* -s^ *
Inside . . .
Higher Education — 1958
A 32-page Report
Millsaps and Freedom
New Dormitories Named
Coming Events . . .
Alumni Day, May 10
Graduation, June 2
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GoncERninG freedoki hi mibiiSRPS
cA Message , . .
From the President
This issue of the Alumni Bulletin
carries statements which should hel])
clarify the matters which received such
extensive publicity in
March. It is hoped
that the Alumni will
give careful attention
to all of these official
words. They deserve
Nune of these state-
ments is perfect.
Words are helpful,
but they are limited.
It is never easy ade-
quately and fully to communicate with
the help of either the written or spoken
word. Under the circumstances, it is
believed that these statements are com-
I wish that personal conversations
with all Alumni were possible. The\»
would help them, even more, to under-
stand clearly the entire situation.
The Alumni will be pleased to learn
that faculty and student morale is hig-h.
The Alumni will be gratified also tT
know that the members of the Board
of Trustees were not only unanimous
in the approval of their statements, but
that they were unanimous in their senti-
ments and enthusiastic about them. The
spirit of the entire college community —
Faculty, Students and Trustees — is, in
my judgment, admirable.
And the spirit of the Alumni is equally
admirable. I wish it were possible for
all of the Alumni to share with me the
expressions of loyalty to Millsaps Col-
lege that have come from graduates. It
could be reassuiing to you as it has
been to me.
We at the College have made mistakes
in the past. We will make mistakes in
the future. The Alumni can be sure that
the Administration and Faculty will
continue to endeavor to do what is right
and good so that the purpose of Millsaps
College can be fulfilled.
Earlier in the year the Christian Council, interdenominational student group,
scheduled a series of lectures to stimulate thought on questions which concern
the current generation of college students. Effort was made to secure speakers
presenting widely different points of view. One of the lecture series was on the
subject "Christianity and Race Relations." The lectures were planned for members
of the College community.
Two speakers appeared dui'ing the four-week series. The first was Dv.
Ernst Borinski, professor of sociology at Tougaloo College, a Negro institution
supported by the Congregational Christian Church. The other speaker was John
Satteri'ield, alumnus and Yazoo City attorney, a segregationist.
Following the first talk a local newspaper, whose reporter had attended with
others from the local community, presented stories concerning the series which
touched off a bitter attack on the policies of Millsaps College. Other groups
joined the paper in this effort.
Statements issued by Dr. Finger on Maich 9, and the Board of Trustees and
the Student Senate later, concerning the recent controversy appear below. There
may be the feeling on the part of some that it is not necessary to review the subject
in such detail here. However, our decision to publish the following statements
is based on the firm belief that Millsaps College alumni logically are the closest
of her constituents and, as such, should be intelligently informed concerning the
state of the College, its needs and its problems, as well as its progress. Parents
of students currently enrolled, of those applying for admission next year, ami
members of the Methodist Church in Mississippi have received full reports from the
College on the incidents. They have responded in a magnificent manner. We
have faith in the alumni, in their love Tor the College, and in their desire to use
their influence for its continued strength and leadership in the field of Christian
higher education, .^s an introduction and a background for intelligent study of
the situation, the Statement of Purpose of the College prepared by the faculty
in 1956 precedes the other statements. J.J.L.
The Purpose of Millsaps College
Millsaps College has as its primary aim the development of men and women
for responsible leadership and well-rounded lives of useful service to their fellow
men, their country, and their God. It seeks to Tunction as a community of learners
where faculty and students together seek the truth that frees the minds of men.
As an institution of the Methodist Church, Millsaps College is dedicated to
the idea that religion is a vital part of education; that education is an integral
part of the Christian religion; and that church-related colleges, providing a sound
academic program in a Christian environment, afford a kind of discipline and
influence which no other type of institution can offer. The College provides a con-
genial atmosphere where persons of all faiths may study and work together for
the development of their physical, intellectual, and spiritual capacities.
As a liberal arts college, Millsaps seeks to give the student adequate breadth
and depth of understanding of civilization and culture in order to broaden his
perspective, to enrich his personality, and to enable him to think and act intelli-
gently amid the complexities of the modern world. The curriculum is designed to
avoid premature specialization and to integrate the humanities, the social studies,
and the natural sciences for their mutual enrichment.
The College recognizes that training which will enable a person to support
himself adequately is an essential part of a well-rounded education. On the other
hand, it believes that one of the chief problems of modern society is that in too
many cases training as expert technicians has not been accompanied by education
for good citizenship. It offers, therefore, professional and pre-professional train-
ing balanced by cultural and humane studies. In the environment that emphasizes
the cultural and esthetic values to be found in the study of language, literature,
philosophy, and science, the student at Millsaps can also obtain the necessary
courses to prepare him for service in such fields as teaching, journalism, social
woik, and business or for professional study in these areas as well as in theology,
medicine, dentistry, engineering, law, and other fields.
As an institution of higher learning, Millsaps College fosters an attitude of
continuing intellectual awareness, uf tolerance, and of unbiased inquiry, without
which true education cannot exist. It does not seek to indoctrinate, but to inform
and inspire. It does not shape the student in a common mold of thought and
ideas, but rather attempts to seaich out his often deeply hidden aptitudes, capacities,
and aspirations and to provide opportunities for his maximum potential develo])ment.
It seeks to broaden his horizons and to lift his eyes and heart toward the higher
and nobler attributes of life. The desired result is an intelligent, voluntary dedi-
cation to moral principles and a growing social consciousness that will griide him
into a rich, well-rounded Christian life, with lead;. acceptance of responsibility
to neighbor, state, and church-
Adopted by the Facults and lUiard of fru-itees — 19o5-5()
The President's Statement
In view of the extensive i.ewspaper publicity given in lecent days to some
discussion groups at Millsaps College, it is appropriate for a statement to be made
to all friends of the College. It is hoped that this statement will be carefully
read and considered in its entirety. Apology is made for its length. Its importance
The Millsaps College Christian Council, composed oi 9 students elected by the
several denominational and religious groups on the campus and (5 faculty members,
coordinates the religious life program of the College.
This group planned G discussion groups for the month of Maich on the following
topics: (1) Theological Trends; (2) Consequences of Nuclear Energy; (3) Chris-
tianity and Race Relations; (4) The Christian and International Relations; (5) The
Christian Interpretation of Man; and (6) The Ecumenical Movement in the Church.
A number of guests were invited representing different points oi" view to present
a part of the topic. The groups were to meet simultaneously on Monday evenings.
Some students expressed an interest in hearing a presentation of more than
one side of the topic on Christianity and Race Relations. It is difficult to find
a white man in Jackson who would speak to the Negro's point of Wew. It was
therefore suggested that a white professor at Tougaloo be asked to present the
topic as he understands that the Negro sees it. When the invitation was issued
no questions were asked about what organizations the professor belonged to.
The professor was invited to speak on Monday evening, March 3. He spoke to
IG students. It is exceedingly regrettable that this invitation was issued.
The next speaker scheduled was Mr. Glenn Smiley. At a student conference
during the Christmas vacation Mr. Smiley spoke to a number of college students
about possible visits to their campuses. Some Millsaps College students knew of
this conversation and encouraged Mr. Smiley to pursue his interest. He was
scheduled to speak on the Race Relations Forum. He was to have spoken on
the importance of not using violence in any controversies or differences between
There are, to be sure, differences of opinion on the ends Mr. Smiley seeks.
There surely is no difference of opinion among Christians about his means. AVc
propose to resolve our differences, whatever they are. without violence. This
was to have been his presentation.
The press received a story announcing that a "second integrationist" was
scheduled to speak at the College. The story was so misleading about the purpose
of this scheduled talk that Mr. Smiley 's appearance was cancelled. It is also
exceedingly regrettable that this invitation was extended. The College Administra-
tion will urge all committees inviting- .guest speakers to exercise tare and caution
in the selection of appropriate personnel.
A second speaker in the group on race relations is a well-known and highly
respected citizen of Jackson and Yazoo City. He will present the topic from the
viewpoint of a segregationist. His name did not appear in the original list
of speakers for the reason that the Christian Council had been unable to reach
him for a specific commitment.
The press carried reports also of a discussion led at Tougaloo College by a
-Millsaps College .Vlumni .Magazine
Editor James J. Livesa\
.Associate Editor Shirley Caldwell
MILLSAPS A\D FREEDOM 2
ALUMNI ELECTION _._ „..5
REUNION OF -13 5
TRUSTEE ACTION 5
ALUMNI DAY 6
THE BK; STORY 7
.AIILLSAF'S COLLEGE BULLETIN
Published by Millsaps College monthly
during the College year
Entered as Second Class Matter Novem-
ber 21, 1917 at the Post Office in Jack-
son, Miss., under the Act of .August
ABOUT THE COVER
(Continued on Page 39)
Thousands across ihc iialiiui \\:\\c Ihcii
inspired by the Millsai)s Singers since
(he organization « as founded in 1934
Ijy .\lvin J. King. This year's choir is
picturtni above before the spring con-
cert t(uir. They were direclcd by Music
Department Chairman Holmes Ambrose.
The photograph, taken by Hiatt's Studio,
honors today's Singers and those of the
1934-.')(; era who will be holding their
first reunion on the campus on .Vlumni
Day. .May 10.
The face of Millsaps College is fa-
miliar to her sons and daughters. In-
fluences of the days spent on her campus
and in her classrooms have continued
through the years. If MAJOR NOTES
has filled its purpose with any effective-
ness, the College today, its actions, its
planning, its goals are well known.
Regular reports in this magazine have
provided information which should have
enabled the alumnus to determine the
importance of his role in the future
of the College.
But have we told the story of Ameri-
can higher education in all its national
diversity, strength, urgency and oppor-
tunity ? Do we provide perspective that
shows our Alma Mater in its world
There are reasons that we could not,
of course. We have limits of manpower,
budget, time; there are immediate, de-
manding preoccupations. But a few
months ago a group of 14 editors of
American alumni magazines was chal-
lenged to pool individual resources and
tackle the bigger assignment together.
The special 32-page supplement, begin-
ing on page seven and bound into this
issue, is the result.
It was not achieved simply or easily,
this survey essay on American higher
education 1958. The original 14 invited
other editors to share in this project.
Dozens helped scout out what was sig-
nificant in every region. Material was
collected, collated, written and rewritten.
Last fall alumni magazine editors
were given a chance to subscribe to the
special supplement. They could not be
shown any final product to inspect, but
153 institutions bought it, sight unseen.
The list of them is impressive in its
scope and differences but linked in a
sense of common cause. Large universi-
ties and small liberal arts colleges are
included among those publishing the
report. They are among the nation's
most respected institutions of higher
learning. In all, 1,350,000 copies were
printed. It has been a cooperative ex-
periment without precedent. We're
grateful to those who made this unusual,
thoughtful treat possible for us all.
The alumnus of Millsaps College will
look in vain for direct mention of his
Alma Mater. But, alongside many a
paragraph and many a photo, he will
find an implicit checkmark of relevance.
Names or not, Millsaps is there.
The Board of Trustees of Millsaps
College has re-elected Dr. H. E. Finger,
Jr., to the presidency of the sixty-six
year old institution for another three-
The action was taken at the February
meeting of the Board in which two dorm-
itories now under construction were
Re-elected as officers of the Board
were Bishop Marvin Franklin, chairman;
Dr. B. il. Hunt, vice-chairman; Dr. X.
J. Golding, secretary; and Dr. Boyd
A dormitory for men which will house
132 students has been named Ezelle
Hall in recognition of the outstanding
service of R. L. Ezelle, Jackson business
man and former chairman of the Board
of Trustees of the College.
The women's dormitory will be called
Fae Franklin Hall in honor of the wife
of Methodist Bishop Marvin A. Franklin.
It will accommodate up to 100 students.
Dr. Finger was praised for his leader-
ship and vision displayed since he was
inaugurated in 1952 as the sixth presi-
dent of Millsaps College.
Biggest, Best Day
More than 550 guests converged on
the Millsaps College campus Saturday,
March 15, to take part in the twentieth
annual High School Day program.
Most of the visitors were high school
seniors who were strongly considering-
applying for admission. It was the
largest and most successful High School
Day in history, according to veteran
Top winners in the competitive scho-
larship tests included Harley Harris,
Jackson (Murrah), first place; Jane
Montgomery, Greenwood, second place;
and Brenda Sartoris, Jackson (Provine)
and Robert N. Leggett, Jr., Vicksburg,
third place. Scores on tests were well
above the level reached by contestants
in previous years.
Reunion of '13 Set
So successful was the 1953 reunion of
the Class of 1913 that its members have
decided they can't wait until their get-
together comes up on the schedule again.
They've voted to meet two years earlier
than the alumni reunion plan suggests.
Originally scheduled for 1960, the
meeting was called for Homecoming
1958. A committee composed of Sam
Lampton, Herbert Lester, and Frank
Scott was appointed to plan the event.
In March the committee announced
that a survey revealed that a majority
of the class members preferred to meet
at Commencement on June 2, 1958. Plans
have been made, and the class will get
together from 3 to 5 p. m. on June 2 at
the home of Mr. and Mrs. Herbert Lester,
"Woodlawn Place," 1915 Terry Road,
All members of the class of 1913 have
been invited to attend the reunion. That
includes, of course, former students who
would have graduated with the class of
'13 if they had remained at Millsaps.
It is evident that persons whose class-
es have been meeting and who have not
joined their classmates at the meeting
have been missing something. October
25, 1958, is a good time for the members
of the classes of '42, '41, '40, '39, '23,
'22, '21, '20, and '09 and before to find
out just what it is.
Boyd Is Instructor
A successful first year as debate coach
at Millsaps is being completed by Alton
Boyd joined the speech department
in September of '57 as instructor of
speech. Remembering his fine work as
a member of the debate team, officials
asked him to assume duties as coach.
A Millsaps student under his super-
vision, Welborn Rives, of Jackson, won
first place in the state oratorical con-
test in March.
The Millsaps team has shown up well
in other contests. Students have won
approximately 70' < of the 65 debates
they have entered this season.
A slate of ten nominees for officers
of the Alumni Association for the year
1958-59 was announced at press time by
0. B. Triplett, Jr., president.
Presidential nominees are The Rev-
erend Roy C. Clark, '41, Jackson minister;
and Rubel Phillips, '48, Jackson attorney.
Named as candidates for the three
vice-presidential posts were J. D. Cox,
'47, Jackson; W. B. Dribben, '29, Green-
wood; W. T. Hankins, '28, Jackson; The
Reverend Garland Holloman, '34, Clarks-
dale; Mrs. J. Earl Rhea (Mildred Clegg),
'38, Jackson; and Dr. Xoel Womack, '44,
Nominees for recording secretary are
Evelyn McGahey, '40, Jackson; and Mrs.
John D. Wofford (Elizabeth Ridgway),
'50, also of Jackson.
Results of the ballot-by-mail election
will be announced at the Alumni Day
banquet on Saturday, May 10.
Sorrow has come to the Millsaps Col-
lege community since the publication
of the last issue of the alumni magazine.
After a long illness, death came on
January 21 to Dr. W. E. Riecken, former
dean and chairman of the department
of biology for 20 years. Because of ill
health Dr. Riecken was given a leave
of absence in 1954 and, despite a heroic
effort, was never able to return to the
profession he loved so well and served
On March 29. .Mrs. W. H. Ratliff,
prominent churchwoman and mother of
Mrs. H. E. Finger, Jr., was killed in a
tragic automobile accident a few miles
south of Canton, Mississippi.
Mrs. Ratliff, a resident of Sherard,
Mississippi, had given unselfishly of
her time and talent to the Methodist
Church, serving in positions of leadership
on the national, regional and state level.
She was widely traveled and was in
demand as a speaker and consultant in
Millsaps College alumni have joined
many others in expressing their deep
concern and sympathy to the two fami-
lies, whose members have contributed
so much to higher education in Missis-
Millsaps College students have been
selected for recognition by two national
The Woodrow Wilson National Fel-
lowship Foundation has awarded fellow-
ships to seven students enrolled in Mis-
sissippi institutions, four of whom are
seniors at Millsaps.
The Wilson Fellowships are awarded
to outstanding students who are in-
terested in preparing for the college
Seniors and their fields of study are
Kaisa Braaten, Laurel, psychology; Carol
Broun, Jackson, European history; .\nn
Myers, Greenwood, comparative govern-
ment; and Kermit Scott, Leland, philos-
The Fund for Adult Education has
chosen The Reverend Carlton R. Sollie.
of Georgetown, as one of 40 students
throughout the nation to receive a gi-ant
to finance study for one year in the in-
stitution of their choice.
Sollie will study in the field of the
humanities and social sciences at Mill-
This column is dedicated to the mem-
oi'y of graduates, former students, and
friends who have passed away in recent
months. Every effort has been made to
compile an accurate list, but there will
be unintentional omissions. Your help
is solicited in order that we may make
the column as complete as possible.
Those whose memory we honor are as
Mayor James U. Arrington, '28-'30,
of Collins, Mississippi, who died of a
heart attack Christmas Day while pre-
paring for a family reunion and Christ-
mas dinner. Publisher of the Collins
News Commercial and author of a daily
feature column in Jackson's State Times,
he was a nationally known after-dinner
Charles Richard Cook, '02, who died
May 3, 1957. He was a resident of
Judge Lamar F. Easterling, '03, who
died January 31, 1958. He was a resident
Woodson K. Jones, '29, who died Jan-
uary 29, 1958. A lumberman and garden-
ing specialist, he had lived in Jackson.
Curtis Mullen, IH, sophomore, who
was killed in a highway accident Jan-
uary 20, 1958. He had lived in Canton,
West O'Neal Tatum, a former student
('99-'01) and a member of the Board
of Trustees of Millsaps, who died Jan-
uary 5 at his home in Hattiesburg,
Harry L. Wright, 'OO-'Ol, who died in
March. He had been associated for
twenty years with the Engineering De-
partment of the city of Jackson.
Alumni Day and You
Alumni Day is Saturday, May 10. For
the fifth consecutive year a spring-
garbed campus will welcome graduates
and former students, many of whom will
be returning for the first time.
In many respects Alumni Day this
year will be quite similar to those of
the immediate past. Registration will
begin at 11:30 a. m. There'll be the
glad greetings, the warm feelings of
nostalgia, the flash of the college
camera, groups of former students en-
gaged in happy conversation.
As in the past the college cafeteria
will be the scene of the informal lunch-
with-the-students interlude, beginning
this year at noon.
Seminars conducted by Millsaps pro-
fessors will begin at 2 p. m. Classrooms
in the Christian Center Building will be
used for this increasingly popular Alum-
ni Day feature. Alumni "students" will
take a break at 3 p. m. for coffee and
go back for another hour of continuing
At 5:15 p. m. the afternoon convocation
will be held, featuring the first reunion
of the now "fabulous" group, the Mill-
saps Singers. Tour choir members from
1934 through 1956 will present an in-
formal piogram for other alumni and,
best of all, "Pop" will be on the podium.
Then there'll be the traditional Alumni
Day banquet, with the induction of the
Class of '58 as members of the Associa-
tion, and an important address by Pres-
ident Finger. Results of the ballot-by-
mail elections of Alumni Association of-
ficers will be announced at the lianquet.
To conclude a memorable day there'll
be the hit Broadway musical, "Kismet,"
at 8:15 p. m. in the Christian Center
auditorium. The magic of the evening
will be provided by the Millsaps Players
and the Department of Music. As is
so often the case, these two organiza-
tions will be bringing their audiences a
first in Mississippi.
Yes, in many respects, Saturday, May
10, will be much like the other Alumni
Days at Millsaps. There will be some
For the first time since its founding
by Alvin J. King in 1934, the Millsaps
Singers will meet for fellowship and to
sing together. It should be a real thrill
to hear members of all of the choirs
unite their voices in informal concert.
Never before has an Alumni Day audi-
ence been treated to a Broadway musi-
cal. Graduates and former students will
be guests of the College, and "Kismet"
should be an unforgettable experience.
The greatest difference, we believe,
will be in the spirit of those who re-
turn to their Alma Mater. Recent events,
wddely publicized in the Mississippi
press, have impressed upon the minds
and hearts of most Millsaps alumni the
integrity and great value of their Alma
Mater. Many persons who never re-
sponded before will attend Alumni Day
functions to demonstrate their faith in
the College and to symbolize their con-
tinuing loyalty and support.
We predict Alumni Day will be for
former students a day of decision, just
as High School Day was for a magnifi-
cent group of future alumni. It will be
a day of awakening for many who had
never realized their responsibility to
Millsaps College before.
What better time than May 10 for you
to respond to the needs of your Alma
Mater and Christian higher education in
this present hour?
Murrah Heads Club
The son of the first president of Mill-
saps College has been named president of
the Memphis Area Millsaps College
He is W. F. Murrah, prominent Mem-
phis citizen, who is a member of the
Association's 45-man Board of Directors.
Named to serve with Murrah were
James B. Kisner, vice-president, and
Ralph McCool and J. T. Stuckenschneid-
Retiring president J. J. Valentine was
elected chairman of the Board of the
The election was held at the organi-
zation's winter meeting on February 10
in the home of Mr. and Mrs. W. C. Wof-
Since its founding in 1954, the Mem-
l)his Club has been one of the most
active and effective area alumni organ-
The next meeting will be held at
President Murrah's country home near
Heartiest congratulations to the group
on their continuing progress.
Fund Total Given
Figures released on April 11th showed
a total of $10,573 in cash and pledges
subscribed to the Alumni Fund by 436
The survey showed the following class-
es to be leading the field in individual
categories : pei'centage of members giv-
ing, the Class of 1907 with 32'y; num-
ber of members giving, the Class of
1953 with 26; and total pledged or paid,
the Class of 1917 with $1,302.
Special recognition goes to the classes
of 1907 and 1941 for placing among the
top five in two of the three categories.
Campaign Chairman George Pickett
has expressed confidence that the 1957-
58 Fund campaign goal of $17,500 will
be reached and exceeded.
Closing date for the campaign is June
Last year, in its first year, the Alumni
Fund program obtained $16,483.81 from
783 alumni. Thus far this year individ-
ual gifts to the Fund have been running
higher than last year's gifts.
Pickett urged every reader of MAJOR
NOTES to give something to the Fund.
Size of the gift is not of primary
importance, he said.
A SPECIAL REPORT
ITS PRESSING PROBLEMS AND NEEDS ARE
EXCEEDED ONLY BY ITS OPPORTUNITIES
THIS is a special report. It is published because the
time has come for colleges and universities — and
their alumni — to recognize and act upon some ex-
traordinary challenges and opportunities.
Item: Three million, si.vty-eight thousand young men and
women are enrolled in America's colleges and uni\'ersities
this year — 45 per cent more than were enrolled six years
ago, although the number of young people in the eighteen-
to-t\venty-one age bracket has increased only 2 per cent in
the same period. A decade hence, when colleges will feel
the effects of the unprecedented birth rates of the mid-
1940's. today's already-enormous enrollments will double.
Item: In the midst of planning to ser\e ntorc students,
higher education is faced with the problem of not losing
sight of its cxiraordiiuiry students. ""Whal is going to happen
to the genius or two in this crowd?" asked a professor at
one big university this term, waving his hand at a seemingly
endless line of students waiting to fill out forms at reaistra-
liGHER education in America
had its beginnings when the Puritans
founded a college to train their ministers.
Here, reflected in a modern librar\
window, is the chapel spire at Har\ard.
tion desks. '■Hea\en knows, if the free world ever needed
to disco\er its geniuses, it needs to do so now." President
Robert Gordon Sproul of the University of California
puts it this way: "If we fail in our hold upon quality, the
cherished American dream of uni\ersal education will
degenerate into a nightmare."
Item: A college diploma is the sine qua non for almost
any white-collar job nowadays, and nearly everybody
wants one. In the scramble, a lot of students are going
to college who cannot succeed there. .At the Ohio State
L'ni\ersity. for instance, which is required by law to
admit every Ohioan who owns a high-school diploma
and is able to complete the entrance blanks, two thousand
students flunked out last year. Nor is Ohio State's
problem unique. The resultant waste of teaching talents,
physical facilities, and mone> is shocking — to say
nothing of the damage to young people's self-respect.
Item: The cost of educating a student is soaring. Like
many others. Brown Uni\ersity is boosting its fees this
spring: Brown students henceforth will pay an annual
tuition bill of SI. 250, But it costs Brown S2.300 to
provide a year's instruction in return. The difference
between charges and actual cost, says Brown's President
Barnaby C. Keeney. "represents a kind of scholarship
from the faculty. They pay for it out of their hides."
Item: The Educational Testing Sersice reports that
lack of money keeps many of America's ablest high-
school students from attending college — 150.000 last
year. The LI S. Office of Education found not long ago
that e\en at public colleges and uni\ersities. where
tuition rates are still nominal, a student needs around
SI, 500 a year to get by.
Item : Non-monetary reasons are keeping man> promis-
ing young people from college, also. The Social Science
Research Council offers e\idence that fewer than half of
the students in the upper tenth of their high-school
classes go on to college. In addition to lack of money,
a major reason for this defection is "lack of motivation."
Item: \\. present rates, only one in eight college
teachers can e%er expect to earn more than S7.500 a
year. If colleges are to attract and hold competent
teachers, says Devereux C. Josephs, chairman of the
President's Committee on Education Beyond the High
School, facultv salaries must be increased bv at least
I ROM its simple beginnings,
American higher education has grown into
1,800 institLitions of incredible
diversity. At the right is but a sampling
of their \ast interests and activities.
50 per cent during the next live years. Such an increase
would cost the colleges and universities around half a
billion dollars a year.
Item: Some critics say that too many colleges and
unixersitics have been willing to accept — or, perhaps
more accurately, have failed firmly to reject — certain
tasks which have been oflered to or thrust upon them,
but which may not properly be the business of higher
education at all. "The professor," said one college
administrator recently, "should not be a carhop who
answers every demanding horn. Educational institutions
must not be hot-dog stands."
Item: The colleges and universities, some say, are not
teaching what they ought to be teaching or arc not
teaching it effectively. "Where are the creative thinkers?"
they ask. Have we, without quite realizing it, grown into
a nation of gadgeteers, of tailfin technicians, and lost
the art of basic thought? (And from all sides comes the
worried reminder that the other side launched their
earth satellites first.)
THESE are some of the problems — only some of
them — which confront American higher education
in 1958. Some of the problems are higher edu-
cation's own offspring; some are products of the times.
But some are born of a fact that is the identifying
strength of higher education in America: its adaptability
to the free world's needs, and hence its diversity.
Indeed, so diverse is it — in organization, sponsorship,
purpose, and philosophy — that perhaps it is fallacious
to use the generalization, "American higher education,"
at all. it includes 320-year-old Harvard and the University
of Southern Florida, which now is only on the drawing
boards and will not open until I960. The humanities
research center at the University of Texas and the
course in gunsmithing at Lassen Junior College in
Susanville, California. Vassar and the U. S. Naval
Academy. The University of California, with its forty-
two thousand students, and Deep Springs Junior College,
on the eastern side of the same state, with only nineteen.
Altogether there are more than 1,800 American insti-
tutions which offer "higher education," and no two of
ihcni are alike. Some are liberal-arts colleges, some are
UNIVERSITY OF NEW MEXICO
G REIJKT I S S U ES
DAUTM'U TH Ci'LLEGE
AMHtlts-T t oLLEt;E
UNIVERSITY OF CALIFORNIA
DEEP SPltlNilS JrNIi>K COLLEGE
UNIVERSITY OF KANSAS
Mill growth ha\e come problems
for the colleges and universities. One of
the most pressing, today, is swelling
enrollments. Already they are straining
higher education's campuses and
leaching resources. But the present large
student population is only a fraction
of the total expected in the next decade.
vast universities, some specialize in such fields as law,
agriculture, medicine, and engineering. Some are sup-
ported by taxation, some are affiliated with churches.
some are independent in both organization and finance.
Thus any generalization about .American higher edu-
cation will have its exceptions — including the one that
all colleges and universities desperately need more money.
(Among the 1,S00, there may be one or two which
don't.) in higher education's diversity— the result o\' its
restlessness, its freedom, its geography, its compeiiti\e-
ness — lies a good deal of its strength.
^i MERICAN higher education in 195!S is hardly what
L\ the Puritans envisioned when they founded the
§ \ country's first college to train their ministers in
1636. For nearly two and a half centuries after that, the
aim of America's colleges, most of them founded b>
churches, was limited: to teach young people the rudi-
ments of philosophy, theology, the classical languages,
and mathematics. Anvone who wanted a more extensive
education had to go to Europe for it.
One break from tradition came in lt>76. with the
founding of the Johns Hopkins L niversiiy. Here, for the
lirst time, was an .American institution with European
standards of advanced studv in the arts and sciences.
Other schools soon followed the Hopkins example.
.And with the advanced standards came an emphasis on
research. No lonaer did American universitv scholars
In the flood of vast numbers of students,
the colleges and universities are concerned that
they not lose sight of the individuals
in the crowd. They are also worried about costs:
every extra student adds to their financial deficits.
simply pass along knowledge gained in Europe; they
began to make significant contributions themselves.
Another spectactilar change began at about the same
time. With the growth o\' science, agriculture — until
then a rekili\el\ snnple art — became increasingly com-
plex. In the IXSO's a ntmiber of institutions were founded
to train people for it, but most of them failed to survive.
In 1S62, however, in the darkest hoius of the Ci\il
War, Abraham Lincoln signed the Morrill Land-Grant
Act, offering each state public lands and support for
at least one college to teach agriculture and the mechanic
arts. Thus was the foundation laid for the U. S. state-
university system. "In all the annals of republics," said
Andrew D. White, the first president of one institution
founded under the act, Cornell University, "there is no
more significant utterance of confidence in national
destiny, out from the midst of national calamity."
NOW there was no stopping .American higher edu-
cation's growth, or the growth of its diversity.
Optimistically America moved into the 1900"s,
and higher education moved with it. More and more
Americans wanted to go to college and were able to do
so. Public and private institutions were established and
expanded. Tax dollars by the millions were appropriated,
and philanthropists like Rockefeller and Carnegie and
Stanford vied to support education on a large scale.
Able teachers, now being graduated in numbers by
America's own universities, joined their staffs.
In the universities' graduate and professional schools,
research flourished. It reached outward to explore the
universe, the world, and the creatures that inhabit it.
Scholars examined the past, enlarged and tended man's
cultural heritage, and pressed their great twentieth-
century search for the secrets of life and matter.
Participating in the exploration were thousands of
young Americans, poor and rich. As students they were
acquiring skills and sometimes even wisdom. And, with
their professors, they were building a uniquely American
tradition of higher education which has continued to
OUR aspirations, as a nation, have never been
higher. Our need for educational excellence has
never been greater. But never have the challenges
been as sharp as they are in 1958.
Look at California, for one \ iew of American edu-
cation's problems and opportunities — and for a view of
imaginative and daring action, as well.
Nowhere is the public appetite for higher education
more avid, the need for highly trained men and women
more clear, the pressure of population more acute. In a
recent four-year period during which the country's
population rose 7.5 per cent, California's rose some
17.(1 per cent. Californians — witii a resoluteness which
is, unfortunately, not typical of the nation as a whole —
have shown a remarkable determination to face and even
to anticipate these facts.
They have decided that the state should build fifteen
new junior colleges, thirteen new state colleges, and five
new campuses for their university. (Already the state
has 135 institutions of higher learning: sixty-three private
establishments, sixty-one public junior colleges, ten state
colleges, and the University of California with eight
campuses. Nearly 40 cents of every tax dollar goes to
support education on the state level.)
But California has recognized that providing new
facilities is only part of the solution. New philosophies
are needed, as well.
The students looking for classrooms, for example, vary
tremendously, one from the other, in aptitudes, aims,
and abilities. "If higher education is to meet the varied
needs of students and also the diverse requirements of
an increasingly complex society," a California report
says, "there will have to be corresponding diversity
amonsj and within educational institutions. ... It will
lo accommodate more students
and to keep pace with increasing demands
lor complex research uork,
higher education must spend more on construction
this >ear than in anv other \ear in histors.
not be suflncient for California — or any other state, for
that matter — simply to preside enough places for the
students who will seek college admission in future years.
It uill also have to supply, with reasonable economy
and efficiency, a wide range of educational programs."
Like all of the country, California and Californians
have some big decisions to make.
DR. LEWIS H. CHRISMAN is a professor of
English at West Virginia Wesleyan, a Methodist
college near the town of Buckhannon. He ac-
cepted an appointment there in 1919, when it consisted
of just five major buildings and a coeducational student
body of 150. One of the main reasons he took the appoint-
ment. Dr. Chrisman said later, was that a new library
was to be built "right away."
Thirty years later the student body had jumped to
720. Nearly a hundred other students were taking ex-
tension and evening courses. The zooming postwar birth
rate was already in the census statistics, in West Virginia
But Dr. Chrisman was still waiting for that library.
West Virginia Wesleyan had been plagued with problems.
Not a single major building had gone up in thirty-five
years. To catch up with its needs, the college would have
to spend S500.000.
For a small college to raise a half million dollars is
often as tough as for a state university to obtain perhaps
ten times as much, if not tougher. But Wesleyan"s
president, trustees, faculty, and alumni decided that if
independent colleges, including church-related ones, were
to be as significant a force in the times ahead as they had
been in the past, they must try.
Now West Virginia Wesleyan has an eighty -thousand-
volume library, three other buildings completed, a fifth
to be ready this spring, and nine more on the agenda.
A group of people reached a hard decision, and then
made it work. Dr. Chrisman"s hopes have been more
So it goes, all over .America. The L. S. Office of Edu-
cation recently asked the colleges and universities how
much they are spending on new construction this year.
TVEST VIRGINIA WESLEYAN COLLEGE
UNIVERSITY OF CALIFORNIA
I HE most serious shortage that higher education faces
is in its teaching staffs. Many are underpaid,
and not enough young people are entering the held.
Here, left to right, are a Nobel Prizewinning chemist,
a Bible historian, a heart SLirgeon. a physicist, and a poet.
Ninety per cent of them replied. In calendar I95S, they
are spending $1,078 billion.
Purdue alone has $37 million worth of construction
in process. Penn has embarked on twenty-two projects
costing over $31 million. Wake Forest and Goucher and
ColbyColleges,among others, have left their old campuses
and moved to brand-new ones. Stanford is undergoing
the greatest building boom since its founding. Every-
where in higher education, the bulldozer, advance agent
of growth, is working to keep up with America's insati-
able, irresistible demands.
BUILDING PROJECTS, however, are only the
outward and visible signs of higher education's
elTort to stay geared to the times. And in many
ways they are the easiest part of the solution to its
problems. Others go deeper.
Not long ago the vice president of a large university
was wondering aloud. "Perhaps," he said, "we have
been thinking that by adding more schools and institutes
as more knowledge seemed necessary to the world, we
were serving the cause of learning. Many are now calling
for a reconsideration of what the whole of the university
is trying to do."
The problem is a very real one. In the course of her
200-year-plus history, the university had picked up so
many schools, institutes, colleges, projects, and "centers"
that almost no one man could name them all, much less
give an accurate description of their functions. Other
institutions are in the same quandary.
Why? One reason is suggested by the sice president's
comment. Another is the number of demands which we
as a nation have placed upon our institutions of higher
We call upon them to give us space-age weapons and
UKNSSKLAKU POL^TK* HNH INsTlTl'TK
polio \accine. We ask ihem to pro\ido us uitli lumber-
men and liberally educated PTA presidents, doctors and
statesmen, business executives and poets, teachers and
housewives. We expect the colleges to give us religious
training, better fertilizers, extension courses in music
appreciation, fresh ideas on city planning, classes in
square dancing, an understanding of medieval literature,
and basic research.
The nation does need many services, and higher edu-
cation has never been shy about olTering to provide a
great portion of them. Now however, in the face of a
multitude of pressures ranging from the population
surge to the doubts many people have about the quality
of American thought, there are those who are wondering
if America is not in danger of over-extending its edu-
cational resources: if we haven't demanded, and if under
the banner of higher education our colleges and universi-
ties haven't taken on, too much.
^VmHRICA has never been as ready to pay for its
L\ educational services as it has been to request
# \ them. A single statistic underlines the point. We
spend about seven tenths of 1 per cent of our gross
national product on higher education. (Not that wo
should look to the Russians to set our standards for us
— but it is worth noting that they spend on higher
education more than 2 per cent of //u7> gross.)
.As a result, this spring, many colleges and universities
fuid themselves in a tightening vise. It is not only that
prices have skv rocketed; the real cost of providing
education has risen, too. As knowledge has broadened
and deepened, for example, more complicated and
costly eqinpmeni has become essential.
Feeling the hnancial squeeze most painfully are the
faculty members. The average salary of a college or
university teacher in Americi today is Just over S5,000.
The average salary of a full professor is just over S7,000.
It is a frequent occurrence on college campuses for a
graduating senior, nowadays, to be offered a starting
salary in industry that is higher than that paid to most
of the faculty men who trained him.
On humane grounds alone, the problem is shocking.
But it is not limited to a question of humaneness; there
is a serious question of national welfare, also.
"Any institution that fails through inability or de-
linquency to attract and hold its share of the best
academic minds of the nation is accepting one of two
consequences," says President Cornells W. de Kiewiet of
the University of Rochester. "The first is a sentence of
inferiority and decline, indeed an inferiority so much
greater and a decline so much more intractable that
trustees, alumni, and friends can only react in distress
when they finally see the truth. . . .
"The second ... is the heavy cost of rehabilitation
once the damage has been done. In education as in busi-
ness there is no economy more foolish than poor mainte-
nance and upkeep. Staffs that have been poorly maintained
can be rebuilt only at far greater cost. Since even less-
qualified and inferior people are going to be in short
supply, institutions content to jog along will be denied
even the solace of doing a moderate job at a moderate
cost. It is going to be disturbingly expensive to do even
a bad job."
The effects of mediocrity in college and university
teaching, if the country should permit it to come about,
could only amount to a national disaster.
^_\CEPTiONAL students must
not be overlooked,
especially in a time when
America needs to educate
every outstanding man and woman
to fullest capacity. The
students at the right are in a
philosophy of science class.
WITH the endless squeezes, economies, and
crises it is experiencing, it would not be
particularly remarkable if American higher
education, this spring, were alternately reproaching its
neglecters and struggling feebly against a desperate fate.
By and large, it is doing nothing of the sort.
Instead, higher education is moving out to meet its
problems and, even more significantly, looking beyond
them. Its plans take into account that it may have twice
as many students by 1970. It recognizes that it must not.
in this struggle to accommodate quantity, lose sight of
quality or turn into a molder of "mass minds." It is con-
tinuing to search for ways to improve its present teaching.
It is charting new services to local communities, the
nation, and vast constituencies overseas. It is entering
new areas of research, so revolutionary that it must
invent new names for them.
ONSIDER the question of maintaining quality
amidst quantity. "How," educators ask them-
selves, "can you educate everyone who is ambi-
tious and has the basic qualifications, and still ha\e time,
teachers, and money to spend on the unusual boy or
girl? Are we being true to our belief in the indisidual if
we put e\eryone into the same mold, ignoring human
differences'.' Besides, let's be practical about it: doesn't
this country need to develop every genius it has'.'"
There is one approach to the problem at an institution
in eastern California, Deep Springs. The best way to get
there is to go to Reno, Nevada, and then drive about five
hours through the Sierras to a place called Big Pine.
Deep Springs has four faculty members, is well endowed,
selects its students carefully, and charges no tuition or
fees. It cannot lose sight of its good students: its total
enrollment is nineteen.
At another extreme, some institutions have had to
de\ote their time and elTort to training as nian_\ people
as possible. The student with uniiMial talent has had to
find it and de\elop it without help.
Other institutions are looking for the solution some-
where in between.
The I ni\ersil\ of Kansas, for example, like man\
other state iinixersities, is legalls bound to accept e\er_\
graduate ol'an accredited state high school who applies,
without examinations or other entrance requirements.
■"I ntil recentls," sa\s Dean George Waggoner of Kan-
sas's College of Liberal Arts and Sciences, "man) of us
spent a great deal ofour time trying to sohe the problem
of marginal students."
In the tali of 1955. the uni\ersit\ announced a pro-
gram designed especiall\ for the "gifted student." Its
objective: to make sure that exceptional \oung men and
women would not be o\erlookcd or imder-exposed in a
time of great student population and limited faculty.
Now Kansas uses state-wide examinations to spot
these exceptional high-school boys and girls early. It
invites high-school principals to nominate candidates for
scholarships from the upper 5 per cent of their senior
classes It brings the promising high-school students to
its Lawrence campus for further testing, screening, and
When they arrive at the universitv as freshmen, the
students hnd themselves in touch with a special faculty
committee. It has the power to waive man> .icademic
rules for them. They are allowed to take as large a bite
of education as they can swallow, and the usual course
^_VEN in institutions with thousands
of students, young people with
extraordinary talents can be spotted
and developed. This teacher is leading
an honors section at a big university.
prerequisites do not apply; they may enter junior and
senior-level courses if they can handle the work. They
use the library with the same status as faculty members
and graduate students, and some serve as short-term
research associates for professors.
The force of the program has been felt beyond the
students and the faculty members who are immediately
involved. It has sent a current throughout the College of
Liberal Arts and Sciences. All students on the dean's
honor roll, for example, no longer face a strict limit in
the number of courses they may take. Departments have
strengthened their honor sections or, in some cases,
established them for the first time. The value of the
program reaches down into the high schools, too, stimu-
lating teachers and attracting to the university strong
students who might otherwise be lost to Kansas.
Across the country, there has been an attack on the
problem of the bright student's boredom during his early
months in college. (Too often he can do nothing but
fidget restlessly as teachers gear their courses to students
less talented than he.) Now, significantly large numbers
are being admitted to college before they have finished
high school; experiments with new curricula and oppor-
tunities for small discussion groups, fresh focus, and
independent study are found in many schools. Founda-
tions, so influential in many areas of higher education
today, are giving their support.
The "quality i,v. quantily" issue has other ramifica-
tions. "Education's problem ofthe future," says President
Eidon L. Johnson of the University of New Hampshire,
"is the rehition of mnid and mass. . . . The challenge is
to reach niunbers without mass treatment and the
creation ol' mass men. ... It is in this setting and this
philosophy that the state university finds its place."
And. one might add. the independent institution as
well. For the old idea that the public school is concerned
with quantity and the private school with quality is a
false one. All of American higher education, in its diver-
sity, must meet the twin needs of extraordmary persons
and a better educated, more thoughtful citi/enry.
WH.AT /,v a better educated, more thoughtful
citizenry'.' .And how do we get one? If .Ameri-
ca's colleges and universities thought they
had the perfect answers, a pleasant complacency might
spread across the land.
in the ofTices of those who are responsible for laying
out programs of education, however, there is anything
but complacency. Ever since they stopped being content
with a simple curriculum of theology, philosophy. Latin,
Greek, and math, the colleges and universities have been
searching for better ways of educating their students in
breadth as well as depth. And they are still hunting.
Take the etTorts at .Amherst, as an example of what
many are doing. Since its founding .Amherst has devel-
oped and retined its curriculum constantly. Once it
offered a free elective system: students chose the courses
they wanted. Next it tried specialization: students selected
a major field of study in their last two years. Next, to
make sure that they got at least a taste of many different
fields, Amherst worked out a system t"or balancing the
elective courses that its students were permitted to select.
But by World War II. even this last refinement seemed
inadequate. .Amherst began — again — a re-evaluation.
When the self-testing was over. Amherst's students
began taking three sets of required courses in their fresh-
man and sophomore years: one each in science, history,
and the humanities. The courses were designed to build
the groundwork tor responsible lives: they sought
to help students form an integrated picture of civiliza-
tion's issues and processes. (But they were not "surveys"
— or what Philosophy Professor Cjail Kennedy, chairman
of the faculty committee that developed the program,
calls "those superficial omnibus alTairs.")
How did the student body react? .Angrily. \\ hen Pro-
fessor Arnold B. Arons first gave his course in physical
science and mathematics, a wave of resentment arose. It
culminated at a mid-year dance. The music stopped, con-
versations ceased, and the students observed a solemn,
two-minute silence. They called it a "Hate .Arons Silence."
But at the end of the year they gave the professor a
standing ovation. He had been rough. He had not pro-
vided his students with pat answers. He had forced them
to think, and it had been a shoci< at first. But as they got
used to it, the students found that thinicing, among all of
life's experiences, can sometimes be the most exhilarating.
TO TEACH them to think: that is the problem.
It is impossible, today, for any school, under-
graduate or professional, to equip its students
with all the knowledge they will need to become compe-
tent engineers, doctors, farmers, or business men. On the
other hand, it can provide its students with a chance to
discover something with which, on their own, they can
live an extraordinary life: their ability to think.
THUS, in the midst of its planning for swollen
enrollments, enlarged campuses, balanced bud-
gets, and faculty-procurement crises, higher edu-
cation gives deep thought to the effectiveness of its
programs. When the svsollen enrollments do come and
the shortage of teachers does become acute, higher
education hopes it can maintain its vitality.
lo iMi'Rovr the cIVcctiscncss of their
teaching, colleges and universities
are experimenting with new techniques like
recordings of plays (uhavc) and tele\ision,
which (h'll) can bring medical students
a closeup view of delicate experiments.
( \KV M(n I NI\ KH-ITl
To stretch teaching resources without sacrificing (and,
perhaps, even improving) their effectiveness, it is explor-
ing such new techniques as microfilms, movies, and
television. At Rensselaer Polytechnic Institute, in Troy,
New York, the exploration is unusually intense.
RPI calls its concerted study "Project Reward." How
good, Project Reward asks, are movies, audio-visual aids,
closed-circuit television? How can we set up really ef-
fective demonstrations in our science courses? How much
more effective, if at all, is a small class than a big one?
Which is better: lecture or discussion groups?Says Roland
H. Trathen, associate head of Rensselaer's department
of mechanics and a leader in the Project Reward enter-
prise, when he is asked about the future, "If creative
contributions to teaching are recognized and rewarded
in the same manner as creative contributions to research,
we have nothing to fear."
The showman in a good professor comes to the fore
when he is offered that new but dangerous tool of com-
munication, television. Like many gadgets, television can
be used merely to grind out more degree-holders, or — in
the hands of imaginative, dedicated teachers — it can be
a powerful instrument for improvement.
Experiments with television are going on all over the
place. A man at the University of Oregon, this spring,
can teach a course simultaneously on his own campus
and three others in the state, thanks to an electronic link.
Pennsylvania State experimented with the medium for
three years and discovered that in some cases the TV
students did better than their counterparts who saw their
instructors in the flesh.
The dangers in assembly-line education are real. But
with new knowledge about how people actually learn —
and new devices to help them learn — interesting pos-
Even so, some institutions may cling to time-worn
notions about teaching until they are torn loose by
the current of the age. Others may adulterate the quality
of their product by rushing into short-cut schemes. The
reader can hope that his college, at least, will use the
new tools wisely: with courage yet with caution. Most
of all, he can hope that it will not be forced into adopting
them in desperation, because of poverty or its inability
to hold good teachers, but from a position of confidence
yVMERICAN higher education does not limit itself
L\ to college campuses or the basic function of edu-
# * eating the young. It has assumed responsibility
for direct, active, specific community service, also.
"Democracy's Growing Edge," the Teacher's College
of the University of Nebraska calls one such service
project. Its sponsors are convinced that one of the basic
functions of local schools is to improve their communi-
ties, and they are working through the local boards of
education in Nebraska towns to demonstrate it.
Consider Mullen (pop. 750), in northwest Nebraska's
sandhills area, the only town in its cattle-ranching county.
The nearest hospital is ninety miles away. Mullen needs
its own clinic; one was started six years ago, only to bog
down. Under the university's auspices, with Mullen's
school board coordinating the project and the Teacher's
College furnishing a full-time associate coordinator, the
citizens went to work. Mullen now has its clinical facilities.
Or consider Syracuse, in the southeast corner of the
state, a trading center for some three thousand persons.
It is concerned about its future because its young people
are migrating to neighboring Lincoln and Omaha; to
hold them, Syracuse needs new industry and recreational
facilities. Again, through the university's program, towns-
people have taken action, voting for a power con-
tract that will assure sufficient electricity to attract
industry and provide opportunities for youth.
Many other institutions currently are offering a variety
of community projects — as many as seventy-eight at one
state university this spring. Some samples:
The University of Dayton has tailored its research
program to the needs of local industry and offers training
programs for management. Ohio State has planted the
nation's first poison plant garden to find out why some
plants are poisonous to livestock when grown in some
soils yet harmless in others. Northwestern's study of
traffic problems has grown into a new transportation
center. The University of Southern California encourages
able high-school students to work in its scientific labora-
tories in the summer. Regis College runs a series of
economics seminars for Boston professional women.
Community service takes the form of late-afternoon
and evening colleges, also, which offer courses to school
teachers and business men. Television is in the picture,
too. Thousands of New Yorkers, for example, rise before
dawn to catch New York University's "Sunrise Semester,"
a stiff and stimulating series of courses on WCBS-TV.
In California, San Bernardino Valley College has gone
on radio. One night a week, members of more than seventy-
five discussion groups gather in private homes and turn
on their sets. For a half hour, they listen to a program
TNIVERSITY OF nKL.\HOM.\
^Jffnm ,(ttw 111 ite° ^^
*.■.■ ■ mm nz
such as "Great Men and Great Issues" or "The Ways of
Mankind," a study of anthropology.
When the program is over (it is then 8:30), the li\ing-
room discussions start. People talk, argue, raise ques-
tions — and learn. One thousand of them are hard at it.
all over the San Bernardino Valley area.
Then, at ten o'clock, they turn on the radio again. A
panel of experts is on. Members of the discussion groups
pick up their phones and ask questions about the night's
topic. The panel gives its answers over the air.
Says one participant, "I learned that people who once
seemed dull, uninteresting, and pedestrian had exciting
things to say if I would keep my mouth shut and let
them say it."
When it thinks of community services, American higher
education does not limit itself to its own back yard.
Behind the new agricultural chemistry building at the
University of the Philippines stand bare concrete columns
which support nothing. The jungle has grown up around
their bases. But you can still see the remains of buildings
which once housed one of the most distinguished agri-
cultural schools in the Far East, the university's College
of Agriculture. When Filipinos returned to the campus
after World War II, they found \irtually nothing.
The needs of the Philippines' devastated lands for
trained men were clear and immediate. The faculty began
to put the broken pieces back together again, but it was
plain that the rebuilding would take decades.
In 1952, Cornell University's New York State College
of Agriculture formed a partnership with them. The ob-
jective: to help the Filipinos rebuild, not in a couple of
generations, but in a few years. Twelve top faculty mem-
bers from Cornell have spent a year or more as regular
members of the staff. Filipinos ha\e gone to New 'Sork
to take part in programs there.
Now, Philippine agriculture has a new lease on life —
and Filipinos say that the Cornell partnership should
receive much of the credit. Farms are at last big enough
to support their tenants. Weeds and insects are being
brought under control. Grassland yields are up. .And the
college enrollment has leaped from little more than a
hundred in 1945 to more than four thousand today.
In Peru, the North Carolina College of .Agriculture
and Engineering is helping to strengthen the country's
agricultural research; North Carolina State College is
IN ADDITION to teaching and conducting
research. America's colleges and unl\ersities
offer a wide range of community services.
At the left are hundreds of curriculum
materials a\ailable at one state uni\ersitv.
I ONE of its sersices can function
effectively unless higher education
remains free. Freedom to pursue
knowledge is the strongest attraction
of college and university teaching.
helping to develop Peruvian research in textiles; and the
University of North Carolina co-operates in a program
of technical assistance in sanitary engineering. In Liberia.
Prairie View A. and M. College of Texas (the Negro
college of the Texas A. and M. system) is working with
the Booker Washington Agricultural and industrial Insti-
tute to expand vocational education. Syracuse Universitv
is producing audio-visual aids for the Middle East, par-
ticularly Iran. The University of Tennessee is providing
home-economics specialists to assist in training similar
specialists in India. The University of Oregon is working
with Nepal in establishing an educational system where
none existed before (only eleven persons in the entire
country of !S.5 million had had any professional training
in education). Harvard is providing technical advice and
assistance to Latin .American countries in developing
and maintaining nutrition programs.
THL S emerges a picture of American higher edu-
cation. 1958. Its diversity, its hope that it can
handle large numbers of students without losing
sight of quality in the process, its willingness to extend
its services far beyond its classrooms and even its home
towns: all these things are true of .America's colleges and
universities today. They can be seen.
But not as visible, like a s>ibsurface flaw in the earth's
apparently solid crust, lie some facts that may alter the
landscape considerably. Not enough young people, for
instance, are currently x'.orking their way through the
long process of preparation to become college and uni-
versity teachers. Others, who had already embarked on
laculty careers, are leaving the profession. Scholars .ind
teachers are becoming one of the American economv's
Salary scales, as described earlier in this .irticle, are
largely responsible for the scarcity, but not entirely.
Three faculty members at the L niversity of Oklahoma
sat around a table not long ago and tried to exphiin why
they are staying where they are. All are young. .All are
brilliant men who have turned down lucrative Jobs in
business or industry. All have been offered higher-paving
posts at other universities.
L.VERYWHERE — in business, government,
the professions, the arts — college
graduates are in demand. Thus society pays
tribute to the college teacher.
It relies upon him today as never before.
"it's the atmosphere, call it the teaching climate, that
keeps me here," said one.
"Teachers want to know they are appreciated, that
their ideas have a chance,"" said another. "1 suppose you
might say we like being a part of our institution, not
members of a manpower pool."
"Oklahoma has made a real effort to provide an op-
portunity for our opinions to count,"" said the third. "Our
advice may be asked on anything from hiring a new pro-
fessor to suggesting salary increases.""
The University of Oklahoma, like many other institu-
tions but w//like many more, has a self-governing faculty.
"The by-products of the university government,"" says
Oklahoma's Professor Cortez A. M. Ewing, "may prove
to be its most important feature. In spite of untoward
conditions — heavy teaching loads, low salaries, and mar-
ginal physical and laboratory resources, to mention a
few — the spirit of co-operation is exceeded only by the
dedication of the faculty.""
The professor worth his title mus! be free. He must be
free to explore and probe and investigate. He must be
free to pursue the truth, wherever the chase may take
him. This, if the bread-and-butter necessities of salary
scales can be met, is and will always be the great attrac-
tion of college and university teaching. We must take
care that nothing be allowed to diminish it.
GONE is the old caricature of the absent-minded,
impractical academician. The image of the col-
lege professor has changed, just as the image of
the college boy and the college alumnus has changed. If
fifty years ago a college graduate had to apologize for his
education and even conceal it as he entered the business
world, he does so no longer. Today society demands the
educated man. Thus society gi\'es its indirect respect to
the man who taught him, and links a new reliance with
It is more than need which warrants this esteem and
reliance. The professor is aware of his world and
travels to its coldest, remotest corners to learn more
about it. Nor does he o\erlook the pressing matters at
the very edge of his campus. He takes part in the Inter-
national Geophysical Year"s study of the universe; he
attacks the cancer in the human body and the human
spirit; he nourishes the art of living more readily than
the art of killing; he is the frontiersman everywhere. He
builds and masters the most modern of tools from the
cyclotron to the mechanical brain. He remembers the
artist and the philosopher above the clamor of the
The professor still has the color that his students recall,
and he still gets his applause in the spring at the end of
an inspiring semester or at the end of a dedicated career.
But today there is a difference. It is on him that the nation
depends more than ever. On him the free world relies —
just as the enslaved world does, too.
DR. SELMAN A. WAKSMAN of Rutgers was
not interested in a specific, useful topic. Rather,
he was fascinated by the organisms that live in
a spadeful of dirt.
A Russian emigrant, born in a thatched house in
Priluka, ninety miles from the civilization of Kiev, he
came to the United States at the age of seventeen and
enrolled in Rutgers. Early in his undergraduate career he
became interested in the fundamental aspects of living
systems. And, as a student of the College of Agriculture,
he looked to the soil. For his senior project he dug a
number of trenches on the college farm and took soil
samples in order to count the different colonies of bacteria.
But when he examined the samples under his micro-
scope, Waksman saw some strange colonies, different
from either bacteria or fungi. One of his professors said
they were only "higher bacteria." Another, however,
identified them as little-known organisms usually called
Waksman was graduated in 1915. As a research as-
sistant in soil bacteriology, he began working toward a
master's degree. But he soon began to devote more and
more time to soil fungi and the strange actinomyces. He
was forever testing soils, isolating cultures, transferring
cultures, examining cultures, weighing, analyzing.
Studying for his Ph.D. at the L'niversity of California,
he made one finding that interested him particularly.
Several groups of microbes appeared to live in harmony,
while others fed on their fellows or otherwise inhibited
their growth. In 1918 Waksman returned to Rutgers as
a microbioloaist, to continue his research and teachine.
V^OME research by faculty
members strikes people as "point-
less." it was one such
pointless project that led
Dr. Selman A. Waksman (/<.'/') to
hnd streptomycin. Good basic
research is a continuing need.
In 1923 one of his pupils, Rene Dubos, isolated tyro-
thricin and demonstrated that chemical substances from
microbes found in the soil can kill disease-producing
germs. In 1932 Waksman studied the fate of tuberculosis
bacteria in the soil. In 1937 he published three papers on
antagonistic relations among soil micro-organisms. He
needed only a nudge to make him turn all his attention
to what he was later to call "antibiotics."
The war provided that nudge. Waksman organized his
laboratory staff for the campaign. He soon decided to
focus on the organisms he had first met as an undergradu-
ate almost thirty years before, the actinomyces. The first
antibiotic substance to be isolated was called actinomy-
cin, but it was so toxic that it could have no clinical
application; other antibiotics turned out to be the same.
It was not until the summer of 1943 that the breakthrough
One day a soil sample from a heavily manured field
was brought into the laboratory. The workers processed
it as they had processed thousands of others before. But
this culture showed remarkable antagonism to disease-
producing bacteria. It was a strain — streptomyces griseus
— that Waksman had puzzled over as a student. Clinical
tests proved its effectiveness against some forms of pneu-
monia, gonorrhea, dysentery, whooping cough, syphilis,
and, most spectacularly, TB.
Streptomycin went into production quickly. Along
with the many other antibiotics that came from the soil,
it was labeled a "miracle drug." Waksman received the
Nobel Prize and the heartfelt praise of millions through-
out the world.
In a sense, discoveries like Dr. Waksman's are acci-
dents; they are unplanned and unprogrammed. They
emerge from scholarly activity which, judged by appear-
ances or practical yardsticks, is aimless. But mankind
has had enough experience with such accidents to have
learned, by now, that "pure research" — the pursuit of
knowledge for the sake of knowledge alone — is its best
assurance that accidents will continue to happen. When
Chicago's still-active Emeritus Professor Herman Schles-
inger got curious about the chemical linkage in a rare
and explosive gas called diobrane, he took the first steps
toward tne development of a new kind of jet and rocket
fuel — accidentally. When scientists at Harvard worked
on the fractionization of blood, they were accidentally
making possible the development of a substitute for whole
blood which was so desperately needed in World War II.
But what about the University of Texas's Humanities
Research Center, set up to integrate experiments in lin-
guistics, criticism, and other fields? Or the Missouri
expedition to Cyprus which excavated an Early-Bronze-
lo UNO the most promising young
people of America and then provide them
with exceptional educational opportunities:
that is the challenge. Above, medical
school prol'essors vote on a candidate.
Age site at Episkopi three years ago and is planning to
go bacl< again tPiis year? Or the research on folk ballads
at the University of Arkansas? In an ageof ICBM's, what
is the value of this work?
If there is more to human destiny than easing our toils
or enriching our pocketbooks, then such work is im-
portant. Whatever adds to man's knowledge will inevi-
tably add to his stature, as well. To make sure that higher
education can keep providing the opportunities for such
research is one of 1958 man's best guarantees that human
life will not sink to meaninglessness.
Alfred north whitehead once said, "in
L^ the conditions of modern life, the rule is abso-
# mlute: the race which does not value trained
intelligence is doomed."
In recent months, the American people have begun to
re-learn the truth of Whitehead's statement. For years
the nation has taken trained intelligence for granted — or,
worse, sometimes shown contempt for it, or denied the
conditions mider which trained intelligence might flour-
ish. That millions are now recognizing the mistake — and
recognizing it before it is too late — is fortunate.
Knowing how to solve the problem, hov\e\er, and
knowing how to provide the means for solution, is more
But again .America is fortunate. There is, among us, a
group who not only have been ahead of the general
public in recognizing the problem but who also ha\e the
understanding and the power, iio\\\ to solve it. That group
is the college alumni and alumnae.
Years ago Dr. Hu Shih, the scholar who was then
Chinese ambassador to the United States, said America's
greatest contribution to education was its revolutionary
concept of the alumnus: its concept of the former student
as an understanding, responsible partner and champion.
Today, this partner and champion of American higher
education has an opportunity for service unparalleled in
our history. He recognizes, better than anyone, the es-
sential truth in the statement to which millions, finally,
now subscribe: that upon higher education depends, in
large part, our society's physical and intellectual sur-
vival. He recognizes, better than anyone else, the truth
in the statement that the race can attain even loftier goals
ahead, by strengthening our system of higher education
in all its parts. As an alumnus — first by understanding,
and then by exercising his leadership — he holds within
his own grasp the means of doing so.
Rarely has one group in our society — indeed, every
member of the group — had the opportunity and the
ability for such high service.
^—DUCATlON of high quality for as
many as are qualified for it has been a
cherished American dream. Today
we are too close to realizing that dream
not to intensify our striving for it.
I ' l-VNK I Nl\ LUMTV
The University of Chicago
The University of Pennsylvania
DAVID A. BURR
The University of Oklahoma
VERNE A. STADTMAN
The University of California
The American Alumni Council
FREDERIC A. STOTT
Phillips Academy, Andover
DAN H. FENN, JR.
FRANK J. TATE
The Ohio State University
RANDOLPH L. FORT
The Johns Hopkins University
CHARLES E. WIDMAYER
L. FRANKLIN HEALD
The University of New Hampshire
Photographs : erich hartmann, magnum
Typesetting: American typesetting corporation,
Printing: CUNEO PRESS, kokomo, Indiana
Paper: cico-DUOSET by champion-international
company of LAWRENCE, MASSACHUSETTS
PRINTED IN U.S.A.
Mary Ann Akiridge, ■o2-'53, and
Charles Norman Vittitoe were married
on February 7. They are living in Madi-
Nancy Edna Barineau, '56-'58, and
James (). ISerry, '57, were married on
February 14. They are living in Kent-
Frances Anne Beacham, "51, and Wil-
liam Frank Johnson were married on
February 1. They are living in Jackson.
.Mary Jane Brent, '51, married Charles
Thomas Bennett on December 21. They
are living in Houma, Louisiana.
The wedding of Lila June Brock, '53-
"55, and Walter Sherrill Jeffery was an
event of December 21. The couple re-
sides in Tuscaloosa, Alabama.
Willette Louise Burton, '53, was mar-
ried to John William DeBarr, Jr.. on
December 28. They are living in War-
The wedding of Martha .\nn Crauford.
'53-'55, and Lt. Larry Warner Jones
was solemnized on December 6. The
couple will make their home in Tucson.
Regina Kay Davis, '57, was married
to Carl Richard Coers, IH, on December
20. They are living in Jackson.
The marriage of .Margueritte Lane
Denny, '53, and James Russell Ransom
was held on December 27. They are
residing in Baltimore, Maryland.
Sara Gaby, '54-'55, was married to
Charley Fletcher Mills on October 12.
They are living in Starkville, Mississippi.
Rosemary Flint, '55-'58, and Steve
Grantham were married on March 7 in
Jackson. They are living in Oxford,
Catherine Moseley Hairston, '45, be-
came the bride of Leonard Max Tomsyck
on December 28. The couple is residing
in New Orleans.
The "Bride and Groom" television
program was the scene of the wedding
of Regina Pauline Harlan, '56-'57, and
Derwood Ray Boyles. They are living in
Betty Anne Hicks and Marvin E. Wig-
gins, Jr., '46-'47, were married in Febru-
ary. The couple is living in Jackson.
An event of November 27 was the
wedding of Judith Anne Johnston and
Carl Bertram Causey, '57. They are
(Continued on Page 41)
(Continued from Page 3)
Millsaps College professor. Some readers have concluded that there was some
relationship between this and the discussion groups at Millsaps. There was no
The Millsaps professor accepted the speaking engagement some weeks ago,
before any of the Christian Council discussion groups had been announced or
planned. A number of othe.- highly respected and prominent white citizens of
Jackson have addressed this monthly Social Seminar Forum at Tougaloo. This is
an instance Ox white men being invited to speak to a Negro group.
A number of Millsaps students expressed an interest in hearing the Millsaps
professor at Tougaloo. The Millsaps professor himself arranged a segregated seating
arrangement for these students at Tougaloo.
L'nfortunately, a reporter secured hastily made statements from some of
these students. The students, we feel, were exploited. They had neithe.- the time
nor the opportunity to -iive careful thought to the wording or implications of
The Administration oj Millsaps College will urge all staff members to be
discriminating in accepting speaking en.gagements and be always mindful of their
responsibilities to the College. The .Administration will also urge professors to
use great care in the meetings they recommend to their students.
It is regrettable that so much attention has been paid to these incidents and
that so much misunderstanding has resulted. It does offer an opportunity to
make some pertinent observations:
1. College students have a right to hear various points of view. They are
more mature in their judgments than they sometimes are credited with. It is
far better in a democracy and in a Christian college to allow opportunities for
different points of view to be heard than to forbid them to be presented.
2. Millsaps College has its weaknesses. Nobody knows this better than the
Faculty, the TiUstees, and the Administration, all of whom seek diligently to
identify the weaknesses and to correct them.
Indoctrination is not one of our weaknesses. It is to be noted that a Roman
Catholic priest accepted an invitation to appear on one of the Forums. The
Christian Council had no thought that the Protestant listeners would become
attracted to the Roman Chuich. They felt that it would be informative to have
this point of view presented along with others.
Millsaps College is proud to be an institution of the Methodist Church. We
are proud to note that a large proportion or our students a^e members of other
denominations than Methodist. The Colle.ge endeavors faithfully to be fair in
championing the Christian faith in a persuasive manner. The Purpose of Millsaps
College clearly states this and is available for all to examine.
3. In an age when we are alarmed at the increasing controls of government,
we should be strengthening those institutions which support and preserve freedom
of speech. It is better to have freedom of speech abused now and then than
not to have it at all. A tightly censored control by Chui-ch or other groups is
as offensive and ultimately as fatal to freedom as is state regimentation.
The Christian tradition maintains steadfastl.v that we are ultimately governed
liy Christ. This is no plea for an irresponsible use or abuse of freedom. It is a plea
for the freedom we treasure and for which our forefathers died.
4. Millsaps College is willing now, as always, to be judged by its graduates.
In scores of Mississippi communities and beyond there are useful and faithful
ministers, teachers, doctors, lawyers, farmers, business men. statesmen and house-
wives — products of this College in early and recent years. We can thank God for
what this College has meant to the City of Jackson, to Mississippi, to the
Methodist Church, and to the nation. Its greatest years of usefulness lie in the
Every thoughtful person needs carefully to consider that if freedom is attacked
at one college, it will eventually be attacked at all educational institutions. Moreover,
every pulpit, every newspaper, every individual could be pressured. Differences of
opinion are to be welcomed. The only alternative is dreaded thought control.
Millsaps College joins with the entire Christian Church, of which it is an integral
part, in pledging to its constituents its devotion to preserving a climate where
freedom may prosper and where intimidation, fear and bondage are doomed.
H. E. FINGER. JR.
(Continued from Page 39)
The Statement of the Board
In view of the widespread interest manifested in recent events at Millsaps
College, it is appropriate for its Board of Trustees to make the following statement:
We follow the founders of Millsaps in the encouragement of academic free-
dom in the faculty and the spirit of inquiry in the students. We recognize the
distinction between good teaching, on the one hand, — a setting forth, on the
part of a teacher, of all the facts on all sides of any question under discussion —
and indoctrination, on the other hand, — an attempt, on the part of the teacher,
to force his opinion and beliefs upon a student. The former we approve because
it stimulates thinking by which students reach their own conclusions. The latter
we do not approve because it jeopardizes the basic concepts of the free enterprise
system of democracy, and of Christianity itself. The purpose of a college is not
to tell people what to think but to teach them how to think. Our purpose at
Millsaps College is to create an atmosphei'e in which Christian convictions may
grow and mature.
Neither segregation nor integration is an issue at Millsaps College. Segre-
gation always has been, and is now, the policy of Millsaps College. There is no
thought, purpose, or intention on the part of those in charge of its affairs to
change this policy.
The administration of these principles is the responsibility of the President,
and for their implementation he is responsible to the Board of Trustees. The Board
commends the manner in which Dr. Finger has fulfilled this responsibility. We
have confidence in the integrity of the faculty and of the administration.
Marvin A. Franklin, Chairman W. B. Selah
N. J. Golding R. G. Moore
J. W. Leggett, Jr. W. E. Bufkin
R. L. Ezelle Fred B. Smith
Roy N. Boggan J. D. Wroten, Sr.
B. M. Hunt V. D. Youngblood
W. L. Robinson John E. McEachin
John F. Egger J. D. Slay
Student Leaders Speak
The following resolution was adopted Tuesday night, March 18, by the student
Senate by a vote of 13 to 4.
It is with real concern and deep regret that we, the Student Senate of
Millsaps College, review the events of recent days. We are impelled by the con-
tinued attacks brought against our College to come to its defense. We speak only
for ourselves; we make no attempt to represent the Student Body as a whole.
We are distressed to discover those forces within our state which would so
eagerly damage the good reputation of our Alma Mater and all that she stands
for. It is unfortunate that they have brought such gross misunderstandings to
bear on the life of this educational institution.
We are disappointed in a state which inspires us to be educated, but which
now would deprive us of one of the fundamentals of education — the right to
consider various points of view and draw our own conclusions therefrom. We
ask of those who would criticize us — have we reached the point where we cannot
even listen to another point of view without fear of pressure or public denunciation ?
It is a serious time which will not allow all views to be expressed,
regardless of what they may be. This contradicts all that America and the state
of Mississippi have historically stood for. We urge those who speak of these
freedoms to practice them, and to allow us to do so.
We are disturbed by the lack of confidence which some apparently have in
our ability as students to draw our own conclusions. In a matter of years we will
We welcome the following into the
Future Alumni Club of the Millsaps
College Alumni Association:
Frank Terrill Alford was born July
20, 1957, to Mr. and Mrs. Flavius Alford
(Mary Ann O'Neil, '53). The Alfords
have a daughter, Annette, 2%.
Dr. and Mrs. Charles W. Chadwick
are the proud parents of a daughter,
their sixth child. Clara Gene was born
April 24, 1957. Mrs. Chadwick (Evelyn
Clark) is a member of the class of '36.
Katharine Lynn Child was born Jan-
uary 14, 1958, to Mr. and Mrs. James
K. Child. Mrs. Child is the former Kay
Joseph Patterson Clark was born to
Mr. and Mrs. James Watts Clark on
January 13, 1958. Mrs. Clark is the
former Mary Alice Moss, '51. Joseph
Patterson has a brother, James Watts,
Martha Elizabeth Conner was born
December 16, 1957, to the Reverend and
Mrs. James Conner. Mr. Conner is a
member of the class of '38. Mrs. Conner
is the former Betty Langdon, '47.
Cheryl Ann Crosby was welcomed by
a sister, Cynthia, 2%, when she made
her entrance on August 25, 1957. Her
parents are the Reverend and Mrs. Tom
Crosby (Wilma Faye Dyess, '50), of
Lou Ann Farris, born November 30,
1957, is the daughter of Mr. and Mrs.
Bill Farris, of Cleburne, Texas. Mrs.
Farris is the former Lucretia Caldwell,
Paul Glenn Green arrived on January
4, 1958. His parents are Mr. and Mrs.
Paul Green, of Natchez, Mississippi.
Mrs. Green is the former Bernice Edgar,
Miriam Elise Hall was born to Mr.
and Mrs. Waverly ("Chuck") Hall on
December 6, 1957. Mr. Hall is a mem-
ber of the class of '51.
Charles Daniel Laseter, Jr., was born
December 29, 1957. He is the son of the
Reverend Charles Laseter, '54, and Mrs.
Laseter, of Cary, Mississippi.
Deborah Sue Lovell was born July 18,
(Continued on Page 41)
ourselves be voting citizens of this state. Many of us are now
now be trusted, who in the future will make our choices for us ?
We commend the administration of this College for reserving these rights
for us. We admire their courage to stand for freedom of expession and inquiry
in the face of criticism and the impossible demands of groups and individuals
within our state.
We insist that the current issue before us is not race, but rather whether
the subject o; race — or any other suljject — may be explored honestly and without
bias. This is part of the freedom of any man. We demand no more than this,
but we do expect this much. Our right to inquire into such matters, and the
right of others to furnish us this information, has been challenged. We regard this
as a violation of our freedom of inquiry and expression.
We do not intend to be deprived by any person, group, or organization of our
belief in the Scriptural admonition, "Ye shall know the truth, and the truth shall
make you free." In this we must stand firm. Our Christian conviction demands that
we not forsake this principle in compromise with those who would undermine it.
If we cannot FUTURE ALUMNI—
With the coming of spring .-.uch rebellions against convention as the cameraman
has framed above can be seen on the Millsaps College campus. Dr. Ross Moore
lectures to a seminar group concerning problems in history. Great teaching has
made of .Millsaps one of the foremost institutions of its type in the nation.
FROM THIS DAY—
(Contiiiued from Page 39)
living in Pensacola.
Ursula Ann Kenyon and Lt. (j.g)
Pat H. Curtis, '53, were married on De-
cember 14. They are residing in Fort
Sudie Kate Mitchell and Verlin Marvin
Bell, '54-'55, were married in March.
They are living in P>elzoni.
The marriage of Dorothy Marie Mof-
fett to Hugh Jonathan Burford, '54, took
place on December 26. They are residing
in Lawh-ence, Kansas.
An event of March was the wedding
of Lynnice Parker. '57, and Alvah C.
Long, Jr. They are living in Birming-
Marriage vows were said by Johnny
Belle Pittraan and Albert Godfrey San-
ders. Jr., '42, on January 11. They are
residing- in West Point, Mississippi.
January IS was the date of Calheriiio
Powell's ('47) marriage to Philip Alex-
ander Klipple. They are living in Austin.
The marriage of Uucy Price, '57, to
James Edward Inkster was solemnized
April 3. The couple is living in Stark-
The wedding of Mattelyn Keid, "55-'57.
and Dr. James Edward Booth was an
event of the Christmas season. The
couple resides in Eupora. Mississippi.
Rosa Ann Rials was married to James
Kayford Woodrick, '57, on February 2.
They will live at Carson, Mississippi,
until June, when they will move to
Durham, North Carolina.
(Continued from Page 40)
1957, to Mr. and Mrs. Charles Lovell.
Deborah Sue is the granddaughter of
Mrs. A. M. Kirkpatrick, (Leota Taylor,
Judith Lynn Manley was born on De-
cember 30, 1957, to Dr. and Mrs. Harry
Manley. Dr. Manley is a member of the
Millsaps political science department.
The couple has two other children,
Melinda, 8, and Martha, 4.
Rubel Lex Phillips. Jr., arrived De-
cember 8, 1957. He is the son of Mr.
and Mrs. Rubel Lex Phillips, of Jackson.
Mr. Phillips is a '51 graduate.
Mark .Ashworth Short was born May
28, 1957. He is the son of Dr. and Mrs.
Louie C. Short, both '54. Mrs. Short is
the former Frances Jo Peacock.
Craig Norman Smith arrived Febru-
ary 23. 1958. He is the son of Mr. and
Mrs. V. G. Smith (Bonnie Lee Harmer,
'47). Other members of the family in-
clude Connie Lee, Cheryl, and Charlie.
William Trent Stout was born to Mr.
and Mrs. Trent Stout on December 7,
1957. Mrs. Stout is the former Cornelia
Hegman, a member of the class of '45.
The wedding of Charlotte Sue Schmidt
and Dr. Clayton Justus Overton. '54,
was held December 21. The coui)le will
live in Jackson.
Evelyn Shoemaker was married to
Ivichard Holmes, '4(;-'50, on February 7.
They are living in Jackson.
January 24 was the wedding day of
-Marianna .Simmons, '53-'56, and Klemmer
Lee Simmons. They are living in Jack-
Anne Parker Smith, '49, married Lt.
S. P. Passantino January 18. They are
living in Bay St. Louis. Mississippi.
Hazel Elizabeth Truluck, '58. married
IIenr\ lUirton .lackson. '5(1. They are
living in Norfolk, \'irginia.
Katherino Caroline Watson. ■54-'55.
ami James Baker Check. Jr.. were niar-
rieil on December 27. They are living in
Frances West was married to Leslie
Page. Jr.. '54, on December 27. They
are living in Chapel Hill, North Carolina.
Claudette Westerficld. '55, was mar-
ried to Edward Joseph Songy in Decem-
ber. They are living in Biloxi. Mis-
March 15 was the date of the wedding
of Margaret Whitfield, '5ti. and Layton
J. Smith. The couple is living in Jackson.
Cannon Mills' senior vice-president and
manager of the sheet department, James
G. Johnson, '10, has announced his re-
tirement plans after 27 years of service.
Cannon Mills president Stanley Phillips
said that Mr. Johnson plans to devote
more time to travel and personal affairs.
Leon McCluer, '12-'15, is teaching in
the education department at Alabama
State Teachers College in Jacksonville,
Alabama. Mrs. McCluer, the former
Mary Moore, attended Millsaps from
1905 through 1907.
It appears that a whole column could
be devoted to the talents and achieve-
ments of Dr. C. C. Norton, '19, who was
recently elected district governor of
Rotary International District 775. Listed
in "Who's Who in America," he is the
John M. Reeves Professor of Sociology
and Government at Wofford College.
He is the author of thi'ee books in dif-
ferent fields and does a weekly cartoon
which appears in several denominational
papers and the Spartanburg Herald
Journal. For more than 30 years he
has annually interpreted Dickens'
"Christmas Carol" in person and over
radio and television — usually fi-10
times a season. He is married to the
former Mabel Binning. A daughter
teaches art in France and a son is a
A note from the Reverend Jesse F.
Watson, '24, pastor of the First Metho-
dist Church in LaMesa, New Mexico,
said, "Distance and the time with a bit
of money thrown in with them add to
absences from your meeting's. But it
gives me pleasure to check up on what
is going on around there and to see
pictures of the Worthies of the Alma
Mater, to reminisce a bit over a time,
a place and folk that have meant and
do mean a lot to this Mississippi Hill
Billy out on the 'Lone Prairie.' "
The National School Service Institute,
a trade association for manufacturers
and distributors of school equipment and
supplies, has named James W. Campbell.
'24, to serve as president. Mr. Campbell
is in his 35th year with Mississippi
School Supply Company and has served
as its president for the past three years.
Mrs. Campbell is the former Evelyn
Dr. Vernon L. Wharton, '28, Dean of
the College of Liberal Arts at South-
western Louisiana Institute, presided at
one of the lectures given at Louisiana
State University by Avery O. Craven on
the First Cold War. The lectures were
sponsored by the graduate school and
the history department of LSU.
The 160-acre farm and Magnolia Seed
Company owned by Mr. and Mrs. Wil-
liam A. Bilbo, Jr., keep them busy, but
they still find time for civic and social
activities, and the list is quite a long one.
Mr. Bilbo, '29, was named Pike County's
Man of the Year in 195(1. The couple
has two children.
Will Jacobs, Jr., superintendent of the
Liberty, Mississippi, Consolidated Schools
for the past eight years, resigned to
become principal of the Inverness, Mis-
sissippi, High School. After graduating
from Millsaps in 1932 he received his
MA degree from Mississippi Southern.
The College Registrars of Mississippi
section of the Mississippi Education As-
sociation have named Paul Hardin, '35,
to serve as president of the group. Mr.
Hardin is registrar at Millsaps.
Eternalite Corporation, a business con-
cern which produces light bulbs guaran-
teed to last five years, has as its pi'esi-
dent a Millsaps alumnus, Robert C.
Smith, '32-'33. Mr. Smith, formerly an
insurance executive, obtained the pro-
cess for the bulbs from the Swiss Em-
bassy and began manufacturing them
in the States. He has his headquarters
in New Orleans.
Members of the Neurosurgical Society
of America have elected Dr. Charles L.
Neill, Jr., 'ofi, to serve as their president.
Dr. Neill received his MD degree at
Cornell and did his advanced training
work at Cornell-Beilvue Medical Center
in New York before entering practice in
L. T. DeLauP, '33-36, has been ap-
pointed assistant to the president of
Southwest Steel Products, of Houston.
Texas. After leaving Millsaps Mr. De-
Laup graduated from Louisiana State
Mrs. Lottie B. McRaney Mitchell, '39,
is serving as associate professor of
English at Southeastern Louisiana Col-
lege in Hammond, Louisiana. Her son
received his Master's degree in business
administration from LSU last summer.
Esso Research Laboratories has creat-
ed a personnel section at its Baton
Rouge office, and Dr. Leslie M. Addison,
'41, has been appointed head of the
division. After graduating from Mill-
saps Dr. Addison received his M.S. degree
from the University of North Carolina
and his Ph. D. from Purdue. He is mar-
ried and has two daughters.
The first Mississippian to earn the
nationally recognized designation of
"Chartered Property and Casualty Un-
derwriter," Zach Taylor, Jr., '44, has
opened his own firm, Taylor Insurance
Agency, in Jackson. He is married to the
former Dot Jones, '45, and they have
three children, Patricia, Zachary, and
For the past five years Delbert Bow-
den, '43-'44, has taught music and Eng-
lish at Crane High School in Chicago.
He and his wife have two daughters,
aged 6 and 3.
Katherine and Elizabeth Riddell, '47
and '40-'42, recently purchased the prop-
erty at 2 Park Avenue in Jackson. It
was sold to their great grandfather. Dr.
W. J. J. Sullivan, by Major Millsaps
Now in her sixth year with Prudential
Insurance Company in Jackson, Sara
Frances Clark is serving as senior clerk.
She is a member of the class of '47.
Wallace L. Cook, '47, is field represen-
tative with the Bureau of Old Age and
Survivors Insurance of the Social Se-
curity Administration. He makes his
home in Pueblo, Colorado.
A recent appointment to managership
of the J. C. Penney Store in West Palm
Beach, Florida, makes Jim Longinotti,
'48, one of the youngest managers with
the chain. He is married to the former
Betty Brewer, '48, and the couple has
Hagan Thompson, '50, renounced his
title as "World's Oldest Teenager" to
head for the West Coast and show busi-
ness. Things were looking up for him
in that "hardest of businesses to get
into," according to latest I'eports. He
won his title as WOT on "Teen Tempos,"
a Jackson television program which he
emceed. It is predicted that his wife,
Marilyn Sanderson, '49, and children,
Lyn, 4, Dan, 2, and Maurice, 1, will be
joining him in Hollywood soon.
he worked with the TVA in Alabama.
These senior class officers head the largest group to graduate from Millsaps
College in eight years. They are. left to right. Julian Kush, Meridian, president;
.John ."stone, Jackson, vice president; and ISetty (Jarrison, Jackson, secretary-
treasurer. They and their classmates will be guests of honor at the Alumni Day
banquet on .Ma\ 10. The class of 19.)8 will graduate on .Monday. June 2.
Tip H. .\llen, Jr., '51, will complete
work on his doctorate in political science
this year at the University of Alabama.
Mrs. Allen is the former Margaret Buch-
of Economics and Business Administra-
tion. In his first semester in the school
he maintained a near straight-A avera.ge.
Classmates of Inez McCoy, '51, were
very excited when they saw her on "To
Tell the Truth." a national television
panel show. Now a resident of Xew
York. Miss McCoy was one of three con-
testants, each trying to convince the
panel that she was the person telling the
truth about an established fact.
Rubel I'hillips, '51, resigned from his
position as chairman of the Mississippi
Public Service Commission to join the
law firm of Wright, Overstreet, Kuy-
kendall and Perry. In announcing his
decision he stated that he was fulfilling
a lifelong ambition to enter the practice
of law. He's using his spare time to
serve as state chairman of the Cerebral
On the 24th of March Pat Curtis,
'53, was released from active duty in the
Xavy. He immediately moved to Fort
Wayne, Indiana, where he is studying
group insurance with Lincoln National
Life Insurance Company.
Dr. Ray Joseph Haddad, '5o. is not let-
ting a term in the Xavy interfere with
his medical career. .\t night he serves
as doctor in the Xorth Carolina State
Concern, national news magazine for
Methodist youth, has two Millsaps alum-
ni at its head. Charles Hoyles, '53, was
named editor, and Eddie Gossard, '54,
will serve as managing editor. Gossard
is married to the former Sarah Ann
Lee Baker, '48-'51. was named sports
editor for the Jackson Daily News in
January. Mr. Baker began work for
the paper while he was a student at
Millsaps. His column, "Baker's Dozen,"
is a favorite with sports enthusiasts of
Mississippi. Mrs. Baker is the former
Lacv Rees. '50-'52.
John R. Howell, '54, has been appoint-
ed child welfare worker for the Wash-
ington County Welfare Department. He
has received his Master's degree in social
work from Tulane L'niversity and was
associated with the Harrison County
Welfare Department at Gulfport.
A report from Vanderbilt L'niversity
indicates that David McFarland, "53, is
making a superior record in the School
I'aul Alice Wiggins, '54, is an analyti-
cal chemist with the Xational Distillers
and Chemical Corporation in Cincinnati.
Prior to accepting his present position
Xow a student in the Department of
Radio, Television, and Motion Pictures
at the University of Xorth Carolina,
Leslie Page, Jr., '54, received his M.A.
degree in religious education from Em-
ory University. His recent marriage to
Frances West is also a result of at-
tending Emory — he met her there.
Eugene Antley, *55, is teaching history
and government at Spartanburg Junior
College in Spartanburg, South Carolina.
Robert M. Maddo.x, 'oti. has recently
been promoted to assistant cashier of
the Jlechanics State Bank in McComb.
Annicf Loflin and Virginia ."^later, 'of,,
have been accepted for membership in
the American Society of Medical Tech-
nologists. Both are now employed by
the L'niversity of Mississippi Medical
Center in Jackson, having completed
their training at Charity Hospital in
"Cambridge is definitely the intellec-
tual center of the world," Reynolds
Cheney, '57, writes, and he's busy trying
to take advantage of every opportunity
while enrolled in Episcopal Theological
School there. He is working in a parish
in downtown Boston and will do three
months' clinical training in a mental
institution this summer.
Continuing the fine work she did with
the Players at Millsaps, Shirley Brown,
'57, was selected to serve as stage man-
ager for the Jackson Little Theater's
presentation of "Dial M for Murder."
She also served as stage manager for the
Opera Guild's production of "The Ini-
rressario." She accepted a position with
the YWCA upon graduation from Mill-
ALl MM DAY ACTIVITY
Friday. .May 9
Singers Rehearsal 7 p.m.
Saturday. May 10
Singers Fellowship 9 a. m.
Singers Rehearsal 10 a. m.
Registration (All .Alumni) 11:30 a.m.
Dutch Luncheon 12 noon
Seminars 2 p. m.
Convocation 5:15 p.m.
-■Mumni Day Banquet _ ...6:15 p.m.
"Kismet" _ ._ 8:15 p.m.
If you want to know more about what the
college crisis means to you, send for the free
booklet "The Closing College Door" to: Box
36, Times Square Station, New York 36, N. Y.
J- his could be
the college your child
wants to enter in 1967.
It could be any college in the country in
another ten years. Or every college, for that
matter. It's a sobering thought.
Not in the least. The blessing of a growing
population has brought with it a serious
threat to our cherished system of higher edu-
cation. College classrooms and laboratories
are already alarmingly overcrowded by
mounting enrollments. Admissions authori-
ties see no letup ... in fact, expect to have
twice as many appUcants clamoring at the
gates by 1967. Even more critical is the fact
that faculty salaries remain pathetically in-
adequate, and qualified people, dedicated
but discouraged, are seeking greener fields,
If this trend continues, the time will come
when our colleges will be less able to produce
thinking, well-informed graduates. When
that happens, American education will face
a sad day. And so will our children, our
country, our way of life.
But this threat doesn't have to become a
reality. You can do your part to keep our
system on a sound footing.
How? "--C ' -■■
By helping the colleges or universities of
your choice. With your aid, they can assure
us continued progress in science, in business,
in statesmanship, in the better things of life
. . . for us, and for our children.
Sponsored as a public service, in cooperation with the Council for Financial Aid to Education, by
MILLSAPS COLLEGE ALUMNI ASSOCIATION
KEEP IT BRIGHT