College news, October 14, 1966

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THE COLLEGE NEWS.

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BRYN MAWR, PA.

OCTOBER 14, 1966

C Trustees of Bryn Mawr College, 1966

25 Cents



Vol. LI, No. 5

Self-Gov to Ask Administration
To Adjudicate Driving Problems

The following statement will be
presented to Legislature October
31 by Jane Janover, president of
Self-Gov, as a result of discus-
sions in Executive Board and in
the dorms:

‘I move; a) that Section IX,
Driving, be stricken from the Con-
stitution of the Bryn Mawr Stu-
dents’ Association for Self-Gov-
ernment,

‘‘and further b) that the driving
privilege be administered by the
College,

‘‘with the condition c) that a

composite list of student recom-
mendations re driving be sub-
mitted on passage.of this mo-
tion,’’

The partial list is as follows:
‘¢1) the number of parking spaces
available on campus each year
to be specified; 2) specific area
on campus be set aside for stu-
dent parking; 3) the college inves-

_tigate possibilities for expanding

number of parking places; 4) that
the following be recognized as ur-
gent need (in order of importance)
-- a) classes for credit at ‘col-

Campus Committee to Begin -
Constitutional Revision Work

Most of the halls have elected
representatives to the Constitu-
tional Revision Committee, Self:
Gov expects the Committee to have:
its first meeting next week, to
begin its work of discussing and
drawing up proposed revisions of

the Constitution to be submitted to
Legislature for consideration.
Each ‘hall will send two repre-
sentatives, members of the sopho-
more, junior, or senior classes,

Marcel Philosophy
Topic of Lecture
On Existentialism

Jose Ferrater Mora, Professor
of Philosophy at Bryn Mawr, will
discuss ‘‘Christian Existentialism
in the Philosophy of Gabriel Mar-
cel,” as part of Interfaith’s
lecture series. ¢

The talk is scheduled for Wed-
nesday, October 19, at 17:30
p.m. in the television room in
the College Inn. Refreshments will
be served.

Mr. Ferrater Mora describes
Marcel as a French Catholic
philosopher who has himself denied
. that his philosophy is ‘‘existen-
tialist.”’ (‘‘No one wants to be
connected with something that ends
in. ‘-ism,’’’ said Mr. Ferrater
Mora.) Nonetheless, he will ex-
amine Marcel’s' thought and
point out its existential and
Christian aspects and their re-
lationship.

and each language house will send
one, The representatives elected
so far were chosen at hall meet-
ings held early this week,

Rhoads’ representatives to the
Committee will be Diane Ostheim
and Ann Shelnutt, both sophomores,
Susan Cree, ’68, and Doris Dew-
ton, ’69, have been elected from
Pem East, and Barbara Mann,
68, and Gillian Whitcomb, ’68,
from Pem West,

Merion will send Patty Mon-
nington, ’68, and Kathy Murphey,
’69; Radnor’s Committee mem-
bers will be Carol Reische, ’69,
and Jennifer Taschek, ’67, Rocke-
feller has elected one“represen-
tative, Pam Barald, ’67, but an-
nouncement of the second Com-
mittee member is pending, fol-
lowing a run-off election between
two-tied candidates,

Batten House has elected Mar-
gie Buie, ’69, as its single repre-
sentative, and Wyndham has chosen
Brigitta Fitz, ’69,

As of the middle of this week,
Denbigh, Erdman, and Perry House
had not yet elected their repre-
sentatives,

Self-Gov plans to set up the
Committee’s first meeting for
next’ week, When the Committee
does meet, however, it will func-
tion as an autonomous body with
complete independence from Self-
Gov or Undergrad, electing its
own officers and following its own
chosen procedures,



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The preliminary sketch of the new library, in its



leges other than Haverford, b)
serious illness, c) work (re-
search, volunteer, fine arts) not
for credit for which transporta-
tion is_a problem, d) campus or-
ganizations, e) extenuating cir-
cumstances; -5) that special
permission be granted to park
a car on specified days,’’

Martha Taft, second sophomore
to Self-Gov™in charge of the driv-
ing rule, has issued the following
statement:

Not only is the situation on campus
out of hand, because students have
openly violated the rule, but-there

are also certain parts of the rule

which are not clarified, eventothe
Executive Board.

Besides not knowing how many
students should be permitted to
park on campus, Self-Gov has no
effective way of enforcing this
rule, The members of the board
are aware that as many as forty-
five cars are illegally parked on
campus, but without acting as a
police force, daily patroling the
parking lots, ticketing cars and
collecting fines, they are unable to
force these people to move their
cars, A student, bringing a car
illegally to college, without having
found a parking place outside the
three mile limit, has no other
parking place except the campus,
and so ceases to regard the rule
as part of the Bryn Mawr honor
system,

Mawrters Join Vietnam Vigil;
Racial Demonstrations to Begin

*‘Vigil: An Expression of Con-
cern Over U, S, Policy and the

'War in Vietnam’? read the sign

at the head of the line of stu-
dents and faculty in front of Foun-
ders Hall, Haverford, last Wednes-
day,

The silent protest was the sec-
ond in a series of weekly vigils
sponsored by the Haverford So-
cial Action Committee, They are
scheduled to take place every Wed-
nesday, from 12:30 - 1:30 p.m,
People are free to stand in silence
for as long as they want during
this hour,

The vigils function partly as an
expression of personal concern for
the Vietnamese people and about
U.S, actions, SAC hopes they
will also serve in reminding the
campus of the continuing existence
of the war in Vietnam,

Similar hours of protest were
first started at colleges in Cali-
fornia, The Haverford protest is
also held in conjunction with a
vigil sponsored by the Friends
Peace Committee every Wednes-
day from 12:00 - 1:00 at Penn
Center in Philadelphia,

The peak number of people at
the Haverford vigil last Wednes-
day was approximately 75, An
aggregate of roughly a hundred
participated, Several members of
the Haverford faculty and a few
Bryn Mawr students joined with
the Haverford students in the pro-
test,

The Wednesday vigils will con-
tinue throughout the year, Bryn
Mawr students and faculty are in-
vited to participate,

Demonstrations in Ardmore
against racial discrimination on
the part of Main Line real-estate
boards are continuing every Wed-
nesday night, The demonstrations
are sponsored by a coalition of
organizations, including Negro
real estate offices and the Friends
Committee on Race Relations,
known as FREE, or ‘‘For Real
Estate Equality.” Ride’ notices
will be posted, and the SAC bulle-

tin board in Taylor has further
details.”

Second in Series
On Urban Affairs
Treats Education

The second lecture in the Al-
liance series on urban affairs
will take place this coming Mon-
day, October 17, in the Common
Room at 7:30 p.m.

Mrs. Harriet Reynolds, who is
the Assistant “Director for Edu-
cation for the National Urban
League, will be speaking on ‘‘Ed-
ucation in the Ghetto: Cultures in
Conflict.”’

This topic will cover the prob-
lems of the public schools in the
ghetto areas of large cities: why
they have failed, and possibly what
could be done to improve them.

Functions of New BMC Library

More Specific as Plans Advance

The new $4,000,000 Bryn Mawr
Library will feature a blend of
study space with stacks and pro-
vision for future growth of the
college. According to library
plans, ‘‘66 per cent of the usable
space in the library will bring
readers and books together.’’

These special study areas
contain work space and carrels
of sufficient size to accommodate
the bulk of materials that may
be needed in scholarly research.

The library reserve book room
for undergraduates will supply the
frequently needed books in’ the
humanities and social sciences.

Graduate students in these fields
are furnished with study rooms
on the lower, second, and third
floors near the stacks containing
books in this area.

The sciences will remain in their
present sites; the artand archaeol-
ogy libraries will expand their
facilities in the present M. Carey

Thomas Library.

The requirements of the college
answered by the new library in-
clude a projected college com-
munity of 1250 faculty and students.
Seven hundred readers can be
comfortably housed by the build-
ing. :

Planned to hold 655,000 volumes,

the library will permit the doubling.

of the present facilities in the
humanities and social sciences.
The building has a total space of
100,000 square feet.

The catalog and biographical
and reference materials will be
located on the main floor, which
is also the main entrance level.

A two-story room opposite the
doorway will house the collection
of periodicals. The number of
periodicals kept by the library
will be increased in the new build-
ing.

Micro-film equipment, micro-
cards, and micro-fiche will also

be found on the main floor, The
loan desk, to the right of the
entrance, serves as_ the. center
for library records and the source
of information about library facil-
ities.

Also to the right of the entrance
and along the east face of the

‘puilding is work space for the

library staff. On the west side
a large rare book room includes
work space for the reader.

Expectations for the college’s
growth have been carefully con-
sidered in planning the library.
Enrollment, graduate and under-
graduate, is anticipated to increase
slowly. The estimated proportion
predicts an eventual ratio of one
graduate student to two under-
graduates.

Chairman of the Faculty Library
Committee is Mrs. Michels, and
Mr. Schweitzer is head of the Li-
brary Planning Committee.







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Page Two

THE COLLEGE NEWS

Friday, October 14, 1966





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it may be reprinted wholly or in part without permission of the Editor-in-Chief,

EDITORIAL BOARD

ditoreineChief. ss. cc ccc tere eee eee eeeeeeseeeseee eNanette Holben '68 =

ssociate Editor. ...o.% Pree wi eee ee Krugman ’6
Managing Editor... cccrecsccscecrsevssseessesesece ckit Bakke "6
Member-at-L arge Shee soc erecee de ereettcrees cece ROU Jonson "6
Contributing Editors eccccc ener cece ce oFam Bara id °67, Emily McDermott '6
Business Manager... seecrecsccsseseseseseseeesees Fern Hunt '6
Subscription Manager. Perurie crear w aw err et i ms ere or ie « Mary Ann Spreige!l 6
Advertising Manager. . coc cccccceewocvcccc sess es so cLiane Ostheim '6
Photographer. ..+escseecererecsererewesesee ses Marian Scheuer '7

EDITORIAL STAFF

Dora Chizea '69, Judy Masur ’68, Nancy Miller '69, Kathy Murphey '69, Cookie
Poplin ’'69, Marcia Ringel '68, Ann Shelnutt '69, Marilyn Williams '67, Lois
Portnoy '68, Jane Dahigren ’'70, Karen Detamore ‘70, Janet Oppenheim ’70,
Barbara Archer '70, Edie Stern ’70, Mary Kennedy '/0, Pam Perryman '70, Laura

Star '70, Eleanor Anderson '70, Sue Lautin ’70, Christine Santasi ja’ :
Lowenthal '70, Michele Langer *70, Christine VandéPol'70.

- The Dress Rule

Now that the Committee on Constitutional Revision is being set up,
it is-time to,start thinking seriously ‘about all the rules everyone has
griped about in the last couple of years. One of the most complicated
and possibly most irrational one is the dress rule. As.it now stands,
it requires skirts in classes and everywhere off campus with many
‘qualifications. Skirts in classes arereasonable -- after all, the pro-
fessors dress up for us; we should show 2nough respect to do likewise.

But the qualifications are what make it so confusing: 1) pants are
acceptable to wear to Haverford if you don’t walk on thePike; 2)
pants are acceptable to wear to the Comet, but only if it’s dark, and
3) pants are acceptable on the Local if you are taking riding lessons.
These exceptions to the “‘skirts always’’ rule have come up and been
passed piece-meal fashion as styles (and now what about pant-suits?)
and mores have changed. We suggest that the Committee recognize
the fact of changing styles in a brand-new construction of the rule.
Even more important, it should recognize the ability of Bryn Mawr
students to decide by themselves what is proper dress in public
places.

The Constitution is generally interpreted to mean that Bryn Mawr
students are adult enough to decide how they are going to act; one of
the few restrictions is the Discredit Clause which asks that she not
disgrace the college in public, e.g. the tacit drinking rule. Why couldn’t
the same system apply to dress? There is no reason why a student
shouldn’t be allowed to decide, on the basis of where she is going
and what she is going to do, whether or not pants would be more
convenient than a_ skirt, and at the same time, no disgrace to the
name ‘‘Bryn Mawr College.’’

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The Vital Committee

The enthusiastic response to the Educational Goals Committee pro-
gram has awakened a spirit of revision and reform, Although the
phenomenon of Bryn Mawr dullness appears to many in both academic
and non-academic forms, the classroom situation has emerged as a
major cause of discontent, When these seminars end, we hope that
students will recall the most efficient channel for academic complaints
and suggestions, Curriculum Committee, recently raised to the rank
of Big Six member, exists precisely as an outlet for student obser-
vations on the college’s plan of study,

A frequent note of dissatisfaction expressed at these seminars has
been concern over student passivity, evidenced in minimal class dis-
cussion and late-semester attacks on a term’s reading list, It is un-
fortunate that these gripes, symptomatic of a basic concern over
educational procedures and goals, found their way to Curriculum
Committee only by an indirect route, :

The success of the committee in answering student requests for
new courses should not obscure its fundamental purpose. As an
elected student organization which works in coordination with its faculty
counterpart, the Curriculum Committee is a potential reflector of cam-
pus opinions and objections on all aspects of the academic program,

Perhaps students have bypassed the committee because they failed
to recognize its intended jurisdiction, Perhaps the committee has been
too o¢cupied with specific reforms to examine the prevailing climate
of opinion, Now that a new president has been elected and a new series
has aired the relevant problems, we urge Curriculum Committee to
assume its rightful position as an effective representative of student
sentiment on the philosophy as well as the practice of education,

Lamentations

Mr. Bachrach cited the dullness of the COLLEGE NEWS at one of
last week’s Educational Goals sessions, and we are still not clear as
to whether his comments referred to the efforts of the staff or to the
paper’s reflection of the campus--or both. But allow us to make men-
tion of a few facts we find discouraging.

The majority of the letters to the editor that we print actually have
to be solicited from the student body. If we do not receive unsolicited
letters, and since the working staff is minimal to say the least, it is
necessarily true that our insight into campus problems is limited.

When we do ‘see fit to editorialize for improvement of the college
(e.g. revising Freshman Comp, instituting a pass-fail system, doing
away with hygiene lectures), we get no response from either students
or faculty in terms of meaningful action. The most the paper can do
is put a bug in somebody’s ear; we do not intend to write the paper
and run the committees for improvement at the same time.

The administration does not censor the NEWS; rather, it is more,

helpful in giving us leads to stories than is the student body or the

faculty. ¥
' Having to squeeze’ blood out of stones is an awfully disheartening
way to produce a newspaper. ;

Boycott Chowded Claccee

~



Rone

















giving, Christmas and Easter holidays, and during examination i
weeks in the interest of Bryn Mawr College at the R.K. Printing 3:





rades,

and evaluation.
umbilical cord,

dent year and their parents.

‘‘We don’t have any such thing as a leave of
absence,’? said Mrs. Marshall. The student. simply
withdraws and applies for readmission when. the
time comes. ‘‘The basis for readmission is a
high level of work in the independent year of
study.’? Of course, the student taking an indepen-
dent junior year, if she expects to receive credit,
must have the full approval of her department of
specialization since she would be taking’ the bulk

of her major work away.

However, pointed out Mrs. Marshall, if the
student happens to be spending the year away

Medical

But, responded a small multitude, if we do take
an independent year, we have no guarantee of being
readmitted to Bryn Mawr, in which case the exper-
iment defeats its own purpose. Thus doubtful as
to the outcome of an independent venture, some
Mawrters .may be discouraged from jumping off
the space capsule without the assurance of the’

Dean of the College Mrs. Marshall and Direc-
tor of Admissions Miss Vermey, both aware of the
confusion, clarified the present criteria for the
: NEWS, and added that, with the recent increase
# in students wishing to take an independent year,
® @ printed statement ‘will be drawn up in the near *
# future, for distribution to those taking an indepen-

Data Determine
Independent Year Readmissions

Discussions during the recent Educational Goals
series indicated, among innumerable other matters
of contention, a segment of student disturbance
concerning Bryn Mawr’s policy of readmissions,
These discussions, a product largely of last Thurs-
day’s program, involved the problem of the student’s
confinement to an undergraduate education at Bryn
Mawr alone, and evoked the suggestion that the
dissatisfied or uncertain student take an indepen-
dent junior year of study (apart from the Junior
Year Abroad program) for the purpose of contrast

due to severe emotional problems, her read-
mission is evaluated on the basis of medical
advice, It is not necessarily inconsistencies in :
the readmissions policy when an apparently qual-
ified student is not allowed to return; it is often
the case that some Kila
did not accompany her application. «

Miss Vermey also stressed the point of satis=
factory health, and went on to qualify Mrs. Mar-
shall’s mention of a ‘thigh level of work’? by
specifying an A-B average during the indepen-

medical assurance

. dent year of study. Miss Vermey guaranteed,

in short,

dentials.

that a student would be readmitted
with these satisfactory health and academic cre-

The number of readmission. applications was
particularly large this year, and were in part
responsible for the overflow from the dormitor-
ies. And Miss Vermey expects that the number
of students wishing to take an independent year
will probably increase. But since Bryn Mawr is
a small college, ‘‘we can’t be as flexible as a
big university,” in consideration of space, There-
fore, before a policy is printed up, a careful
evaluation will be essential.

' Applications for readmission, according to the
catalog, are reviewed twice; in February and in

June. Those who file an application by February

which a student

ior.

15 will. be notified in early March, and the others
in late June. The readmissions committee consists
of Miss Vermey, thé deans, and the members of
the major department concerned.

There are a variety of circumstances under

may take an independent year,

If she wishes to receive credit for her studies,
she must have the approval of her department
and may then return as a senior. Or, if she does
not receive credit, she is readmitted as a jun-
Finally, it is also possible for a studen
to take a year off to work.









| Letters to the Editor

Social Disaster

To the Editor:

Last Saturday the Princeton Hil-
lel mixer flopped, Two schools to-
gether lost over $200, and the
party was a dismal failure because
of the irresponsibility of a num-
ber of Bryn Mawr girls,

A sign-up list went up almost
two weeks before the mixer, and
remained up until the day be-
fore, Princeton had invited 45
girls for a day that was to in-
clude folk singing, sherry, din-
ner and dancing, Several an-
nouncements during that time were
read in the halls, and there was
quick response, Soon all 45 places
had names beside them. How-
ever, by Friday, the day before
the trip, 14 girls had crossed
their names off the list, That
left 31 people still signed up,

But the worst was not yet ap-
parent, On the day the bus went,
18 of those 31 arrived to greet
the 50 boys waiting for them at
Princeton. Thirteen girls who had
signed up never notified me that
they were not planning to go, And

Anthropology Club

To Show ’22 Film
‘Nanook of North’

‘‘Nanook of the North,’’ a film
made by the widely-acclaimed
photographer Robert Flaherty in
1922, will be shown in the Biology
Lecture Room, Monday, October
17, at 8:30 p,m,

The film is sponsored by the
Anthropology Club, which requests
a donation of $25. This is a
‘‘beautiful documentary” of the
communal life of the Hudson Bay
Eskimos, according to Andrea
Lurie, co-chairman of the Anthro
Club, It is about their struggle
for existence, and should be of
interest not only to anthropology
students, but to those interested
in ethnography and film-making
ww? ma

The Anthropology Club is plan-
ning on showing at least one movie
a semester, These will deal with

pate

est, but everyone is invited, ©

_1 guess

this despite numerous hall an-
nouncements begging for just that
much courtesy!

I will not go into the economics
of the situation, but the Social
Committee is $200 in debt, And
that is less of a consequence than
the nearly irreparable harm done
to whatever vestige of a reputa-
tion Bryn Mawr had at Princeton,

Undergrad has authorized the -

Social Committee to charge on
Payday the 13 girls who never
cancelled their commitment, but
that won’t begin to cover the debt,



applebee



my favorite squirrel offered me ©

an acorn the other day ... ina
courteous mood i sampled it...
my beak still hurts but de gustibus
ee. 4 wonder what my
squirrel would say if i should
proffer to him a mouse ... cou-
sin eat cousin ... the leaves lately
prick my back as I fly through
them ... i feel older somehow
in the fall, and aging like the
rest of the earth i want to change
colors too ... i am in love with
trees ... when i fly above them
they are puffed chrysanthemums
ee when i rest in them their bloom
fills the world, i think how can
they ever change, but i know their
yellow’s evanescence ... autumn
in pennsylvania is a pretty time,
tantalizingly longer than autumns
elsewhere, but eventually it falls
to the ground in bright heaps ...
the giant mums will de-puff and
leave me only their stalks to play
in ... trees in this season reveal
personalities otherwise hidden...
it is only now for a couple of
weeks that they condescend to
spill ~

ing in an orange and red: house
does crazy things to one’s tem-

perance
brightly,
applebee

their sense of humor ... ©
forgive me for gushing but liv- .

nor-can it mitigate the harm that
has already been done,

As Social Chairman I would
like to mention three things in
the aftermath of this fiasco:

First, much of the blame is
mine, There should have been
more, and more effective pub-
licity, and some follow-up on those
who signed their names, These
tasks require organizational ef-
ficiency, however, and the new
Social Committee is still in the
planning stage,

Second, I am now most reluc-
tant to begin to consider setting
up any more trips to other schools,
This week alone, Swarthmore, Yale
and Columbia called with invita-
tions, and frankly I was at a loss
whether to accept or just to say
that Bryn Mawr has no interest
in any trip away from this cam-
pus,

Third, and most important, this
signing up and then not showing
up has naturally got to stop, No
one is forcing you to sign up,
but if you do sign up, you are
committed to go,

Mary Little, ’68

Social Chairman

Executive Board

To Present Topic
Of Men-in-Rooms

Members of the Executive Board
of Self-Gov will participate in hall
meetings next week to present the ,
results of last year’s men-in-the-
rooms questionnaire and to dis-
cuss the rule withthe student body.

The schedule for meetings is:
Monday, 7 p.m, at Rhoads and
10 p.myeat Radnor; Tuesday, 7
at Pembroke and 10 at Merion;
Thursday, 7 with all the language
houses at Wyndham and 10 at Erd-
man; and Thursday, 7 at Rock and
10 at Denbigh,



Assistant Wanted
For, NEWS Photographer ~
Experience
Desirable
Contact Marian Schever
in Erdman






THE COLLEGE NEWS

Page Three



Friday, October 14, 1966



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Precocious One-Year-Old Erdman
Has 150 Guests at Birthday Party .

First birthday parties are
always “special events, but how
many infants invite 150 guests --
and all of the immediate family,
at that?

Bryn Mawr’s precocious one-
year-old, Eleanor Donnelley Erd-
man Hall, gurgled ‘with delight
when her father, Philadelphia ar-
chitect Louis Kahn, arrived with
Mrs. Kahn for dinner Tuesday
evening. Mrs. Anne Hanson of
Bryn Mawr’s History of Art De-
partment attended the party with
her husband.

Other than one hockey tunic and
one pair of Bermuda shorts, Erd-
manites dressed up for’ the
occasion. After dinner the large
living room with the tapestry
buzzed with genuine party atmos-
phere that included admiring
glances at the four-tiered birth-
day cake, dressed in blue and
white and inscribed, ‘‘L.I.K. to
Erdman Hall’? in blue icing. ‘‘ The
idea was to match the blue in
the center table,’? Bryn Mawr
President Katharine E. McBride
told me. Miss McBride, who had
arranged for the cake through Mac-
Intyre’s Bakery and for the party
through Erdman social chairmen
Dana Rosen and Ginny Gerhart,

BMC and H’ford
Tutorial Projects
To Be Expanded

League’s deadline for tutorial
applications is Saturday, October
15, as the one-to-one matching
up of tutors and tutees will take
place the following week.

This year the tutoring project
has broadened its scope and be=
come ‘affiliated with the Philadel-
phia Tutorial Project, The Phila-
delphia _ Project has expanded
rapidly ‘since its founding in 1962,
and it offers the centralization
necessary to a project such as
Philadelphia area tutoring.

The Bryn Mawr and Haverford
projects will also be coordinated,
The Bryn Mawr Project is located
at the all-Negro James Rhoads
Junior High School in West Phila-
delphia, Haverford’s Ardmore
project is likewise geared to jun-
ior high students,

Transportation to Philadelphia
is arranged through use of the
college station wagon and occa-
sionally private cars, Haverford’s
transportation system is more in-
dependent but may be worked out
with Peter Reagan, MI 9-1109,

The times available for Phila-
delphia’s tutoring are Monday
through Friday, 4 to 6:15 p.m, and
Saturday, 10:30 a.m, to 12:30 p.m,

Volunteers have consistently
helped young people to stay and
succeed in school, There are

presently more tutee applications
than can be matched with tutors,

Applicat'ons are posted on the .

Taylor Hall Bulletin Board, Please
return applications or refer q.ies-
tions to Cheri Morin or Anita
Gretz in Pembroke East if in-
terested in alleviating this back-
log of applications,



by Marcia Ringel

wore a» blue. and, white. dress,

Erdman has been described by
TIME magazine as resembling
‘ca happy dungeon’’ and by Mr.
Vincent Scully, Professor of Fine
Arts at Yale, as one of the most
beautiful college dormitories in
the country. Certainly the poster
that greeted Mr. Kahn as he en-
tered the living room lauded Erd-
man’s practicality aswell as its
beauty: ‘‘Welcome to Erdman (we
love it!).’’ From all, reports the
sentiment is a real one. ‘‘I didn’t
feel that it was a castle at first,
although I knew I was supposed
to,’? one sophomore confided; ‘‘but
now I really do.”’

After a spirited rendition of
‘‘Happy Birthday, Dear Erdman,’
as well as part of the second verse
(‘‘Stand up, stand up ...’’), Erd-
manite Pat O’Connell lit the cake’s
single blue candle. Photographs for
yesterday’s MAIN LINE TIMES
were taken. Finally Mr. Kahn, who
has snowy hair and blue eyes,
began to cut the cake.

His fingers blue and white with
frosting, Mr. Kahn sliced neatly
and architecturally, down to the
bottom layer. ‘‘I’m saving this for
me,’’ he laughed at one point,
waving the cake-knife at the top
piece, now dislodged, but still
bearing the lit candle.

‘‘This is the rescue team,’’ said
Miss McBride, sliding a pile of
napkins under his elbow. She then
complimented. Mr. Kahn upon his
‘¢cake-dispensing caliber.’’

At last everyone was consuming
coffee and cake. Mr. Kahn swept
the crumbs together, picked up
his piece of cake, and told me how
he felt about Erdman. “I think
it’s a work of art,’’ he said with
conviction. ‘‘One shouldn't say this

about one’s own’ work, but ---

a work of art is the making of a

-life. It isn’t nature’s en of making

a life, but it is man’s way of mak-
‘ing a life. I feel that the building
is a living thing.’’ He swiftly took
his first bite of cake, murmured
a happy sound, and sipped his cof-
fee. ‘‘The building has sympathy,
sympathy to people,’’ he smiled,
his blue eyes shining contentedly
behind thick glasses. The little
blue candle in the cake on his
plate was still burning.

Marimba, Yoruba Drum Music
Featured at Afternoon Concert

The first of Mme, Jambor’s
Sunday afternoon music concerts
will take place this Sunday at 3
p.m, ‘in the Music Room of Good-
hart,

She is planning to have two Bach
compositions in A Minor on the
program one a prelude and
fugue, and the other a violin con-
certo. The first. she will play
on the piano, although it was also
intended for harpsicord, flute, vio-
lin and orchestra, She will be play-
ing this same piece in February
with Dr. Reese and the Haverford
Orchestra, At that time it will be
possible to compare the two ver-
sions,

The second Bach piece will be
played on the marimba, which she
has on loan from Charles Owens,
a percussion artist on the Phila-
delphia Orchestra, The marimba
is very much the same as the
xylophone except that the former
has. tubes connected to each-key,
which gives the notes a more
resonant tone than the xylophone

has, Mme, Jambor has been prace

ticing this piece on her xylophone
though, because the technique is
basically the same,

Finally, in connection with her
ethnomusicology class in the An-
thropology Department (she said
that Bryn Mawr is the first col-

Alliance’s Series Begins

Discussing Urban Affairs

by Cookie Poplin

With his lecture ‘‘The City in
American Society,’’ Tuesday night,
Bryn Mawr sociologist Mr. Eugene
Schneider provided a general in-
troduction to the current Alliance
series on the city. He opened
by pointing out that in terms of
size alone the city would be one
of our most massive problems
today; according to the national
census, seventy percent of Amer-
icans live in urban areas (‘‘any
settlement with a population great-
er than 2500’’), and almost thirty
percent live in cities of over a
hundred thousand people. To look
at it another -way, almost two
thirds of our population lives in
the 216 metropolitan areas of the
country, and the trend is upward;
in the period 1950-1960 the urban
population increased by over
twenty-six percent.

This has led to a situation un-
usual in history, Dr. Schneider
noted -- a society dominated by
cities. Much of our industrial
wealth, important finance and com-
merce are centered in our cities;
they set patterns for art, recrea-

SAC Seminar Discusses
White Backlash, SNCC

by Kathy Murphey

The Haverford and Bryn Mawr
Social. Action Committees began
their joint seminar program last
Sunday afternoon with adiscussion

~on ‘‘black power,’’

The seminar took place in the
Merion showcase, At 3:00 students,
faculty (and faculty children), and
some visitors from the community
began to arrive, As the room filled
up, the chairs were pushed back,
and people settled on the floor,

Mimeographed sheets of quotes
from an article by Stokeley Car-
michael that appeared in the Aug-
ust 22 issue of the ‘‘New York
Review of Books’? were passed
out, Carmichael is head of the
Student Non-Violent Coordinating
Committee, He is one of the major
proponents of the philosophy of
‘‘black power.’’ The discussion
began with the idea of using Car-
michael’s position as a basis for
defining and evaluating this phil-
osophy,

In the article, Carmichael makes
‘such statements: ‘An organization
that claims to speak for the needs
of a community --asdoesSNCC --

‘must speak in the tone of that

community, not as a buffer zone
between liberal whites and angry

young blacks,’’ He says, ‘‘Re-
sponsibility for the use of viol-
ence by black men... lies with
the white community,’’ Carmichael
claims, ‘‘For racism to die a
totally different America must be
born,’”’. and that * ... the re-
building of this society, if at all
possible, is basically the respon-
sibility of the whites,’’

With this explanation of black
power in mind, people were eager
to discuss its implications, The
discussion jumped around the room
rapidly, Several questions came
up right away.

Some felt that the purpose be-.
hind ‘‘black power” is to give
the Negro confidence in himself
as an individual. Self-confidence
will enable him to rise above
his present and inferior position
of begging for symvathy and his
own rights from the whité. Instead,
the Negro will elect his own repre-
sentatives to. school boards. and
other public offices, and organize. .
his own cooperatives to fight unfair
landlords and high prices, Only
then can he contribute to the society
of which he is now a victim.

Mr. Waldman, a professor of

(Continued on page 8)

tion, and much of the intellectual
activity of the country. Though
cities are the source of great
problems, race, crime, corrup-
tion, schooling, housing, the mass
flight to suburbia, the sociologist
emphasized that cities have im-
portant positive features. Not the
least of these is that they serve
as a center for creative intellec-
tual endeavor and provide a cer-

“tain freedom for individuals to

develop in different ways.
How can one explain this en-
vironment in which the majority

of Americans live out their lives? ©

One of the most influential modern
theories is that proposed in the
twenties at the University of Chi-
cago: a city grows like an onion,
in concentric rings around a cen-
tral core. The process is auto-
matic, and each ring has certain
distinctive characteristics -- the
center of the city is surrounded
by an area of disintegration and
disorientation, an area of slums,
of crime, of first generation eth-
nic groups. This ring is in turn
surrounded by an area of humble
homes which is encircled by sub-
urbia where the commuters live.
The pattern is basically one. of
harmony; there are certain needs
to be fulfilled and each layer
provides something -- even’ the
slums offer cheap housing.

Dr. Schneider pointed out that
this ‘‘theory’’ is really no more
than a description; it assumes
that the city is an entity in its
own right with a life of its own,
and that its development has noth-
ing to do with the experience of
the individual. He proceeded to
suggest two different points of
departure: first, the city cannot
be understood in isolation but is
related to the deepest forces ac-
tive in society, and second, the
city cannot be understood as the
outgrowth of a process leading to
harmony but rather it must be
studied in terms of its own inter-
nal contradictions, tensions, and
paradoxes. Mr. Schneider devoted
the rest of the lecture to a more
detailed consideration of three of
these problems.

First, he mentioned the tension
that must arise from the increas-
ing size of our cities, the growth
of the megalopolis, itself the re-
sult of profound forces in our in-
dustrial, capitalistic society. A
basic conflict arises between the

pressure of. ever..more ‘crowded :

areas and the spiritual needs of
the individual. The sociologist
emphasized that this tension, how-
ever, has a positive “aspect; it
stimulates an intense intellec-

lege in Pennsylvania to have a
course of this kind) she has asked
sophomore Dora Chizea to per-
form some Nigerian’drum music,

Dora has already done some
work with the class on the Yoruba
drums, but this will be the first
time the whole college will have
a chance to hear her, Although
this is not a complete set of
the drums, and therefore ‘‘can-
not make REAL music,’’ Dora
said they will give the audience
a good idea of Nigerian music,
She will also do some singing
and dancing.

Mme, Jambor finds the role of
music in African society much
more organic than in our society.
The tonal language, she said, is
fascinating, Her belief, and this
is what is behind her ethno-
musicology course, is that Western
people can learn’a great deal of
the relations between men and
men, men and God, and. men and
nature by studying’ such music as
the Africans have developed.

Free-Lance Filmer

Addresses Group
Of Movie Makers

One of the functions of Arts
Council is to provide Bryn Mawr
students with ‘‘outlets for crea-
tive expression.’’ One of the most
creative outlets on campus is the
new and still starry-eyed Bryn
Mawr-Haverford film-making so-
ciety. They heard Irvin Fajans,
a free-lance film editor who has
taught film technique at the School
of Visual Arts in New York, last
night speaking on the difficulties
and technical problems involved
in making a film.

The group is planning to divide
into two sections: one for produc-
tion and one for the more creative ™
side. The production people can
then go out and begin _ shooting
film, learning about lighting and
such things, while the creative
people can begin thinking about
scripts and music.

What they. desperately need now
is money, or at least donations of
film, cameras (8 millimeter), and
darkroom equipment. The Arts
Council runs ‘on a very minimal
budget: and has no money to give
them. They are hoping for help
from the community at large, from
Haverford, andfrom both faculties.

One project that is already being
considered isa movie-commercial
for the Haverford yearbook, the
‘¢Record.’? To promote the year-
book, they would then show this
short film at one of the Haver-
ford film series.



The Annual Fall
Deanery Sale will take
place today and tomor-

row in the Deanery. _ It
begins 10:00 a.m. Friday

morning and will last
until after the Lantern
Night ceremony, and

then again all day Satur-
day.









tuality.

The problem of the Negro, of
course, is central to the problem
of the city, and is the result of
earlier tensions in our society
in the South in particular. Seventy
percent of American Negroes now
live in urban areas, and according
to Mr. Schneider, in many ways
constitute an urban proletariat.
Without property and often with--
out jobs, they are isolated, de-
fenseless and in a ‘‘state of aliena-
tion’? from society. As evidence
of this condition the professor
‘proposed open’ Negro‘hostility to
authority, the high crime rate and
sometimes unnecessarily dread-
ful conditions of the Negro slums,
and the repeated outbreaks of

(Continued on page 7)

5 ecu
; apewrr

— Four

THE COLLEGE NEWS



Friday, October 14, 1966





‘THE MEANING OF AN

Final Lectures of Goal Sessions
Focus on Deans, Student Gripes

Thursday, Oct. 6

Miss McBride and Mr, Bachrach
presented their opinions on ‘‘Bryn
Mawr’s Concept of the College as
a Community’’ last Thursday even-
ing in Rhoads Hall,

Miss McBride first offered a
brief sketch of what Bryn Mawr
is and what it is not, The college
is not a typical form of college
government, with a board made
up of representative groups, for
this system has definite disadvan-
tages, i.e, the group within the
council is small, and the faculty
may overshadow the student group,

Bryn Mawr is, however, a com-
plex community, aseries of groups
with well-defined responsibilities.

Due to these ‘‘cooperating sub-
groups,’’ there exists a challenge
in communications, which are best
when faculty and student goals are
convergent instead of divergent,
as in the year when the faculty

_was involved in curriculum re-
organization and the students were
pushing for self-scheduled exams,
Thus the community is at its best
when harmony is present,

Mr. Bachrach countered by call-
ing the challenge confronting the
college today the dullness in its
atmosphere, He called it para-
doxical that Bryn Mawr has a
superb faculty and student body,
and yet there is little dialogue
between them, Also, the demo-
cratic processes here are not
used to full advantage by. either
students or faculty,

The whole image of the college
is intellectual, said Mr, Bachrach,
but an educational community is
one of- dialogue, both in-and-out
of class, ‘‘I very strongly disagree
with students on striving for a
closer student-faculty relation-
ship.’’ There should be an eager-
ness to explore ideas, and this
should be the relationship, not
some kind of artificial one,

Bryn Mawr suffers from an ex-
cessive harmony, was Mr, Bach-
rach’s point of contention with
Miss McBride. The emphasis is
too heavily laid on acquisition
of knowledge and not on the ability
to analyze and judge and defend
a position, Bryn Mawr students

as freshmen are quite eager, talk- .

ative, and bouncy --“as they go
through the college they become
tinged with non-intellectualism, or
indifference,
There is a misconception of
_Aoyalty at Bryn Mawr, according
to Mr, Bachrach, that the loyal
member of the community, if he
doesn’t agree, should be silent
instead of speaking his mind, But
there is also a misconception of
. the role of dissent and protest,
which should not take place for
their own sake alone, but rather
with some analysis first,
Basically, he said, the more
dialogue that takes place in public,
the more. chance for improved
dialogue in class,

Monday, Oct. 10

The issue of Bryn Mawr indivi-
duality in theory and practice un-
derscored the Educational Goals
Committee meeting on ‘‘Student
Myths, Attitudes, and Gripes: the
Atmosphere at Bryn Mawr” held
Monday evening at Rockefeller Hall
with Mrs, Michels and Margaret
Levi, 1968, as guest speakers.

Opening the session, Margaret
expressed her concern over two
aspects... of Bryn Mawr’s at-
mosphere. The stress on tradi-
tion, she maintains, has been per-
verted, and the stress on aCcaq-
demics has become a. scapegoat
for a lack of student involvement,

In past years, Margaret argued,

individuality was a basic tenet of
Bryn Mawr. The concept of crea-
tive individuality has turned into
a code of privatism, however,
evidenced in a lack of. concern
about the college community.

-‘In‘a similar fashion, she con-
tinued, the goal of scholarly
achievement is now a convenient
excuse for students who refuse
to accept non-academic respon-
sibilities.

This change in emphasis re-
sults in the development of only
one side of a student’s person-
ality. Margaret offered as ef-
fects of this phenomenon the loss
of interest in discussions outside
a girl’s major field and a passive
attitude toward the formation of
new clubs and new class methods.

Mrs, Michels, once aBryn Mawr
undergraduate, graduate student,
and now professor, opened her re-
marks with a comment on the
confusion of tradition with ritual
at Bryn Mawr. Lantern Night,
she said, is really a ritual cere-
mony, and tradition is a difficult
term to define.

As a professor of Latin, Mrs.
Michels has not noticed any pro-
nounced apathy among her stu-
dents. Instead, she finds the at-
mosphere bracing and stimulat-
ing, with students of recent:years
more aggressive in presenting

‘ their points of view.

Discussing the issue of change
at the college, she referred to the
underlying Quaker tradition of
Bryn:Mawr. Among the Quakers,
she noted, one does not move
hastily. To students at college for
four years, nothing seems to hap-
pen. Over a longer period of time,
however, substantial revisions are:
noticed.

Mrs. Michels stressed the diffi-
culty in recognizing among cone
temporaries those who are strik
ingly original and independent and
in evaluating their growth.

It is hard, she continued, for
each part of the College to un-
derstand what-another part sees,
without areal effort of imagina-
tion.

Miss McPherson, who intro-
duced the speakers, raised the
question of freshman disappoint-
ment, She asked whether enter=
ing students who expect to find
the independence of thought and
action for which Bryn Mawr has
a reputation feel that they find
instead only cultivated eccen-
tricity or self-centeredness,

In response, Mrs. Michels
pointed out that by giving stu-
dents the independence to run their
affairs, the college hoped to de-
velop their personal and com-
munity responsibility, She asked
whether students find this re-
sponsibility too crushing.

In general discussion, Jane Jan-
over remarked that students have
used this freedom as a personal
license toisolate themselves, They:
are now unwilling to act in-
dependently and are asking for
answers.

Further discussion raised the
problem of conflict between aca-
demic and extracurricular inter-
ests. Students feel a sense of
guilt when they take time from
their studies for additional ac-
tivities; it was asked whether they
bring this sentiment with them to
college or develop it at Bryn Mawr.

Wednesday, Oct. 12

_.-Mrs. Emerson, late of the Bryn.

Mawr Political Science Depart-
ment and now Deanof Women atthe
University of Pennsylvania; Dean
Pruett, and Philip Lichtenberg of.
the School of Social Work were

the final participants in the Edu-









cational Goals series.

Mr. Lichtenberg’s basic point
was that discipline, coming both
from the student herself and from
the academic atmosphere, is per-
haps over-emphasized at Bryn
Mawr. Too much stress is placed
on“self-possession, diligence and
hard work, not looking foolish,
and preparing for graduate school,
when, as a matter of fact, inorder
to grow and learn to think, it is
necessary to be open to a varied
inflow of ideas from all sources,
and to be free from a constant
striving towards and commitment
to a single goal like graduate
school, or a career.

He finds: that’ Bryn Mawr’ may

(Continued on page 7)



Omnipresent Harmony Disturbs
Observer of Bryn Mawr Life

PART |: THE PROBLEM

The following article, to be followed with a
sequel next week, was submitted to the NEWS
in response to the Educational Goals fervor on

campus.

by D. E. Bresler ;
of the Psychology Dept.

Linus, in the comic strip ‘‘Peanuts,’’ is hope-
lessly addicted to his blanket, an unfailing source
of comfort and gratification. He knows that he
must give it up inorder to advance and grow,
and so decides to surrender it to Charlie Brown,
saying, ‘‘No matter how much I rant and rave,
scream and yell, DON’T GIVE ME BACK THAT
BLANKET!’’? Charlie Brown agrees and takes
the blanket. A few minutes later, Linus re-
turns trembling and screams, ‘‘I’ve changed my
mind!.I GOTTA have that blanket! Give it back
to-me!’’ ‘*Okay,’? says Charlie Brown dumbly
and hands him the blanket. ‘‘Good grief, Charlie
Brown,”? Linus exclaims, ‘‘you’re even weaker
than I am!’?

In much the same way, society when enlightened
knows that it must give up its blanket of secure
conformity, and thus establishes a university in
order to experiment for advancement. When so-
ciety later becomes hesitant and does an about-
face, the university must NOT yield to the impul-
sive demands for the return of the blanket. AsI
see it, the readiness with which college adminis-
trators succumb to external pressure, has béen a
major cause of recent student uprising such as
occurred at Berkeley. The problem is quite differ-

: ent at Bryn Mawr, for here, the university has
: neglected to even TAKE the blanket of contem-
: porary society. There is little if any current
academic or social experimentation at Bryn Mawr,
with the result that it does not lead society for-
ward, but merely mirrors it, In this first article,
I would like to analyze what is, I believe, a basic
problem: the conformingly dull atmosphere which
stifles the entire. Bryn Mawr community. Next
week, I plan to describe in detail what I think
can be done to correct it.
Most of us will agree that the aim of education
consists not in the mere acquisition and parroting
of facts and concepts, but rather in the analysis
of information, evaluation on the basis of norma-
tive standards, and the synthesis of a point of
view -- in short, as Mr. Bachrach has said, in
‘tteaching the individual how to teach herself,’
I would, however, go much further and state that
the aim- of Education (with a capital E) is to
AWAKEN and develop to the highest degree the
capacity of the individual for original, creative
and rational thinking, so that she may maximize
her contributions to society while striving for
ultimate fulfillment of herself as a human being.
: It must arouse and stimulate intellectual curiosity
= and engender in the individual the DESIRE for
discovery. Education should develop the whole full
person, not only intellectually, but morally, so-
cially, physically, and spiritually.
Very few students receive this kind of Educa-
tion at Bryn Mawr, and I find little if any com-
_mitment to it on the part of the faculty, adminis-

Ss



i

a commitment to fit the rather static image of
what Mr. Schneider has called ‘‘being Bryn Mawr.”’
‘*Being Bryn Mawr,’’ as I see it, is being intellec-
: tual, aloof, narrow, cold and selfish and, in the
final aie te DULL, Unfortunstaly,-E Education

setstatetetrtatettettatctehetetettetetete ee eee eee eerie eater eee eee teem et atmm Tata em etataemeteeemametetamemenetereanneatearee

SS

tere





Mrs. Pruett, ‘saute, speaks on role of counseling at ‘ conadailing
session of the Educational Goals series.

‘ tration or students, Instead, there seems to be -



as I define it is not ‘*Bryn Mawr.’

There are many reasons for this, and the blame :
must be shared by all elements of the community. :
President McBride is a most perceptive perso
and is unusually enlightened as far as college
presidents go. I believe that she is able to sense
potential conflict and can thus act in advance t
avoid it so as to preserve the serene harmon
which is omnipresent. Many universities strive :
unsuccessfully for this kind of harmony, but as }
ironic as it may sound, perhaps there is TOO :
MUCH harmony at Bryn Mawr. Too much har- :
mony, like too much of any good thing, can be :
deadly, even among the faculty.

I would expect that divergent faculty interests
would lead to productive public debate of critical
educational policies, But the cold hard fact is that
most faculty members simply don’t care about the
college community. As long as they receive ade-
quate research facilities, good pay, substantial S
fringe benefits and reasonably bright students,
they are quite content. Some realize their respon-
sibility to ‘‘teach the student how to teach her-
self,’? and a few are concerned with bettering the
college, but for the most part, faculty members,
like the students, are content with ‘‘being Bryn
Mawr.”? I’ve often heard students argue that ‘‘we
must not alienate our excellent faculty or they'll :
leave.”? (A case in point is the self-scheduled
exams controversy.) But I would seriously doubt
that many faculty members would wish to leave.
Teaching at Bryn Mawr is a pretty cushy job: :
the pay is relatively good (on a par with Prince- |
ton), the fringe-benefits liberal, few extra-:
academic demands, a pleasant geographical loca- :
tion, etc. For the most part it is too easy for :
faculty members to ‘‘get by’? without fulfilling :
their responsibility to Educate the students. But :
it is even easier for students to ‘‘get by’? without



“accepting the responsibility to Educate themselves.

As long as a student meets narrow academic re-
quirements and doesn’t step too far out of line,
she will receive her diploma,

Some argue that the situation is indeed hope-
less; only those girls who wish to ‘‘be Bryn
Mawr” apply here or remain here; most of the
more creative, extracurricular, non-conforming
girls either apply elsewhere, transfer out, or get
swallowed by those who ‘‘are Bryn Mawr.’ Al-
though this may be true to some degree, I feel
that the situation is far from hopeless -- that
both students and faculty have the potential neces- :
sary to develop a vibrant, intellectual, and social :
ferment on campus.

I am not presumptive enough to claim that all
I have said is true. I do not know all the facts
or even most of them. This critique is merely
how I personally view the problem on the basis
of my somewhat limited experience here. I
criticize only because I hope to do my share to:
make Bryn Mawr better than it is. The picture #

-may not be as grim as I paint it. Certainly, there =,

are -students:-who DO become Educated ‘at Bryn #"
Mawr, but I feel that they are special kinds of =
people who would Educate themselves anywhere. :
I have analyzed the problem as I see it. Next :
week I hope to be more constructive in describ-
ing new I ee oe: a steerer - oa




hall

— Four

THE COLLEGE NEWS

Friday, October 14, 1966



THE MEANING OF AN

Final Lectures of Goal Sessions
Focus on Deans, Student Gripes

Thursday, Oct. 6

Miss McBride and Mr, Bachrach
presented their opinions on ‘‘Bryn
Mawr’s Concept of the College as
a Community’’ last Thursday even-
ing in Rhoads Hall,

Miss McBride first offered a
brief sketch of what Bryn Mawr
is and what it is not, The college
is not a typical form of college
government, with a board made
up of representative groups, for
this system has definite disadvan-
tages, i.e, the group within the
council is small, and the faculty
may overshadow the student group,

Bryn Mawr is, however, a com-
plex community, aseries of groups
with well-defined responsibilities.

Due to these ‘‘cooperating sub-
groups,’’ there exists a challenge
in communications, which are best
when faculty and student goals are
convergent instead of divergent,
as in the year when the faculty

_was involved in curriculum re-
organization and the students were
pushing for self-scheduled exams,
Thus the community is at its best
when harmony is present,

Mr. Bachrach countered by call-
ing the challenge confronting the
college today the dullness in its
atmosphere, He called it para-
doxical that Bryn Mawr has a
superb faculty and student body,
and yet there is little dialogue
between them, Also, the demo-
cratic processes here are not
used to full advantage by. either
students or faculty,

The whole image of the college
is intellectual, said Mr, Bachrach,
but an educational community is
one of dialogue, both in-and-out
of class, ‘‘I very strongly disagree
with students on striving for a
closer student-faculty relation-
ship.’’ There should be an eager-
ness to explore ideas, and this
should be the relationship, not
some kind of artificial one,

Bryn Mawr suffers from an ex-
cessive harmony, was Mr, Bach-
rach’s point of contention with
Miss McBride. The emphasis is
too heavily laid on acquisition
of knowledge and not on the ability
to analyze and judge and defend
a position, Bryn Mawr students

as freshmen are quite eager, talk- .

ative, and bouncy --“as they go
through the college they become
tinged with non-intellectualism, or
indifference,

There is a misconception of
_Aoyalty at Bryn Mawr, according
to Mr, Bachrach, that the loyal
member of the community, if he
doesn’t agree, should be silent
instead of speaking his mind, But
there is also a misconception of

. the role of dissent and protest,

which should not take place for
their own sake alone, but rather
with some analysis first,

Basically, he said, the more
dialogue that takes place in public,
the more. chance for improved
dialogue in class,

Monday, Oct. 10

The issue of Bryn Mawr indivi-
duality in theory and practice un-
derscored the Educational Goals
Committee meeting on ‘‘Student
Myths, Attitudes, and Gripes: the
Atmosphere at Bryn Mawr” held
Monday evening at Rockefeller Hall
with Mrs, Michels and Margaret
Levi, 1968, as guest speakers.

Opening the session, Margaret
expressed her concern over two
aspects... of _ Bryn. Mawr’s at-
mosphere. The stress on tradi-
tion, she maintains, has been per-
verted, and the stress on aCcaq-
demics has become a. scapegoat
for a lack of student involvement,

In past years, Margaret argued,

_.-Mrs. Emerson, late of the Bryn.

individuality was a basic tenet of
Bryn Mawr. The concept of crea-
tive individuality has turned into
a code of privatism, however,
evidenced in a lack of. concern
about the college community.

-‘In‘a similar fashion, she con-
tinued, the goal of scholarly
achievement is now a convenient
excuse for students who refuse
to accept non-academic respon-
sibilities.

This change in emphasis re-
sults in the development of only
one side of a student’s person-
ality. Margaret offered as ef-
fects of this phenomenon the loss
of interest in discussions outside
a girl’s major field and a passive
attitude toward the formation of
new clubs and new class methods.

Mrs, Michels, once aBryn Mawr
undergraduate, graduate student,
and now professor, opened her re-
marks with a comment on the
confusion of tradition with ritual
at Bryn Mawr. Lantern Night,
she said, is really a ritual cere-
mony, and tradition is a difficult
term to define.

As a professor of Latin, Mrs.
Michels has not noticed any pro-
nounced apathy among her stu-
dents. Instead, she finds the at-
mosphere bracing and stimulat-
ing, with students of recent:years
more aggressive in presenting

‘ their points of view.

Discussing the issue of change
at the college, she referred to the
underlying Quaker tradition of
Bryn:Mawr. Among the Quakers,
she noted, one does not move
hastily. To students at college for
four years, nothing seems to hap-
pen. Over a longer period of time,
however, substantial revisions are:
noticed.

Mrs. Michels stressed the diffi-
culty in recognizing among cone
temporaries those who are strik
ingly original and independent and
in evaluating their growth.

It is hard, she continued, for
each part of the College to un-
derstand what-another part sees,
without a_real effort of imagina-
tion, ~

Miss McPherson, who intro-
duced the speakers, raised the
question of freshman disappoint-
ment, She asked whether enter=
ing students who expect to find
the independence of thought and
action for which Bryn Mawr has
a reputation feel that they find
instead only cultivated eccen-
tricity or self-centeredness,

In response, Mrs. Michels
pointed out that by giving stu-
dents the independence to run their
affairs, the college hoped to de-
velop their personal and com-
munity responsibility, She asked
whether students find this re-
sponsibility too crushing.

In general discussion, Jane Jan-
over remarked that students have
used this freedom as a personal
license toisolate themselves, They:
are now unwilling to act in-
dependently and are asking for
answers.

Further discussion raised the
problem of conflict between aca-
demic and extracurricular inter-
ests. Students feel a sense of
guilt when they take time from
their studies for additional ac-
tivities; it was asked whether they
bring this sentiment with them to
college or develop it at Bryn Mawr.

Wednesday, Oct. 12.

Mawr Political Science Depart-
ment and now Deanof Women atthe
University of Pennsylvania; Dean
Pruett, and Philip Lichtenberg of.
the School of Social Work were







cational Goals series.

Mr. Lichtenberg’s basic point
was that discipline, coming both
from the student herself and from
the academic atmosphere, is per-
haps over-emphasized at Bryn
Mawr. Too much stress is placed
on“self-possession, diligence and
hard work, not looking foolish,
and preparing for graduate school,
when, as a matter of fact, inorder
to grow and learn to think, it is
necessary to be open to a varied
inflow of ideas from all sources,
and to be free from a constant
striving towards and commitment
to a single goal like graduate
school, or a career.

He finds* that Bryn Mawr may

(Continued on page 7)



Mrs. Pruett, ‘saute, speaks on role of counseling at penadaiiing
session of the Educational Goals series.



Omnipresent Harmony Disturbs
Observer of Bryn Mawr Life

PART |: THE PROBLEM

The following article, to be followed with a
sequel next week, was submitted to the NEWS
in response to the Educational Goals fervor on

campus.

by D. E. Bresler ;
of the Psychology Dept.

Linus, in the comic strip ‘‘Peanuts,’’ is hope-
lessly addicted to his blanket, an unfailing source
of comfort and gratification. He knows that he
must give it up in order to advance and grow,
and so decides to surrender it to Charlie Brown,
saying, ‘‘No matter how much I rant and rave,
scream and yell, DON’T GIVE ME BACK THAT
BLANKET!’’? Charlie Brown agrees and takes
the blanket. A few minutes later, Linus re-
turns trembling and screams, ‘‘I’ve changed my
mind!.I GOTTA have that blanket! Give it back
to-me!’’ ‘*Okay,’? says Charlie Brown dumbly
and hands him the blanket. ‘‘Good grief, Charlie
Brown,”? Linus exclaims, ‘‘you’re even weaker
than I am!’?

In much the same way, society when enlightened
knows that it must give up its blanket of secure
conformity, and thus establishes a university in
order to experiment for advancement. When so-
ciety later becomes hesitant and does an about-
face, the university must NOT yield to the impul-
sive demands for the return of the blanket. AsI
see it, the readiness with which college adminis-
trators succumb to external pressure, has béen a
major cause of recent student uprising such as
occurred at Berkeley. The problem is quite differ-

: ent at Bryn Mawr, for here, the university has
: neglected to even TAKE the blanket of contem-
: porary society. There is little if any current
academic or social experimentation at Bryn Mawr,
with the result that it does not lead society for-
ward, but merely mirrors it, In this first article,
I would like to analyze what is, I believe, a basic
problem: the conformingly dull atmosphere which
stifles the entire. Bryn Mawr community. Next
week, I plan to describe in detail what I think
can be done to correct it.
Most of us will agree that the aim of education
consists not in the mere acquisition and parroting
of facts and concepts, but rather in the analysis
of information, evaluation on the basis of norma-
tive standards, and the synthesis of a point of
view -- in short, as Mr. Bachrach has said, in
‘tteaching the individual how to teach herself,’
I would, however, go much further and state that
the aim- of Education (with a capital E) is to
AWAKEN and develop to the highest degree the
capacity of the individual for original, creative
and rational thinking, so that she may maximize
her contributions to society while striving for
ultimate fulfillment of herself as a human being.
: It must arouse and stimulate intellectual curiosity
= and engender in the individual the DESIRE for
: discovery. Education should develop the whole full
= person, not only intellectually, but morally, so-
= cially, physically, and spiritually.
= Very few students receive this kind of Educa-
s:tion at Bryn Mawr, and I find little if any com-
*= mitment to it on the part of the faculty, adminis-

& tration or students, Instead, there seems to be -

= a commitment to fit the rather static image of
& what Mr. Schneider has called ‘‘being Bryn Mawr.”’
& ‘Being Bryn Mawr,’’ as I see it, is being intellec-
* tual, aloof, narrow, cold and selfish and, in the

the final participants in the Edu- |.funa!. analysis, DULL. Unfortunataly, Education

as I define it is not ‘*Bryn Mawr.’

There are many reasons for this, and the blame :
must be shared by all elements of the community. :
President McBride is a most perceptive perso
and is unusually enlightened as far as college
presidents go. I believe that she is able to sense
potential conflict and can thus act in advance t
avoid it so as to preserve the serene harmon
which is omnipresent. Many universities strive :
unsuccessfully for this kind of harmony, but as:
ironic as it may sound, perhaps there is TOO :
MUCH harmony at Bryn Mawr. Too much har- :
mony, like too much of any good thing, can be :
deadly, even among the faculty.

I would expect that divergent faculty interests
would lead to productive public debate of critical
educational policies. But the cold hard fact is that
most faculty members simply don’t care about the
college community. As long as they receive ade-
quate research facilities, good pay, substantial
fringe benefits and reasonably bright students,
they are quite content. Some realize their respon-
sibility to ‘‘teach the student how to teach her-
self,’? and a few are concerned with bettering the
college, but for the most part, faculty members,
like the students, are content with ‘‘being Bryn
Mawr.”? I’ve often heard students argue that ‘‘we
must not alienate our excellent faculty or they'll :
leave.”? (A case in point is the self-scheduled
exams controversy.) But I would seriously doubt
that many faculty members would wish to leave.
Teaching at Bryn Mawr is a pretty cushy job: :
the pay is relatively good (on a par with Prince- |
ton), the fringe-benefits liberal, few extra-:
academic demands, a pleasant geographical loca- :
tion, etc. For the most part it is too easy for :
faculty members to ‘‘get by’? without fulfilling :
their responsibility to Educate the students. But
it is even easier for students to ‘‘get by’? without

“accepting the responsibility to Educate themselves.

As long as a student meets narrow academic re-
quirements and doesn’t step too far out of line,
she will receive her diploma,

Some argue that the situation is indeed hope-
less; only those girls who wish to ‘‘be Bryn
Mawr” apply here or remain here; most of the
more creative, extracurricular, non-conforming
girls either apply elsewhere, transfer out, or get
swallowed by those who ‘‘are Bryn Mawr.’ Al-
though this may be true to some degree, I feel
that the situation is far from hopeless -- that
both students and faculty have the potential neces- :
sary to develop a vibrant, intellectual, and social :
ferment on campus.

I am not presumptive enough to claim that all
I have said is true. I do not know all the facts
or even most of them. This critique is merely
how I personally view the problem on the basis
of my somewhat limited experience here. I
criticize only because I hope to do my share to:
make Bryn Mawr better than it is. The picture #

-may not be as grim as I paint it. Certainly, there =,

are students -who DO become Educated ‘at Bryn #"
Mawr, but I feel that they are special kinds of =
people who would Educate themselves anywhere. :
I have analyzed the problem as I see it. Next :
week I hope to be more constructive in describ-: =






Page Six THE COLLEGE NEWS Friday, October 14, 1966



Junior
Show






‘Up in the Air or Down to Earth,’ this year’s Junior Show, pre-
sented an interplanetary quest for a mysterious star amidst the
intrigues of a laboratory seeking a cure for the common cold.
Members of the cast appear here in photos by June Boey, '66.




Friday, October 14, 1966

THE COLLEGE NEWS

.

» Page Seven






- Atrocious Puns, Fine Acting Add
To Character of ‘Up in the Air’

by Jay Martin Anderson
Assistant Professor
of Chemistry

After two years of rather piti-
ful drama at Bryn Mawr (or so it
seemed to us), we were treated to
the successful ‘‘Rotten to the
Core’? production of the Class of
1968 a year and a half ago. With
eager anticipation we looked for-
ward to this class’ second pro-
duction on October 7 and 8.

A meager audience greeted, and
a late curtain rose on (why does
it always have to be so?) the jun-
iors’ “Up in the Air or Down to
Earth.’’ We were notdisappointed.
The show was put together in un-
usually short time, but there was

BMC Sociologist
Schneider Speaks
On American City

. (Continued fro page 3)

racial riots. One of the most im-
portant forces acting to prevent
the advancement of the Negro,
he continued, is the white ‘‘nou-
veau riche,’? those who have re-
cently advanced and whose pre-
carious economic status depends
on maintaining a tight monopoly
of their industrial positions.

The third major problem fac-
ing American cities today, ac-
cording to the sociologist, is the
control of urban renewal by the

power groups of the city.*These

groups -- government agencies,
large economic’ groups, univer-
sities, unions, ethnic groups, in-
dustrial and financial organiza-
tions -- try to design or re-design
a city for their own purposes. They
may well be in conflict with each
other, and, more important, with
the needs of the masses who in-
habit the cities.

The problems of the city are
deeply rooted, Dr. Schneider con=
cluded, and little can be changed
fundamentally as long as the un-
derlying forces which produced
them remain. If one is to change
a city, though, ‘‘the place to start
is with its political structure.’

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no evidence of lack of practice
and little of technical difficulty.
To be sure, one could make some .
complaints. The plot was propelled
in. a somewhat stop-and-start
fashion by a never-ending series
of one-line jokes, including some
atrocious puns. We might have
asked for a bit more explanation
of. "the star,”
smoother introduction _th
Gedolyan-Marmelinian crisis‘than
the rather long introductory dia-

_ logue between Freem and outer

space. We found that the inser-
tion of reporters and admen gave
more pathetic grief than comic
relief; and, perhaps we hoped that
The -Dirty Girls® ‘Interpretive
Dance’’ would more nearly match
the unforgettable Three Muses of
‘*Rotten to the Core.’’ As for
technical difficulties, this re-
viewer might suggest a bit more
ary ice infil,

But we were definitely not dis-
appointed. The Gedolyan-Marme-
linian technical and. diplomatic
crisis. was cleverly. presented

point-and-counterpoint (or should -

we say pint-and-counterpint) with |
Roger and Margaret’s romantic
crisis by means of the recurring
‘‘Sentimental Duet,’’ and a fugal
dialogue between Freem and Mar-
garet. Both music and choreog-
raphy were well-planned and exe-
cuted.

Of the principals, we espec-



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will leave Rock Arch

every Sunday at 9:35
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ially commend Janet Kole as Dr.
Witch, whose voice had just the
right coarseness; Sue Nosco as
Margaret Seabiscuit, whose un-
ending series of properly over-
done facial expressions under-

‘ lined the properly overdone lines;

and Robin Johnson as Alfred, Lord
Tennyson, whose’ superbly vacant
expressions complemented her
superbly vacuous poetry. Finally,
our praise goes to Judy Masur,
who executed the Gedolyan Plan
with finesse unmatched by even
Don Adams; and to authors Kole,
Ringel, and Fein and directors
Siegel and Robbins for a splen-
did evening.

‘Up in the Air or Down to
Earth’? was a harmless, Roar-
ing-Twenty-ish (it reminded us
of ‘‘The Boy Friend’’) story of
uniting people for their common
quest. One wonders if this ap-
proach really works in the six-
ties; perhaps so -- lots of things
are possible if you’ve only had
high school chemistry.

Bidd]y-Danka Fringa.

Educational Goals Series Concludes

(Continued from page 4)

encourage students to leanon their
academic excellence too heavily,
and to develop a ‘‘mask of come
petence’’ which covers their in-
ability to face their personal pro-
blems. Bryn Mawr, he said, is
one of the few institutions that
still believes that only the very
disturbed individuals need to seek
psychiatric care, Bryn Mawr stu-
dents are ‘‘biased against a dis-
covery of themselves.??

Then Mrs, Pruett gave a short
descriptive talk on the counseling
opportunities available here,

. Mrs. Emerson, from her vantage
point of having been at a small
residential college and now being
at a large urban university, talked
of the responsibilities of the
college toward the student. She said
the college could be either ‘‘in
loco parentis in extremis’’ or,
at the other end of the scale,
concerned only with the students’
ability to sink or swim in the
academic world, or somewhere

in between.
Her position was, that dissatis-

faction is inevitable, no matter how
good a school is. To put it mech-

anically, any kind of interchange
requires energy and producesfric-
tion. ‘‘Dissatisfaction is not un-
healthy,’’ she said,-and ‘trying
to make things better is what makes
colleges alive,’’

The general feelings in the dis-
cussion groups afterwards seemed
to concentrate on the ‘‘unreality’’
of Bryn Mawr life (as opposed to
Penn) and the fact that it is ‘‘too
insular.’’

Many students agreed with Mr.
Lichtenberg about the kind of aca-
demic stress they are subject to
and the lack of encouragement
to discover things outside the aca-
demic world; ‘‘we always feel

_ guilty when we are not working.’’

The separateness of the dorms
was brought up and described,
‘its like living in a sorority house
where you haven’t even been in-
vited,’? There were complaints
about the lack of a central place
to go and talk being a véry real
physical barrier to increfsed in-
terchange and communication, and
therefore a barrier to a student’s
discovery of herself.



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Page Eight

THE COLLEGE NEWS

Friday, October 14,.1966





Idea, Purpose of Black Power
Defended, Questioned by SAC

‘(Continued from page 3)

political science at Haverford,
questioned the consequences of the
Negro’s self-assertion, He asked
what would happen after the Negro,
who constitutes 10% of the popula-
tion, had established his own sep-
arate areas of influence,

Questions also arose over theis-
sues of violence and non-violence,
If ‘‘black power’’ is designed to
uplift the human dignity of the
Negro, how do riots, some asked,
demonstrate that dignity? Some
participants in the discussion fav-
ored love and education as better
tools for the Negro in his struggle
for human rights than violence,

Others saw riots as valid in
awakening a particular community
to the existence of discrimina-
tion and ghettoes, They also felt
riots were expressions of Negro
frustration for which the white
is largely to blame,

There was also disagreement
over the Negro’s attitude towards
American society, Some people

* thought that ‘black power’? shows *



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Clean Up Morris Woods, 2:00 -
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Sailing with Princeton. Contact
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Tuesday, Oct, 18
Hockey vs. Drexel. Home - 4;00

A.A. to Sponsor
Clean-Up Project
In Morris Woods

Athletic Association has taken
up anew kind of physical activity,
On Sunday, October 16, it is spon-
soring a project to cléan up Mor-
ris Woods, which are next to the
Social Work School.

The idea came from a sugges-
tion of Miss McBride (who often
picnics there) that the woods could
be improved if some of the un-
derbrush and vines were removed,

This is Athletic Association’s
first work project and will begin
at 2 on Sunday, Everyone is in-
vited, Pen



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a Negro rejection of the. values
of white society, It expresses a
desire to set up a new social
ethic free ‘from racist and
economic oppression,

Mr, Waldman, on the other hand,
thought that the Negro cannot re-
ject the vaules of contemporary
America until he attains them him-
self, The Negro riots not because
he wants to destroy the status of
the white man, but because he is
frustrated in his attempt to attain
the same kind of well-being,

SAC Announces
Draft Discussion

This Sunday, October 16, the
second discussion in the seminar
program sponsored by the Bryn
Mawr and Haverford Social Ac-
tion Committees will be held, It
will take place in the Haverford

Common Room at 4:00, Rides will

Teave from Rock Arch at. 3:30,

The subject of discussion is
‘Conscientious Objection “and the
Draft.”” The ideas of pacifism
and of non-cooperation with the
military will be considered, John
Cary, a Haverford German pro-
fessor, who is also a counselor
for Conscientious Objectors, will
be a member of the discussion,

This seminar has been sched-
uled in conjunction with the ‘‘Draft
Resistance Day’’ sponsored by the
Committee for Non-Violent Ac-
tion, The Committee will stage a
protest Saturday, October 15, at
the Selective Service Headquar-
ters in Philadelphia, The program
includes a demonstration at 11
a.m, and a rally with speakers
at 12, For all those interested in
participating, rides will leave from
Rock Arch at 9:50 Saturday morn-
ing.









The Alumnae Office in the Deanery has a col-
lection of Bryn Mawr lanterns, showing a variety
of styles, some even seeming to include puzzles
and acrostics in their design. The Lantern
Night tradition began in 1897, when the sopho-
more class decided not to present the freshmen
with lanterns during the afternoon of ‘‘Sophomore







Play’’ as was formerly the practice, but instead
to have an evening ceremony, involving a pro-
cession from Pem Arch. The sophs wrote a
special song for the occasion, and the freshmen
answered with one of their own. The lanterns

pictured above, from left to right, date from



1892,-1904, 1910, 1915, 1937 and 1949.





Mr. Patten

(Continued from page 5)

Patten. It often brings the sick of

feeling that things can always. be Freshman Hall Play INSULATED

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books has participated in a process
which will last all her life. She
is worth more to him than the
girl who makes better grades but



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, all sharing the desire to meet their
ideal dates, have found computer dating ‘to be exciting and



ts high-speed



Sees

“Coca-Cola” and Coke" are registered trade-marks which identify only the product of The Coca-Cola Company

We admire your spirit,

into the team.



Mees

you just don’t fit



five of your ideal dates will be delightful. So
tury and send your $3.00 for your questionnaire.

CENTRAL CONTROL, Inc.

22 Park Avenue e Oklahoma City, Oklahoma











oca-Cola is on everyone's team. That's because
Coca-Cola has the taste you never get tired of...
always refreshing. That’s why things go better with
Coke... after Coke... after Coke.

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Botied under the authority of The Coca-Cola Company by:
PHILADELPHIA COCA-COLA BOTTLING COMPANY: Philadelphia, Pa.

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