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April 22, 1966 -

COLLEGE NEWS.

Page 3





Curriculum Committee Suggests Questionnaire On Freshman Comp

Comparative Literature Course Shows Decided Vote for C hange

Joan Cavallaro opened the meet-
ing of the Curriculum Committee
Tuesday night with a proposal to
alter the membership of the com-
mittee. In addition to the dorm
reps, she would like to have a
representative elected by the
majors in each department. She
suggested that the curriculum
committee then divide up into sub-
committees with executives who
would meet as a sort of executive

hoard.
A subcommittee was chosen to

study in more detail the com-
plaints received about Freshman
Comp and if possible formulate
specific proposals for improve-
ment.

Anumber of committee members
also volunteered to look into the
possibility of comparative liter-
aturg courses, one which would
involyé reading in several lan-
guagés and one which would deal
with. foreign literature in trans-
lation. There is some hope: that
such a course (or courses) could
be conducted by means of a
seminar-lecture or plain seminar °
arrangement; the big problem
seems to be finding people capable
and willing to teach it.

Joan also asked that the com-
mittee look into the problem of
official recognition for work done
with the creative arts -- in dance,
in the College Theatre, in musical
groups. She noted that Bryn Mawr
graduates who wish to do graduate
work in these areas often have dif-
ficulty getting into grad schools

Vietnam Read - In

To Include Poetry
Of Mr. Lattimore

A group of American writers,
described as ‘*‘some of the best
creative minds and spirits of our
time,” will be reading from their
own works Sunday, May. 8, at the
University of Pennsylvania, Sto
-bear witness to the viability of
the American conscience,’”’ The
affair is titled ‘‘Read-In for Peace
in Vietnam,”’

Among the writers to be present
will be Bryn Mawr professor Rich-

“ mond Lattimore. Others will be
Mitchell Goodman, Lenore Mar-
shall, Alan Dusan, Susan Sontag,
Walter Lowenfels, Peter Orlovsky,
and Robert Mezey.

Also, Allen Ginsberg, Robert
Bly, Galway Kinnell, Daniel G.
Hoffman, and George Deaux,

The program will take place at

. 8:00 p.m. in the Irvine Auditorium,
Spruce and 34th sts., Philadelphia.
Tickets for students are $2.00.

Interested students should
contact Mr. DuBoff of the
Economics Department.

Haverford Alumnus
Killed In Chicago

Paul Moses, a Haverford alum-
nus who graduated summa cum
laude and Phi Beta Kappa in 1951,
was shot and killed in Chicago
last month, He was 36 years old.

Mr. Moses, who did graduate
work at Harvard, was Assistant
Professor of Art and Humanities
at. the University of Chicago and
a well-known art critic in the
Chicago area. - Earlier, hehad lived
in Bryn Mawr and Ardmore,

Haverford, Harvard, and the
University of Chicago are all taking
up collections for funds for the
education of Mr. Moses’s son
Michael, presently three years old.

_At Bryn Mawr, League is consid-_
ering the possibility of making a
similar contribution from the re-
ceipts of this year’s Campus Fund
Drive.



because the work they have done
carries no official credit, Related
to this problem is the problem of
lack of opportunity for training
in the fine arts, an issue which
the Committee intends to examine
in greater detail at subsequent
meetings.

A subcommittee was formed to
consider the possibility of some
sort of ‘course evaluation, and
another group volunteered to or-
ganize a seminar to be held at the
beginning of next. year on “‘The
Meaning of a Bryn Mawr Educa-
tion.’? From this seminar it-is
hoped that general goals will
emerge which both the curriculum
committee and the faculty com-
mittee can use as a guide for ac-
tion.

Several hundred of the question-
naires concerning Freshman
Comp, which were sent out by the
COLLEGE NEWS this week, were
returned in full with comments
running sometimes two pages. The
questionnaire sought to glean stu-
dent opinion on such things as
whether Freshman Comp shouldbe

limited to one semester, possibly -

with a choice of literature and
creative writing courses for the
second semester, whether the
freshman required course should
be: an introduction to literature
(like the present 101), and whether
compositions with reading lists
could replace classes,

An apparent majority of all clas-
ses (but especially the freshmen)
favored limiting the course to one

Smith, Holyoke Produce
‘Where The.Boys Are’





ACTUALLY THEY PRINTED SuCH A DismAak PICTURE OF

PRINCETON, AMHERST, HARVARD AvD CoLvmBIA, THAT IT
BECAME ACHDICE OF A SUBURBAN FXISTEMCE WITH AYALIE
3h A 6-H ITATION WITH Some >FORD. | HATE STATIONWAGONS ,5>---



_.have chosen photographs,

_rough-hewn young _

by Anne Lovgren

The temptation was just too
strong for the college female to
‘leave unparodied Princeton’s no-
torious directory of women’s col-
leges *‘Where the Girls Are.’’
So Smith and Holyoke did it --
published, that is, the eastern
college girl’s guide to the happy
hunting grounds of the Ivy League.

Their offering, appropriately
dubbed ‘‘Where the Boys Are,’’
provides a one-page, general blurb
on each of the men’s colleges
treated. These are generally fun-
ny, caustically so, in fact, con-
taining counterparts to the
‘texistentialism and Romantic

Poetry’? crack which immortalized
Bryn Mawr.
About Yale -- ‘‘A Yalie be-

lieves he’s riding on top of the Ivy
League: if he doesn’t really look
like John Lindsay, he at least
thinks he does.’?

About Williams -- ‘‘,.. the not
entirely abandoned Williams man
manages to remain a gentleman.
A Southern Gentleman, A Southern
gentleman who didn’t get into
Princeton.’’

About Columbia -- ‘‘... if you
want your Columbia man, you can
get him, And whatever his personal
shortcomings, he does have some-
thing to offer you: NEW YORK.’’

About Dartmouth -- ‘‘The Dart-
mouth man is a masochist: he will
regularly drive for three hours
just for a chance to be shot down
by a Smithie.’’ (REALLY, girls.
Ed.)

Along with the predictably amus-
ing general write-ups, the girls
ap-
parently meant to depict the
typical you with the typical him
at his school’s typical ‘‘do.’’ Ex-
amples, from the numerous, in-
clude:

Williams -- A sweet, but out-
doorsey young thing, a meticulously
man and two
dogs. She (you guessed it)is gazing
cheerfully into the eyes of an
Irish setter, really quite a good
looking dog.

Dartmouth -- You (and your can
of Schlitz) draped over a railroad
track, while , he, looking more
sadistic than’ masochistic, waves
a -bull- whip-over—your— helpless
form.

If the preliminary writeup and
captioned photographs don’t send
you running back to the-boy-back-
home-at-State-U,., the next section
of the critique, containing helpful
hints to the weekend commuter,
should do the trick. Typical en-
tries from this section, replete

-with examples, inexorably follow:

GREEK DICTIONARY (Colum-
bia) ‘¢-- Fraternity row is on the
downtown side of 114 between
Broadway and Amsterdam Ave-
nues, Fraternities are not big at
Columbia, but who goes to New
York to attend a fraternity party
anyway???

And inevitably, THE BAITED
HOOK’ (Harvard) -- “It’s only a
sleeping pill,’’ said cooly ... ‘Did
you feel THAT WAY too when you
read THE FALL?’ said knowingly.’’

All in all, les girls take us
through a panorama of LSD fields,

Corporation climbers, lumberjacks

and downright animals, and Haver-
ford, by comparison, looks better
and better.

Alliance Sponsors
Talk by Federalist

George C. Holt, founder, past

vice president, and executive di-
rector of the United World Fed-
eralists, will deliver a lecture
*‘Hell on Wheels’’ Monday at 8 p.m.
in the Common Room. Sponsoring
the talk is Alliance.
’ Mr. Holt is also author of the
column ‘*Tomorrow’s World,’’
syndicated in 60 papers throughout
the country.

A world traveler, Mr. Holt has
been meeting recently with world
leaders to discuss prospects for
strengthening the United Nations.

He was formerly a Rhodes”
rr Dean of Rollins College,
and a Democratic. candidate in
Connecticut.

semester, Many people felt that
the. purpose of Freshman Comp,
to learn to write concise critical
papers, could be: accomplished
easily in one semester, and there-
fore that it was useless to extend
the ‘‘drudgery.’’ The second sem-
ester was often described as a
bothersome rehash of the tech-
niques which had been set on dur-
ing .first semester.

A strong minority of students,
however, seemed to feel that two
semesters were necessary. Some
felt that they needed two semesters
of writing practice, Others feared
the loss of a. six-week paper, too
much reading, less time for class
discussions, and not getting to know
as well one professor. But most
favored a liberalization of the ex-
emption policy.

Background often played an im-
portant role in the decision. Stu-
dents ranged FreshmanCompfrom
a boring repeat of what they had
done for four years in high school

(and surprisingly often said that,

Freshman Comp was not as good
.as their high school courses), to
an exciting. and new experience in
writing and in reading literature.
Whichever the case, however, a
large majority of students favored
a wider range of course choices
for. the second semester, with
usually more widespread ex-
emption for bored students to go
on to higher level courses. Others
saw in second semester a chance
for creative writing coursés, style
and method courses, or advanced
literature courses which -would
have more ‘‘cohesion’’ than
the Freshman Comp program.
Others felt that the second
semester with’ six-week papers
was unnecessary because they had
already ‘‘learned’’ to write long
papers for other courses the first
semester.
Students were almost evenly

Crew Of * Long

divided on. the question of turning
Freshman Comp into an Intro-
duction to Literature. Those
against it liked the variety of-
fered, wanted to study one per-
iod in slightly more detail, or had
already had such a course in high

4

school. Dissenters 'S pointed outthat~ a

if Freshman(Comp and English 101
were combined, English majors
would not have to wait through
‘two full year English courses be-
fore taking an advanced course.

As to the suggestion of replacing
classes with conferences, students
were on the whole against it. Most
girls felt that the opportunity to
share ideas and meet other fresh-
men was valuable; this view was
evenyupheld often in cases where
the student did not feel her class
discussion-or lack thereof -had
been worthwhile.

In general, those who felt that
Freshman Comp had been a-:re-
warding or anecessary experience
were unfortunately outweighed by
those who felt that Freshman Comp
had been rote, repeat, or unhelp-
ful. Some felt that the time ex-
pended for Freshman Comp was
not commensurate with the bene-
fits they gained from it. Many
listed the benefits they gained as,
**J learned to write a 500 word
comp in 20 minutes and raised
my typing speed’’ -- a technique
which, neverthless, is not .alto-
gether unuseful. A _ surprising
number also felt that their ability
to write had actually worsened
during the course. Several felt -
they were made to conform to

the teacher’s particular desired

style of writing.

As another recurring. theme
pleaded, ‘‘Let us stop pretending
that the course is necessary be-
cause students entering Bryn
Mawr do not know how to write
a paper.’’

Day's Journey ’

Makes Use of Two- - Story Sets

Work is | going forward on Col-
lege Theatre’s production of ‘*Long
Day’s Journey Into Night’’ sched-
uled for May 6 and 7,

This--week -particular-effort-is-
being devoted to the construction
of sets. The stage crew, according
to stage manager Janet Ohle, will
attempt a two-story arrangement
(with the upper story, however,
not one to’ be walked on), While
the technical difficulties of such
an undertaking are evidently great,
the’ decision to have the second
story was, says Janet, virtually
compelled by the need for a lamp
hanging from the ceiling of the first
floor room: one simply can’t have
a lamp hanging from a 14-foot
height!

As for the’ general nature of
the set, O’Neill’s elaborate spe-
cifications will not be followed
exactly. This would be neither
necessary nor practicable, for his
detailed directives represent his
memories of his home, and their
value is principally for one reading
the play rather than for those view-
ing a production. Besides, the size
of the Roberts stage (as well as
the financial aspect) is a limiting
factor. Only on a huge stage could
O’Neill’s directions be strictly
followed without a sense of clut-
tering.

Thus there will be a combination
of realistic detail and impression-
istic cut-aways. The first floor
room will be “low, solid, realis-
tic,’ with a doorway and stairs to
the second floor on stage right as
O'Neill specifies. Stage left, how-

ever, is to be more reese '

“istic,

While O’Neill’s exhaustive and
explicit directions for the set will
not be followed in their entirety,

the lengthy play is to be presented
complete and uncut, It is, however,

aS Lance Jackson suggests, so in-

“ tense that there will not be time

to look at the wall, It is an im-
portant, an intense play; Lance
anticipates that it will be one of
College Theatre’s better produc-
tions,

Hoffman To Read

From His Verses

Poet Daniel Hoffman will read
from his works at the Deanery
Tuesday, May 3, at 4:30 p.m. under
the auspices of the English De-
partment.

Mr. Hoffman’s work has been
widely praised. A recipient of
the Literary Award of the Phila-
delphia Athenaeum, he has twice
been granted Research Fellowships
fromthe American Council of
Learned Societies.

The Yale Series of Younger Poets
selected Mr. Hoffman’s work for
publication.

The poet has read his einéeci-
tions at the Academy of American
Poets, the Art Alliance in Philadel-
phia, and the,Arts Council of the
Y.M.H.A, He is one of the par-
ticipating writers in the ‘‘Read-
iIn For Peace in Vietnam’’ Sunday,
May 8 at the University of Penn-
sylvania,

His volumes of verse include
**An Armada of Thirty Whales,’’
with a foreword by W.H, Auden;
“A Little Geste, and Other
Poems,”’ and “The City of Satis-
factions; Poems,’’

Among his critical studies are

~ The Poetry of Stephen Crane,””

Form and Fable in American Fic-
tion,’’ and *‘American Poetry and
Poetics,’’