
into the making of a man. I ac-
cordingly hope that mathematics
and science majors, after the first
flush of enthusiasm, will remember
the path to Taylor or the Library.
Education at Bryn Mawr may in
this past have been a one-sided af-
fair. Let’s keep it from becoming
merely another-sided affair.”



Marguerite Lehr, Mathematics:
“Reading in the November 17 New
York Times an appalled protest:
‘Are we to make engineers of art-
ists?’, I could only sigh: ‘Dear Sir,
you need to read Plutarch on Ar-
chimedes.’ ‘Held in thrall by an

prisoner of the Muses.’

If--we can find again as our true
concern the many creative activ-
ities natural to the mind, instead
of the fearsome accumulation of
results in all fields, we need not be
‘afraid; we'll have our spécialists™
and our children will be better off
too. Colleges like Bryn Mawr will -

in this situation, not victims of it.”



Miss Angeline Lograsso, Italian:

“The desire to study, to know
man and What he is, which is in-
volved in the humanities, is a
strong one and can be crushed only
if we go into a totalitarian state.
The minute you try to force people
into anything, you get into trouble.
Science is fundamental toman, but
we have to have the means to con- .
trol science and the understanding







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=
ONntTINUed Hi
5 ' J

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Ca

ever-present Siren; in truth a very ,

see themselves, I hope, as forces

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'







~ will foster interest in technology.

. civilization as a false scientism,

- his successors is likely to encour-

_ richal believes that there will be

Page Four

THE COLLEGE NEWS

Wednesday, December ‘18, 1957



Faculty Poll on Education’s ‘Swing to Science’ Continued

Continued from Page 3, Col. 5

how to use it to man’s good. All
science is a gift of God to man for
his good use of it; if knowledge and
love of man are not developed at
the same time, you can’t use the
gift properly. But so long as you
have a free state, people will con-
tinue to study the humanities.”



Isabel G. MacCaffery, English:

“There is already a strong swing
to the sciences. There will be a
lot of talk about a ‘strong swing’
to the sciences to the detriment of
the humanities. I personally am
for anything that will increase ed-
ucation.

“Bryn Mawr will not be adverse-
ly affected. For one thing scien-
tists who teach at colleges, rather
than earning millions in industry,
are doing so from a belief in the
liberal arts. The scientists here at
Bryn Mawr are humanists.

“T think this tendency to reap-
praisal and controversy will be a
good thing in a way.”



Geddes MacGregor, Philosophy
and Religion:
“No doubt Sputnik and the like

But I do not see that this is detri-
mental to education in the long
run, After all, technological meth-
ods are used in every branch of
learning; increasingly so. An ex-
cessive preoccupation with the
technological aspects of any sub-
ject is, of course, a symptom of
narrow-mindedness and sterility;
but the danger of this is no great-
er in the sciences than in the hu-
manities.
“I have no distrust of science
welcome anything that pro-
motes interest in it. Not science,
but false scientism is dangerous to
genuine education. From my point
of view as a Christian, a false hu-
manism is just as detrimental to

to say the least, A- ‘liberal edu-
cation in the humanities’ that is
based on the presumption that
Christian theology is not to be
taken seriously is no more promis-
ing than would be the sort of edu-
cation that devotion to Sputnik and

age. From a Christian point of
view, people can be just as fatuous
about fine art as they can be about
any science; and they can be more
fatwous about religion than any
other field of human interest. False
humanism certainly engenders
pride and dishonesty as effectively
as false scientism. A _ reverent
scientific spirit is as hopeful, on
the other hand, as is a reverent
humanistic one, It can be at least
as effective in leading man away
from his innate ignorance. To
do so is, I believe, implied in the
etymology of the word ‘educa-
tion’.”

Juan Marichal, Spanish: feels
that one of the most important re-
sults of the new _ technological
achievements is that they have
made people aware of the impor-
tance of using one’s mental re-
sources. ¢
~ In commenting “ona: possible"
swing to the sciences, Mr. Marichal
said that it is interesting to note
the influence of world affairs upon
the students’ choice of courses. He
cited as example the fact that.
after the war, the German lan-
guage declined in popularity, and
in like manner when Germany took
over France, the study of French
declined and Spanish became more
popular, He added that at the pres-
ent time there is more of an equi-
librium between the three lan-
guages. In a like manner Mr. Ma-

not only a tendency towards the





On the subject of American edu-
cation, Mr. Marichal commented
that there is a tendency to say that
things are wrong with American
education and that this is false.
He feels that on the college level
there is nothing wrong with Amer-
ican education, In fact, he de-
scribes Bryn Mawr as “a model
for many colleges.”

On the high school level, how-
ever, Mr. Marichal feels that there
are some things to be desired. He
feels that it is a fallacy that all
Americans have the same oppor-
tunities because of the difference
in the quality of” public high
schools throughout the United
States. He suggests that a poss-
ible way of improving them would
be to have the federal government
establish (but not enforce) a set
of standards for American high
schools.



Berthe Marti, Latin: “The scienc-
es need strengthening everywhere
and so do the humanities, Every
part of the college which is
strengthened adds strength to the
whole.”



Machteld J. Mellink, Classical
Archaeology: thinks that “minds
are made for certain specialties
and the top minds in science now
would be working in science any-
way,” while the top minds in the
humanities cannot be attracted
from their field. Perhaps workers
“on a lower level” might be drawn
to the sciences, but they are “ul-
timately not the people who mat-
ter.” That the “trend in general
subjects of study” at Bryn Mawr
will be affected is unlikely, al-
though “people not so pronounced
in their predilection may be led
from the humanities.”

The Sputnik business makes it
clear that, if it is not to be done
“in a totalitarian way,” the coun-
try needs many top minds trained
in the humanities to “organize its
effort to make a Sputnik.” Per-
haps if we had “more wise states-
men trained in the humanities,
there might be less upset at the
moment.”

In general, such a “shaking
things up” is good, if it makes
people “do what they’re doing in
a better way, imstead of sliding
along in grooves.”



Agnes K. Michels, Latin:

“From my own experience, |
can’t believe that a wiser under-
standing of science could do any-
thing but illuminate the study of
humanities, I am not talking about
technical or factual information,
but the basic concepts of science.
I think most of us in the humani-
ties are missing a fascinating and
stimulating experience by not
knowing more about scientific
theory. ,

“From social contact with scien-
tists, it seems to me that scien-
tists are better educated and far
more interested in the humanities
than people in humanities are in
science. It ig my impression that
people of my own generation train-
ed in the humanities are scientifi-
cally illiterate and I.should hate to
see another generation grow up in
the same state of ignorance as to |
the exciting ideas which the scien-
tists have been keeping to them-
selves, I cannot believe that Bryn
Mawr could be hurt by an in-
creased understanding of the na-
ture of scientific thought and
would like to point out that a
great many other colleges of the
same type as Bryn Mawr require
more science for the B.A. degree.”



' Walter C. Michels, Physics: (Ex-
cerpt from his speech “Science
and the Liberal Education” deliv-
ered before the Cynwyd Parent





the present time lies in the fact
that a combination of advertising,
faulty education, and a taste for
material things has led to a great
confusion ‘between science and
technology. It is nearly impossible
to convince the average person that
all of the technological progress
that has taken place since 1700 has
resulted from basic research which
did not have any specific applica-
tion of science as its goal.

By the beginning of the present
century, a great mass of technol-
ogy threatened to bog down the
engineering curriculum. More and
more time was devoted to applica-
tions; less and less to pure science
or to the humanities. It was not
long before engineering faculties
saw that they had moved too far
in their efforts to prepare their
graduates for direct and immediate
usefulness to industry. Under the
leadership of such men as Robert
A. Millikan, Karl T. Compton, and
Ray Palmer Baker, the engineer-
ing schools began experimenting
with ways in which they could
accomplish the needed reforms
without sacrificing more engineer-
ing work than could be afforded.
Faced with an apparently insoluble
problem, they found new and more
effective ways of teaching litera-
ture, economics and the sciences.

If the liberal arts colleges and
the engineering schools have mov-
ed as far as they have toward com-
mon ground, why should the con-
troversy be rearing its ugly head?
I suspect strongly that it is be-
cause the humanists who welcomed
scientists into their fold in the
middle of the nineteenth century
have been unwilling since to change
their concepts and practices as
rapidly as did the engineers, or as
rapidly as the times have demand-
ed.

The inclusion of an appreciable
amount of work in the humanities
in the education of every scientist
allows him to understand what
his non-scientific friends are talk-
ing about, while the failure of our
school and college curricula to pro-
vide an adequate background in
science for non-scientists prevents
them from accepting the conversa-
tions of scientists as anything
more than jargon.”



Jane Oppenheimer, Biology:

“If there should occur rather
generally a strong swing to the sci-
ences at the expense of the human-
ities, I do not believe that there
would be much effect on education
in liberal arts colleges like Bryn
‘Mawr. Such colleges consider
training in various disciplines, and
a judicious balance of work in di-
verse fields, as the basis of the
curriculum, ’ It seems: most unlike-
ly that the emphasis of such a bal-
ance would be abandoned by liber-
al arts colleges no matter what
other groups decided to do.”



John C. Oxtoby, Mathematics:

I hope there will be more em-
phasis on the sciences. I don’t think
there will be any detriment to the
humanities. It should affect liber-
al arts colleges and Bryn Mawr in
the long run.



tractive by-product of a new em-
phasis on science might be the
funds to complete the two science
buildings.”



Arthur Colby Sprague, English:

“There may well be a swing to-
ward the sciences, but I. don’t
think it will be to the detriment of
the humanities. Indeed it may
make for higher standards in mat-
ters of precise scholarship in many
courses.”



K. Laurence Stapleton, English:

“1, The true scientist values the
humanities, is often himself a great
‘humanist.’ Neglect of humanistic
studies would be detrimental to
science.

2. The defense of America de-
mands an emphasis on basic re-
search in science at this time. But
the deeper question, how peace is
to ibe achieved and maintained,
requires experiment of the kind
fostered by humanistic studies.

3. The strength of a college like
Bryn Mawr is derived from the

‘combination of scientific and lib-

eral arts studies. symbolized by the
‘basic requirements for the degree.
The concept of the liberal arts has
always included both the humani-
ties and science. ~

4, Artificial methods of recruit-
ing manpower for science, if en-
couraged iby the government, would
probably be detrimental to human-
istic studies and thus to society it-

self.” Mey

John R. Pruett, Physics: said that
although he hoped there would be
a swing to sciences and it would
have some impact on a school such
as Bryn Mawr, he added, “I would
fight just asvhard to keep it from
being a detriment to the human-
ities.”” Mr. Pruett stressed the point
that science belongs in a liberal
arts school because true science is
a liberal arts subject. Here, accord-
ing to Mr. Preutt, a fine line must
be drawn between pure science and
technology; technology being the
field in which we are behind the
Russians.

A great deal of difficulty in the
U. S., remarked Mr. Pruett, stems
from the: general anti-intellectual,
anti-scientist attitude prevailing in
this country. The people are not
well enough informed, and conse-
quently regard scientists as pecul-
iar, asserted Mr. Pruett. Perhaps
humanities students should take as
much science as science students
take of humanities he suggested.
As for the real answer to this diffi-
cult question, Mr. Pruett said, “I
do not know what the solution is.”





Roger H. Wells, Political Science:

“There are some Americans who
would push science to the detri-
ment of the humanities by empha-
sizing ‘crash’ programs. They must
be resisted. What is. needed is a
better education all around which
strives for a more adequate bal-
ance among the disciplines. Such a
a balance should stress the inter-
disciplinary approach far more
than has, been done. For example
the educated person should know
about atomic energy but he should



Joseph Sloane, History of Art:

“The question, or rather the
answer to it, depends on what we
as a people decide to do about
our education. Any attempt to
equate education in its entirety
with scientific education as such
would tbe disastrous, but if we
realize that from grade school on
we must tighten up our minds,
that we must concentrate on real
learying and forego some of the
mental ice cream sodas we have
been feeding our students, then
much good will be done. Bryn
Mawr should flourish since she
has always emphasized the kind







a

sciences but also a growing inter-
eat in the Russian language. ~~"

| Study Group—November 19, 1957.)



Sa.*





also think deeply about the poli-|
cal, economic and social implica-
tions ‘of atomic energy.

The goal of the liberal arts col-
lege should remain the same—the
education of the whole man. If
the college is doing its job, it will
continuously reappraise its cur-
riculum without waiting for ‘sput-
niks’ or other technological achieve-
ments.”



Mary K. Woodworth, English:
1. “Although there may be in
the next few years some increase
in registration for science courses,
I think that there will be no appre-

himanities,.”

2. “No. After the initial hys-
teria passes, the American people
will recover their sights, and real-
ize that a well-balanced civiliza-
tion requires humanists as well as
scientists. One of the most stupid
ways to imitate the Russians would
be to force all students to concen-
trate upon science. We do not want
a robot civilization. America is a
rich enough country to be able to
afford both students of science and
students of the hurhaditiek”



Morton S. Baratz, Economics:

“These assumptions underlie my
answer:

“1. There will be an increasing
proportion of would-be science ma-
jors among the applicants for ad-
mission to liberal arts colleges.

“2. There will be an increase in
the amount of financial aid to col-
leges from public and private
sources. An increasing percentage
of this aid will be earmarked for
science education.

“3. Administrators of the col-
leges will attempt to restrict the
extent of the shift in favor of the

sciences, but with varying degrees

of vigor and-success.

“If these assumptions are valid,
the postion of the sciences will be
significantly improved, i.e, the
cience departments will have more
and better students, as well as
money. Only in a relative sense,
however, will these gains be made
at the expense of the humanities
and the social sciences. For as the
new funds earmarked for the sci-
ences flow into the colleges, some
part of the existing resources now
committed to that use can be re-
allocated to the humanities. To
illustrate: Bryn Mawr has had to
draw in some part on its existing
resources to finance the science
buildings now under construction.
Had it instead received a private
or public grant for that purpose,
some of the mnoey it is nowpspend-
ing for construction could have
been diverted to other needs of the
college.

“To summarize, the heightened
interest in science—if it lasts any
length of time—will result in ab-
solute gains for all departments
in the colleges, although the sci-
ences will enjoy relatively greater
gains. The extent of the growth of
the sciences, in comparison with
other areas of study, will, of
course, vary inversely with the de-
termination of college administra-
tors to preserve “balance” in the
curriculum,

“Now, what should be the effect
on liberal arts colleges, such as
Bryn Mawr? A liberal arts col-
lege is not worthy of that name

| which does not offer its students

both scientific and humanistic
studies. Such a college, moveover,
seeks to produce scientists who are
humanists and humanists who are
scientists. Im other words, a lib-
eral education is one which stress-
es, in every special field, concepts
rather than techniques, methodol-
ogy rather than methods. . Thus,
the sciences and humanities are

vious limites the stature of one can
not be enhanced at the expense of
the other.

“Tt -follows;—therefoye, that the

wage war against nor surrender
unconditionally to the current
vogue for science. On the contrary,
they should strive to remain what
they are—sanctums of the liberal
arts, all of them.”



Jose Ferrater Mora, Philosophy:

“QUESTION. 1. I think (when I
think) that there will be a swing
voward the sciences. I do not be-
lieve, however, that it will be over-
whleming, still less than it will be
to the detriment of the humanities.



fully complementaary. Within ob- |

liberal arts colleges should neithes*-——






‘Wednesday, December :18, 1957

THE COLLEGE NEWS

Pag 6 Five



More Comments,

Continued from Page 4

As a matter of fact, an increasing
interest in science (not merely an
increasing talk about how interest-
ing is an increased interest in sci-
ence) may help foster the develop-
ment of the humanities. A really
comprehensive humanism includes
the sciences,

QUESTION 2. The above ans-
‘wer implies that such a swing will
affect a liberal arts college like
Bryn Mawr, but not in such a way
as to make, say, the Department
of History of Art obsolete. It may
make it more flourishing provided
we do not narrowly define ‘science’
as ‘checking whether there are
loose connections in the carburetor,
or in the television set.’

QUESTION 3. Answers to ques-
tions 1 and 2, duly combined, pro-
vide an answer to question 8, or
at least they should.”



Anonymous feels that a radical
swing from the humanities to the
sciences would be very undesirable.
However, she did point out that the
new emphasis on education, and
the increasing value placed on the
teaching profession is a “silver lin-
ing’ result of Sputnik. One of the
most unfortunate things, she said,
was that many students with a
college degree and the ability to
do graduate work—especially in
the sciences—do not continue for

* financial reasons.

This person did not think that
this new trend would affect Bryn
Mawr in any particular way, since

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Summer 1958

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“it has already steered through
many crises,” and it did not really
need alerting; the reappraisal in
education applies mainly to the
country as a whole, especially to
the many high schools which do
not now offer courses in physics
or chemistry.



Margaret Gilman, French: be-
lieved the scientist would agree
with her that a neglect, of the hu-
manities in the stressing of science
would be unthinkable. For, ske
said, if science is to teach us how
to preserve, we must first know
what to preserve, which is what
we learn from the humanities.
Though she agreed that there
would be some more emphasis on
science in the future, she felt that
it would be ridiculous to attempt
to force people who were not sci-
entifically inclined into a science
profession.

Bryn Mawr would not be partic-
ularly altered by this reappraisal,
Miss Gilman thought.



David J. Herlihy, History:

“The recent, sensational tech-
nological achievements will, I feel,
have the short-term effect of pro-
ducing a strong swing towards the
natural sciences, as gevernment
and the public are obviously con-
vinced that in the scientific fields
the greatest challenges to our se-
curity lie, and the quickest results
must ibe achieved. If money can
buy more science, we shall have
more science, and soon, In the
long run, however, a growing em-
phasis on science would have _oc-
curred, I am convinced, with or
without sputniks, as our changing
economy to an even greater degree
demands the services of highly
trained, highly skilled technicians.
In producing this volume of tech-
nicians, the liberal arts college
cannot hope to do much, and must
leave this problem to the state
schools with their much greater

‘financial resources.

At the same time, these sensa-





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More Poll, More Faculty

tional. achievements have, if any-
thing, emphasized the need for
which liberal arts colleges can best
provide. I refer to the need for
quality, for creativity as distinct
from technique, or perhaps better,
for the kind of creative thinking
that lays the basis for the tech-
niques of the future. Sputniks
have highlighted not only an ab-
solute shortage of scientists ‘and
engineers, but also (and perhaps
even more so) the critical fact
that quality and competence are
as important as numbers. (I think
of the vanguard rocket fizzling on
the sands of Florida). In the so-
cial sciences, too, we have had in
the last few years advances which,
if less sensational and less publi-
cized than satellites, no less high-
light what advances to knowledge
ean be achieved by quality. To
develop habits of creative thought,
and even afford the milieu where
fundamental research can best be
carried on, is the function of the
liberal arts colleges, and a func-
tion which, I believe, they can best
fulfill. I should say, if anything,
these recent advances present to
the liberal arts college a challenge
as grave—and as exciting—as
they have ever faced.”



Stephen J. Herben, English:

“|... not necesarily detrimental.
We can: probably continue. There
is room for the tradition of cul-
ture even in a world full of gad-
gets ... and, if you’ll excuse my
French - -:je ne givadamn pas!”



Bettina Linn, English:

“Funds for scientific research
from the Federal Government and
other sources, and for scholarships
for science students will increase,
and the humanities may get less
financial support for a while. But
recent events also indicate the im-
portance of studying the Russian

language, or political science and

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‘ed the meaning of philosophy and
literature or the need for them.
At Bryn Mawr there will be no
change in the curriculum. On in-
dividuals the effect is unpredict-
able.”



Alexander Soper, History of Art:

“T should like to think that when
our present mood of panic has sub-
sided (if events make this poss-
ible) ‘we shall not have damaged
our already overburdened educa-
tional system by hasty alterations.
We shall not match Russian
achievements by trying to breed
and condition scientists in the mass,
like rabbits.

So long as we continue to look
on our way of life and our ideals
as sources of strength which not
even the IBM can make obsolete,
we must do our best to keep the
humanities alive and vigorous. As
to Bryn Mawr, if I were to feel
any small uneasiness (which I do
not) it would be lost in a sea of
greater troubles.”

Isabel S. Stearns, Philosophy:

“In answer to the questions of
the News:

1. I think there is very likely
to be a strong swing to the scienc-
es.

2. It is less likely to affect a
liberal arts college like Bryn Mawr
than colleges or universities which
already have technological depart-
ments, e.g. of engineering. The
college faculties will have a deter-
mining part to play in this,

3.. I personally feel it is not
only important to strengthen sci-
entific training through the schools,
but also to keep a balance with
training and education in the -hu-
manities and in the field of the
social sciences and history. Deci-
sion-making must presuppose an
awareness of values for which a
training of the complete individual,
so far as possible, is needed. It
would be disastrous to education
simply to change emphasis to con-
centration on science, even grant-
ed that we have neglected this as
compared with some other coun-





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“T feel that the greatest change
in our educational efforts could
take place in the grammar school
where now very often eight years
of preparation are not so fully
utilized as they might be. If the

Aeaching of languages could be

started at a much earlier age, and
also much more acquaintance with
nature study, geography, etc., be
given in grammar school, it would
then be possible to concentrate in
a déeper way on science, the hu-
manities and art in high school
than we now do. Some private
schools have already done this, and
one or two (@.g. the Dalton School)
have even introduced some philo-
sophy at the high school level.

“Thus I do not see the problem
so much as’ one of drastic altera-
tion of college education as I do of
a fundamental revision of our ed-
ucational preparation beginning
with the grammar school.

“The recent technological devel-
opments will be of great value if
they bring us to think very seri-
ously of what is most advisable in
a revision of the whole course of
our educational training.

“I also believe it is very impor-
tant not only to introduce more
scientific courses for specialists,
re also to have courses of an in-
egrative nature on the scientific
method, the history of science, etc.,
for those who do not plan to. be-
come scientists, and to have simi-
lar courses in relation to the hu-
manities, art, for those who plan
to become scientific specialists. Only
thus can an inbalance of our edu-
cational effort, or an equally dis-
astrous lack of ability to commun-
icate between two groups, the sci-
entists and the humanists, be ade-

quately prevented.” -



Dorothy Wyckoff, Geology:

“There does seem to be a ten-
dency, at the moment,to stress the
need for “scientific” education
above the general need for educa-
tion in a broad sense, If this were
to result in ‘cutting down’ on all
kinds of education except scientific,
I-think it would be disastrous for
the future of our civilization.

“As to the relevance of this to
Bryn Mawr College, I hope we are
not likely to be stampéded into

Continued on Page 6, Col. 4





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et

Page Six

THE COLLEGE NEWS

Wednesday, December 18, 1957



Communist Party Attempt To Control
Armed Forces Results In Inefficiency

“Communist party documents are
among the most reliable sources
of information on;the USSR,” said
Mr. J. Sorrenson, of the Russian
Institute, who spoke on the struggle
for political power in Soviet Rus-
sia, on December 16 in the Com-
mon Room.

It was precisely through one of
these documents that the ousting
of Marshal Zhukhovy was first made
known. The explanation for this
move lies in the fact that Zhukhov,
in his attempt to free the Red
Army from party control, reopened
an old Russian feud. According to
the Marxist doctrines, the Army
should be ‘‘a tool, not an independ-
ent political force”; the prevail-
ing dread of Bonapartism would
spur the-party on to do everything
in its power to subordinate the
army to itself. Practically speak-
ing, the Communist party is all too
well aware of the army’s strength.

With the installation of the com-
missar as a check on the army, and
the system of the countersignature,
certain drawbacks became evident.
First of. all, this. ereated ineffi-
ciency in army policy. In addition,
the soldiers would naturally resent
the outsider’s intrusion in what
they considered to be their own
affairs. The commissars, on their
part, were in constant danger of
death if they for some reason
failed to perform their duties prop-
erly; consequently, they would be
doubly strict.

After 1924, when this system was

, temporarily abandoned, one mili-
tary commander was in charge of
a regular army, and a “territorial
militia.“ However, after the purge
of the 30’s, which eventually affect-



Marriages

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Happy Holidays
See you in ‘58
JOYCE LEWIS







ed the army, the number of coni-
missars doubled, and the counter-
signature system was reinstalled,
for political loyalty was then more
important than army efficiency. Yet
this inefficiency showed up in the
Russo-Finnish war, much to the
embarrassmént of the Soviets.

Following/the Hitler invasion: in
1940, many (minority groups on the
border, such as the Ukranians, de-
fected to the German side. Once
more, the Russian government de-
cided that political stability was
more essential than mere efficiency,
and again subordinated the army
to party doctrines:

Zhukhov, then, in his attempts
to raise the army’s importance in
the eyes of everyone, and to sub-
ordinate a great deal to the Min-
istry of Defense, presented a sub-
stantial threat to the Communist
Party, one which it had to elimin-
ate by scrapping the efficient cause,
namely Zhukhov, However Zhukhov
never~intended,” . Mr. ..Sorrenson
thought, “for ‘the army to take
over. Instead, he envisaged a shar-
ing of power with the government
rather than seizing of power.

Mr. Sorrenson concluded by say-
ing that, although the, Red Army
included approximately 14 percent
of non-party members who are
nevertheless loyal to the regime,





Letter to the Editor

To the Editor:

The response to the Undergrad
poll on traditions was appreciated,
‘stimulating, and valuable. The
Executive and Advisory Boards
are now acting to revise the rites
in accordance with the ideas and
opinions expressed in the ques-
tionnaire answers.

Sincerely,
(Catharine Stimpson
President | os
‘Undergraduate
Association

West Point

Continued from Page 1

the delegates were well-informed
and deeply concerned with the
issues involved and represented a
wide range of points of view. The
excitement generated by the con-
ference pervaded even its more in-
formal moments. We found our-
selves re-examining our own views
under the pressure of conflicting
arguments, and came away with a
sense of having at least sharply de-
lineated the questions implicit in
the shaping of foreign policy.



a basic sense of security ig ob-
viously still lacking in that regime.
The very mechanism of control is a
proof of the Party’s failure to cre-
ate the kind of loyalty which pre-
vails in the West today.

















Still More Poll — ;

Continued from Page 5

any drastic change of policy. We
can do our part best by helping to
produce people who are ‘educated’
in the sense that they can think
clearly and fearlessly — whether
their ‘major subject’ is science or
humanities.”



Joshua Hubbard, Economics:

“There is obviously this danger
.. » but if educational institutions
and foundations wake up to this
fact they’ll be able to balance the
increased emphasis on the sciences.
I think this awareness will lead
to a strengthening of American
education in general. ‘Obviously I
don’t think it will affect the Bryn
Mawr curriculum,._I think that
students interested in the human-
ities will still come to Bryn Mawr
as being the outstanding women’s
college in the humanities.”



Caroline Robbins, History: com-
mented that ‘Sputnik’s focusing of



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attention on education is “a most

excellent shot in the arm for a
pedagogue like me.” She seemed .
delightéd with the reconsideration
education is undergoing, and thinks
that as a result good education will
become more fashionable,



Eugene V. Schneider, Sociology:
said that given the mentality of
our national administration with
its anti-intellectual bias, there
probably will be a strengthening
of the sciences alone, “to which I
am 100% and 360° opposed.” He
suggested the dangerous possibility
of higher paid science and math
teachers, creating classes in the
teaching profession. Bryn Mawr,
he thinks, will not succumb, and
he doesn’t- think it--should.._“The
real crisis,” he said, “is the crea-
tion of an atmosphere in which
pure intellects can prosper.” This
of necessity implies a broad edu-
cation, not narrow concentration
on any branch.



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