5

‘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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“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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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

economics, and they have not alter-

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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-





tries.





Season's |

Greetings

from

DINAH
FROST
Bryn Mawr











BRYN MAWR

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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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