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M>iM^t&^ 


SPRING 
EDITION 


*       -s^       * 


Inside  .  .  . 

Higher   Education  —   1958 

A  32-page   Report 
Millsaps  and  Freedom 
New  Dormitories  Named 

Coming  Events  .  .  . 

Alumni  Day,  May  10 

Singers  Reunion 

Faculty  Seminars 

Kismet 
Graduation,  June  2 


*      ■*      * 


MILLSAPS 
COLLEGE 
BULLETIN 


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 
study. 

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- 
mendable. 

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, 


Page    Two 


MAJOR    NOTES 


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 
justifies   it. 

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 
racial  groups. 

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 


MAJOR   NOTES 

-Millsaps    College    .Vlumni    .Magazine 

Editor   James   J.    Livesa\ 

.Associate  Editor  Shirley  Caldwell 


Contents 

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 


Vol.  42 


APRIL,  i;i:)S 


No.  8 


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 
24,   1912. 


ABOUT  THE   COVER 


(Continued   on   Page   39) 


SPRING 


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. 

Page    Three 


This  Issue 


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 
orientation  ? 

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. 
Page   Four 


MAJOR    NOTES 


President  Re-elected 

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- 
year  term. 

The  action  was  taken  at  the  February 
meeting  of  the  Board  in  which  two  dorm- 
itories now  under  construction  were 
named. 

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 
Campbell,  treasurer. 

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 
observers. 

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 

SPRING 


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, 
in    Jackson. 

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,   '57. 

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. 


Nominees  Chosen 

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, 
Jackson. 

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. 


Campus  Saddened 

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 
so   effectively. 

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 
many  fields. 

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- 
sippi. 


Superior  Students 

Millsaps  College  students  have  been 
selected  for  recognition  by  two  national 
foundations. 

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 
teaching  profession. 

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- 
ophy. 

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- 
saps. 

Page    Five 


Jn  ilftttoriam 


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 
follows: 

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 
speaker. 

Charles  Richard  Cook,  '02,  who  died 
May  3,  1957.  He  was  a  resident  of 
Shreveport,  Louisiana. 

Judge  Lamar  F.  Easterling,  '03,  who 
died  January  31,  1958.  He  was  a  resident 
of   Jackson. 

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, 
Mississippi. 

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, 
Mississippi. 

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- 

Poge   Six 


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 
education. 

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 
differences,    however. 

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 
Alumni    Club. 

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- 
er,   directors. 

Retiring  president  J.  J.  Valentine  was 
elected  chairman  of  the  Board  of  the 
Memphis  group. 

The  election  was  held  at  the  organi- 
zation's winter  meeting  on  February  10 
in  the  home  of  Mr.  and  Mrs.  W.  C.  Wof- 
ford. 

Since  its  founding  in  1954,  the  Mem- 
l)his  Club  has  been  one  of  the  most 
active  and  effective  area  alumni  organ- 
izations. 

The  next  meeting  will  be  held  at 
President  Murrah's  country  home  near 
Memphis. 

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 
persons. 

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 
30,  1958. 

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. 

MAJOR    NOTES 


A  SPECIAL  REPORT 


AMERICAN 
HIGHER  EDUCATION 

1958 


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- 


H, 


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 


MILLS  COLLEGE 


GREIJKT       I  S  S  U  ES 
BOX 


DAUTM'U  TH  Ci'LLEGE 


AMHtlts-T  t  oLLEt;E 


UNIVERSITY    OF  CALIFORNIA 


DEEP  SPltlNilS  JrNIi>K  COLLEGE 


EMnK\    rNlVEIt.>-tTV 


UNIVERSITY    OF  KANSAS 


w, 


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. 


SMITH  COLLEGE 


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. 


H.ARV.MID   UNrVERSITY 


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 

this  day. 

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 


i^r 


*  ,* 


f  i> 


.5!i^^^Pfe:SS2^. 


..J^«*y«ift|S:| 


T, 


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. 


[A 


■fw 


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 
as  elsewhere. 

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 
than  fulfilled. 

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 


T, 


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 
learning. 

We  call  upon  them  to  give  us  space-age  weapons  and 


UKNSSKLAKU   POL^TK*  HNH     INsTlTl'TK 


BAYLOR  UNIVERSITY 


DARTMOLTH  COLLEGE 


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. 


c 


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 
selection. 

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. 

ii\-\L<'n  rN-i\h:iis|-i\ 


T 


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. 


,jSf-'Mi*iM?«^»W***»**'**' 


(  \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- 
sibilities appear. 

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 
and  strength. 


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 


:■  "vifH 


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.\ 


^f. 


^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. 


^■^ 


4>  . 


N, 


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 
scarcest  commodities. 

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 
that  respect. 

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 
machine. 
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 
actinomyces. 

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. 


HUTGER.S      UNIVERSITY 


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 
came. 

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- 


,» 


T, 


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. 


.J- 


■p^ 


;.,j^ 


BAILOR      tNIVKH^IT'i 


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 
difficult. 

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 

I 


at  " 


CTCT 


I  '   l-VNK     I  Nl\  LUMTV 


EDITORIAL   STAFF 


FELICIA  ANTHENELLI 

The  University  of  Chicago 


WILLIAM  SCHRAMM 
The  University  of  Pennsylvania 


DAVID  A.  BURR 

The  University  of  Oklahoma 


VERNE  A.  STADTMAN 
The  University  of  California 


JEAN  DINWOODEY 
The  American  Alumni  Council 


FREDERIC  A.  STOTT 

Phillips  Academy,  Andover 


DAN  H.  FENN,  JR. 

Harvard  University 


FRANK  J.  TATE 
The  Ohio  State  University 


RANDOLPH  L.  FORT 

Emory  University 


ERIK  WENSBERG 

Columbia  University 


CORBIN  GWALTNEY 

The  Johns  Hopkins  University 


CHARLES  E.  WIDMAYER 

Dartmouth  College 


L.  FRANKLIN   HEALD 

The  University  of  New  Hampshire 


CHESLEY  WORTHINGTON 

Brown  University 


ACKNOWLEDGMENTS 


Photographs :     erich  hartmann,  magnum 
Typesetting:     American  typesetting  corporation, 

CHICAGO,  ILLINOIS 

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- 
son, Wisconsin. 

Nancy  Edna  Barineau,  '56-'58,  and 
James  ().  ISerry,  '57,  were  married  on 
February  14.  They  are  living  in  Kent- 
wood,  Louisiana. 

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- 
rington, Florida. 

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, 
Mississippi. 

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 
Jackson. 

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) 
SPRING 


CONCERNING  FREEDOM— 

(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 
such  relationship. 

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 
their  statements. 

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 
future. 

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. 

Page   Thirty-Nine 


CONCERNING  FREEDOM— 

(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 

Page    Forty 


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 
Fort,  '55. 

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, 
II. 

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 
Luling,  Louisiana. 

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, 
'54. 

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, 
'54. 

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) 

MAJOR    NOTES 


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 
Wayne,  Indiana. 

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- 
ham. 

Marriage  vows  were  said  by  Johnny 
Belle  Pittraan  and  Albert   Godfrey   San- 

SPRING 


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. 
Texas. 

The  marriage  of  Uucy  Price,  '57,  to 
James  Edward  Inkster  was  solemnized 
April  3.  The  couple  is  living  in  Stark- 
ville,    Mississippi. 

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, 
'18). 

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- 
son. 

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 
Vicksbur.g.    Jlississippi. 

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- 
sissippi. 

March  15  was  the  date  of  the  wedding 
of  Margaret  Whitfield,  '5ti.  and  Layton 
J.  Smith.   The  couple  is  living  in  Jackson. 

Poge    Forty-One 


c^VlAJOR  MISCELLANY 


1892-1919 

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 
practicing  physician. 

1920-1929 

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 
Flowers,  '25. 


Dr.  Vernon  L.  Wharton,  '28,  Dean  of 
the  College  of  Liberal  Arts  at  South- 
western Louisiana  Institute,  presided  at 

Page    Forty-Two 


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. 

1930-1939 

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 
Jackson. 

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 
LTniversitv. 


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. 

1940-1949 
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 
Walter. 


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 
about  1907. 


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 
two   daughters. 

1950-1957 
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. 

MAJOR    NOTES 


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- 
anan,    '53-'54. 


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 
Palsy  campaign. 


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 
Prison    Hospital. 


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 
Dennis,  "54. 


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 

SPRING 


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. 
.■^-lississippi. 


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 
Xew   Orleans. 


"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- 
saps. 


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. 

Poge    Forty-Three 


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. 

Farfetched? 

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, 
elsewhere. 

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 


HIGHER    EDUCATION 


KEEP    IT    BRIGHT