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College news, April 15, 1966
Bryn Mawr College student newspaper. Merged with Haverford News, News (Bryn Mawr College); Published weekly (except holidays) during academic year.
Bryn Mawr College (creator)
1966-04-15
serial
Weekly
4 pages
digitized microfilm
North and Central America--United States--Pennsylvania--Montgomery--Bryn Mawr
Vol. 52, No. 19
College news (Bryn Mawr College : 1914)--
https://tripod.brynmawr.edu/permalink/01TRI_INST/26mktb/alma991001620579...
Digitized by the Internet Archive in 2012 with funding from LYRASIS Members and Sloan Foundation.
BMC-News-vol52-no19
Page 2
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COLLEGE NEWS
|
April 15; 1966
THE COLLEGE NEWS
Subscription $3.75 — Mailing price $5.00 — Subscriptions may begin at any time
Entered as second class matter at the Bryn Mawr, Pa. Post Office, under
the Act of March 3, 1879. Application for re-entry at the Bryn Mawr, Pa. Post
Office filed October Ist, 1963,
Second Class Postage paid at Bryn Mawr, Pa. ,
FOUNDED IN 1914
Published weekly during the College Year (except during Thanks-
giving, Christmas and Easter holidays, and during examination
weeks in the interest of Bryn Mawr College at the Regional Printing
Company, Inc., Bryn Mawr, Pa., and Bryn Mawr College.
The College News is fully protected by copyright,/Nothing that appears in
it may be reprinted wholly or in part without permission 6f the Editorin-Chief.
EDITORIAL BOARD
IIE ys 5 0 0.0.0.0 00.05 660 8008 8 ecceseces Nanette Holben '68
Co a rerrrrrrrrririririrr errrrirrre Laire,K'rugmdn * 67-
Managing Editor 4.00 b 6-08 6's'b:6 0 00 00:8 6 060 60k One cin BAU 68
Copy Editor Coccccccccscocescesecccecce s sLleanor yon Auw °68
Make-Up Editor €0.00censee es csccesenecseses Datténe Peetastier "68
MembereateLarge .sscccccccccccccsccccseseses Robin Johnson °68
Freshman Comp
According to the current curriculum, the required freshman comp
course is a year-long study of writers within the fields of literature
of the twentieth century, English Renaissance literature, American
literature, or themes and forms. The efforts of the student are directed
at the weekly papers and the second-semester six-week paper, with the
aim of developing competent writing. If freshmen enter with fives in
the English advanced placement exam, or if they demonstrate competent
writing after one semester here, they are exempt from all or half a year
of this composition course.
We have observed within the student body an unusual amount of dis-
satisfaction concerning the term of this requirement; the feeling that the
freshman comp course should be cut to one semester is a common one.
Suggestions for such a revision run as follows:
The course should meet three times a week for one semester rather
than twice a week for two semesters. Weekly papers should still be
required, with the bi-weekly conferences. While some students might
like to see only this half-unit of workin English required, it is probable
that the first step would be to require yet another half-unit of English.
This second half-unit would be taken during the second semester of the
freshman year, and chosen from a variety of literature and creative
writing courses -- to insure the writing of something comparable to a
six-week paper. (We have in mind the organization of the Philosophy
Department with its required 10la course and choice of 200 aor b
courses to fulfill the unit,)
Students in favor of condensing the freshman comp course feel that
in general freshmen are able to carry a heavier work load than the
course now requires; that the progressive advanced classes of high
schools are comparable if not identical inemphasisto freshman English
here; that the year-long study in one of the four fields still does not suit
individual tastes; that a work load of only four subjects per year should
allow for more variety in the field of English, if the freshman course
will be a student’s only opportunity to take any English here. If the
course were condensed, perhaps reading lists could be sent out in the
summer. :
Of course there are practical problems to be considered. Members
of the English Department feel that a student’s writing would not improve
enough in the space of one semester of freshman comp, and indeed,
these classes are ‘‘a service course for the rest of the college’’ as far
as papers go. Second, instructors now consider the individual confer-
ences the ‘‘third hour’’ of class; if the above change were made, they
would need still extra hours to keep up these conferences, Further, if a
switch in instructors were made at mid-year (from the comp course
into an elective English course), the new instructor would be unfamiliar
with the student’s problems in writing when she undertook her long
paper. Finally, if second-semester courses were offered in both litera-
ture and creative writing, a turnover in personnel might be needed to
fulfill these demands.
Such are the suggestions and the obstacles; any revision lk
‘would call for intricate planning. The COLLEGE NEWS would like to
See the suggestions gradually implemented, with the careful considera-
tion of Curriculum Committee, which is meeting next week and plans to
discuss this situation.
Over the weekend the NEWS is distributing a questionnaire to which
every student is requested to present her opinions on freshman comp
revision. We hope for thoughtful and serious answers; they could in
time contribute to the progress of the college.
A Taxing Situation
The story of the movement not to pay income taxes on the front page
perhaps deserves additional comment. Levying an income tax isa
relatively recent Constitutional (amendment #16) right of our govern-
ment, but taxes are generally thought of as inevitable; witness the old
phrase ‘‘as sure as death and ...’? The money accrued to the U.S,
through income taxes is used for, among other things, schools, Atlas ©
Agena rockets and lights in the Senate Office Building. These however
are minor. This year about 60% of our budget is spent on defense items.
Almost 100% of our defense energy today is tied up in Vietnam.
Three hundred people have decided they don’t like the way the U.S, is
spending those slices of their dollars. And they don’t like it enough to
refuse to hand over anything. This act of civil disobedience throws a
small but bothersome monkeywrench in the doings of the Internal
Revenue Service. Of course the service can get the money by withdraw-
ing it from the participants’ bank accounts or deducting it from their
salaries. But that’s not the point. The point is that those people are no
longer personally and actively contributing to the war effort which they
find so distasteful.
Additionally their actions have publicity value. Refusal to pay income
tax is not as light a thing as a Saturday afternoon march down Fifth
Avenue, It seems to show the seriousness with which these people con-
sider present policy. Their refusal is as serious as they think the sit-
uation is grave.
We are a divided newspaper staff. Some of us cannot condone their
action, seeing it as a deliberate and uncalled for breaking of the law.
Others think that their action is appropriate and commendable. The
_ Same situationis undoubtedly true in the soeiely af a whole. These people
will be both condemned and praised in coming months. We, being
divided, can simply urge that students reconsider the position and
responsibility of the U.S, in the world, and the duties and rights of each
of her citizens.
Mrs. Hanson Assembles Exhibit;
‘Manet Circus’ Heads For Philly
by Anne Lovgren
It all started some time ago
when Assistant Professor Anne
Coffin Hagson of the History of
Art Department was asked to write
the catalogue for a November
showing of Manet paintings, draw-
ings and prints at the Philadelphia
Museum of Art. Since then, Bryn
Mawr graduate -students, under-
graduates, and, most of all, Mrs.
Hanson herself have become in-
volved in what she terms ‘‘a Manet
Circus,”’
The writing of the catalogue is
a monumental task in itself, since
it must provide a full discussion
of the style, subject matter, and
identification of subjects as well
as ‘the bibliography, history, and
provenence (history of ownership)
for each of the exhibit’ s 200 pieces.
Then too, catalogue writing is a
special sort of professional prob-
lem for the art historian, since it
requires selectivity of information
rather than deep, lengthy analysis
of the art works. And of course,
the writer must take into account
the diversified nature of her audi-
ence -- the complete spectrum
from the Saturday afternoon art
buff to the professional art scholar.
Mrs, Hanson then sees the func-
tion of the catalogue as two-fold:
It should give the general public
information and background neces-
sary to its enjoyment of the ex-
hibition, and accordingly it should
be written in terms clear and
understandable to the layman;
moreover, it should point out to
the art historian visiting the ex-
hibit relationships between various
works and provide him with com-
plete up-to-date information on
each of them,
**an exhibition such as this,”
Mrs. Hanson comments, ‘‘is a
great opportunity for the art
historian to see works together
Edouard Manet’s oil painting,
that are not normally together.”
By noting stylistic and subjective
changes, the scholar can, she feels,
*tbetter understand the total con-
tribution of the artist.”
Her work on the Manet catalogue
has provided an artistic spring-
board for a graduate seminar,
undergraduate course work and
senior comp conference work.
During first semester, Mrs.
Hanson conducted a graduate sem-
inar on Manet, in which the stu-
dents, as part of their work, wrote
typical catalogue entries. It is a
comment on the difficulty of cata-
logue writing that each of the
graduate students could finish only
two or three entries in the course
of the semester.
The concentration on Manet also
provided one of the graduate stu-
dents with information and pos-
sibilities for significant new
criticism on the painting ‘‘Lola
De Valence.’’? (Lola is coming
from the Louvre for the exhibi-
tion.) She, as Bryn Mawr repre-
sentative, will present her paper
on this painting and its relationship
to typical ballet prints of the
century at a conference for young
New Heralds’ Flags Going Up
For May Day, Commencement
Last year’s yearbook staff left
$491.49 to buy new flags for Com-
mencement and May Day. Mrs.
Whelihan, with the help of Manon
Williams and Gwen Aaron, two
Welsh graduate students, have been
researching Welsh, English and
| applebee
: i
some people never let an owl
perch in peace ... it was a lovely
spring afternoon ... drowsy-eyed
i sat blinking away my time ...
meditating a deep metaphysical
problem: is the reseeded patch of
ground by the deanery rerere-
seeded or just reseeded? and then
they came ... four of them ...
you know those very familiar
groups of four -- actually three
being led by one ... the blind
being led by the all-seeing one,
her hands aflail pointing, gesticu-
lating, sprouting facts ... they
stopped right in front of me ...
**this, oh yes, this’’ said the all-
seeing, ‘fis an owl’’ ... girl and
mother smiled ... they didn’t in-
troduce themselves .. . “‘*how many
owls do you have here?’ asked
the man ... the all-seeing one
calculated -- over a quarter of a
million volumes in the library
plus student faculty ratio to the
nth power minus 1885 -- -well
there must be about seven and a
half now ... they smiled and moved
on across the rerereseeded lawn
_Which 1 guess will have’ to” be
rererereseeded now ... or is it ~
reseeded? j
¢ thoughtfully,
applebee
Scottish heraldry and have come
up with seven new flags to add
to the Bryn Mawr collection. Six
more old ones have been refur-
bished by George Bryant. There
is a possibility that one more will
be ordered, as there is about
, $150 left. Each flag costs about
$100 and is about 6 x 10 feet.
The old flags were bought around
1911 so they have lasted many
years, without being entirely des-
troyed by wind flapping. For the
new ones, there was a choice of
cotton, nylon or nylawool. Mrs.
Whelihan said the nylon ‘flies
nicely because it’s so light, but
since nylon is a relatively recent
invention, no one really knows how
long it might last.’’ It is also
more expensive. The committee
ended up buying the two plainest
ones in cotton to save money and
the rest in either nylon or the
nylon mixture.
As for colors, Mrs. Whelihan
felt the blue goes better with the
-gray stones of the campus and
besides Bryn Mawr already has
plenty of red. This is part of her
reason why the extra money should
be spent on a Royal Standard
of England, which is three gold
lions on a blue field. The new
ones already ordered are the Royal
Standard of Scotland; the new
national flag of Wales; the St.
George Cross, which is green
stripes on red and white; Orif-.
lamme, red with a jagged edge;
Botetorte, black on gold;- Tudor
Stream, which is fleurs de lis; and
St. Edmunds, three gold crowns on
blue. These are all flags of knights’
families.
~The Sinithsonian Institute, the
National Library of Wales, the
Philadelphia Library and the Bryn
Mawr Library have helped in pick-
ing the flags,
‘*at the Races,”
which will arrive from
the Chicago Art Institute for the November, 1966 exhibition.
Art Histories held by the Frick
‘Museum and the New York Uni-
‘versity Institute of Fine Arts.
Several art history majors, as
part of their compconference work
have chosen: topics of concentra-
tion closely related to Manet, An-
gelika deKornfeld is studying
Japanese prints, which, as Mrs.
Hanson commented, ‘‘affected
Manet in very subtle ways.”
Carole Slatkin is examining the .
art theories of Baudelaire and
Mallarme, both of whom consider -
‘ed modern life to provide the most
important subject matter and spirit
for modern art. Manet was aclose
friend to the two writers and there
was a marked interchange of in-
fluence between the poets and the
artist. Their association is par-
ticularly significant because it is
a specific case in which the
interrelationship of the arts can
be studied.
Susan Anderson, another senior,
is pursuing the study of photograph,
which, Mrs. Hanson believes is
essential to the Manet style.
In the advanced art course this
semester, ‘*Manet and the Nine-
teenth Century Painters,” the stu-
dents are again treating works
included in the show. Each is
working to present a report ona
particular group of Manet paint-
ings such as his still life works
and;his paintings of philosophers.
In conjunction with the course
work, both this class and the grad-
uate seminar have visited the
Manet collection at the Philadel-
phia Museum,
Mrs. Hanson and the growing con-
glomeration of catalogue refer-
ences.
Mrs. Hanson’s modus operendi
for writing the catalogue centers
around a large filing system with
written entries and photographs of
each work. This ‘“‘working cata-
logue’’ has been used extensively
by students in her classes, who
visit Mrs. Hanson and the files
to find information or volunteer
ideas in what she calls ‘‘a constant
give and take process.’’
As the catalogue’s publication
date grows closer and student
projects on Manet become more
and more involved, a weary Mrs.
Hanson remarks, ‘‘At this point
I don’t know whether I’m teaching
a class or running a circus -- a
Manet Circus,”’
In all the artistic frenzy sur-
-rounding her office, it is a telling
postscript that the library cleaning
_ man had to make an appointment
with her to sweep the office floor.
2