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Full text of "Major Notes"

mm noT-ES 



millsaps college 
magazine 
winter, 1966 



i -\ ''^ 'i L 



Religion 

on 

Campus 




mm noTis 

millsaps college magazine 
winter, 1966 



MERGED INSTITUTIONS: Grenada 
College, Whitworth College, Millsaps 
College. 

MEMBER: American Alumni Council, 
American College Public Relations As- 
sociation. 



CONTENTS 



3 Religion Speaks to the Egghead 



7 The Student Pastor 



10 Organized Religious Activities 



12 "The Messiah" 



15 Events of Note 



17 Columns 



20 Basketball Claims Campus 
Attention 



22 Major Miscellany 



Volume 7 January, 1966 Number 2 



Published quarterly by Millsaps College in Jackson, 
Mississippi. Entered as second class matter on Oc- 
tober 15, 1959, at the Post Office in Jackson, Mis- 
sissippi, under the Act of August 24, 1912. 



Shirley CaldweU, '56, Editor 



James J. Livesay, '41, Executive Director, Alumni 
Association 



Jim Lucas, '66, Photographer 
Back Cover by Bill Horrell 



Presidential Views 



hi/ Dr. Benjamin B. Graves 

Millsaps College is under consideration by the Ford Foundation 
in its Challenge Grant Program for liberal arts colleges and uni- 
versities considered potential centers of excellence. These grants 
are unrestricted and represent monies of real substance, ranging 
up from one million dollars. Matching conditions are always speci- 
fied. Southern schools which have received grants include David- 
son, Sewanee, Southwestern, Vanderbilt, and Tulane. Selection 
puts one in relatively rare company. Four or five schools will prob- 
ably be selected for grants next spring from the dozens being re- 
viewed. Below is a description of what happened to one college 
which received the grant. 

The first phase of the investigation was a visit in late October 
by Dr. Elizabeth Paschal, an Educational Consultant to the Special 
Programs Section of the Ford Foundation. Dr. Paschal was on our 
campus for three days, during which she talked to the administra- 
tion, members of the faculty and student body, and to a dinner 
meeting with representatives from a cross-section of Millsaps 
constituencies. 

The report of this preliminary visitor was apparently favorable, 
inasmuch as we have been asked to proceed to the second, or profile, 
stage. Completion of this profile will represent a massive under- 
taking. The profile is divided into two basic segments and will cover 
our accomplishments over the past ten years and our projected 
plans for the next ten years. The first segment is statistical, and 
the second portion is essentially descriptive. If a study of these 
data, which must be submitted by March 1, 1966, is also encourag- 
ing, there is a third stage. This consists of a visit by a larger body 
from the Foundation. They may stop the investigation at any stage, 
however. 

Although I consider this invitation to proceed to the second 
stage encouraging, I want to make it clear that this is but another 
step in the investigation process and is not to be construed as a 
commitment from Ford. Irrespective of the outcome of this review, 
however, I believe that we need to make such a study and will find 
that it will be of great value to us. 

I think you will agree that this opportunity could provide a big 
chance for Millsaps to move to a higher level of quality and dis- 
tinction among the nation's educational institutions. I will keep 
you informed of developments. Your interest, cooperation, loyalty, 
and continuing support have never been more important. Signifi- 
cant factors which Ford considers are the career accomplishments 
of alumni and the trend, absolute amounts, and the percentage of 
alumni providing continuing support to the College. 
"AFTER THE MONEY CAME" 
Excerpt from Newsweek, November 8, 1965, pp. 66-8 
The gift of money to a college or university often makes headlines. 
But perhaps the more important story is what happens at the school 
after the money arrives. To assess the impact of a 'small' $1.4 
million foundation grant on a small liberal-arts college, Newsweek's 
Kevin P. Buckley visited Cornell College in Mount Vernon, Iowa. 
His report: 

When the Ford Foundation's Special Program in Education 
turned its munificence on Cornell two years ago, Cornell president 
Arland F. Christ-Janer recalls, the college administrators were so 
excited 'we just ran around the building.' 

By now the excitement is more subdued, but it has spread 
throughout the campus. With the help of the grant, Cornell launched 
a ten-year, $12 million fund drive. The 36-man board of trustees 
made personal contributions totaling $800,000, the North Iowa 
Conference of the Methodist Church (Cornell was founded by a 
Methodist circuit rider in 1853) promised $700,000, and alumni do- 
nations jumped 1,200 per cent. By last month president Christ-Janer 
delightedly announced that the campaign had already passed its 
(Continued on Page 18) 



2 




Orvel Hooker, who joined 
the faculty last fall, was 
one of the first chapel 
speakers this year, and 
one of the best received. 
He is a graduate of Ouachita 
College, has the S. T. B. and 
S. T. M. degrees from 
Temple University and 
has completed residency 
requirements for his 
doctorate. 



Religion 
Speaks 
to the 
Egghead 



By ORVEL HOOKER 

Assistant Professor of Speech 



Adlai Stevenson, accused of surrounding himself 
with too many intellectuals, replied, "Eggheads of the 
world, unite; you have nothing to lose but your yolks!" 
It was Stevenson who popularized the term "egghead" 
as a soubriquet for "intellectual." 

The college community is, in many ways, similar 
to a poultry farm. The freshman resembles a newly laid 
egg — pure, white, and very fresh. The sophomores and 
juniors have had more exposure. They are still in their 
shells, slowly being warmed by the educational proces- 
ses about them. The senior has just poked his head out 
of his collegiate shell. He is about ready to go out peep- 
ing and cheeping into the world. But where will he peep 
and how will he cheep? And the faculty? We of the 
faculty sit upon the nests of knowledge hoping that this 
year we will hatch a good brood of collegiate chicks. 

At this point religion speaks to the egghead. It speaks 
to the egghead, not the bonehead. There is a difference. 
Frankly, some in the academic community feel that 
religion has little, if anything, to say to the scholar. To 
them, the term "religious scholar" is a contradiction in 
terms. You may be religious and not scholarly, or a 



scholar and not religious, but you cannot be both. Such 
people ask if there is any such thing as a really intelli- 
gent religious person. 

Before entering the teaching ministry, I pastored 
a large church in New England. One morning a lady 
stopped to talk with me at the close of a Sunday morn- 
ing worship service. She made this stunning statement, 
"Mr. Hooker, you will never know how much your ser- 
mons have meant to me, especially since I lost my 
mind!" 

Some say it is true: you may be religious if you 
lose your mind. They ask how faith and fact may be 
joined as man and wife and then live happily ever after. 
They want to know whether or not, if we scrambled all 
the religious eggheads in the world, we would produce 
even one good religious omelet. At least a part of our 
world feels that we have written across the doors of all 
religious institutions: "Egghead, keep out!" 

It is simply not true. The doors of this religious in- 
stitution are thrown open and we say to you, "Egghead, 
come in. We want you. We have use of you. We have 
something to say to you." 



ReU<i^ion on Coinptts 



Religion Speaks to the Egghead 

(Continued) 



Upon one occasion during His earthly ministry, a 
Jewish lawyer asked Jesus which was the first of all the 
commandments. That was a vital question, for the Old 
Testament contains 613 commandments. The lawyer was 
an egghead; he wanted to know. Jesus answered, "The 
first of all the commandments is . . . thou shalt love the 
Lord Thy God with all thy heart, and with all thy soul, 
and with all thy mind, and with all thy strength; this 
is the first commandment . . . There is none other com- 
mandment greater." 

In His answer, Jesus quoted the sixth chapter of 
the Book of Deuteronomy, but He did not quote it exactly. 
In fact, He added to it. Deuteronomy speaks of loving 
God with "heart, soul and strength"— three things. Jesus, 
however, added a fourth. He added the mind. In other 
words, Jesus says to the egghead, "Give me your mind." 

Stop, Egghead, 
Before You Conform 

Here I tell you a bedtime story, not to put you to 
sleep, but rather to wake you up. It is the children's story 
of "Tootle the Train" — number twenty-one in the Golden 
Books. Tootle goes to a train school where two lessons 
are taught: always stop at a red flag, and always stay 
on the track. If he obeys these lessons. Tootle is assured 
that someday he will be promoted to be a big streamliner. 

For a time Tootle is obedient, but one day he gets 
off the track. He actually enjoys being out in the fields 
where he can smell the grass and flowers. But such a 
brazen disregard for rules cannot be kept secret. After 
all, there are tell-tale signs in Tootle's cow-catcher. Poor 
Tootle is helpless. Unable to break his bad habit, he con- 
tinues to get off the track. His train teacher is desperate. 
Finally, the mayor of Trainville calls a town meeting 
to discuss Tootle's failings. 

The next time Tootle goes out on a run, the com- 
mittee in Trainville is prepared. Whenever Tootle tries 
to get off the track he encounters a red flag and stops. 
Tiu-ning to another direction, he runs into another red 
flag. All about are red flags — flags that keep Tootle on 
the track and away from the fields, the grass, and the 
flowers. Confused by the red flags. Tootle decides it is 
best to stay on the track and go straight ahead. He 
promises never to leave the track again. Returning to 
his roundhouse, he is rewarded by all his train teachers 
and the townspeople of Trainville. All Tootle can remem- 
ber is the advice of the whole world: "Always stay on 
the track and you'll grow up to be a great big stream- 
liner." 

Conformity! This is the word of the world. Get in 
the groove! Fit the mold! Stay on the track. Tootle my 
boy, and someday you'll grow up to be a great big busi- 
nessman. Don't get out of line if you want to be top man 
on the totem pole, and if you want to have your own 
swivel chair and air-conditioned office. Always be the 




man in the middle if you want to be the man at the top 
Get along, son, get along. Follow the pattern. Conform 
That's the way. 

Today's emphasis is definitely on conformity. Eveii 
the beatniks conform, although their conformity is sup! 
posedly a revolt against conformity! When you have 
seen one beatnik, you have seen them all. They all weaij 
beards, tennis shoes, long hair, and careless clothing | 
In order to be a beatnik, you must look like a beatnik] 
That is conformity. I 

Several years ago William H. Whyte, Jr., the editoil 
of Fortune Magazine, wrote a book called The Organizaj 
tion Man. It was an immediate best-seller. In it Whytej 
says that the pattern of American life is changing. T 
is shifting more and more toward organization. The ok 
days of individualism, thrift, and competition are dying 
Personal ethics are giving way to social ethics. It is nc| 
longer the person who counts, but persons. We are moving 
from a singular to a pluralistic society. 

Too theoretical, you say? Let's make it clearer. Th( 
Monsanto Chemical Company advertises nationally, "Ni 
Room for Virtuosos in Our Company." They have a filn 
showing their chemists, all in white coats and wearing 
black-rimmed glasses. The sound-track says, "No geni 
uses here; just a bunch of average Americans workinf 
together." The warning is both obvious and ominous 
Don't wave your Phi Beta Kappa key at us if you wan 
a job. Be a "good Joe" and get along. 

Would you like to be an executive at Sears and Roe 
buck? They have a personality profile of what they want 
You will need to rank in the 80th percentile for econo 
mics, but keep your aesthetic sense below ten percent 
Avoid an appreciation of art, history, literature, music 
philosophy, and religion. Here is a quote from the Sears 
profile: "A man who scores higher than ten percen' 
in aesthetics accepts artistic beauty and taste as a fun 
damental standard of life. This is not a factor which 
makes for executive success .... Generally, cultura 
considerations are not important to Sears executives, anc 
there is evidence that such interests are detrimental tc 
success." Listen carefully, Tootle, and your whistle wil 
say, "Stay on the track . . . stay on the track . . . staj 
on the track." 

David Riesman, author of The Lonely Crowd, made 
a study of comic books (some college students have com 
pleted a similar study). He interviewed a twelve-year 
old girl about her favorite comic. She said, "I like Sup 
erman better than the others. They can't do what Super 
man can. Superman can fly; he can knock down build 
ings. They can't." When Riesman asked if she would lik< 
to be able to fly and knock down buildings, she answered 
"Oh, I would like to if everyone else did, otherwise '. 
would be rather conspicuous, wouldn't I?" 

In 1955-56 the trustees and faculty of Millsaps College 
issued a joint statement concerning the purpose of the 



college. In part, it states: "As an institution of higher 
learning, Millsaps College . . . does not seek to indoctri- 
nate, but to inform and inspire. It does not shape the 
student in a common mold of thought and ideas . . . ." Not 
jnly is this the purpose of Millsaps College, but it is also 
the purpose of your religion. 

The Christian religion does not ask that you conform; 
it asks that you transform. Religion does not ask you to 
Pit the mold, but rather to change the mold. It is the 
purpose of religion to lift you above the juvenility of a 
ook-alike, act-alike, think-alike life. To the church in 
Rome, the Apostle Paul wrote: "I beseech you, there- 
fore, brethren, by the mercies of God, that ye present 
your bodies a Uving sacrifice, holy, acceptable unto God, 
which is your reasonable service. And be not conform- 
sd to this world, but be ye transformed by the renewing 
of your mind . . . ." 

Yes, religion speaks to the egghead and says, "Be 
conspicuous, and while you are about it, use your mind." 

Look, Egghead, 

Before You Become Too Comfortable 

Most of us want to be comfortable. IMany an egg- 
head thinks of nothing more than his own well-being. 
On one university campus the first three hundred appli- 
cants for jobs with a large corporation never asked about 
salary. They wanted to know about retirement benefits. 
How long were vacations? Would they have their own 
office? How many coffee breaks per day? Comfort was 
their goal, and it is the goal of many a collegian. The 
ultimate after graduation is a suburban home, a pretty 
wife, two cars, a power-mower, boat, and color T. V. set. 
r. S. Eliot may well have written the epitaph for our 
generation in his poem "The Rock" when he said, "And 
the wind shall say: 'These were decent people, their only 
monument the asphalt road and a thousand lost golf 
balls!' " 

Some have well observed that this is the age of the 
"goof-off" and the "gold-brick"— 'that most teachers 
cannot teach, that most policemen cannot police, that 
most students do not study, that most preachers cannot 
preach, that most judges cannot judge, that most lawyers 
do not know the law, and that most trustees cannot be 
trusted. 

Many even want a comfortable religion. They think 
of the church as a stained glass bedroom where the 
church hymns lull them to sleep if the minister's sermon 
fails to do so. If a church is without pew cushions, the 
congregation feels as if it is being subjected to some 
medieval torture rack. The earliest church service is 
fast becoming the most popular, for it relieves one of 
his religious responsibilities the most quickly. If the 
minister preaches five minutes beyond his allotted time, 
half the congregation are ready to transfer their mem- 
bership. One church in -the Midwest gave green stamps 



for attendance, and another, in the East, served sand- 
wiches during the sermon! 

Will Herberg and Martin Marty contend that we are 
living in a "post-religious" world. They p)oint out that 
we have a religion which goes everywhere in general 
and nowhere in particular, that we have faith without 
fact, a social, respectable religion whose basic belief 
is in the goodness of man, whose ethics consists of "live 
and let live," whose main enemy is Communism and 
whose Kingdom of God is the American way of life, for- 
ever and ever. Amen. 

Harry Golden, the provocative Jewish editor of The 
Carolina Israelite, has this to say: 

If I were faced today with the decision my an- 
cestors faced — become a Christian or die — I would 
pick a church fast. There is nothing to offend me 
in the modern church. The minister gives a ser- 
mon on juvenile delinquency one week, then re- 
views a movie next week, then everyone goes 
downstairs and plays bingo. The first part of 
a church they build is the kitchen. Five hundred 
years from now people will dig up these church- 
es, find the steam tables and wonder what kind 
of sacrifices we performed. 

The college order of the day is frequently comfort. 
Many a student has no desire to study. He wants a com- 
fortable chair, a clean desk that he can mark on, a ball- 
point pen to click in class, a notebook he hopes he will 
not have to use, a "crip" course and a professor who 
lets the class out early. He wants enough time between 
classes for a quick smoke and a cup Of coffee, and he 
wants to know how many questions on his next test, 
whether or not they will be true-false, matching, discus- 

to some, the term 
"religious scholar" 
is a contradiction .... 
You may be religious 
and not scholarly, or a 
scholar and not religious, 
but you cannot be both, 
(they say). 

sion, or multiple choice. He also wants to know how 
late he can get his term paper in and still receive credit, 
and asks if he must wear his can and gown to graduation, 
and if those comprehensives are really necessary. 

Religion actually offers little comfort. It is not 
intended to be very comfortable. It is easy to be a 
Methodist, or a Baptist, or a Catholic, but it is not easy 
to be a good Methodist, or a good Baptist, or a good 
Catholic. So, Mr. Egghead, your religion asks you to stop 
and take a good look before you become too comfortable. 



ReU<i,i(»i o;i Campus 



Religion Speaks to the Egghead 

(Continued) 




Moses was not particularly comfortable when he led the 
Children of Israel across the waters of the Red Sea with 
the Egyptians breathing down his neck. Jesus was not 
comfortable when He died on the cross with splinters in 
His head, staves in His hands, and a spear in His side. 
Remember, too, that Jesus did not die on a beautiful gold 
cross standing between two flickering candles in a church 
sanctuary. He died on the old rugged cross outside the 
church, in the marketplace where men cursed, cheated, 
and connived. 

Religion is too high, too hard, too holy for some. It 
is easy to love God, but not with all your heart, all your 
soul, all your strength, and all your mind. If you want a 
comfortable religion you will never be happy in the 
Christian religion. It will make you uncomfortable, and 
it may well be that the best religion is the most uncom- 
fortable. 



Listen, Egghead, 
Before you Compromise 



Education always presents a multiplicity of views. 
This is both bane and blessing. An egghead is exposed to 
new and creative ideas, but he often lacks the proper 
experience to correlate and choose between them. This 
frequently results in suspended judgment and perpetual 
doubt. Out of this confusion a compromise attitude some- 
times develops. Our world is an inveterate leveler. Ex- 
tremes are canceled out. There is no "black" or "white" 
side to a question, only both sides in a lovely shade of 
gray. There is no extremely good, no extremely bad, no 
absolute right, no absolute wrong. Everyone wants to 
be the man in the gray flannel suit. We have forgotten 
the words of Dante, who wrote: "The hottest places in 
hell are reserved for those who, in a time of great moral 
crisis, maintain their neutrality." Mathematically we 
may not understand Einstein's theory of relativity, but 
mentally we practice it. 

Along with conformity and comfort, our world makes 
an eloquent plea for the third member of its trio: com- 
promise. We are urged to be broad-minded, but broad- 
minded may also mean "flat-headed." We are asked to 
sit on the fence, never realizing that the only thing we 
get when we sit on the fence is a seat-full of splinters! 

Religion does not plead for a closed mind. It merely 
cautions you not to have a mind so open that all thoughts 
pass through and none are retained. Plato, Aristotle, Au- 
gustine, Aquinas, Luther, and Calvin were not comprom- 
isers. This is precisely why we remember them. Nor 
did they merely summarize the thoughts of others. His- 
tory has yet to produce one great eclectic. Soren Kier- 
kegaard said we ought "to select for ourselves one great 
idea and give ourselves wholly to it." 

Your religion urges you not to resemble a liberal 
Methodist coming out of a Hindu Temple, with a rosary 
in one hand, a copy of Mary Baker Eddy in the other, 



and the Star of David tied around your neck I Religioi 
asks you to think . . . think . . . think — to find out wha 
you believe and stand for something, lest you fall fo: 
anything, Archimedes said, "Give me a fixed point and 
will move the world." A fixed point is what we need, no 
a fluctuating one. We need a foundation, not a float. This 
religion has to offer. 

No man of our century better exemplifies the tru( 
religious spirit than does Dietrich Bonhoeffer. In 193 
Adolph Hitler dismissed Bonhoeffer from the faculty o 
Berlin University because of his criticism of German Na 
tional Socialism. Refusing to leave Germany during th( 
war years, Bonhoeffer wrote to his friend Reinhold Nie 
buhr: "I shall have no right to participate in the recon 
struction of Germany after the war if I do not share the 
trials of this time with my people." In 1943 Bonhoeffei 
was arrested and shuttled from one prison camp to an 
other throughout the war. On April 5, 1945, by dircc 
order of Gestapo Chief Heinrich Himmler, Dietrich Bon 
hoeffer, a thirtv - nine - year - old Lutheran pastor, wa: 
hanged to death by the Nazi S. S. Black Guards at Flos 
senburg. A few hours after his death Allied troops lib 
crated his prison camp. They missed by minutes saving 
his life. Bonhoeffer's grave has never been found, but h( 
has found his way into many hearts and some have no 
forgotten. 

Conform? Dietrich Bonhoeffer never knew the mean 
ing of the word. 

Comfort? There was no comfort in the German prisoi 
camps in Berlin, Buchenwald, and Flossenburg. 

Compromise? The hangman's noose was powerless. 

they think of the church 
as a stained glass 
bedroom where the church 
hymns hill them to sleep 
if the minister's sermon 
fails to do so .... Religion 
is too high, too hard, 
too holy for some. 



Do you remember the question of the Jewish lawyer: 
"Which is the first commandment?" Do you remcmbei 
the answer of Jesus: "Thou shalt love the Lord thj 
God with all thy heart, and with all thy soul, and wit! 
all thy mind . . .?" 

Religion speaks to you, Mr. Egghead. We ask yoi 
for vour mind. May we have it? 



6 





Religion on Campus 



The Student Pastor: 

Collegian during week, minister 

on weekends, dedicated Man of God 

at all times. His double role keeps him busy. 




Religion on Campus 

STUDENT PASTOR 

Jerry Pettigrew, who decided in his first year in col- 
lege to become a Methodist minister, didn't plan to 
serve a church while still a student. But after all the 
appointments were made last summer there were still 
some vacancies, and he was asked to fill one. 

He serves the Lena Charge: five churches. On two 
Sundays of every month he preaches four sermons. On 
the other two he preaches only two. His biggest problem, 
he says, is "trying to write good sermons and keep up 
with school work, too." He must also spend much time 
on the road covering his Charge, visiting his members, 
and attending meetings. 

"Grew" is president of the Ministerial League and 
the Christian Council. He was house manager for Lamb- 
da Chi Alpha fraternity until his church duties restrict- 
ed the use of his time. He plans to attend graduate school, 
probably at Emory, and then return to the North Missis- 
sippi Conference or enter the Army as a chaplain. 

He's a busy student: "I knew the Charge would take 
a lot of work and a lot of time," he says, "but you have 
to go at it twenty-four hours a day." 




8 




There's more to being 
a minister than preaching, 
student pastor Jerry 
Pettigrew learns. He has 
two full-time jobs. 




The N. W. Ward family, of Lena, invites "Grew" home 
for Sunday dinner. The Lena church is one of his five. 




Pettigrew mimeographs material for his congregation. 



He'd like more time to write better sermons, he says. 

9 



Religion on Campus 

For those who want them, 

Organized Religious 
Activities Abound 
On the Campus 



Young people today hear of a "new 
moraUty." Campus reHgious groups 
can help them evaluate the new standard. 




Once a week groups of students on the campus gath- 
er together who have one special thing in common: their 
commitment to a particular form of religious worship 
and a particular approach to Christian faith and practices, i 



There are six organized denominational groups on 



"Students don't want lectures," says MSM President 
Sherry Monk. "We get enough of them in class." Above, 
students attending an MSM meeting listen to speaker. 



the campus, as well as four interdenominational organiza- 
tions. 

There are the Baptist Student Union, which "at- 
tempts to encourage the spiritual growth of Baptist col- 
lege students and to challenge them to better Christian 
living"; the Canterbury Club (Episcopal), which is "com- 
mitted to a program of worship, study, stewardship, evan- 
gelism, and Christian social action, through which it is 
hoped that the spiritual life of its members will be in- 
creased and developed"; the Catholic Club, the newest 
of the organizations, which is designed to bring Catholic 
students together for religious growth and fellowship; j 
the Disciples Student Fellowship, which offers "growing' 
experience through worship, study, service, and fellow- 1 
ship for student members of the Christian Church"; 
Methodist Student Movement, which provides "programs! 
that are both educational and inspirational, with op-j 
portunities provided for participation in service projects"; 
and Westminister Fellowship (Presbyterian), which "isj 
intended to serve as the connecting link between church 
and school." 

The interdenominational groups are the Christian 
Council, the Ministerial League, Women Christian Work- 
ers, and Young Women's Christian Association. i 
The Christian Council is composed of the presidents! 
of the denominational groups and an elected representa-| 
tive from each group. It is responsible for the special pro-' 
grams of religious emphasis, such as Religious Emphasisl 
Week and Thanksgiving, Christmas, and Easter services, j 
Special communion services are held before Christmas, 
and Easter, and Holy Week services are held each morn-i 
ing prior to Easter. ; 
The Ministerial League is open to all pre-ministeriall 
students, and there are some other than Methodist on the] 
campus. The League is designed to help the students to' 
grow in their spiritual and religious life. ! 
WCW is an organization primarily for women who, 
are interested in church-related vocations. Opportunity; 
is provided for participation in service projects on and| 
off campus. 

The YWCA is an organization committed to Christian- 
ideals and standards. 

Outgrowths of the denominational groups include thej 
Committee of Concern, which has helped to rebuild somej 
of the Negro churches which have been destroyed in, 
the hysteria which has enveloped the radicals on both' 
sides of the civil rights issue. Both the YWCA and the 
the Christian Council give sponsorship to World Univer- 
sity Service fund-raising campaigns on the campus. 
Faculty Waiter Night has traditionally been the chief 
activity in this behalf. Some students work at Bethlehem 
Center, a rehabilitation project in the city. Some work! 
at the Methodist Children's Home. 

Communion is served each Wednesday morning in; 
Fitzhugh Chapel, and mass is offered each week for 
Episcopal students. There is one required interdenomina-i 
tional religious service: Thursday morning chapel. The 
programs are seldom completely religious, but Millsaps 
feels that religion encompasses all of life, so that a dis- 
cussion of politics or a description of the function and 
operation of the Medical Center is not out of place. There 
are hymns and prayer to remind those present of an 
over-riding purpose, but it is up to the student to relate 
what he hears to his own life and growth. 



10 



Dr. T. W. Lewis, of the religion department, leads MSM discussion. "The programs that are relevant to the students' 
lives and in which they have a chance to say what they think are the ones that are most successful," Miss Monk states. 



President Graves has described chapel as "the best 
one-hour, non-credit course on the campus." The stu- 
dents don't always agree, nor for that matter does the 
faculty, because people will insist on being governed by 
their own likes and dislikes, but the Chapel Committee 
never stops trying. In addition to speakers drawn from 
the community, programs are often given over to faculty 
members who, although already over-burdened by large 
teaching loads, willingly spend the hours necessary for 
preparing an address that will stimulate that most critic- 
al of audiences, the student body. 

Students generally hate chapel, perhaps because 
it is required. Unless the speaker can captivate his au- 
dience with a well-stated and thought-provoking speech, 
he may as well be prepared to face a sea of down-turned 
heads. But they aren't praying; they're studying. There's 
always a test coming up or an assignment unfinished. 

This doesn't really say that the student body is not 
religious. Many of the tense talk sessions which go on in 
the dormitories late at night center around philosophy 
and religion. Most students have been told all their lives 
what to think. The process of maturing, of learning to 
question and find answers for themselves, leads them to 
some soul-searching. It may be agonizing, but when 
some conclusions have been reached they will be the 
student's own, and they will be hard to shake because 
they will have a foundation. 

Formal courses in religion are, of course, required 
of all students, and courses in philosophy are required 
additionally of all Bachelor of Arts candidates. The requir- 
ed religion courses are studies of the Bible, involving read- 
ing and interpretation, history, and application of the 
concepts to modern times. Six hours — or one year of 
study — are required. 

The BA student's six hours of philosophy may include 
the introductory course and any of the other courses of- 
fered — logic, history of philosophy, ethics, aesthetics. 



philosophy of religion, American philosophy, or Oriental 
philosophy. 

Local churches of all denominations issue special 
invitations to college students to participate in their 
programs. The students are urged to continue their parti- 
cipation in church activities while away from their home 
churches. Some of the churches provide transportation 
for the worship services if there is sufficient demand. 
Orientation always includes an introduction to the various 
churches of the city. 

Is religion dying on the campuses, as is sometimes 
charged? The opportunities for religious growth are 
many at Millsaps. The answer, as far as Milsaps is con- 
cerned, would seem to be a rejection of the charge. 



Denominational Preferences of Students 


Denomination 


Member 


Prefer 


Methodist 


405 


18 


Baptist 


160 


12 


Presbyterian 


92 


3 


Episcopal 


81 


9 


Roman Catholic 


38 


2 


None Stated 


9 




Disciples of Christ 


7 




Greek Orthodox 


5 




Church of Christ 


4 




Lutheran 


4 


1 


Assembly of God 


3 


1 


Jewish 


3 


2 


Christian Scientist 


3 




Latter Day Saints 


3 




Church of God 


2 




United Church 


2 




Eastern Orthodox 


1 




Unitarian 


1 


2 



11 



Religion on Campus 




'^^lory to Qoi 

in the hi^hest^ 

and peace on earthy 

good n>iU ton>aris men. 



jy 



12 



z J^ord Qod Omnipotent rei^neth . , /^ 




Most of the music performed by the various campus 
choirs is religious, ranging from the Schubert "Mass 
in E flat," which the Concert Choir presented last fall, 
to the tour program of anthems and spirituals — and in- 
cluding the traditional Christmas performance of "The 
Messiah." 




^\ . . an} he shall rei^n jorei^er and ei^er/^ 




Conductor Richard Alderson, '57, directs a rehearsal session of the three choirs in the most beloved of oratorio: 
14 



I 



Events of Note 



GRAVES ADDRESSES ALUMNI 

Alumni who attended Homecoming 
this fall were told by President Ben- 
jamin B. Graves that the challenge 
of the near future will be a struggle 
with mediocrity. 

The featured speaker at the tradi- 
tional Homecoming banquet, Dr. 
Graves said that the American socie- 
ty pattern of "a great band in the 
middle, a narrow band at the top, 
and a somewhat wider band at the 
bottom" would be affected by the 
Computer Age. "Where is the medio- 
cre man going to fit into this knowl- 
edge-oriented economy of the future?" 
he asked. 

Urging alumni to join the officials 
in "dedicating ourselves toward mak- 
ing Millsaps College more than medi- 
ocre," President Graves said that 
alumni coold help in financial support, 
in recruiting students, in contacting 
other sources of financial support, and 
in any public relations activity in be- 
half of the College. 

Alumni who returned to the campus 
for Homecoming had a full day of 
activities, ranging from reunions for 
special classes to the Millsaps-Liv- 
ingston State football game, climaxed 
by the Millsaps Players* presentation 
of "The Crucible." 

The classes of 1916 and 1941, cele- 
brating their 50th and 25th anniver- 
saries respectively, were the honor 
groups. Also holding reunions were 
1930, 1931, 1932, 1933, 1949, 1950, 1951, 
and 1952. 

The Millsaps-Livingston State foot- 
ball game, played for the first time 
in the afternoon on Homecoming, end- 
ed in a disappointing 35-14 loss. It 
was, however, brightened by the 
crowning of senior Kathy Hymers, 
daughter of George W. Hymers, Jr., 
'32-'33, '34-'35, of Jackson, Tennessee, 
as Homecoming Queen during half- 
time ceremonies. Alumni Association 
President Lawrence Rabb placed the 
crown on her head, revealing the 
queen's identity for the first time. 

Alumni were also entertained by a 
student talent show early in the after- 
noon. 

President Rabb also spoke briefly 
at the banquet, where announcement 



was made of the selection of Briga- 
dier General Robert Blount, '28, for 
the honor of Alumnus of the Year. 
Entertainment was provided by the 
Troubadours. 

Homecoming participants were 
guests of the Players for the final 
performance of Arthur Miller's "The 
Crucible" following the banquet. 

BLOUNT NAMED TOP ALUMNUS 

As always, one of the big events 
of Homecoming was the announce- 
ment of the recipient of the Alumnus 
of the Year Award for 1965. 

The revelation that Brigadier Gen- 
eral Robert E. Blount, commanding 
general of the William Beaumont 
General Hospital in El Paso, Texas, 
had been chosen to receive the honor 
was greeted with enthusiasm by the 
alumni in attendance at the Home- 
coming banquet. 

General Blount, a member of the 
Class of 1928, was presented a certi- 
ficate of appreciation. He is the 15th 
alumnus to be presented the award, 
the highest given exclusively to alum- 
ni. 

The award is presented annually to 
the alumnus who has demonstrated 
the greatest service to the commu- 
nity, church, and college. Nomina- 
tions are made by the public at large, 
and the recipient is chosen by a com- 
mittee of alumni, faculty members, 
and students. 

After receiving his Bachelor of 
Science degree from Millsaps General 
Blount earned the Doctor of Medicine 
degree from Tulane University Medi- 
cal School. He served his internship 
at the U. S. Marine Hospital in New 
Orleans and then entered active duty 
in the Army Medical Corps. 

He held several positions of import- 
ance before being appointed chief 
medical consultant for General Mac- 
Arthur's entire Far East Command. 
For more than three years he had 
unusually rich clinical experience in 
the various phases of tropical medi- 
cine, as well as medical problems of 
the Far East. 

The recipient was the first physi- 
cian to recognize the military signi- 
ficance of the peculiarly long incuba- 



tion period characteristic of the Ko- 
rean strain of vivax malaria. Later 
he was head of the Army Medical 
Research effort when it became ap- 
parent that drug resistant strains of 
the deadly Plasmodium falciparum 
(most dangerous of the malarias) 
were prevalent not only in South and 
Central America but in Southeast 
Asia, especially in Thailand, Malaya, 
Laos, South Vietnam, and Cambodia. 
These strains, although showing mark- 
ed resistance to all synthetic or newer 
anti-malaria drugs, still respond to 
quinine therapy. He spearheaded the 
effort to assure the maintenance of an 
adequate quinine supply. 

In addition, he helped establish new 
clinical research centers for the study 
of malaria and participated actively 
in the vast expansion of the Army 
Medical Service's research effort, not 
only in malaria but in other tropical 
and infectious diseases. 

Rettirning from Japan early in 1950, 
he was assigned to the position of 
assistant chief of medicine at Walter 
Reed General Hospital for one year, 
and then became chief of the Depart- 
ment of Medicine at Brooke General 
Hospital. 

In 1955 he began a tour of duty as 
consultant in internal medicine for 
the United States Army in Europe. 
While there he was the coordinator 
for the establishment of intern and 
residency training for European phy- 
sicians in United States Army hospi- 
tals. 

Returning to the States after his 
European assignment, he again be- 
came chief of the Department of Medi- 
cine at Brooke. Many of his former 
interns and residents have become 
distinguished clinicians, teachers, or 
investigators. 

From November 1, 1960, until April, 
1932, he served as chief of profession- 
al services of the Office of the Surgeon 
General. During this period he served 
as the senior internist for the Project 
Mercury Medical Specialty Team and 
spent much time at Cape Canaveral, 
now Cape Kennedy. 

In May, 1962, he was appointed 
commanding general of the U. S. 
Army Medical Research and Develop- 



15 



ment Command, Office of the Surgeon 
General. He was responsible for the 
Army's medical research and devel- 
opment program, worldwide in scope. 
Intensive studies were directed to the 
medical aspects of problems that face 
the soldier in the field. 

He assumed command of William 
Beaumont General Hospital, the posi- 
tion he now holds, on March 1, 1965. 
He was recently presented a certifi- 
cate for "outstanding support" to the 
Armed Forces Institute of Pathology. 

He is Diplomate of the American 
Board of Internal Medicine, a Fellow 
of the American College of Physi- 
cians, and a member of numerous 
professional organizations. 

He has been awarded the "A Pre- 
fix" to his military occupational spe- 
cialty designation. The "A Prefix" is 
reserved for physicians who, by vir- 
tue of their outstanding accomplish- 
ments in their specialties, are recog- 
nized as authorities in their fields. 
This is the highest recognition made 
by the Army for medical specialty 
proficiency, and is on a parallel basis 
with professors of medicine in civilian 
medical schools. 

He is the author of numerous ar- 
ticles which have appeared in medi- 
cal and military publications. 

Married to the former Alice Ridg- 
way, Millsaps Class of 1929, General 
Blount has three children: Robert, '53, 
now a staff member at Walter Reed 
Army Institute of Research; Richard, 
'62, a senior at the University of Mis- 
sissippi Medical School; and Betsy, 
'62-'64, a senior at George Washington 
University in Washington, D. C. 

CURRICULUM CHANGE STUDIED 

In the last year or two concentrat- 
ed attention has been given by the 
faculty to appraisal and study of the 
curriculum, with the result that a 
proposal has been made which calls 
for a pronouncedly different approach 
to the whole subject. 

The Curriculum Study Committee 
proposes: 

(1) a calendar which would divide 
the year into five terms, one only one 
month long; 

(2) a division of fine arts, with ma- 
jors offered in art, in speech and dra- 
ma, and in music; 

(3) a required interdisciplinary 
course in the humanities which would 
involve history, English, philosophy, 
the fine arts, and religion; 

(4) a required interdisciplinary 
course in natural science which would 
give the student a background in the 



Blount Named Alumnus of 1965 




General and Mrs. Robert Blount, right, greeted Mrs. Charles Foster (Eliza 
beth Lester, '53), of Jackson, at the reception following the Homecoming ban 
quet and the announcement that General Blount had been named Alumnus ol 
the Year. Alumni Association President Lawrence Rabb, of Meridian, Missis- 
sippi, stands next to General Blount. (Photo by Ernest Rucker, '68) 



physical, biological, and mathematical 
sciences; 

(5) more emphasis on the study of 
non-Western civilization; 

(6) an interdisciplinary senior semi- 
nar on 20th Century issues and values. 

Plans presently call for the insti- 
tution of the new curriculum on a grad- 
ual schedule, with some changes be- 
coming effective on a pilot basis pos- 
sibly in the fall of 1966. 

The most obvious changes would be 
in the calendar. The proposal is to 
have a fall term from September 
through December, a January term 
in which only one course would be 
taken, a spring term from February 
through May, and the two regular 
summer terms. 

Officials said the advantages of the 
plan would include the following: 

(1) the first semester would be con- 
cluded prior to the Christmas vaca- 
tion; 

(2) transfer students from both quar- 
ter and semester systems would be 
able to move into the program with- 
out loss of time; 

(3) it would offer a change of pace 
for both instructors and students; 

(4) it would provide the student with 
the opportunity to devote all of his 
time once each year to one subject. 



A division of fine arts has long beer 
under consideration. Millsaps current 
ly offers a major in music, but not ir 
speech-drama or art. 

The two interdisciplinary course; 
are designed primarily as a new am 
more significant way to introduce 
students to higher education. Official; 
hope that the course will show thai 
higher education is not merely an in 
tensified version of the high schoo 
experience. 

It would also, officials say, illus 
trate the interrelationship and inter 
dependence of the several academic 
disciplines. 

The humanities course would b« 
called "Man in Western Civilizatioi 
and Culture." Through readings, lee 
tures, discussions, and papers th< 
student would develop his capacity 
to think, assimilate and relate ideas 
and articulate his thoughts with luci 
dity, the committee states. 

A concurrent and conjunctive course 
would be concerned with EnglisI 
grammar and composition and woulc 
draw upon the reading assignment! 
in the humanities course for the con 
tent of weekly essays. 

The interdisciplinary science coursf 
is designed to be a comprehensive 
study of science and the relation ol 



16 



science to civilization. Planned for 
the Bachelor of Arts candidate, it 
would, the committee says, investigate 
the basic structure of the natural 
sciences and the basic information 
in the sciences relevant to any attempt 
to understand and cope with today's 
environment. It would preclude the 
student's devoting an inordinate 
amount of time to one phase of 
science to the exclusion of others. 

The new requirement concerning 
non-Western civilization has been in- 
cluded because, according to the Cur- 
riculum Committee, "the mutual prob- 
lems increasingly shared by all the 
nations of the world point more than 
ever to the fact that the destiny of 
our nation is inextricably bound up 
with that of many other nations of 
our globe." 

The committee proposes that each 
BA student should be exposed to a 
minimum of six hours and each BS 
student to a minimum of three hours 
of study in courses dealing with cul- 
tures other than his own. 

The committee said the require- 
ment might initially be met by the 
student's selecting from a list of ap- 
proved courses in various depart- 
ments identified as "comparative 
studies." 

The addition of the "20th Century 
Issues and Values" course was promp- 
ted by the belief of the committee that 
"it is imperative that the well-inform- 
ed citizen of today have an adequate 
understanding of the cultural, social, 
historical, and technological forces 
and events of the 20th Century and 
of the interrelations of such forces 
and events." 

The course would be required of all 
seniors. It would be staffed on an in- 
terdisciplinary basis and its content 
would vary from year to year, de- 
pending on national and international 
events. 

The current core curriculum at 
! Millsaps requires the following; En- 
glish, 12 hours; foreign language, 12 
hours; history, 6; math, 6; natural 
science, 6 for BA, 18 for BS; religion, 
' 6; and philosophy, 6 for BA, none for 
iBS. 

! The new interdisciplinary curricu- 
lum would be as follows; Man in West- 
] ern Civilization, 14 hours ; writing lab- 
I oratory, 4 hours; foreign language, 12 
hours; science survey, 12 hours for 
BA, none for BS; mathematics, none 
for BA, 6 for BS; natural science, 
none for BA, 18 for BS; religion, 3; 
philosophy, 3 for BA, none for BS; 
I and behavioral science, 6 for BA, none 
for BS. Also required would be non- 



Wostern studies (6 hours for BA and 
3 for BS) and the 20th Century semi- 
nar (3 hours). 

Also under consideration is a plan 
to offer an opportunity to students to 
qualify for course credit by passing 
a specially prepared and administered 
qualifying exam. The committee said 
the plan would enable students to take 
better advantage of the course offer- 
ings best suited to their aptitudes. 

Officials said the traditional core 
curriculum, at least at the outset, will 
be continued as an optional program. 

FALL ENROLLMENT UP 

Fall enrollment was 873, a ten per 
cent increase over 1964-65, according 
to statistics released by Registrar 
Paul Hardin. 

Students from 24 states, two foreign 
countries, and 69 of Mississippi's 82 
counties are enrolled for the 1965-66 
session. 

Hinds County leads with 274 stu- 
dents, followed by Harrison with 45, 
Washington with 28, Jones with 26, 
Lauderdale with 26, and Warren with 
22. 

One hundred forty-one students are 
from states other than Mississippi. 
Tennessee has the largest number, 
with 53, followed by Louisiana, with 
19; Alabama, with 10; Florida, with 
8; Georgia, with 6; Kentucky, with 6; 
and Arkansas, with 5. 

Other states include California, Mis- 
souri, Texas, Virginia, Colorado, Illi- 
nois, Indiana, Maryland, North Caro- 
lina, Oklahoma, Pennsylvania, Ari- 
zona, Iowa, New Jersey, New Mexico, 
Oregon, and Washington, D. C. For- 
eign countries are Bolivia and Canada. 

Men outnumber women in the stu- 
dent body by 461 to 412. The fresh- 
man class is the largest, with 277, fol- 
lowed by the juniors, with 190, sopho- 
mores with 184, and seniors with 148. 
The remainder, 74, are unclassified. 

MISS WELTY LECTURES 

Eudora Welty, who is completing 
her third term as Writer-in-Residence 
at Millsaps, gave her public lecture 
as a member of the faculty on Decem- 
ber 6. 

Entitled "An Appreciation of Kath- 
erine Anne Porter," the address will 
be published in The Yale Review. 

As Writer-in-Residence last year 
Miss Welty gave a public lecture and 
a reading from a novel in progress. 
Her lecture, which concerned the role 
of Southern writers in current times, 
was published by the Atlantic Monthly. 

At Millsaps Miss Welty teaches a 
course called "The Craft of Fiction," 
in which she guides the creative writ- 



ing development of her students by 
discussing with them their work as 
well as the writing of established au- 
thors. 

SCHOLARSHIPS HONOR SMITH 

Officials have designated forty schol- 
arships to be named in honor of a dis- 
tinguished former president. Dr. Ma- 
rion L. Smth. 

Marion L. Smith Scholarships will 
be awarded annually to entering 
freshmen on the basis of scores on 
a competitive examination given on 
High School Day. The first group of 
Smith Scholars, highest scorers on this 
year's examination, will enroll in the 
1936-67 session. 

The awards total $6,200. There are 
two $500 grants, two $400 awards, four 
$300 scholarships, twenty-two $100 
grants which will go to seniors from 
high schools outside the city of Jack- 
son, and ten $100 awards which will 
go to seniors from high schools within 
the city of Jackson. 

President Graves said the awards 
were named in honor of Dr. Smith "as 
a fitting recognition of and as a last- 
ing tribute to his years of service to 
Millsaps College." Dr. Smith served 
as president from 1938 to 1952. 

Now a resident of Moss Point, Dr. 
Smith was honored two years ago on 
Alumni Day. A piortrait of him paint- 
ed by Karl Wolfe was unveiled by the 
College and now hangs in Murrah 
Hall along with paintings of other 
former presidents of the school. 

CIRLOT DIRECTS FUND 

Neal W. Cirlot, '38, of Jackson, has 
been named chairman of the 1985-66 
Alumni Fund campaign. 

He is directing a drive to obtain a 
minimum of $50,000 for the operating 
budget of the College from the alumni. 

The 1964-65 campaign, directed by 
Albert G. Sanders, Jr., '42, with Mr. 
Cirlot as his assistant, showed a final 
tally of $42,612, an increase of twelve 
per cent over the preceding year. 

Mr. Cirlot is assisted by William E. 
Barksdale, '30, of Jackson, as associ- 
ate chairman, and a committee com- 
posed of Clay Alexander, '40-'41, '45- 
'46, Charles Carmichael, '47, Foster 
Collins, '39, Kenneth Dew, '57, Sutton 
Marks, '48, and Cecil Smith, '51, all 
of Jackson. 

Mr. Cirlot is public relations direc- 
tor of Mississippi Hospital and Medi- 
cal Service. He assists hospitals in 
Mississippi with their community rela- 
tions programs and has written the 
basic scripts for and assisted in the 
production of two films about hospi- 
tals. 



17 



FACULTY MEMBERS ELECTED 

Two faculty members were elected 
to regional offices in professional or- 
ganizations this fall. 

Dr. Gordon Henderson, chairman of 
the political science department, was 
named secretary of the Southern Poli- 
tical Science Association at its conven- 
tion in November. Samuel J. Nicholas, 
Jr., assistant professor of economics, 
was elected to the presidency of the 
South Central Regional Business Law 
Association at a meeting in October. 

Dr. Henderson is currently on leave 
from Millsaps to serve as a special 
assistant to Governor Samuel P. God- 
dard of Arizona. He is filling the posi- 
tion as the recipient of a post-doctoral 
fellowship from the National Center 
for Education in Politics. 

Mr. Nicholas was also elected regi- 
onal editor of the American Business 
Law Journal. He served as vice-presi- 
dent of the Business Law Association 
last year. 

COLLEGE RECEIVES GRANTS 

Four grants have been received 
this fall. 

A $7,000 grant has been awarded 
to the biology department by the Na- 
tional Science Foundation in support 
of an undergraduate research partici- 
pation program. 

Millsaps received a $2400 grant from 
Eastman Kodak Company under its 
1965 educational aid program. 

The Esso Education Foundation 
awarded a $2500 grant as a part of 
its 1965 education program. 

The psychology department receiv- 
ed an educational grant from Tektron- 
ix, Inc., for the purchase of an oscil- 
loscope. 

The biology program, directed by 
Rondal Bell, is concerned with the in- 
vestigation of the disease polyarteritis 
nodosa. 

Twelve students and four faculty 
members are involved in the program, 
which is designed to provide an op- 
portunity for scientific research for 
students who are possible graduate 
school candidates. 

The research is a continuation of 
studies of polyarteritis nodosa con- 
ducted in past years by Dr. James C. 
Perry, professor of biology. The new 
program is investigating the feasibili- 
ty of using Peromyscus, or field mice, 
as experimental animals rather than 
white rats. Preliminary investigations 
showed the results of the experiments 
to be much more dramatic in the field 
mice. 

Polyarteritis nodosa is a disease 



which affects the blood vessels, parti- 
cularly the arteries, causing them to 
become enlarged and inflamed. It 
causes about one death in a thousand. 
Dr. Perry discovered a method of pro- 
ducing the disease in animals, which 
has enabled him to produce it at will 
so that aspects of it can be studied 
as it develops. His research has been 
supported by the National Institute 
of Health through grants amounting 
to $60,000 over an eight-year period. 

Millsaps was one of 86 privately 
supported colleges and universities 
which received about $390,000 in un- 
restricted direct grants from Kodak. 
The grants are based on the number 
of graduates from these institutions 
who joined Kodak five years ago and 
are presently employed by the com- 
pany. Kodak grants $600 for each full 
year of academic work completed by 
the employee at a privately support- 
ed, accredited school from which he 
received either a bachelor's or a grad- 
uate degree. 

Millsaps is represented at Kodak by 
Miss Zorah Curry, of Jackson, who re- 
ceived a BA degree in 1956. She is 
employed at the Tennessee Eastman 
Company. 

The Esso Education Foundation sug- 
gested that its grant be set aside as a 
presidential contingency fund to be 
used for defraying the cost of one or 
more unbudgeted educational projects. 

Grants of $2,348,000 to more than 
300 colleges, universities, and related 
educational institutions and organiza- 
tions throughout the United States 
were anounced by the Foundation for 
the academic year 1965-66. 

The Tektronix grant covers fifty per 
cent of the cost of a 503 oscilloscope, 
which officials said would be used for 
demonstration and research. 

MILLSAPS ELECTED TO NCAA 

Millsaps is one of six institutions 
which were elected to membership in 
the National Collegiate Athletic As- 
sociation this year. 

Millsaps teams and athletes become 
eligible for National Collegiate champ- 
ionship events as a result of their ac- 
ceptance by the NCAA. 

Athletic officials said that member- 
ship in the NCAA would give the public 
some idea of the standards followed 
by Millsaps in its athletic program. 
They said Millsaps's standards were 
actually stricter and would remain 
so, but NCAA membership will as- 
sure the public of a definite minimum. 

A second reason for desiring mem- 
bership, the officials continued, is 
that there will be a basis for measur- 



ing the success of programs, teams 

and individuals. 

I 
The first season of football competi-l 

tion under the Diamond Anniversary' 
Scholarship program ended with a 
two wins-six losses record. Results o£j 
the season are as follows: Austin Col-' 
lege 34, Millsaps 0; Sewanee 19, Mill- 
saps 0; Georgetown 10, Millsaps 7;i 
Southwestern 12, Millsaps 21; Hard- 
ing 14, Millsaps 0; Maryville 13, Mill-! 
saps 28; Livingston State 35, Millsaps 
14; and Ouachita 30, Millsaps 7. i 

The basketball season was just un-j 
derway when press time came, but' 
the record to date was one win andi 
seven losses. ! 

(Continued from Page 2) ' 

five-year goal of $5.5 million by near-] 
ly $300,000. ; 

'WORTHY': Ford's 'seed money' — | 
which has a 2-to-l matching clause — 1 
gave Cornell the confidence it needed i 
to succeed in a day when quality re-I 
quires cash. 'To everyone in the col- 
lege community,' says Christ-Janer,! 
a 43-year-old Minnesotan who has a| 
law degree, 'this meant that someone ' 
with an objective view as significant, 
as the Ford Foundation's had judged' 
us worthy. That was equally as im-' 
portant as the money — though I'm not, 
knocking the money.' i 

The first tangible results were addi-' 
tions to the rambling, 70-acre campus' 
which looks like Hollywood's concep-' 
tion of the all-American school. Smokei 
from burning maple leaves curls over 
the red-brick buildings, and coeds' 
wear neat skirts and sweaters. Blend-^ 
ing into the set are three new resi- 
dence halls, three science lab addi-i 
tions and a student commons. Cornelb 
also has acquired 250 acres of land 
and renovated its older buildings. ' 

More important, the new money and 
what one professor calls 'strategic re- 
tirements' have created a faculty that 
is younger (average age: 35), more 
aggressive and better paid (the aver- 
age salary is up almost $2,000, to 
$9,739). The 962 students are brighter 
than before, and the Class of '69 rank- 
ed in about the 80th percentile on col- 
lege-board examinations. Cornell now 
gets more than its share of Rhodes 
scholars — two in the past two years — 
and has sent 75 per cent of its gradu- 
ates in the last two years to graduate 
schools or teaching jobs. 

'UPGRADING;' The Ford money 
has allowed Cornell to grow and put in 
operation its plans for improving the 
curriculum. Class size has dropped 
from 30 to fifteen and instead of high- 



18 



school-level survey courses using what 
Dean Howard W. Troyer calls 'pre- 
digested textbooks,' Cornell now of- 
fers freshman seminars in the major 
academic disciplines. 

About the only thing that hasn't im- 
proved much is the football team, 
ivhich despite a refurbished stadium 
has lost all but one game this season. 
Ford, after all, can't do everything. 
(Copyright Newsweek, Inc., 
November, 1965) 








(Children listed in this column must 
be under one year of age. Please re- 
port births promptly to assure publica- 
tion). 

Ann Larrette Chaney, born Septem- 
ber 23 to Mr. and Mrs. Edward L. 
Chaney (Lillian Thornell), both '65, of 
Knoxville, Tennessee, where Mr. Cha- 
ney is a student at the University of 
rennessee. 

Debra Michelle Clement, born Sep- 
tember 10 to Mr. and Mrs. Jack Cle- 
ment (Susan Marie Ward), '62 and '59- 
'61, of Stanford, California. 

Andrew Nichols Graham, born to Dr. 
and Mrs. Billy M. Graham on July 13. 
Dr. Graham is a member of the Class 
Df 1952. Andrew Nichols was greeted 
by Will, 2. 

Charles Tyler Gullette, born October 
3 to Mr. and Mrs. Charles Aubrey Gul- 
lette (Mary Ann Orndorff, '61), of 
Jackson. 

Suzanne Kerry Jost, born June 6 to 
Dr. and Mrs. Richard R. Jost, of Louis- 
ville, Kentucky. Dr. Jost is a '56 grad- 
uate. Other members of the Jost fami- 
ly are Elizabeth, 9; Margaret, 7; and 
Rose Marie, 2. 

Lauren Paige McDonald, born No- 
vember 5 to Mr. and Mrs. R. F. Mc- 
Donald, Jr. (Donna Kerby, '64), of 
Meridian, Mississippi. 

Steve Molpus, born late in September 
to Dr. and Mrs. Billy Gene Molpus, 
af Vicencia, Italy. Dr. Molpus gradu- 
ated in 1961. The newcomer was wel- 
comed by Mary Margaret. 

Frederick John Newman, IV, born 
September 28 to Mr. and Mrs. F. J. 
Newman, III, of Lake Charles, Louisi- 
ana. Mr. Newman graduated in 1963. 

Edwin Linfield Redding, III, born 



September 25 to Mr. and Mrs. Ed 
Redding, Jr. (Nina Cunningham), both 
'61, of Aberdeen, Maryland. 

Michael Wayne Rushing, born Feb- 
ruary 4, 1965, to Mr. and Mrs. John 
Wayne Rushing (Elizabeth Donaldson, 
'58-'59), of Mobile, Alabama. He was 
welcomed by John Barclay, 6, and 
Elizabeth Lee, 4. 

Connie Yvette Smith, born to Lieu- 
tenant and Mrs. Robert L. Snnith, of 
Dallas, Texas, on October 27. Lt. 
Smith is a member of the Class of 1962. 
Connie was welcomed by Bradley Levi, 

Robert F. Streetman, Jr., born Oc- 
tober 22 to the Reverend and Mrs. 
Robert F. Streetman, of Madison, New 
Jersey. Mr. Streetman is a member 
of the Class of 1954. 

Jodi Michele Stubbs, born November 
8 to Mr. and Mrs. John K. Stubbs (Bet- 
ty Ann Hamilton, '60), of Sanatorium, 
Mississippi. Staci, 4, was delighted 
with her baby sister. 

Laurie Lynn Sturdivant, born Octo- 
ber 22 to Dr. and Mrs. Wayne Sturdi- 
vant (Mary Elizabeth Waits), '51-'53 
(Continiied on Page 23) 




Kathertne Blair Andtng, '64, to Lieu- 
tenant John Nolan Cullen, III. Living 
at Fort Benning, Georgia. 

Sandra Booth, '62, to Leonard Louis 
Wilkerson. Living in Fayette, Arkan- 
sas. 

Robbie Dale Clark, '63, to Harry 
Mayo Clark. 

Marion Fleming, '65, to Lieutenant 
Herbert Lee Jordan. Living in Heil- 
bronn, Germany. 

Sallie Irby, '64, to Guy M. Collins. 
Living in New Orleans, Louisiana. 

Myra Lynn Kibler, '63, to Richard 
Manning McMurry. Living in Atlanta, 
Georgia. 

Carole Elizabeth Parsons to Thom- 
as William Childs, '65. Living in Jack- 
son. 

Anne Regan, '62, to Edward Frank 
Meydrech. Living in Gainesville, Flori- 
da. 

Bemice Faye Tatum, '64, to Mar- 



shall Ballard, III. Living in New Or- 
leans, Louisiana. 

Betty Louise Wesson, '61, to Richard 
Elsworth Smith. 

Virginia Lee White, '64, to Thomas 
Glenn Jackson, Jr. Living in Nashville, 
Tennessee. 

Betty Jean Williams, '63, to Morris 
Leonard Hartley. Living in Orlando, 
Florida. 

Correction 

A marriage announcement which ap- 
peared in the October issue of Major 
Notes should have read as follows: 

Peggy Jean Lowry, '65, to Finley 
Faxon Knox. Living in Jackson. 

Mary Ford McDougall, '65, to John 
Gordon Roach, Jr. Living in McComb, 
IVIississippi. 



In Memoriam 



This column is dedicated to the me- 
mory 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: 

Dr. Fred W. Adams, '09-'10, who died 
October 30. He was a resident of Brook- 
lyn, New York. 

J. Harold Bradley, '24-'25, who died 
in November. He lived in Jackson. 

Millsaps Fitzhugh, grandson of Ma- 
jor R. W. Millsaps, who died October 
7. He was a resident of Memphis. 

Hanson Kelly Ireland, Jr., '32-'33, 
who died in November. He lived in 
Midland, Texas. 

Miss Josephine Lewis, '38, who died 
in the fall. She lived in Jackson. 

J. Clyde McGee, '01-'03, who died 
September 25. He was a resident of 
Jackson. 

Mrs. J. P. McKeever (Katherine 
Coker, '27), who died August 13. She 
lived in Farmington, New Mexico. 

Andrew Malcolm Nelson, '18, who 
died November 4. He lived in Jackson. 

Dr. Joiui Sanders, '40-'42, who was 
killed in a plane crash on October 18. 
He was a resident of Jackson. 

Judge O. B. Taylor, '06, who died 
September 20. He was a Jackson resi- 
dent. 

Dr. Ben Walker, Jr., Summers '38- 
'40, who was killed in a plane crash on 
October 18. He lived in Jackson. 



19 





Basketball Claim 

Majors Meet Ch; 

The first part of the basketball se; 
son was rough for Coach James Men 
gomery. 

With the awarding of Diamond At 
niversary Scholarships to athletes wh 
showed ability and promise, he ha 
the prospects of a good season. Bil 
'65-'66 just was not to be his goo 
year. Injury after injury dropped me 
from the roster, temporarUy or fd 
the season. After an initial win, se\ 
en losses followed. Fifteen games re 
mained to be played after the firs 
of the year, however, and hopes wer 
high. 




20 




tnpus Attention 

rourney This Year 

Mumni and others who remember- 
fondly the Millsaps-Mississippi Col- 
;e rivalry were excited when the 
teams were paired in the Magno- 
Invitational Tournament in the 
ckson Coliseum in December, and 
good crowd was on hand to see the 
ttle. The pictures on these pages 
Te taken at that contest, which 
llsaps lost 79-74. 

Undaunted by the early-season loss- 
Coach Montgomery was predict- 
; better things for his Majors in 
; 1966 portion of the schedule — as 
3n as he could get his top men all 
lying at the same time. 



The ball is up, the battle is on 



Major (dark jersey) gains edge . 





Encounters some strong opposition 



But he gets ball away toward goal. 

21 



1900 - 1919 

Celebrating his 80th birthday on De- 
cember 16, GUbert P. Cook, '08, of Can- 
ton, Mississippi, was honored by the 
Madison County Herald with a long 
feature story relating his activities 
during his fifty years in Canton. Mr. 
Cook opened the town's first Ford 
agency in 1915, remaining in the auto- 
mobile business until 1944. According 
to the story, he "still rents his farm- 
lands to tenants, still sells real estate, 
and develops subdivisions, but other- 
wise he considers himself retired." 

1920-1929 

"Editor of the Year" of the Metho- 
dist Press Association is Dr. Sam E. 
Ashmore, '16-'17, editor of the Missis- 
sippi Methodist Advocate. The award 
was made for "his objective and cou- 
rageous presentation of the derrands of 
the gospel and the news of The Metho- 
dist Church during a year of great 
stress within the church." 

Promotion of J. Conway Dabney, '24- 
'25, Southern Bell's Gulfport, Missis- 
sippi, group manager for the past nine- 
teen years, to public relations man- 
ager for the new Gulf Coast District 
was anounced in October. ]\Ir. Dabney, 
who has been an employee of South- 
ern Bell since 1927, has been active in 
a variety of civic endeavors. 

1930-1939 
Dr. Claud M. Fraleigh, '27-'28, has 
been named professor of periodonto- 
logy in the newly established depart- 
ment of periodontology of the College 
of Dentistry at The University of 
Iowa. For the past eight years Dr. 
Fraleigh was a member of the dental 
faculty of West Virginia University. 
His career also includes twenty-one 
years in the Navy Dental Corps. 

Dr. Charles Wesley Simms, '38, was 
this year's Union College Alumni Hon- 
oree at the Homecoming Banquet in 
Barbourville, Kentucky, in December. 
Dr. Simms is chairman of the Division 
of Education at Union, where he has 
seen 1,923 of the school's 3,079 gradu- 
ates complete their studies. 

Governor Paul Johnson has appoint- 
ed Dr. W. M. Commander, '38, to the 
State Board of Optometry for a four- 
year term. The Board examines appli- 
cants for license to practice optometry 
in Mississippi. Dr. Commander has 
practiced in Brookhaven for fifteen 
years. Mrs. Commander is the former 
Mary Sue Lamb, '39. 

The Key Club of John Rundlc High 
School in Grenada, Mississippi, named 



Major 
Miscellany 



Sue Frances Watkins, '39, Teacher of 
the Month for October. Miss Watkins, 
who teaches English, has held a num- 
ber of positions in educational organi- 
zations. 

1940-1949 

A new record album entitled "Broth- 
ers Sing On" has been released by the 
Special Products Division of Columbia 
Records. The album was planned and 
directed by Andrew Gainey, '36-'38, 
national music director of Pi Kappa 
Alpha, and is a collection of the songs 
of PiKA. Mr. Gainey is a member of 
the faculty of the Conservatory of 
Music of Birmingham-Southern Col- 
lege. 

Jennie Youngblood, '40, was the lec- 
turer for the Creative Weekend for 
Children's Workers of the Mississippi 
Conference in November. Miss Young- 
blood is a staff member of the General 
Board of Education of the Methodist 
Church in Nashville. 

Samuel E. Birdsong, '42, has been 
promoted to the rank of colonel in the 
U. S. Air Force. A member of the 
Strategic Air Command, Colonel Bird- 
song is presently serving at Barksdale 
Air Force Base, Louisiana, as deputy 
staff judge advocate for Headquarters 
Second Air Force. He is married to 
the former Georgianne Pitchford and 
has two daughters. 

In addition to her duties as home- 
maker, mother, and P. T. A. presi- 
dent, Mrs. Al C. Kruse (Evaline Kha- 
yat, '42) teaches in her home twenty- 
six students who come from bilingual 
homes. Her four children are all in 
school — from the first grade to sop- 
homore year in college. The Kruses 
live in Los Angeles, California. 

Named Most Outstanding Chi Omega 
Alumna at the sorority's annual State 
Day in Jackson in October was Mrs. 
Erevik Schimmel (Edith Cortright, '40- 



'42), of Rolling Fork, Mississippi. Mrs 
Schimmel, a Spanish teacher, and hei 
husband have two sons. 

R. L. Holyfield, '40-'46, who servec 
as president of the Southeast Missis 
sippi Industrial Development Counci 
for three years, was elevated to th( 
position of executive director in Octo 
ber. The Council is headquartered ii 
Ellisville and is responsible for Indus 
trial development in nine counties. 

It takes a bit of space to list Phili] 
E. Culbertson's new title: Director o 
Lunar Mission Studies, Advanced Man 
ned Mission Program Office, Office o 
Manned Space Flight, National Aero 
nautics and Space Administration 
Mr. Culbertson, '43-'44, lives with hi 
family in McLean, Virginia. 

Otis Pigott, '49, who is principal o 
Leflore County (Mississippi) Higl 
School and Itta Bena Elementary At 
tendance Center, has been appointe( 
a director of Attendance Center Prin 
cipals. He served as athletic directo 
and coach before entering the field o 
administration. His memberships ii 
educational organizations are numer 
ous. Mrs. Pigott is the former Carolyi 
Webb, '4S-'47. 

1950-1959 

New executive director of the Hind; 
County Association for Mental Healtl 
is Mrs. Ray Andrews (Charlene Black 
'47-'49), of Jackson. Mrs. Andrews wa: 
on the staff at Capitol Street Metho 
dist Church in Jackson for sixtcei 
years, filling several positions of im 
portance. 

Mrs. Herman Yueh (Grace Chang' 
'51) represented Millsaps at the in 
stallation of Dr. Richard J. Stonesifei 
as dean of the College of Liberal Art: 
at Drew University. Mrs. Yueh is nov 
a resident ef Madison, New Jersey 
where Drew is located. 

Included in the first publication oi 



22 



'Outstanding Young Women of Ameri- 
■a" was Mrs. William K. Griffin, Jr. 
Jean Kavanay, '48-'51), of Gloster, 
/lississippi. Mrs. Griffin participates 
n a number of church, civic, and edu- 
cational activities. She and her hus- 
land have three children. The Griffins 
vere named Family of the Year in 
964 by the Community Club of Clos- 
er . 

In addition to serving as pastor 
if the Decatur, Mississippi, Metho- 
list Church, the Reverend James E. 
5enson, '53, is also chaplain of the 
86th Tactical Reconnaissance Group 
)ased at Key Field in Meridian. Cap- 
ain Benson resides in Decatur with 
lis wife and three children. 

Appointment to the post of director 
if the Veterans Administration Center 
n White River Junction, Vermont, 
vas announced in September for Wil- 
iam B. Sheppard, '53. l\Ir. Sheppard 
vas assistant Center director in Jack- 
ion at the time of his appointment. He 
s married to the former Frances Bul- 
ock. Their daughter, Linda, is a fresh- 
nan at Millsaps this year. 

John D. Crabb, '53, has joined the 
oan department of Marx and Bens- 
iorf. Inc., in Memphis to specialize 
n commercial loans. He was previ- 
)usly with Gill Realty Company. 

Having completed his internship at 
;t. Luke's Episcopal Hospital in Kan- 
sas City, Dr. Richard R. Jost, '56, was 
jailed to active duty with the armed 
'orces and assigned to the Army Ex- 
jmining Station in Louisville, Ken- 
;ucky. Mrs. Jost is the" former Mary 
^elen Haywood. The couple has four 
laughters. 

Dr. Graham Hales, '57, has accepted 
the pastorate of the University Baptist 
i^hurch in Hattiesburg, Mississippi. For 
:he past five years he has served as 
pastor of the First Baptist Church in 
New Castle, Kentucky. He received 
the Th.D. degree from Southern Bap- 
tist Theological Seminary in January. 
Mrs. Hales is the former Jo Nell 
rhomas. Completing the family are 
Lauren Allison, 4, and Ann Murray, L 

Mrs. Lewis L. Culley, Jr. (Frances 
Bethany Watkins, '54-'56) has been 
named outstanding junior member of 
the Rebecca Cravat chapter of the 
Daughters of the American Revolu- 
tion. A resident of Madison, Mississip- 
pi, Mrs. Culley is national magazine 
advertising chairman for the DAR. 

Two changes in the Methodist 



Church were announced early in No- 
vember. A new church was organized 
in North Jackson, with the Reverend 
John A. Higginbotham, '58. pastor. The 
Reverend David Mcintosh, '49. was 
transferred to Alta Woods Church in 
Jackson from Morton Methodist 
Church. 

Lance Goss, '49, director of drama 
at Millsaps, took on an extra assign- 
ment early this year when he accepted 
a commission to direct the Vicksburg 
Little Theatre's production of "Auntie 
Mame," which starred Mrs. William 
Flathau (Mary Ruth Smith, '58). While 
at Millsaps Mrs. Flathau earned an 
acting award for her performance in 
"Tiger at the Gates." 

Edwin P. McKaskel, '59, has accept- 
ed a position as security supervisor at 
the Kansas City, Missouri, division of 
Southwestern Bell Telephone Com- 
pany. The McKaskels moved to Kan- 
sas City from Belleville, Illinois. 

1960-1965 

Named to Outstanding Young Wom- 
en of America this year was Mrs. 
James T. Brown (Joan Frazier, '60), 
of Louisville, Mississippi. Mrs. Brown 
is a part-time instructor in the politi- 
cal science department at Mississippi 
State University. Her numerous civic 
activities include serving as chairman 
of Louisville's Fine Arts Festival last 
year. Mr. and Mrs. Brown have a 
three-year-old daughter. 

The Doctor of Philosophy degree has 
been awarded to Reginald Russ (Rus- 
ty) Buckley, '61, by the University of 
South Carolina. His dissertation was 
entitled "The Chemistry of Ruthenium 
(II) in Non-Complexing and Chloride 
Media." The Buckleys are now locat- 
ed in Summit, New Jersey, where Dr. 
Buckley is employed by Bell Telephone 
Laboratories. He is married to the 
former Ann Adams and has three 
daughters: Lisa, 5; Karen, 4; and Suz- 
anne, 2. 

A voice recital was presented in 
Warri, Nigeria, in October by Nash 
Noble, '61, who is completing a tour 
of duty with the Peace Corps in that 
country. Miss Noble has been teach- 
ing at Anglican Girls Grammar School 
since 1933. She returned to the States 
in January after a visit in Germany. 

Now a member of the faculty at 
Georgia State College, Mrs. R. M. 
McMurry (Myra Kibler, '63) plans to 
return to Emory University next fall 
to begin work toward her Ph.D. de- 
gree in English. Mrs. McMurry re- 



ceived the Master's degree from Em- 
ory and taught for one year at Ala- 
bama College. 

Recent recipients of advanced de- 
grees include David A. Thompson, '60- 
'62, Doctor of Dental Surgery from the 
University of Tennessee; Carl Wayne 
Myers, '61-'62, Doctor of Dental Sur- 
gery degree from the University of 
Tennessee; Clyde Harold Matthews, 
'64, Master of Arts degree in econo- 
mics from the University of Mississip- 
pi; Bobby Woodrow TuUos, '58, Mas- 
ter of Music degree in voice from the 
University of Mississippi; and James 
Harold Gray, '61, Master of Science 
degree in biology from the University 
of Mississippi. Dr. Thompson is at 
Fort Benning, Georgia, for two years 
of military service, and Dr. Myers is 
in residency at John Gaston Hospital 
in Memphis. 

Advanced degrees have been award- 
ed to Martha Carole Norman, '64, who 
graduated from the University of 
Tennessee School of Medical Techno- 
logy; Charles N. McEachem, Jr., '59- 
'62, recipient of a Doctor of Dental 
Surgery degree from the University of 
Tennessee; and Richard Creel, '61, who 
graduated from Yale Divinity School. 
Miss Norman is a medical technician 
at Stanford University Hospital in Palo 
Alto, California, where she is also 
taking advanced study in biology and 
medical technology at Stanford Medi- 
cal Research Center. Dr. McEachern 
will intern at the Veterans' Adminis- 
tration Hospital in Memphis beginning 
in April. Mr. Creel is married to the 
former Diane Wallick, '59-'61. 

FUTURE ALUMNI 

(Continued from Page 19) 
and '61, of Columbus, Mississippi. Tara 
LeWynn, 2'2, welcomed her sister. 

Gena Catherine Turnipseed, born 

August 18 to Mr. and Mrs. Gene T. 
Turnipseed (Sandra Huggins), '61 and 
'59, of Pensacola, Florida. She was 
welcomed by IVIichael, 3. 

Margaret Helen Wilson, born August 
28 to Mr. and Mrs. Wayne Wilson 
(Patricia Thompson, '62), of Green- 
wood, Mississippi. She was welcomed 
by Suzanne, 2. 

Mary Jane Wince, born October 26 
to Captain and Mrs. J. P. Wince, of 
Newport News, Virginia. Mrs. Wince 
is the former Jane Crisler, '61. 

Chris Brooks Winstead, born Novem- 
ber 2 to the Reverend and Mrs. Henry 
Winstead (Anne Brooks), both '59, of 
Jackson. He was greeted by Dorothy 
Darlene, 5. 



23 



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Millsaps College 
Jackson, Miss. 3921( 




Alumni Day 
Is May 14 



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millsaps college 
magazine 
spring, 1966 




'. . . the alumni of 
many American 
lieges and univer- 
ties are positively 
lazed. Everything 
they have revered 
for years seems 
to be crumbling." 



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mfljoii noTK 

millsaps college magazine 
spring, 1 966 



MERGED INSTITUTIONS: Grenada 
College, Whitworth College, Millsaps 
College. 

MEMBER: American Alumni Council, 
American College Public Relations As- 
sociation. 



CONTENTS 



3 Is Millsaps Competitive Nationally': 



9 The New Curriculum 



11 To Keep Pace With America 



32 Major Miscellany 



Volume 7 



April, 1966 



Number 3 



Published quarterly by Millsaps College in Jackson, 
Mississippi. Entered as second class matter on Oc- 
tober 15, 1959, at the Post Office in Jackson, Mis- 
sissippi, under the Act of August 24, 1912. 



Shirley Caldwell, '56, Editor 

James J. Livesay, '41^ Executive Director, Alumni 
Association 



Jim Lucas, '67, Photographer 



Presidential Views 

hij Dr. Benjamin B. Graves 

Thomas Carlyle, the Scottish philosopher, placed the problem 
of change in perspective when he said, "Today is not yesterday . . . 
We ourselves change. How then can our works and thoughts, if they 
are always to be the fittest, continue always the same? . . . Change, 
indeed, is painful, yet ever needful; and if memory has its force 
in work, so also has hope." 

Inherently, man dislikes change. Most of us want things to 
remain as we have known them. In many respects this tendency 
toward the old and familiar is good. We should preserve our heri- 
tage and keep those traditions which are meaningful. On the other 
hand, we are caught in a Twentieth Century phenomenon in which 
the pace of knowledge and physical m.ovement is simply pulling 
the world, if not our universe, into one small time capsule. 

Let me cite one example. In a recent article dealing with the 
subject "knowledge," Fortune magazine estimates that 33^^ of 
our total gross national product in the United States is now derived 
from the knowledge industry. Fortune predicts that by 1985 the 
knowledge industry in America will comprise 50% of the total gross 
national product. Admittedly, Fortime defines knowledge rather 
broadly as "anything anyone knows" and includes in this industry 
such areas as education, television, publishing, research, and de- 
velopment. Knowledge is growing so rapidly that it is taking miles 
of storage space just to hold the accumulations. 

In the field of education, we see these changes in all of their 
complexity. From our perspective at Millsaps, on the bottom side 
we observe improving high schools and a more advanced student. 
On the top side we understand the need and urgency for students 
to go on to graduate and professional schools. At Millsaps approxi- 
mately 70% of our male graduates each year now pursue graduate 
study. In such a setting we have no alternative but to adjust our 
curriculum and our program to these altered conditions. The basic 
problem is to preserve the best of the old while being aware of 
the possibilities of the new. 

"Change" is the theme of the current issue of Major Notes. 
To implement these changes successfully will require creative 
thinking, vast new resources, and cooperation from all of the con- 
stituencies surrounding Millsaps. 



COVER: Former roommates Buford Ellington, left, and William 
Barksdale, Millsaps students in the late '20's, look over the changing 
Millsaps campus. Mr. Ellington, a former governor of Tennessee 
and former Director of the Office of Emergency Planning, spoke 
on the campus in January. Mr. Barksdale, manager of the Indus- 
trial Distribution Division of the Jackson Chamber of Commerce, 
is a past president of the Alumni Association. 



"Most of America's 
colleges and universities 
are changing rapidly, 
and some of them 
drastically," says EPE 
(page 7). What's happening 
at Millsaps? Is she keeping 
pace with America? More 
importantly, 



Is MiUsaps Competitive Nationally; 



'7 



That's what the Ford Foundation wanted to know, too, when it began considering Millsaps 
for a grant. Here, for the information of its closest constituents, the alumni, is what Millsaps 
reported. 



"What is distinctive in your liberal arts pro- 
gram that would warrant special Ford Foun- 
dation support of your college?" asked the 
Foundation. Millsaps replied, 

It may be said with justice that Millsaps College 
is unique in Mississippi. In a national perspective, it 
has seldom pioneered, seldom found unique approaches 
to the problems faced by all liberal arts colleges. But it 
has sought to lead in its setting in Mississippi, to en- 
counter constructively the problems of the present and 
the challenges of the future. A number of programs 
and policies can be specified iij this context: 

1. Entrance requirements designed to insure a high 
level of ability in the student body, without regard to 
race or creed; 

2. A system of required comprehensive examina- 
tions since the mid 1930's, both oral and written, in- 
cluding the requirement since the early 1950's of the 
Advanced Section of the Graduate Record Examina- 
tions in all available fields except business, education, 
and music, where other tests are used; 

3. An Honors Program, a distinctive feature of which 
is an interdisciplinary colloquium; 

4. A requirement for all students of two years of 
foreign language and one year of mathematics; 

5. Participation since 1960-61 in a Junior Year 



Abroad program, since 1950-51 in a Washington Semes- 
ter program, and since 1953-54 in the program of the 
Gulf Coast Research Laboratory; 

6. Development of an interdisciplinary program in 
the humanities, comprehending history, literature, fine 
arts, philosophy, and religion, to be offered first in 
the fall of 1967; 

7. Approval by the faculty of an interdisciplinary 
program in the sciences and mathematics; 

8. Encouragement of continuing study and research 
among the faculty and the development of opportunities 
for limited undergraduate research as a learning pro- 
cess in which students and faculty cooperate in creative 
activity; 

9. Adherence under sometimes difficult circumstan- 
ces to the highest standards of academic freedom, 
and continuing insistence upon the right of both faculty 
and students to seek the truth wherever it may be 
found; ' 



/ The insistence of the College upon free academic inquiry, its 
open climate for expression of opinion on political, social, and moral 
issues, and its voluntary decision to admit Qualified students re- 
j,ardless of race have brought the College under attack on several 
occasions within the past ten years from various groups and or- 
ganizations in the State. Although the College realizes the overriding 
value of its contribution to free inquiry and to the maintenance of 
human dignity, its financial situation has been substantially affected 
by the loss of community understanding and support. It is estimated 
tiiat in the last ten years the College has lost approximately two 
million dollars in anticipated income as tile result of canceled 
Campaign Fund pledges, concerted efforts to discourage contributions 
and student enrollment, withdrawal of support by some churches, 
aluir.ni, and former friends, necessity for replacmg faculty mem- 
bers unwilling to live under harassment, and other related causes. 



Will Millsaps Keep Pace? 



10. Consistent adherence to a high standard of aca- 
demic excellence and to a program of genuine quality 
for this state and region. - 

The real key to the unique role of Millsaps College is 
the fact that here in the heart of the Deep South it has 
managed to survive while upholding the tradition of 
free academic inquiry. Shunning the spectacular, it has 
nevertheless attracted students able and willing to join 
in serious thought and discussion on the pressing so- 
cial, economic, and moral issues of the day. It has brought 
together young people who reflect all shades of opinion 
and feeling on social issues. But the important thing 
is that these students have come here and in so doing 
have expressed their willingness to face one another 
with their differences. 



"What have been your educational accom- 
plishments in the past ten years?" Ford asked. 
Millsaps answered, 

1. The complete renovation and expansion of the 
Millsaps-Wilson Library to include provision for larger 
stack space, for seminar rooms, for record listening fa- 
cilities, and for expanded reading and study areas. Since 
1956 the cataloged holdings of the library have been 
expanded from approximately 34,000 to 60,000 volumes. 
Annual budgeted funds for the purchase of books have 
been doubled in the ten-year period of 1956-65. The li- 
brary has been designated as a Government Depository 
and is rapidly acquiring a fine collection of govern- 
ment publications selected to fit the research and teach- 
ing needs of the College. The staff of the library has 
been approximately doubled since 1956. 

2. The development of an active, three-semester 
Honors Program for selected students in the junior 
and senior years. This program has been constantly 
reviewed, and was revised in 1963 by the institution of 
an Honors Colloquium for all students in the first se- 
mester of the Honors Program. 

3. The creation of a position of Writer-in-Residence 
in 1964. This position has been occupied since its in- 
stitution by Miss Eudora Welty, one of the outstanding 
contemporary American writers. Miss Welty has con- 
ducted a regular seminar for selected students in the 
art of creative writing, has presented one or more 
public lectures each year, and has conferred with 
classes and with individual students in the general area 
of writing and literary criticism. 



-' The quality of its graduates is indicated in part by the per- 
centage of those continuing in graduate and professional study. 
The report of the Woodrow Wilson National Fellowship Foundation 
on Two Decades of Woodrow Wilson Fellows . . . 1945 - 65 shows 
that of a total of 68 fellows appointed from Mississippi colleges and 
universities 24 were from Millsaps College. Similarly, an article by 
Allan M. Cartter, Vice President of the American Council on Educa- 
tion, entitled "Qualitative Aspects of Southern University Educa- 
tion," (The Southern Economic Journal, xx.xii, Julv, 1965, No. 1, Part 
2, Supplement, pp. 39-69), ranks Millsaps College as one of seven 
Southern institutions placing among the first fiftv in the nation on 
the basis of the percentage of baccalaureates in 1960 - 63 who won 
fellowships in the Woodrow Wilson, NDEA, NSF Cooperative, and 
NSF Regular fellowship programs. 



4. The institution of Undergraduate Research Pai 
ticipation Programs sponsored by the National Sc I 
ence Foundation. The first program of this type wal 
begun in the Department of Biology in 1959. In 1960 
unique interdepartmental proposal was approved by th 
National Science Foundation involving the Department 
of Biology, Chemistry, Geology, and Mathematic 
in a comprehensive study of the loessal deposits c 
East-Central Mississippi and certain ecological aspect 
of the loessal area. This program has continued to th 
present time and has proved a most effective teachin 
instrument in the Division of Natural Sciences. Severs 
papers by students and/or faculty members based on th 
research carried out have been published in profession 
al scientific journals. Continuation of this program o 
similar programs is anticipated. 

5. Creation of a Teacher Development CommittC' 
to stimulate advanced study and research by facult; 
members, with the provision of funds in the regular budg 
et of the College to support this program. Since 1951 
twenty-seven individual grants have been made to sup 
port research and thirteen grants have been given ti 



support postdoctoral or terminal-degree study. This pro 
gram is in addition to the regular sabbatical-leave pro 
gram established in the early 1950's, under which eligi 
ble faculty personnel may secure one semester's leav( 
at full pay or one year's leave at half pay for th( 
purpose of study, travel, or participation in signifi 
cant educational programs. 

6. The installation of an electronic language labora 
tory to support the program in modern languages. Thi; 
laboratory was the first of its type established in anj 
institution of higher learning in the State of Mississipp 
and has been of great assistance in improving the in 
struction in modern languages. The size of the origina 
laboratory was expanded two years ago to increase 
the number of listening-recording stations by 50 pei 
cent. 

7. The inauguration of a program for advanced 
placement of entering students in certain limited areas 
on the basis of high school performance and special 
tests administered at the time of enrollment. 

8. The development of a Junior Year Abroad pro- 
gram in connection with the Institute for American Uni- 
versities at Aix-en-Provence, France. Some students; 
have been encouraged to participate in foreign study pro- 
grams in Germany and Spain offered by other educa- 
tional institutions. The possibility of developing a study 
program in Mexico is now being explored. 

9. The complete renovation, expansion, and re-equip- 
ment of the main science building to include the addi- 
tion of offices and laboratories for each faculty mem- 
ber, space for individual student projects, and a com- 
pletely equipped greenhouse. 

10. The complete reorganization of the curriculum 
in biology and physics and the addition of new courses 
in several departments, including Sociology and Anthro- 
pology, Philosophy, and History. A continuing review of 
course offerings is being conducted to eliminate out- 
moded courses, to incorporate new materials, and to 
consolidate course offerings to provide for interdepart- 
mental teaching. 

11. The institution of a Legislative Internship Pro- 



Mill saps listed 26 
accomplishments over the 
vast ten years as 
Indication of its progress. 

gram for selected students. These students, selected 
principally from majors in the field of political sci- 
ence, are attached as interns to the officers of the Mis- 
sissippi State Senate and House of Representatives dur- 
ing the regular legislative sessions, thus providing a 
unique experience for the students and taking advant- 
age of the peculiar location of the College adjacent to 
the center of state government in Mississippi. 

12. The establishment of a major in music educa- 
tion to provide approved training for students entering 
the field of public school music. 

13. The establishment of a special resources library 
for the Department of Education through a grant from 
the W. K. Kellogg Foundation. This grant has enabled 
the Department of Education to provide special re- 
sources for education majors, particularly those plan- 
ning to enter the field of elementary education. 

14. The adoption in 1962 of a minimum require- 
ment of a composite score of 20 on the American College 
Test for fre.ehman admissions. Prior to 1962 the College 
used a seleciive admissions policy based primarily upon 
the high sciool record and class standing of appli- 
cants. The adoption of the American College Testing 
Program and the utilization of the research service pro- 
vided by that organization has enabled the Admissions 
Committee to predict with a higher degree of accuracy 
than before the success of students admitted to the Col- 
lege. The ACT Program was selected because it is re- 
quired in all Mississippi schools and is administered 
throughout the State. CEEB scores are accepted at 
Millsaps in lieu of ACT scores where appropriate. 

15. The esir-blishment of an in-service institute for 
teachers of higti school chemistry in cooperation with 
the National Science Foundation. 

16. The decision by the Board of Trustees in Feb- 
ruary, 1965, to open admission to the College to all quali- 
fied students regardless of race or color. 

17. The conduct of a Summer Institute in Geology 
for college teachers under the sponsorship of the Na- 
tional Science Foundation at the Mississippi Gulf Coast 
Research Laboratory in 1965. This program has proved 
highly successful and is being continued in 1966 with 
an additional grant from the National Science Founda- 
tion. 

18. The inauguration of a Fine Arts Festival held an- 
nually in the spring under the sponsorship of the De- 
partment of English and implemented chiefly by stu- 
dents. 

19. A general review of the core curriculum of the 
College carried out over a period of three years. For- 
mal recommendations for the revision of the curricu- 
lum were submitted to the faculty in September of 1965. 
Implementation of some recommendations have al- 
ready been approved; others are still being studied for 



future implementation. Major proposals in this revision 
are listed elsewhere in this Profile. 

20. The gradual reduction of the median teaching 
load of full-time faculty from 15 or more semester 
hours to approximately 12 semester hours. 

21. The provision of adequately equipped private 
offices for full-time faculty made possible through an 
Achievement Grant from the Ford Foundation. Prior to 
this development, available office space had to be shared 
by as many as four faculty members. 

22. Acquisition by the library of the Lehman En- 
gel Collection of books and manuscripts in the field of 
music, with special emphasis upon Twentieth Century 
American composers. This collection is being expanded 
regularly by the donor and will eventually include a col- 
lection of paintings and sculpture. 

23. The expansion of the faculty to provide elimina- 
tion of one-man departments in Sociology, Political Sci- 
ence, Education, Psychology, and Philosophy 

24. The completion of an institutional self-study car- 
ried out in conjunction with the Southern Association 
of Colleges and Schools. 

25. The development of close relations with the Unt- 
versity of Mississippi Medical Center and the use of 
personnel from the University staff on a part-time basis 
for instruction in certain advanced courses. 

26. The inauguration in 1965 of a series of non- 
credit, short-term courses for technical and scientific 
personnel of local industrial and educational organiza- 
tions. These courses include a series of lectures and 
laboratory exercises in modern instrumental analytical 
techniques, principles, and application offered by the 
faculty of the Department of Chemistry, and a course in 
modern microscopic techniques, including the tech- 
niques of preparing microscopic slides, offered by the 
Department of Biology. These courses are considered 
by the College to be a part of the general service pro- 
vided to the local community. 



"What are your educational plans for the 
coming decade?" 

Plans for the coming decade at Millsaps College 
include both specific and general objectives. No pre- 
cise order of priority can be set, because some of the 
objectives will be achieved by gradual stages over a 
period of years while others are of the nature of con- 
tinuing emphases or revisions. Major plans and objec- 
tives include the following: 

1. Implementation of the Proposal for a Revised 
Curriculum, developed by a faculty committee in the 
summer of 1965 and submitted to the faculty of the 
College in September, 1965. Major proposals contained 
in this study include 

a. development of an interdisciplinary course in the 
humanities for all students. This course to re- 
place in whole or in part some of the traditionally 
required courses in history, philosophy, art ap- 
preciation, literature, etc.; 



Will Millsaps Keep Pace? 



b. development of an interdisciplinary course in 
mathematics and the natural sciences for all non- 
science majors, replacing the traditionally re- 
quired core courses in these areas; 

c. development of new offerings in comparative and 
non-Western area studies; 

d. a revision of the academic calendar of the Col- 
lege to provide for a January short-term for spe- 
cial emphases and studies; 

e. expansion of the present limited program in the 
fine arts. 

General approval of the Proposal has already been 
given by the faculty, and certain interim changes in 
the curriculum have been instituted. Current planning 
provides for the institution of the interdisciplinary 
courses in September, 1967. A team consisting of three 
faculty members and the Dean will work in the sum- 
mer of 1966 on an outline syllabus for the humanities 
course and upon the problems of staffing, scheduling, 
materials, and teaching methodology to be employed. 
Some of this work will be done in conjunction with at- 
tendance at the 1966 Danforth Campus Community 
Workshop at Colorado College. Other parts of the Pro- 
posal are being given further study by special commit- 
tees. 

The entire Proposal represents a long-range plan. 
•Implementation of several parts of it will be dependent 
upon the attainment of increased financial resources 
by the College over the next ten years. Construction 
of a Fine Arts Building, planned for 1967-68, should 
make possible the realization of an expanded program 
in the fine arts beyond the present limited offerings, 
particularly in the graphic and plastic arts. Tentative 
discussions are now in progress with the Jackson Sym- 
phony Orchestra Association for cooperative efforts in 
the sponsoring of a string quartet of high quality for 
community and school concerts. 

2. General strengthening of the present library hold- 
ings to provide adequate support for a quality liberal 
arts program. Additional study and shelving space is 
needed, also, and should be provided by the planned 
expansion of existing facilities in 1968 - 69. Cataloged 
holdings of 100,000 to 125,000 volumes are considered 
minimum. 

3. Intensified recruiting outside the State and re- 
gion to provide a more varied and cosmopolitan stu- 
dent body. The development of exchange programs 
with institutions similar to Millsaps in other areas of 
the country will be a part of this plan, as will concerted 
efforts to secure a larger number of foreign students 
on the campus. 

4. Vigorous and continued efforts to secure and re- 
tain a faculty of superior training and ability. The 
projected rise in the level of faculty salaries should 
place the College in a more competitive position on 
the national scene for the recruitment of faculty per- 
sonnel than has been the case in the recent past. As re- 
placements are made and new personnel added, at- 
tention will be given to selecting persons whose train- 



ing and professional ability are complemented by ai 
commitment to teaching and to the values of a liberal 
education. Associated with the process of identifying and 
retaining teachers of exceptional quality will be a con- 
tinuing review of the conditions of faculty work and the 
overall attractiveness of the teaching situation at Mill- 
saps. 

5. A general review of all courses offerings and 
of requirements for majors, with a view to eliminating 
obsolescent and too highly specialized courses in some 
areas. This review is already under way and is ex- 
pected to result in a more efficient and effective utiliza- 
tion of the time and energy of both faculty and stu- 
dents. Where possible, one or more courses in a sub- 
ject area will be combined, with new materials in- 
corporated when appropriate. Alternate-year offerings 
will be increased in advanced-level courses where the 
normal enrollment is small. 

6. A continuing study of methods of instruction in 
an effort to provide the most effective means of stimu- 
lating learning. Greater use of individual study and 
directed reading courses is anticipated. Provision for 
more flexible classroom space is tentatively planned 
in the classroom and lecture center, projected for 1968- 
69. The wider use of audio-visual materials and meth- 
ods, as well as the use of electronic and mechanical 
devices, will be considered. Educational television is ex- 
pected to become available on a limited basis by 1970, 
provided by the new Mississippi Universities Cen- 
ter which is to be erected near our campus. The Mis- 
sissippi Research and Development Center now being 
developed adjacent to the College will include an elec- 
tronic computer center, which we anticipate will be avail- 
able for some instructional purposes, with direct tie- 
in to campus facilities. 

7. Further study and development of the present 
limited program of advanced placement, with special 
consideration for the needs and abilities of superior 
students. 

8. Exploration of possible means for expanding com- 
munity services. With the anticipated dramatic popu- 
lation growth of the city of Jackson, the College looks 
forward to increased services to the community through 
cultural activities of various kinds and through semi- 
nars, institutes, and conferences on scientific, philosoph- 
ical, social, and political questions. Although not planned 
within the next ten years, the matter of the possible 
need for reactivation of the law school to serve the 
needs of the community must be explored, as well as 
the needs of the Jackson area for the development of 
a limited program of graduate studies. 

"What are your plans for physical growth 
in the next decade?" 

1. Land Acquisition 

It is anticipated that during the next ten years the 
College will lease a part of the north section of the 
campus for commercial usage. This property has now 
become so valuable that it could become an income- 
producing area. A study has been inaugurated this year, 
with the aid of a grant from Educational Facilities Lab- 
oratories, which is exploring the feasibility of leasing 
this land for commercial usage and later converting 
the same area to college use as it is needed. The 





Plans include general strengthening of the present 
brary holdings to provide adequate support for a quality 
Ijeral arts program. Photo by Ernest Rucker. 



study is getting under way this spring. This study may 
be a real contribution to small college planning pro- 
grams throughout the nation. 

It has been proposed that the College acquire addi- 
tional land on the southeast side of the campus. The 
present campus is in an inverted L shape. The south- 
east area more nearly fits the future needs of the Col- 
lege than other surrounding areas. The acquisition of 
this property will convert the campus into a rectangu- 
lar shape. If the north end of the campus is leased for 
commercial use, there will remain a net acreage, in- 
cluding the new acquisition, of about one hundred acres 
for academic purposes. 

2. Building Development 

Plans for future physical facilities have been 
made which include library expansion, residence halls, a 
fine arts center, a classroom building, student apart- 
ments, an infirmary, an administration building, a fac- 
ulty apartment house, student center annex, improve- 
ments to the President's home, and science building 
annex. 

The Building and Grounds Committee of the Board 
of Trustees has examined and approved this list. It 
has been the policy of Millsaps College to give first pri- 
ority to buildings and facilities directly related to the 
academic program. This policy has been followed in plans 
for the next decade. Library and classroom facilities 
have been given first priority. Dormitories have been 
given secondary placement even though most of the 
money for such buildings will be borrowed. There is a 
possibility that off-campus housing may develop on the 
property which the College anticipates leasing on the 
north end of the campus. 

3. Other Campus Areas 

A new physical education area should be developed 
within a few years. Plans for a swimming pool are now 
being discussed by interested alumni. This facility will 
be the first building addition to the physical education 
plant since 1933. As this program moves toward reali- 
ty, grounds for additional athletic fields wiU be de- 
veloped. An area is currently being considered for more 
tennis courts. 

Several parking facilities for the two new dormi- 
tories which will be opened in the fall of 1966 are now be- 
ing developed. One other parking area is being con- 
structed in connection with a dormitory for men. It 
will serve both students in the dormitory and from 
fraternity houses nearby. 

A large maintenance shop and working area are 
needed. It is planned to improve this facility in the near 
future. The location of the maintenance area will be 
coordinated with the master plan for the campus. 

The College is inaugurating a program of data proc- 
essing this year which will eventually incorporate aU 
administrative departments. This equipment is housed 
in a temporary location at present. As new developments 
are made in buildings, it is anticipated that the data 
processing room will occupy a more prominent place 
and its services will broaden. The data processing pro- 
gram will provide better records and more informa- 
tion, which enter into plans for improving the admin- 
istrative functions of the College. It might be noted that 
increases in administrative costs for future years are 
moderate. The planned program of data processing 
should help in stabilizing this expense. 



Will Millsaps Keep Pace? 



"List your specific goals," Ford requested. 
Millsaps itemized: 

Specific Goals: 

1. Endowment Funds 

The endowment funds must be substantially in- 
creased. Currently the endowment funds total approxi- 
mately three million dollars. This should be increased to 
the range of five to six million dollars by 1971-72 and 
nine to ten million by 1975. Projected enrollments indi- 
cate the need for a minimum of fifteen million dol- 
lars endowment by 1976. 

2. Physical Plant 

a. Fine Arts Building. This structure has been de- 
signed and the campus site selected. The cost, 
estimated at one nriillion dollars, will be provid- 
ed by government grants and loans and by spe- 
cial gifts from individuals. 

b. Expansion of Library. The estimated cost of 
$400,000 will be provided primarily from govern- 
ment funds. 

c. Classroom Building_$750,000. The funds for this 
building will come from government grants and 
loans and fronn College resources. Partial financ- 
ing will be realized from a capital funds cam- 
paign planned for 1967. 

Additional BuUding Requirements Planned for the 
Period 1971 - 76: 

1. Faculty Housing — $700,000 

2. Sullivan-Harrell Science Building Annex— $500,000 

3. Student Center Annex — $300,000 

4. Student Housing — $1,500,000 

Sources of New Income: 

1. Tuition 

Tuition increases have been projected at approxi- 
mate intervals over the next decade. The increase an- 
nounced for the fall term of 1966 amounts to $300 per 
year for each student. 

2. Alumni Fund 

The annual fund is currently benefiting from the im- 
plementation of several new organizational concepts and 
from renewed enthusiasms. From a base of $50,000 in 
1966, the Alumni Fund will be increased through the use 
of still more aggressive measures to approximately 
$60,000 by 1971-72 and to $75,000 by 1977. 

3. Church Support 

Plans are being implemented at the present time to 
change the program of giving through the church from 
two separate programs of Maintenance (operating in- 
come) and Development (capital and endowment) to 
one consolidated program. It is hoped that, by having 
one consolidated appeal on a continuing basis and omit- 
ting church solicitations during the periodic intensive 
campaigns, the total support will increase significantly. 

4. Business and Industry 

Plans are currently under way for the revitaliza- 



8 



tion of the Millsaps Associates and the enlargement ot 
the organization from its present 100 mennbers to ap- 
proximately 250. New members will be more evenly dis- 
tributed on a geographic basis and will not be alumni. 
This will provide the College with a much broader basei 
of support from the business and professional segment 
of the State and will enlist an effective group of laymen 
who can be indispensable to the successful manage- 
ment of anticipated periodic capital funds campaigns,, 
such as the one planned for 1967. 

5. Bequest Program and Gifts from Living Individ-I 
uals 

Beginning in September, 1965, the College initiated a 
deferred giving program by compiling a list of be- 
quest and gift prospects. These persons receive special 
literature at regular intervals and are also personally 
solicited. This program will be enhanced by the ad 
dition of a gift annuity plan. Prospect files will be in- 
creased to at least 5,000 individuals to provide the 
needed return from this effort. 

6. Governing Boards 
As is true with many church-related institutions, the 

Board of Trustees includes a number of ministers. This 
situation has seriously limited the possibilities of rais- 
ing large sums of money from the members of the 
Board of Trustees. A plan to improve this situation has 
been presented to the Board for action at its next meet 
ing. Under this plan the by-laws of the Board would be 
changed to permit the addition of eight members to the 
present Board. If adopted, this plan will make possible the 
appointment of additional laymen who have not only 
an interest in Millsaps College but a potential for sig 
nificant financial support as well. 

7. Foundations 

Up to the present time foundation support for the 
College has been modest, in part because there are 
few large foundations in this area. Fund raising goals 
for the future include more aggressive cultivation of 
those foundations throughout the nation who are inter- 
ested in supporting higher education. A study of po- 
tential foundation support is currently being made by 
the President and the Development Officer in coopera- 
tion with a Development Committee of the Board oi 
Trustees. 

8. Government Programs 

Millsaps College plans to make full use of all avail- 
able and appropriate government programs. This is an 
important source of income which can make possible 
significant improvement in both the quality and the 
scope of academic programs. 

As of the publication deadline 
no decision had been made by 
the Ford Foundation as to its dis- 
position of the Millsaps proposal 
for a grant. Millsaps officials 
were encouraged by conferences 
with Foundation representatives. 
Should the answer be "yes," the 
big push will begin : Millsaps will 
have to match Ford's funds on 
their terms. 



I 



Will Millsaps Keep Pace? 



"Curriculums have been changing . . 
because the explosion in knowledge 
has been as sizable as the 
explosion in college admissions," 
states EPE. So, to keep pace, 
Millsaps will change. 



The New Curriculum: No Glorified 
High School Courses Offered Here 



Beginning with the fall of 1967 a new inter- 
disciplinary course called "Man in Western 
Civilization" will be offered on a pilot basis 
^or students who desire to take it. Another 
nterdisciplinary course, a science and math 
mrvey, will be required for all B. A. can- 
didates. These are two of many changes 
vhich will be made in the next few years as 
I result of a study by a special curriculum 
ommittee. Here, in part, is its report: 

-. The Present Core Curriculum 

The existing core curriculum at Millsaps consists 
)f the following course-hour requirements: 
S. A. Hours Subject 

12 English 

12 Foreign Language 

6 History 

6 Mathematics 

6 Natural Science 

6 Religion 

6 Philosophy 



B. S. Hours 

12 
12 

6 

6 
18 

6 





54 



60 



In view of the stated purpose of Millsaps, the sub- 
ject matter covered in the present core curriculum is 
certainly defensible; however, the Southern Association 
report of 1959-60 on the Self Study at Millsaps indicated 
an imbalance in the core requirements. An analysis of 
the patterns of the actual course work of the classes 
of 1333 and 1924 made by Dr. Russell Levanway in the 
summer of 1964 confirmed the actuality of this im- 
balance. 

The greatest imbalance was found to be among stu- 
dents with majors in the Humanities: the average Hu- 
manities major had 66% (82 hours) of his courses in 
that division. The next greatest imbalance was among 
Natural Science majors: 57% (71 hours) of their course 
work was in the Natural Sciences. The Social Science 
majors showed the least imbalance: 48% (59 hours) of 
their course work was in the Social Sciences. 

Without question fine arts was the most neglected 
area in the student's academic career. The average Hu- 
manities major had 8% (8 hours) of his work in fine 
arts. However, this figure is misleading because the in- 
clusion of the music majors among the Humanities 
majors raised the percentage well above that of the 
"typical" Humanities student. The average Social Sci- 
ence student had 2% (2 hours) of his courses in the fine 
arts; the average for the Natural Science student was 
1% (1 hour). Also significant was the low percentage 
of course work in the behavioral sciences (economics, 
political science, psychology, and sociology) among the 
Humanities and Natural Science majors: 7% (9 hours) 
for the former and 5% (6 hours) for the latter. 

With respect to the total hours in the present core 
curriculum (54 for the BA and 60 for the BS), Millsaps' 
requirements are about average. Since deficiencies in 
the core curriculum can be remedied only by incorpo- 
rating additional courses and thus increasing the exist- 



9 



Will Millsaps Keep Pace? 



ing core hour total, revisions in the present core will 
result in a required hour total slightly in excess of the 
average among "selective" colleges in this country. Of 
43 "selective" colleges examined, however, 39.5% re- 
quire more than 60 hours. 

A significant fact worth noting is that many of the 
"selective" colleges assume that entering students al- 
ready have adequate foundations in English grammar 
and composition, in math, and, in some cases, in for- 
eign languages. This is to say that the assumed high 
school training of the student is an important oblique 
factor in determining the particular courses and num- 
ber of hours required. In the past Millsaps has not been 
able to make this assumption and, therefore, has been 
forced to devote an appreciable number of required 
hours to courses which in other colleges are considered 
remedial in nature. If it is true that Millsaps is now 
getting more adequately prepared students, then it 
should consider waiving, for students demonstrating 
adequate foundations in the above-mentioned areas, re- 
quirements which are designed to correct deficiencies 
in high school. 



II. The Proposed Revision 

The Committee recommends the following revised 
core curriculum for the BA and BS degrees (a Bachelor 
of Music degree was added at the February meeting 
of the Board of Trustees) as a reasonable compromise 
that rectifies some of the disbalance and at the same 
time does not overburden a student with required 
hours : 

B. S. Hours 

12 

12 

6 

6 

18 

6 



6 



~66" 

This revision incorporates the following changes 
with respect to our present core curriculum: first, the 
inclusion of a three-hour course in fine arts on a man- 
datory basis in the BA program and as an alternative 
option in the case of the BS program; second, the 
further inclusion of a six-hour course sequence to be 
chosen from appropriate introductory-level courses in 
the several behaviorial sciences on a mandatory basis 
for the BA program only. 

The BA program of sixty-three hours and the BS 
program of sixty-six hours represent only a desired 
balance and degree of exposure but do not dictate the 
specific approaches that may be employed to achieve 
this exposure. While a core requirement of sixty-three 
and sixty-six hours does in fact represent an increase 
of nine and six hours respectively, these totals are by 



B. A. Hours 


Subject 


12 


English 


12 


Foreign Language 


6 


History 


6 


Mathematics 


6 


Natural Science 


6 


Religion 


6 


Philosophy 


6 


Behavioral Science 


3 


Fine Arts 


63 





no means excessive in terms of general core require- 
ment trends in the colleges studied, as previously men- 
tioned. 

The present revision represents fundamentally the 
traditional approach to curriculum both in terms of sub 
ject matter and its organization. While we approach i 
remedy for the deficiencies in the present core curricu 
lum, this proposal would not yet overcome the com 
partmentalization of the learning process which inheres 
in the traditional approach. This is to say, no provisior 
is made for allowing the student to come to an under 
standing of the interdependence and interrelationship ol 
the several academic disciplines. Hence a different ap 
proach to and organization of subject matter in th« 
core requirements recommends itself. This may b( 
achieved through interdisciplinary approaches anc 
team teaching as well as through reorganization and re 
structuring present courses in the catalog or the de 
velopment of appropriate new courses. This is not tc 
be understood as the further proliferation of courses; 
rather it recommends a reduction through combinatior 
of present courses or course content. 

By the introduction of interdisciplinary courses 
which will be proposed and described below, it woulc 
be possible in time — hopefully by 1967 or 1968 — to re 
duce hours required under this better-balanced progranr 
to fifty-four for the BA and fifty-seven hours for th« 
BS. The revised core curriculum incorporating these 
interdisciplinary courses would then read as follows: 



. A. Hours 


Subject B. i 


5. Hour! 


14 


Man in Western Civilization 


14 


4 


English Grammar and 
Composition 


4 


12 


Foreign Language 


12 


12 


Natural Science and 
Math Survey 








Mathematics 


6 





Natural Science 


18 


3 


Religion 


3 


3 


Philosophy 





6 


Behavioral Science 





54 




57 



With -this reduction achieved, it would then be pos 
sible to consider the remedying of two other deficien 
cies which the Committee has noted after surveyini 
the programs of progressive colleges throughout th( 
country, i.e., the absence of non-Western studies am 
courses dealing with issues and problems of the Twen 
tieth Century. With the incorporation of these additiona 
courses, the course-hour total in the core curriculun 
would read as follows: 

Additional Core Courses to be Developed 



. A. Hours 


Subject B. S. Hour 


6 


Non-Western Comparative 3 




and Area Studies 


3 


20th Century Issues and 3 




Values 


63 


63 



Assuming the incorporation of the two interdiscipli 

nary courses into the core curriculum, other minoi 

modifications in the present requirements in foreigi 

language, religion, and philosophy would ensue. Further 

(Continued on Page 27) 



10 



Ko memory of Alma Mater 

older than a year or so 

is hkely to hear much reseinhlance 

to today's college or university. 

Which, in our fast-moving society, 

is precisely as it should he, 

if higher education is . . . 

To Keep Pace 
with America 



w 

▼ ▼ HAT ( 



HAT ON EARTH is going on, there? 

Across the land, alumni and alumnae are asking 
that question about their alma maters. Most of 
America's colleges and universities are changing 
rapidly, and some of them drastically. Alumni and 
alumnae, taught for years to be loyal to good old 
Siwash and to be sentimental about its history and 
traditions, are puzzled or outraged. 

And they are not the only ones making anguished 
responses to the new developments on the nation's 
campuses. 

From a student in Texas: "The professors care less 
and less about teaching. They don't grade our papers 
or exams any more, and they turn over the discus- 
sion sections of their classes to graduate students. 
Why can't we have mind-to-mind combat?" 

From a university administrator in Michigan: 
"The faculty and students treat this place more like 
a bus terminal every year. They come and go as they 
never did before." 

From a professor at a college in Pennsylvania: 
"The present crop of students? They're the brightest 
ever. They're also the most arrogant, cynical, dis- 
respectful, ungrateful, and intense group I've taught 
in 30 years." 



From a student in Ohio: "The whole bit on this 
campus now is about 'the needs of society,' 'the 
needs of the international situation,' 'the needs of 
the IBM system.' What about my needs?" 

From the dean of a college in Massachusetts: 
"Everything historic and sacred, everything built by 
2,000 years of civilization, suddenly seems old hat. 
Wisdom now consists in being up-to-the-minute." 

From a professor in New Jersey: "So help me, I 
only have time to read about 10 books a year, now. 
Fm always behind." 

From a professor at a college for women in 
Virginia: "What's happening to good manners? 
And good taste? And decent dress? Are we entering 
a new age of the slob?" 

From a trustee of a university in Rhode Island: 
"They all want us to care for and support our institu- 
tion, when they themselves don't give a hoot." 

From an alumnus of a college in California: "No 
one seems to have time for friendship, good humor, 
and fun, now. The students don't even sing, any 
more. Why, most of them don't know the college 
songs." 

What is happening at America's colleges and 
universities to cause such comments? 



I 



Today^s colleges and universities: 



-T BEGAN around 1 950 — silently, unnoticed. The 
signs were little ones, seemingly unconnected. Sud- 
denly the number of books published began to soar. 
That year Congress established a National Science 
Foundation to promote scientific progress through 
education and basic research. College enrollments, 
swollen by returned war veterans with G.I. Bill 
benefits, refused to return to "normal"; instead, they 
began to rise sharply. Industry began to expand its 
research facilities significantly, raiding the colleges 
and graduate schools for brainy talent. Faculty 
salaries, at their lowest since the 1930's in terms of 
real income, began to inch up at the leading col- 
leges. China, the most populous nation in the world, 
fell to the Communists, only a short time after several 
Eastern European nations were seized by Com- 
munist coups d'etat; and, aided by support from 
several philanthropic foundations, there was a rush 
to study Communism, military problems and 
weapons, the Orient, and underdeveloped countries. 

Now, 15 years later, we have begun to compre- 
hend what started then. The United States, locked 
in a Cold War that may drag on for half a century, 
has entered a new era of rapid and unrelenting 
change. The nation continues to enjoy many of the 
benefits of peace, but it is forced to adopt much of 
the urgency and pressure of wartime. To meet the 
bold challenges from outside, Americans have had 
to transform many of their nation's habits and in- 
stitutions. 

The biggest change has been in the rate of change 
itself. 

Life has always changed. But never in the history 
of the world has it changed with such rapidity as it 
does now. Scientist J. Robert Oppenheimer recently 
observed: "One thing that is new is the prevalence of 
newness, the changing scale and scope of change it- 
self, so that the world alters as we walk in it, so that 
the years of a man's life measure not some small 
growth or rearrangement or modification of what he 
learned in childhood, but a great upheaval." 

Psychiatrist Erik Erikson has put it thus: "To- 
day, men over 50 owe their identity as individu- 
als, as citizens, and as professional workers to a 
period when change had a diflPerent quality and 



when a dominant view of the world was one of 
a one-way extension into a future of prosperity, 
progress, and reason. If they rebelled, they did so 
against details of this firm trend and often only for 
the sake of what they thought were even firmer 
ones. They learned to respond to the periodic chal- 
lenge of war and revolution by reasserting the in- 
terrupted trend toward normalcy. What has changed 
in the meantime is, above all, the character of 
change itself." 

This new pace of change, which is not likely to 
slow down soon, has begun to affect every facet of 
American life. In our vocabulary, people now speak 
of being "on the move," of "running around," and 
of "go, go, go." In our politics, we are witnessing 
a major realignment of the two-party system. Editor 
Max Ways of Fortune magazine has said, "Most 
American political and social issues today arise out 
of a concern over the pace and quality of change." 
In our morality, many are becoming more "cool," 
or uncommitted. If life changes swiftly, many think 
it wise not to get too attached or devoted to any 
particular set of beliefs or hierarchy of values. 




Copjirigkl 7066 by Ediltriai Projects for EittcaHoit, Inc. 



busy faculties^ serious students^ and hard courses 



Of all American institutions, that which is most 
profoundly affected by the new tempo of radical 
change is the school. And, although all levels of 
schooling are feeling the pressure to change, those 
probably feeling it the most are our colleges and 
universities. 



A 



-T THE HEART of America's shift to a new 
life of constant change is a revolution in the role 
and nature of higher education. Increasingly, all of 
us live in a society shaped by our colleges and 
universities. 

From the campuses has come the expertise to 
travel to the moon, to crack the genetic code, and 
to develop computers that calculate as fast as light. 
From the campuses has come new information 
about Africa's resources, Latin-American econom- 
ics, and Oriental politics. In the past 15 years, col- 
lege and university scholars have produced a dozen 




or more accurate translations of the Bil^le, more 
than were produced in the past 15 centuries. Uni- 
versity researchers have helped virtually to wipe 
out three of the nation's worst diseases: malaria, 
tuberculosis, and polio. The chief work in art and 
music, outside of a few large cities, is now being 
done in our colleges and universities. And profound 
concern for the U.S. racial situation, for U.S. for- 
eign policy, for the problems of increasing urbanism, 
and for new religious forms is now being expressed 
by students and professors inside the academies 
of higher learning. 

As American colleges and universities have been 
instrumental in creating a new world of whirlwind 
change, so have they themselves been subjected to 
unprecedented pressures to change. They are differ- 
ent places from what they were 15 years ago — in 
some cases almost unrecognizably different. The 
faculties are busier, the students more serious, and 
the courses harder. The campuses gleam with new 
buildings. While the shady-grove and paneled- 
library colleges used to spend nearly all of their 
time teaching the young, they have now been 
burdened with an array of new duties. 

Clark Kerr, president of the University of Cali- 
fornia, has put the new situation succinctly: "The 
university has become a prime instrument of na- 
tional purpose. This is new. This is the essence of 
the transformation now engulfing our universities." 

The colleges have always assisted the national 
purpose by helping to produce better clergymen, 
farmers, lawyers, businessmen, doctors, and teach- 
ers. Through athletics, through religious and moral 
guidance, and through fairly demanding academic 
work, particularly in history and literature, the 
colleges have helped to keep a sizable portion of 
the men who have ruled America rugged, reason- 
ably upright and public-spirited, and informed and 
sensible. The problem of an effete, selfish, or igno- 
rant upper class that plagues certain other nations 
has largely been avoided in the United States. 

But never before have the colleges and universities 
been expected to fulfill so many dreams and projects 
of the American people. Will we outdistance the 
Russians in the space race? It depends on the caliber 



II' 



of scientists and engineers that our universities pro- 
duce. Will we find a cure for cancer, for arthritis, 
for the common cold? It depends upon the faculties 
and the graduates of our medical schools. Will we 
stop the Chinese drive for world dominion? It de- 
pends heavily on the political experts the universi- 
ties turn out and on the military weapons that 
university research helps de\'elop. Will we be able 
to maintain our high standard of living and to avoid 
depressions? It depends upon whether the universi- 
ties can supply business and government with in- 
ventive, imaginative, farsighted persons and ideas. 
Will we be able to keep human values alive in our 
machine-filled world? Look to college philosophers 
and poets. Everyone, it seems — from the impover- 
ished but aspiring Negro to the mother who wants 
her children to be emotionally healthy — sees the col- 
lege and the university as a deliverer, today. 

Thus it is no exaggeration to say that colleges and 
universities have become one of our greatest re- 
sources in the cold war, and one of our greatest 
assets in the uncertain peace. America's schools 
have taken a new place at the center of society. 
Ernest Sirluck, dean of graduate studies at the 
University of Toronto, has said: "The calamities of 
recent history have undermined the prestige and 
authority of what used to be the great central insti- 
tutions of society. . . . Many people have turned to 
the universities ... in the hope of finding, through 
them, a renewed or substitute authority in life." 



T 



. HE NEW PRESSURES to serve the nation in 
an ever-expanding variety of ways have wrought a 
stunning transformation in most American colleges 
and universities. 

For one thing, they look different, compared with 
15 years ago. Since 1950, American colleges and 
universities have spent about $16.5 billion on new 
buildings. One third of the entire higher education 
plant in the United States is less than 15 years old. 
More than 180 completely new campuses are now 
being built or planned. 

Scarcely a college has not added at least one 
building to its plant; most have added three, four, 
or more. (Science buildings, libraries, and dormi- 
tories have been the most desperately needed addi- 



New responsibilities 
are transforming 
once-quiet carnpuses 



tions.) Their architecture and placement ha%'e 
moved some alumni and students to howls of pro- 
test, and others to e.xpressions of awe and delight. 

The new construction is required largely because 
of the startling growth in the number of young 
people wanting to go to college. In 1950, there 
were about 2.2 million undergraduates, or roughly 
18 percent of all Americans between 18 and 21 
years of age. This academic year, 1965-66, there 
are about 5.4 million undergraduates — a whopping 
30 percent of the 18-21 age group.* The total num- 
ber of college students in the United States has 
more than doubled in a mere decade and a half. 

As two officials of the American Council on Edu- 
cation pointed out, not long ago: "It is apparent 
that a permanent revolution in collegiate patterns 
has occurred, and that higher education has be- 
come and will continue to be the common training 
ground for American adult life, rather than the 
province of a small, select portion of society." 

Of today's 5.4 million undergraduates, one in 
every five attends a kind of college that barely 
existed before World War II — the junior, or com- 
munity, college. Such colleges now comprise nearly 
one third of America's 2,200 institutions of higher 
education. In California, where community colleges 
have become an integral part of the higher educa- 
tion scene, 84 of every 100 freshmen and sophomores 
last year were enrolled in this kind of institution. By 
1975, estimates the U.S. Office of Education, one 
in every two students, nationally, will attend a 
two-year college. 

Graduate schools are growing almost as fast. 



*The percentage is sometimes quoted as being much higher be- 
cause it is assumed that nearly all undergraduates are in the 18-21 
bracket. Actually only 68 percent of all college students are in that 
age category. Three percent are under 18; 29 percent are os-er 21. 



Higher education's 
patterns are changing; 
so are its leaders 



While only 11 percent of America's college gradu- 
ates went on to graduate work in 1950, about 25 
percent will do so after their commencement in 
1966. At one institution, over 85 percent of the 
recipients of bachelor's degrees now continue their 
education at graduate and professional schools. 
Some institutions, once regarded primarily as under- 
graduate schools, now have more graduate students 
than undergraduates. Across America, another phe- 
nomenon has occurred: numerous state colleges 
have added graduate schools and become uni- 
versities. 

There are also dramatic shifts taking place among 
the various kinds of colleges. It is often forgotten 
that 877, or 40 percent, of America's colleges and 
universities are related, in one way or another, with 
religious denominations (Protestant, 484; Catholic, 
366; others, 27). But the percentage of the nation's 
students that the church-related institutions enroll 
has been dropping fast; last year they had 950,000 
undergraduates, or only 18 percent of the total. 
Sixty-nine of the church-related colleges have fewer 
than 100 students. Twenty percent lack accredita- 
tion, and another 30 percent are considered to be 
academically marginal. Partially this is because 
they have been unable to find adequate financial 
support. A Danforth Foundation commission on 
church colleges and universities noted last spring: 
"The irresponsibility of American churches in pro- 
viding for their institutions is deplorable. The aver- 
age contribution of churches to their colleges is only 
12.8 percent of their operating budgets." 

Church-related colleges have had to contend 
with a growing secularization in American life, with 
the increasing difficulty of locating scholars with a 
religious commitment, and with bad planning from 
their sponsoring church groups. About planning, 
the Danforth Commission report observed: "No one 




can justify the operation of four Presbyterian col- 
leges in Iowa, three Methodist colleges in Indiana, 
five United Presbyterian institutions in Missouri, 
nine Methodist colleges in North Carolina (includ- 
ing two brand new ones), and three Roman Catholic 
colleges for women in Milwaukee." 

Another important shift among the colleges is 
the changing position of private institutions, as pub- 
lic institutions grow in size and number at a much 
faster rate. In 1950, 50 percent of all students were 
enrolled in private colleges; this year, the private 
colleges' share is only 33 percent. By 1975, fewer 
than 25 percent of all students are expected to be 




enrolled in the non-public colleges and universities. 
Other changes are evident: More and more stu- 
dents prefer urban colleges and universities to rural 
ones; now, for example, with more than 400,000 
students in her colleges and universities, America's 
greatest college town is metropolitan New York. 
Coeducation is gaining in relation to the all-men's 
and the all- women's colleges. And many predomi- 
nantly Negro colleges have begun to worry about 
their future. The best Negro students are sought 
after by many leading colleges and universities, and 
each year more and more Negroes enroll at inte- 
grated institutions. Precise figures are hard to come 



by, but 15 years ago there were roughly 120,000 
Negroes in college, 70 percent of them in predomi- 
nantly Negro institutions; last year, according to 
Whitney Young, Jr., executive director of the 
National Urban League, there were 220,000 Ne- 
groes in college, but only 40 percent at predomi- 
nantly Negro institutions. 



T 

-^^L. HE 



HE REMARK.ABLE GROWTH in the number of 
students going to college and the shifting patterns 
of college attendance have had great impact on the 
administrators of the colleges and universities. They 
have become, at many institutions, a new breed 
of men. 

Not too long ago, many college and university 
presidents taught a course or two, wrote important 
papers on higher education as well as articles and 
books in their fields of scholarship, knew most of 
the faculty intimately, attended alumni reunions, 
and spoke with heartiness and wit at student din- 
ners. Rotary meetings, and football rallies. Now 
many presidents are preoccupied with planning 
their schools' growth and with the crushing job of 
finding the funds to make such growth possible. 

Many a college or university president today is, 
above all else, a fund-raiser. If he is head of a pri- 
vate institution, he spends great amounts of time 
searching for individual and corporate donors; if he 
leads a public institution, he adds the task of legis- 
lative relations, for it is from the legislature that the 
bulk of his financial support must come. 

With much of the rest of his time, he is involved 
in economic planning, architectural design, person- 
nel recruitment for his faculty and staff, and curric- 
ulum changes. (Curriculums have been changing 
almost as substantially as the physical facilities, 
because the explosion in knowledge has been as 
sizable as the explosion in college admissions. Whole 
new fields such as biophysics and mathematical 
economics have sprung up; traditional fields have 
expanded to include new topics such as comparative 
ethnic music and the history of film; and topics 
that once were touched on lightly, such as Oriental 
studies or oceanography, now require extended 
treatment.) 

To cope with his vastly enlarged duties, the mod- 



Many professors are research-minded specialist 



ern college or university president has often had to 
double or triple his administrative staff since 1950. 
Positions that never existed before at most institu- 
tions, such as campus architects, computer pro- 
grammers, government liaison officials, and deans 
of financial aid, have sprung up. The number of 
institutions holding membership in the American 
College Public Relations Association, to cite only 
one example, has risen from 591 in 1950 to more 
than 1,000 this year — including nearly 3,000 indi- 
vidual workers in the public relations and fund- 
raising field. 

A whole new profession, that of the college "de- 
velopment officer," has virtually been created in 
the past 1 5 years to help the president, who is usu- 
ally a transplanted scholar, with the twin problems 
of institutional growth and fund-raising. According 
to Eldredge Hiller, executive director of the Ameri- 
can Association of Fund-Raising Counsel, "In 1950 
very few colleges and universities, except those in 
the Ivy League and scattered wealthy institutions, 
had directors or vice presidents of development. 
Now there are very few institutions of higher learn- 
ing that do not." In addition, many schools that 
have been faced with the necessity of special de- 
velopment projects or huge capital campaigns have 
sought expertise and temporary personnel from out- 
side development consultants. The number of major 
firms in this field has increased from 10 to 26 since 
1950, and virtually every firm's staff has grown 
dramatically over the years. 

Many alumni, faculty members, and students 
who have watched the president's suite of offices 
expand have decried the "growing bureaucracy." 
What was once "old President Doe" is now "The 
Administration," assailed on all sides as a driving, 
impersonal, remote organization whose purposes 
and procedures are largely alien to the traditional 
world of academe. 

No doubt there is some truth to such charges. In 
their pursuit of dollars to raise faculty salaries and 
to pay for better facilities, a number of top officials 
at America's colleges and universities have had 
insufficient time for educational problems, and some 
have been more concerned with business efficiency 



than with producing intelligent, sensible human , 
beings. However, no one has yet suggested how 
"prexy" can be his old, sweet, leisurely, scholarly 
self and also a dynamic, farsighted administrator 
who can successfully meet the new challenges of 
unprecedented, radical, and constant change. 

One president in the Midwest recently said: "The 
engineering faculty wants a nuclear reactor. The 
arts faculty needs a new theater. The students want 
new dormitories and a bigger psychiatric consulting 
office. The alumni want a better faculty and a new 
gymnasium. And they all expect me to produce 
these out of a single office with one secretary and a 
small filing cabinet, while maintaining friendly con- 
tacts with them all. I need a magic lantern." 

Another president, at a small college in New 
England, said: "The faculty and students claim 
they don't see much of me any more. Some have 
become vituperative and others have wondered if I" 
really still care about them and the learning process. 
I was a teacher for 18 years. I miss them — and my 
scholarly work — terribly." 



T 

-^^L- HE 



HE ROLE AND PACE of the profcssors have • 
changed almost as much as the administrators', if , 
not more, in the new period of rapid growth and 
radical change. 

For the most part, scholars are no longer regarded 
as ivory-tower dreamers, divorced from society. 
They are now important, even indispensable, men • 
and women, holding keys to international security, 
economic growth, better health, and cultural ex- 
cellence. For the first time in decades, most of their 
salaries are approaching respectability. (The na- 
tional average of faculty salaries has risen from 
$5,311 in 1950 to $9,317 in 1965, according to a 
survey conducted by the American Association of 
University Professors.) The best of them are pur- 
sued by business, government, and other colleges. 
They travel frequently to speak at national con- 
ferences on modern music or contemporary urban 




problems, and to international conferences on par- 
ticle physics or literature. 

In the classroom, they are seldom the professors of 
the past: the witty, cultured gentlemen and ladies— 
or tedious pedants— who know Greek, Latin, French, 
literature, art, music, and history fairly well. They 
are now earnest, expert specialists who know alge- 
braic geometry or international monetary economics 
— and not much more than that — exceedingly well. 
Sensing America's needs, a growing number of 
them are attracted to research, and many prefer it 
to teaching. And those who are not attracted are 
often pushed by an academic "rating system" 
which, in effect, gives its highest rewards and pro- 
motions to people who conduct research and write 
about the results they achieve. "Publish or perish" 
is the professors' succinct, if somewhat overstated, 
way of describing how the system operates. 

Since many of the scholars — and especially the 
youngest instructors — are more dedicated and "fo- 
cused" than their predecessors of yesteryear, the 
allegiance of professors has to a large degree shifted 
from their college and university to their academic 
discipline. A radio-astronomer first, a Siwash pro- 
fessor second, might be a fair way of putting it. 

There is much talk about giving control of the 
universities back to the faculties, but there are strong 
indications that, when the opportunity is offered, 
the faculty members don't want it. Academic deci- 
sion-making involves committee work, elaborate in- 
vestigations, and lengthy deliberations — time away 
from their laboratories and books. Besides, many 
professors fully expect to move soon, to another 
college or to industry or government, so why bother 
about the curriculum or rules of student conduct? 
Then, too, some of them plead an inability to take 
part in broad decision-making since they are expert 
in only one limited area. "I'm a geologist," said one 
professor in the West. "What would I know about 
admissions policies or student demonstrations?" 

Professors have had to narrow their scholarly in- 
terests chiefly because knowledge has advanced to a 
point where it is no longer possible to master more 
than a tiny portion of it. Physicist Randall Whaley, 
who is now chancellor of the University of Missouri 
at Kansas City, has observed: "There is about 
100 times as much to know now as was avail- 
able in 1900. By the year 2000, there will be over 
1,000 times as much." (Since 1950 the number of 
scholarly periodicals has increased from 45,000 to 



95,000. In science alone, 55,000 journals, 60,000 
books, and 100,000 research monographs are pub- 
lished annually.) In such a situation, fragmentation 
seems inevitable. 

Probably the most frequently heard cry about 
professors nowadays, even at the smaller colleges, is 
that they are so research-happy that they neglect 
teaching. "Our present universities have ceased to be 
schools," one graduate student complained in the 
Harvard Educational Review last spring. Similar charges 
have stirred pulses at American colleges and uni- 
versities coast to coast, for the past few years. 

No one can dispute the assertion that research 
has grown. The fact is, it has been getting more and 
more attention since the end of the Nineteenth 
Century, when several of America's leading uni- 
versities tried to break away from the English col- 
lege tradition of training clergymen and gentlemen, 
primarily through the classics, and to move toward 
the German university tradition of rigorous scholar- 
ship and scientific inquiry. But research has pro- 
ceeded at runaway speed since 1950, when the 
Federal Government, for military, political, eco- 
nomic, and public-health reasons, decided to sup- 
port scientific and technological research in a major 
way. In 1951 the Federal Government spent $295 
million in the colleges and universities for research 
and development. By 1965 that figure had grown 
to 11.7 billion. During the same period, private 
philanthropic foundations also increased their sup- 
port substantially. 

At bottom, the new emphasis on research is due 
to the university's becoming "a prime instrument 
of national purpose," one of the nation's chief means 
of maintaining supremacy in a long-haul cold war. 
The emphasis is not likely to be lessened. And more 
and more colleges and universities will feel its 
effects. 



B 



UT WHAT ABOUT education — the teaching 
of young people— that has traditionally been the 
basic aim of our institutions of higher learning? 

Many scholars contend, as one university presi- 
dent put it, that "current research commitments 
are far more of a positive aid than a detriment to 
teaching," because they keep teachers vital and at 



Tlie push to do research: 
Does it affect teaching? 



the forefront of knowledge. "No one engaged in re- 
search in his field is going to read decade-old lec- 
ture notes to his class, as many of the so-called 'great 
professors' of yesterday did," said a teacher at a uni- 
versity in Wisconsin. 

Others, however, see grave problems resulting 
from the great emphasis on research. For one thing, 
they argue, research causes professors to spend less 
time with students. It also introduces a disturbing 
note of competitiveness among the faculty. One 
physicist has put it this way: 

"I think my professional field of physics is getting 
too hectic, too overcrowded; there is too much pres- 
sure for my taste. . . . Research is done under tre- 
mendous pressure because there are so many people 
after the same problem that one cannot afford to 
relax. If you are working on something which 10 
other groups are working on at the same time, and 
you take a week's vacation, the others beat you 
and publish first. So it is a mad race." 

Heavy research, others argue, may cause pro- 
fessors to concentrate narrowly on their discipline 
and to see their students largely in relation to it 
alone. Numerous observers have pointed to the 
professors' shift to more demanding instruction, but 
also to their more technical, pedantic teaching. 
They say the emphasis in teaching may be moving 
from broad understanding to factual knowledge, 
from community and world problems to each disci- 
pline's tasks, from the releasing of young people's 
minds to the cramming of their minds with the stuff 
of each subject. A professor in Louisiana has said, 
"In modern college teaching there is much more 
of the 'how' than the 'why.' Values and fundamen- 
tals are too interdisciplinary." 

And, say the critics, research focuses attention on 
the new, on the frontiers of knowledge, and tends to 
forget the history of a subject or the tradition of 
intellectual inquiry. This has wrought havoc with 
liberal arts education, which seeks to introduce 
young people to the modes, the achievements, the 



DRAWINGS BY ARNO STERNGLASS 




consequences, and the difficulties of intellectual in- 
quiry in Western civilization. Professor Maure 
Goldschmidt, of Oregon's Reed College, has said: 

"The job of a liberal arts college is to pass on 
the heritage, not to push the frontiers. Once you get 
into the competitive research market, the demands 
become incompatible with good teaching." 

Another professor, at a university in Florida, has 
said: 

"Our colleges are supposed to train intelligent 
citizens who will use knowledge wisely, not just 
intellectual drones. To do this, the colleges must 
convey to students a sense of where we've come 
from, where we are now, and where we are going — 
as well as what it all means — and not just inform 
them of the current problems of research in each 
field." 



Somewhat despairingly, Professor Jacques Barzun 
recently wrote: 

"Nowadays the only true believers in the liberal 
arts tradition are the men of business. They really 
prefer general intelligence, literacy, and adapt- 
ability. They know, in the first place, that the con- 
ditions of their work change so rapidly that no col- 
lege courses can prepare for them. And they also 
know how often men in mid-career suddenly feel 
that their work is not enough to sustain their 
spirits." 

Many college and university teachers readily ad- 
mit that they may have neglected, more than they 
should, the main job of educating the young. But 
they just as readily point out that their role is 
changing, that the rate of accumulation of knowl- 
edge is accelerating madly, and that they are ex- 
tremely busy and divided individuals. They also 
note that it is through research that more money, 
glory, prestige, and promotions are best attained 
in their profession. 

For some scholars, research is also where the 
highest excitement and promise in education are to 
be found. "With knowledge increasing so rapidly, 
research is the only way to assure a teacher that 
he is keeping ahead, that he is aware of the really 
new and important things in his field, that he can be 
an effective teacher of the next generation," says one 
advocate of research-a/m-instruction. And, for some, 
research is the best way they know to serve the 
nation. "Aren't new ideas, more information, and 
new discoveries most important to the United States 
if we are to remain free and prosperous?" asks a pro- 
fessor in the Southwest. "We're in a protracted war 
with nations that have sworn to bury us." 



T 



. HE STUDENTS, of coursc, are perplexed by 
the new academic scene. 

They arrive at college having read the catalogues 
and brochures with their decade-old paragraphs 
about "the importance of each individual" and 
"the many student-faculty relationships"— and hav- 
ing heard from alumni some rosy stories about the 
leisurely, friendly, pre-war days at Quadrangle U. 
On some campuses, the reality almost lives up to 
the expectations. But on others, the students are 





The students read 
to ^^the system'^ with 
fierce independence 



dismayed to discover that they are treated as merely 
parts of another class (unless they are geniuses, star 
athletes, or troublemakers), and that the faculty 
and deans are extremely busy. For administrators, 
faculty, and alumni, at least, accommodating to the 
new world of radical change has been an evolu- 
tionary process, to which they have had a chance to 
adjust somewhat gradually; to the students, arriving 
fresh each year, it comes as a severe shock. 

Forced to look after themselves and gather broad 
understanding outside of their classes, they form 
their own community life, with their own values 
and methods of self-discovery. Piqued by apparent 
adult indifference and cut off from regular contacts 
with grown-up dilemmas, they tend to become more 
outspoken, more irresponsible, more independent. 
Since the amount of financial aid for students has 
tripled since 1950, and since the current condition 
of American society is one of affluence, many stu- 
dents can be independent in expensive ways: twist 
parties in Florida, exotic cars, and huge record col- 
lections. They tend to become more sophisticated 
about those things that tliey are left to deal with on 
their own: travel, religion, recreation, sex, politics. 

Partly as a reaction to what they consider to be 
adult dedication to narrow, selfish pursuits, and 
partly in imitation of their professors, they have 
become more international-minded and socially 
conscious. Possibly one in 10 students in some 
colleges works off-campus in community service 
projects — tutoring the poor, fixing up slum dwellings, 
or singing and acting for local charities. To the 
consternation of many adults, some students have 
become a force for social change, far away from 
their colleges, through the Peace Corps in Bolivia 
or a picket line in another state. Pressured to be 
brighter than any previous generation, they fight to 



some colleges and universities are now discarding 
the whole idea of statements of purpose, regarding 
their main task as one of remaining open-ended to 
accommodate the rapid changes. "There is no single 
'end' to be discovered," says California's Clark 
Kerr. Many administrators and professors agree. 
But American higher education is sufficiently vast 
and varied to house many — especially those at small 
colleges or church-related institutions — who differ 
with this view. 

What alumni and alumnae will have to find, as 
will everyone connected with higher education, are 
some new norms, some novel patterns of behavior 
by which to navigate in this new, constantly inno- 
vating society. 

For the alumni and alurrmae, then, there must be 
an ever-fresh outlook. They must resist the inclina- 
tion to howl at every departure that their alma mater 
makes from the good old days. They need to see their 
alma mater and its role in a new light. To remind 
professors about their obligations to teach students 
in a stimulating and broadening manner may be a 
continuing task for alumni; but to ask the faculty 
to return to pre-1950 habits of leisurely teaching 
and counseling will be no service to the new aca- 
demic world. 

In order to maintain its greatness, to keep ahead, 
America must innovate. To innovate, it must con- 
duct research. Hence, research is here to stay. And 
so is the new seriousness of purpose and the intensity 



of academic work that today is so widespread on 
the campuses. 

Alumni could become a greater force for keeping 
alive at our universities and colleges a sense of joy, 
a knowledge of Western traditions and values, a 
quest for meaning, and a respect for individual per- 
sons, especially young persons, against the mounting 
pressures for sheer work, new findings, mere facts, 
and bureaucratic depersonalization. In a period of 
radical change, they could press for some enduring 
values amidst the flux. In a period focused on the 
new, they could remind the colleges of the virtues 
of teaching about the past. 

But they can do this only if they recognize the 
existence of rapid change as a new factor in the life 
of the nation's colleges; if they ask, "How and what 
kind 0/ change?" and not, ^'Whj change?" 

"It isn't easy," said an alumnus from Utah. "It's 
like asking a farm boy to get used to riding an 
escalator all day long." 

One long-time observer, the editor of a distin- 
guished alumni magazine, has put it this way: 

"We — all of us — need an entirely new concept 
of higher education. Continuous, rapid change is 
now inevitable and normal. If we recognize that 
our colleges from now on will be perpetually chang- 
ing, but not in inexorable patterns, we shall be able 
to control the direction of change more intelligently. 
And we can learn to accept our colleges on a wholly 
new basis as centers of our loyalty and affection." 



The report on this and the preceding 15 
pages is the product of a cooperative en- 
deavor in which scores of schools, colleges, 
and universities are taking part. It was pre- 
pared under the direction of the group listed 
below, who form editorial projects for 
EDUCATION, a non-profit organization associ- 
ated with the American Alumni Council. 



DENTON SEAL 

Carnegie Institute of Technology 

DAVID A. BURR 

The University oj Oklahoma 

DAN ENDSLEV 

Stanford University 

MARALYN O. GILLESPIE 

Swarthmore College 

CHARLES M. HELMKEN 

American Alumni Council 



GEORGE C. KELLER 

Columbia University 

ALAN W. MAC CARTHY 

The University oj Michigan 

JOHN I. MATTILL 

Massachusetts Institute oj Technology 

KEN METZLER 

The University oj Oregon 

RUSSELL OLIN 

The University oj Colorado 

JOHN W. PATON 

Wesleyan University 



Naturally, in a report of such length and 
scope, not all statements necessarily reflect 
the views of all the persons involved, or of 
their institutions. Copyright © 1966 by Edi- 
torial Projects for Education, Inc. All rights 
reserved; no part may be reproduced without 
the express permission of the editors. Printed 
in U.S.A. 



ROBERT L. PAVTON 

Washington University 

ROBERT M. RHODES 

The University oj Pennsylvania 

STANLEY SAPLIN 

Mew York University 

VERNE A. STADTMAN 

The University oj Calijornia 

FREDERIC A. STOTT 

Phillips Academy, Andover 

FRANK J. TATE 

The Ohio State University 



CHARLES E. WIDMAVER 

Dartmouth College 

DOROTHY F. WILLIAMS 

Simmons College 

RONALD A. WOLK 

The Johns Hopkins University 

ELIZABETH BOND WOOD 

Sweet Briar College 

CHESLEY WORTHINGTON 

Brown University 



CORBIN GWALTNEY 

Executive Editor 



JOHN A. GROWL 
Associate Editor 



more, a major modification in the present English com- 
position and grammar course will be suggested in con- 
nection with the institution of the Humanities interdisci- 
plinary course. 

Having outlined this proposal, we now turn to its 
components for a fuller description of each. 

A. Man in Western Civilization and Culture. A prin- 
cipal recommendation of the Traditional Curriculum 
Committee was an interdisciplinary course to be devel- 
oped by the Departments of History, English, Phi- 
losophy, Fine Arts, and Religion. The subject matter of 
this course would be Man in Western Civilization and 
Culture. The course would be Western in emphasis on 
the presupposition that an understanding of one's own 
civilization should precede the study of another. As a 
course designed for freshmen, it would be a significant 
way to introduce the student to higher education and, 
for most students, it is to be hoped, it would signal a 
radical transition to a new learning experience. At the 
outset of his college career, the student would be shown 
that higher education is not merely an intensified ver- 
sion of what he had learned in high school. For here he 
would be obliged to deal with the seminal ideas, the 
pivotal events, the discoveries and movements which 
form the basis of Western culture. Through readings, 
lectures, discussions, and papers, the student would be 
called upon to develop his capacity to think, to assimi- 
late and relate ideas, to articulate his thoughts, and to 
write with lucidity. It would, moreover, make the stu- 
dent aware of the interrelationship and the interde- 
pendence of the several academic disciplines. 

The course would be staffed by one or more profes- 
sors from the Departments of History, English, Philos- 
sphy, Fine Arts, and Religion, plus appropriate repre- 
sentatives from the Humanities and Social and Natural 
Sciences who would act either as consultants or as oc- 
lasional lecturers. It is the opinion of the Committee 
that the course would demand a coordinator, possibly in 
;he field of history or philosophy and culture or com- 
parative literature. Although it is not necessary to de- 
lay the planning of the course until the coordinator is 
an campus, he should be secured at the earliest possi- 
ble date. 

The detailed structure of the course would natural- 
ly be left to the faculty involved. We recommend that 
it should embrace man in the our ancient cultures — 
the Hebraic, the Greek, the Roman, and the early 
Zlhristian — and in the Western medieval and modern pe- 
riods. As to format, the class might hear three or four 
jne-hour lectures per week, engage in two one-hour 
liscussion periods (discussion groups of fifteen stu- 
lents) and one two-hour lab session. 

The total credit hours for the course would be four- 
:een semester hours (seven each semester). These four- 
:een hours would serve as the equivalent of History 101- 
102, English 201-202, three hours of philosophy, three 
tiours of fine arts, and three hours of religion. This is 
to say that the course would constitute the equivalent 
Df twenty-one semester hours, thus making possible a 
reduction of seven semester hours in the core require- 
ment. 

English Grammar and Composition. The heroic ef- 
fort now being made by the English faculty to guide 
freshmen in developing the ability to think and write 
clearly and effectively deserves the highest praise. 
IVhile the Committee is aware of the fact that the 



present English 101-102 sequence is the product of years 
of careful study and planning, it feels that the institu- 
tion of the interdisciplinary Humanities course affords 
the opportunity for a fresh approach to the subject 
matter of the English course. It is recommended, there- 
fore, that the English faculty be invited to design a 
course which would be taught in direct conjunction with 
the Humanities course and would have the following 
general aims: (1) to introduce the student to the basic 
literary types, (2) to give guidance and instruction in 
grammar and syntax, and (3) to provide a context, 
through weekly writing assignments, in which the stu- 
dent's ability to outline and structure short and long 
discourse might be developed. This course is envisaged 
as one which would draw upon the reading assign- 
ments in the Humanities course for the content of the 
weekly essays. 

Conceived as a two - hour course meeting once a 
week for two semesters, the course should be offered, 
beginning in the fall of 1966, for those students in the 
pilot Humanities course. Upon subsequent evaluation, it 
should be considered as a replacement for the English 
101-102 sequence presently required of all freshmen. 



"At the outset of his college career the stu- 
dent would be shown that higher education 
is not merely an intensified version of what he 
had learned in high school." 

B. Natural Science and Math Survey. The study of 
the natural sciences at Millsaps has long been regarded 
as an integral discipline in one's pursuit of higher edu- 
cation. Each of the natural sciences, whether it be biol- 
ogy, chemistry, geology, mathematics, or physics, ul- 
timately has this as its basic purpose: to enable the 
student to learn of man and his scientific world. This 
each has done, permitting the College to enjoy a very 
fine reputation for its standing and achievements in 
science. 

Scientific methodology has long been recognized as 
the "laboratory of tools" so greatly needed in all the 
learning processes. If this were true in the day of Gali- 
leo, Kepler, Newton, and Einstein, certainly research 
and development are necessary today, when man has 
set for himself such goals as conquering all bodily 
disease and occupying other planets of the universe. To- 
day's world is a world of science. 

It is such thoughts as these that have prompted edu- 
cational institutions to institute comprehensive studies 
in science and the scientific nature of man. For the 
BA student, many colleges and universities have de- 
veloped introductory scientific programs on a fully inte- 
grated basis. A student enrolled in such a program is 
not concerned with one science per se, but rather en- 
gages in a course of study designed to investigate the 
basic structure of the natural sciences and provides 
himself with the basic information in the sciences rel- 
evant to any attempt to understand and cope with to- 
day's environment. 

Such a course should reveal: 

1. The essential content, beauty, and significance 
of selected portions of the physical, biological, 
and mathematical sciences; 



27 



Will Millsaps Keep Pace? 



2. The power and also the limitations of scientific 
inquiry and methodology; 

3. The past and present impact of science on soci- 
ety and of society on science; 

4. The relevance of science and of scientific method- 
ology to professional, social, and personal inter- 
ests and responsibilities. 

While the contents of such a course would be made 
up largely of materials taken from the physical, biolog- 
ical, and mathematical sciences, the topics would stress 
methods rather than purport to be comprehensive in in- 
formation. However, this proposal certainly should not 
preclude treating some topics in depth. Such a course 
would necessitate team teaching, the staff being drawn 
from each of the departments in the Natural Sciences 
Division and guided by a coordinator. The structure 
and planning of the course would be left to the admin- 
istering faculty, but in all probability students would 
attend lectures, participate in recitation groups, and 
perform experiments in the laboratory. Upon comple- 
tion of the course, which would be required of all sopho- 
mores in the BA program, the student would earn 
twelve credit hours which would replace the two exist- 
ing six-hour requirements in math and laboratory 
science. 

C. Additional Curriculum Revisions. The institution 
of the revisions proposed above would necessitate modi- 
fication and adjustments in core requirements not dis- 
cussed thus far. We offer the proposals listed below as 
possible ways of handling the remaining requirements 
in foreign language, religion, philosophy, and be- 
havioral science. In addition, we recommend that im- 
mediate revision be made in the math requirement 
and offer suggestions to this end. 

1. Foreign Language. The entering BA student 
without appropriate high school credits in language 
would begin his language work in his freshman year as 
at present and thus would fulfill his core requirements 
in this area by the end of his sophomore year. The en- 
tering BS student, on the other hand, because of more 
mandatory course requirements his freshman year, 
would in most cases have to postpone his beginning 
language study until his sophomore year and thus com- 
plete his language requirements in his junior year. 
Since a substantial proportion of the BS students antici- 
pate graduate studies, it is felt that this arrangement 
would have some advantages in that a BS student 
might elect a three- or six-hour course in language 
(preferably a course in scientific language) his senior 
year and maintain his language competency until he 
entered graduate or professional school. In both cases, 
that of the BA as well as the BS student, if sufficient 
high school credits in language were presented to 
exempt him from the beginning year of language study, 
he would move immediately into the intermediate 
course of study in his freshman or sophomore year. 

2. Religion. In the process of taking the Humani- 
ties interdisciplinary course, the student, while receiv- 
ing the equivalent of three hours' credit in religion, 
would at the same time be exposed to the material 
now covered in the six-hour Religion 201-202 sequence. 



28 



Therefore it is proposed that, in the place of the cur-r 
rent requirement, a student be allowed to choose fromil 
several intermediate-level religion courses in order tO( 
fulfill the remaining three-hour core requirement. 

3. Philosophy. A student would have additionally 
received the equivalent of three hours' credit in phi- 
losophy in the process of taking the Humanities course. 
For the BA student's remaining three-hour requirementi 
in this subject he would be able to choose from sev- 
eral intermediate-level courses offered in the Depart-l 
ment of Philosophy. 

4. Behavioral Science. As a remaining core require-- 
ment the BA student would select six hours of course!' 
work either in one behavioral science introductory-level 
course sequence or in two three-hour introductory!' 
courses. The BS student, by taking the Humanities 
course, would in effect automatically opt philosophy 
and fine arts to fulfill his six-hour requirement in the 
philosophy-fine arts-behavioral science group. The BS 
student who transferred in after his freshman year and' 
who was not able to take the Humanities course would!- 
be free to fulfill this six-hour requirement from among I 
appropriate offerings in philosophy, fine arts, or be- 
havioral science. 

5. Mathematics. Until the development and imple- ; 
mentation of the inter-disciplinary course in the Natural I ; 
Sciences — hopefully by 1987 — we strongly suggest thatl' 
the faculty give immediate attention to the mathemat- 
ics and science requirements. This Committee recom- 
mends that the present six-hour mathematics and six- 
hour laboratory science requirement be amended to al- 
low the student to complete twelve hours of mathemat- 
ics or twelve hours of laboratory science in satisfying 
these core requirements. 



"Perhaps at no time in the last 25,000 years, 
of man's history has the tempo of both cul- 
tural and technological change been as rapid', 
as today." : 

D. Tentative Additions to Core Requirements. ! 

In view of the deficiencies mentioned earlier ini 
this report in the areas of non-Western and contempo- 
rary issues and events studies, the Committee offers- 
the following as tentative proposals for the faculty's ^ 
consideration: 

1. Comparative And Area Studies. Perhaps at no 
time in the last 25,000 years of man's history has the 
tempo of both cultural and technological change been 
as rapid as today. The development of intercontinental 
communication via devices such as Telstar and ocean- 
spanning jet aircraft service, the complex geo-political 
dimensions of the ideological struggle between East 
and West, the impact upon us of the many emerging 
underdeveloped nations of Latin America, Asia, and 
Africa, and the mutual problems increasingly shared 
by all the nations of the world point more than ever to 
the fact that the destiny of our nation is inextricably 
bound up with that of the many other nations of our 
globe. If those of us in the West are to face the future 
honestly, we must come to understand those of the 
non-Western world. Colleges and universities of our na- 



ion must assume their responsibilities in aiding the 
('oung in acquiring such understanding. Many institu- 
ions have already made a powerful thrust in this di- 
•ection, but the need is great and widespread, and the 
jfforts are in comparison yet feeble. Accordingly, con- 
cerned authorities are making a most urgent plea for 
educational programs to provide the needed enlighten- 
nent. 

In view of existing resources at Millsaps, we are 
nclined to suggest the following program as a remedy 
;o the existing deficit in non-Western study. (1) Each 
3A student should be exposed to a minimum of six 
lOurs and each BS student to a minimum of three 
lours of study in courses dealing with cultures other 
;han his own, and specifically identified as "non-West- 
;rn culture." (2) This requirement might initially be 
met by the student's selecting from a list of approved 
courses in various departments identified as "compara- 
;ive studies." Such courses should be the first step and 
should serve as an introduction to the study of the non- 
Western world by providing a "cultural contrast" learn- 
ing situation. 

Our suggested program would necessitate the 
strengthening of present resources, notably the library 
lioldings on non-Western studies, as well as the possi- 
ble "retooling" of some of the faculty, but fortunately 
there is considerable financial aid for such endeavors, 
including funds for individual faculty members to en- 
gage in on-campus non-Western study, or to return for 
additional graduate work, as well as foreign travel. 

2. Twentieth Century Issues and Values. The cur- 



rents of social and technological change have reached 
rip tide proportions in recent years and give the prom- 
ise of ever-increasing force in the immediate future. 
Since many of these sweeping changes can be traced 
in origin to events, situations, and conditions of the last 
fifty or so years, it is imperative that the well-informed 
citizen of today have an adequate understanding of the 
cultural, social, historical, and technological forces 
and events of the Twentieth Century and of the inter- 
relations of such forces and events. If the liberal arts 
college is to prepare its students to meet the challenge 
of tomorrow and to see their place in the world around 
them in proper perspective, it must provide them with 
an understanding of the complexities of today and of 
the immediate past. 

It is proposed that a three-hour course which would 
specifically focus on Twentieth Century events and 
changes be offered on a mandatory basis for all stu- 
dents during their senior year. This course would be 
staffed on an interdisciplinary basis and its content 
would vary from year to year, depending on national 
and international events and situations. A limited num- 
ber of topics of current concern would be dealt with in 
terms of historical background as well as social and 
philosophical implications. Lectures, discussions, guest 
speakers, readings, and the use of audio-visual aids 
would all be employed. 

It is hoped that such a course would better pre- 
pare the student to engage in mature consideration of 
his role in society, his freedoms, his responsibilities, 
and his opportunities. 




"It is imperative that the well-informed citizen of today have an adequate understanding of the cultural, social, 
listorical, and technological forces and events of the Twentieth Century." Colleges must help to provide this 
inder standing. 



29 



Will Mill saps Keep Pace? 



The proposed new curriculum, in full context, is 
given below. 



. A. Hours 


Subject B. 


S. Hours 


14 


Man in Western Civilization 


14 


4 


Writing Laboratory 


4 


12 


Foreign Language 


12 


12 


Science Survey 








Mathematics 


6 





Natural Science 


18 


3 


Religion 


3 


3 


Philosophy 





6 


Behavioral Science 





54 




57 



Additional Core Courses to be Developed 
6 Non-Western, Comparative, 

and Area Studies 
3 20th Century Issues & Values 

"63 



3 
"63" 



E. The Calendar. A number of schools (e.g., Col- 
gate, Macalester) operate on a calendar in which the 
period from September through May is divided into 
three terms. The fall term begins in September and 
ends around the middle of December. The spring term 
begins in early February and is concluded in late May. 
The month of January is a mid-winter term in which, 
normally, the student load is only one course. It is 
the opinion of the Committee that this plan is readily 
adaptable to Millsaps and would offer advantages 
which strongly recommend it. The more obvious ad- 
vantages of this calendar are the following: first se- 
mester would be concluded prior to the Christmas va- 
cation; transfers from both quarter and semester sys- 
tems would be able to move into the program without 
any loss of time; it would offer a change of pace for 
both instructors and students; and it would provide the 
student with the opportunity of devoting all of his time 
once each year to one subject. Moreover, in light of the 
fact that the core curriculum proposed in this report 
consists of sixty-three semester hours, it is important 
to note that a January term would allow the student, 
in a period of four years and taking a normal course 
load each year, to accumulate four more courses than 
is now possible under the present two-semester system. 
It would therefore allow for accelerating a college ca- 
reer so that a student could complete a degree in three 
years without overloading in any one semester (six 
semesters plus three January terms plus four full-time 
summer semesters). Or, on the other hand, it would be 
possible for a student to cut his course load to four 
courses per semester in his junior and senior years, 
allowing him time for more intensive study in the area 
of his major and for electives. 

In addition to greater flexibility, the January term 
would also provide time for programs that are not now 
possible, especially in the areas of drama, music, and 
art. It could be utilized as a period for off - campus 
study, e.g., traveling seminars, field trips, independent 
research in a university library. Most important, how- 
ever, is the challenge and stimulation it would give to 




"We think that the modem scholar . . . should be er 
couraged to study in the most expeditious manner con- 
patible with high quality." 



the total college community toward the maximum d( 
velopment of all resources that are presently availabli 

Course structure. Courses might be structured in 
variety of ways, depending upon the instructor, th 
subject matter, the needs and interests of the studen 
since the winter term would offer opportunity for ii 
dependent study, special problems, tutorials, directe 
study, seminars, or regular courses taught on an a< 
celerated basis (e.g., with two and one-quarter hoi, 
periods meeting five days a week for four weeks). 

Faculty loads. Working on the model of fou 
courses per semester as a normal teaching load for 
nine-month period, either in the fall or spring semestt 
the instructor might teach three courses, in the altei 
nate semester four courses, and in the January teni 
one course. Or, it might be that some instructors woul 
not teach at all during the January term and woul 
offer four courses each of the two regular semesters. 

Student course load, enrollment, and tuition. Th 
normal course load of fifteen hours for the fall an 
spring semesters would remain the same. A studei 
would enroll for only one course during the Januar 
term. For each full year the student attends Millsap 
he would be required to enroll in a January term. Stii 
dents registering in September would be required 1 
register at the same time for the January term. Tu 
tion for the year would be divided into two equal part 
Students entering Millsaps in January would pay 
special tuition fee for that term. 



30 



[II. The Fine Arts 

One of the greatest deficiencies of the present cur- 
riculum lies within the area of the fine arts. Perhaps 
;his is to be expected when one takes note of the or- 
ganizational structure of the College. At present Mill- 
saps offers courses in music, art, drama, and speech, 
but a student can select only music as a discipline for 
major concentration. 

Society today demands that a liberally educated 
person develop an enthusiasm for art and a capacity 
For discrimination in his emotional as well as his ra- 
tional responses to individual art objects. Our respect 
for aesthetic values cannot remain on a provincial 
perspective, and it is in music, art, and drama where 
one can establish a common cultural bond with edu- 
cated men throughout the world. It can be argued that 
an appreciation of works of art can liberate us from 
mediocrity. Therefore it is the opinion of this Commit- 
tee that the College should take immediate action for: 

1. The establishment of a Division of Fine Arts. 
Such a division would encompass the Depart- 
ments of Music, Art, and Speech-Drama, with 
majors being offered by each department. 

2. The appointment of a special committee to study 
the types of degrees offered to students desiring 
study in the fine arts. 

3. The development of institutes in the fine arts. 
Conceivably these could be programmed for the 
January term or the summer session. 



IV. Issues for Continued Study and Debate 

On the basis of faculty opinion expressed through 
interviews, it is recommended that the following mat- 
ters be considered and debated by the faculty during 
the course of the coming year: 

A. Comprehensive Examinations. The opinion ex- 
pressed in the interviews was unanimous in favor of 
continuing the comprehensive examination. There was 
some feeling, however, that comprehensives are not 
uniformly administered in all departments, and that 
the format for comprehensives should be studied for 
the purpose of establishing more definite procedures 
and standards for administering and evaluating them. 
It was pointed out, for example, that while the cata- 
log is explicit in stating that upon failure of the com- 
prehensive the student may not repeat the examina- 
tion until a lapse of two months, this procedure is not 
followed in all instances. 

B. Requirements for the Major. Again, the Com- 
mittee did not make a thorough study of major re- 
quirements in all the departments. A survey of the 
catalog shows that at present required hours for a 
major range in various departments from twenty-four 
to fifty-two hours. It is suggested that the question of 
major requirements be explored for determining the 
advisability of setting a limit to the number of hours 
that may be required in the field of one's major. Re- 
lated to the subject of major requirements is that of 
credit given toward a major for a course in which the 
student received a grade below C. 

C. Exemption from Core Requirements. Millsaps 



already recognizes high school work in foreign lan- 
guages which is the equivalent of our beginning 
courses. We recommend that this procedure be expand- 
ed and amended so as to allow entering students to be 
exempted from core requirements in the areas of Eng- 
lish grammar and composition, mathematics, and for- 
eign language as he is able to demonstrate competency 
in these areas through examinations prepared by the 
individual departments responsible for the above-men- 
tioned subject matter. 

D. Credit by Examination. It is the opinion of this 
committee that, with the adoption of the new proposed 
calendar and curriculum, a student who independently 
pursues a program of study designed to achieve a 
competence comparable to that acquired by an aver- 
age student in a stated course offered by the College 
should, upon application to the relevant department and 
with the approval of the Admissions Committee and the 
payment of the prescribed fees, be able to receive an 
opportunity to qualify for course credit through passing 
a specially prepared and administered qualifying exam- 
ination. In so doing, any student, and certainly our 
best students, would be able to take full advantage of 
the course offerings that his aptitude best suits. 

We think that the modern scholar, and certainly 
tomorrow's, should be encouraged to study in the most 
expeditious manner compatible with high quality. 
Through such an orientation one should expect to wit- 
ness students, in pursuit of their academic develop- 
ment, demonstrating greater responsibility on planes of 
higher maturity. 

E. Make-Up Tests and Examinations. Frequently a 
faculty member is called upon to prepare and admin- 
ister special examinations for students absent from an- 
nounced tests and examinations. The faculty should 
consider the requirement of a special fee for all make- 
up tests given to students, excepting, of course, those 
given to students who are absent because of participa- 
tion in official college programs. 



In Memoriam 



This column is dedicated to the memory 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 omis- 
sions. Your help is solicited in order that we may make 
the column as complete as possible. Those whose memory 
we honor are as follows: 

Mrs. R. W. Campbell (Virginia Texas Mitchell, '23- 
'25), who died in March. She lived in Jackson. 

William Watkins Ford, '26, who died in January. He 
was a resident of Jackson. 

Sydney A. Smith, Jr., '36, who died February 7. He 
lived in Jackson. 

Edward J. Welty, '29-'30, who died January 24. He 
lived in Jackson. 

William F. Boone, '27, who died November 15. He was 
a resident of Pontotoc, Mississippi. 



31 




vUTu^e ALO^^N/ 




(Children listed in this column 
must be under one year of age. Please 
report births promptly to assure pub- 
lication.) 

Michael Edward Gieger, born March 
15 to Dr. and Mrs. Edward L. 
Gieger, Jr., of Mobile, Alabama. 
Dr. Gieger graduated in 1961. 

John Andrew Griffin, born Febru- 
ary 8 to Mr. and Mrs. William K. 
Griffin, Jr. (Jean Kavanay, '48-'50), 
of Gloster, Mississippi. A brother, Wil- 
liam, and two sisters, Mary Jean and 
Anna Louise, welcomed the baby. 

Craig Allen Hardy, born April 13, 
1965, to Mr. and Mrs. Robert C. Har- 
dy (Ida Fae Emmerich, '48), of San 
Antonio, Texas. He was greeted by 
Charles, 7, Brent and Donald, 3, and 
Melinda, 2. 

Colleen Marie Holladay, born June 
24 to Mr. and Mrs. Curtis O. Holla- 
day, of Fremont, Ohio. Mr. Holladay 
is a member of the Class of 1958. 

Jeffrey Charles Kain, born Decem- 
ber 31 to Mr. and Mrs. Robert R. 
Kain (Dianne Utesch, '62), of Rock- 
ledge, Florida. Rob, 2, greeted him. 

Dina Sue King, born March 12 to 
Mr. and Mrs. Raymond King (Yvonne 
Mclnturff, '51), of Hesston, Kansas. 
The Kings have six daughters and a 
son. 

William Ennis King, born July 19 to 
Mr. and Mrs. W. G. King (Terry Hy- 
man, '60-'62), of Wrightsville Beach, 
North Carolina. 

Audrey Maulice Porter, born to Mr. 
and Mrs. Joe Lee Porter, of Dallas, 
Texas, on February 9. Mr. Porter at- 
tended in 1955-57. Lee, 19 months, wel- 
comed the new arrival. 

Jane Elizabeth Potter, born Septem- 
ber 16 to Mr. and Mrs. John P. Pot- 
ter (Jeannette Ratcliff), both '58, of 
Las Vegas, Nevada. 

Clifton Kristopher Prince, born 
January 5 to Mr. and Mrs. Kent 
Prince, of Atlanta, Georgia. Mr. 
Prince graduated in 1960. 

Tracy Elizabeth Smith, adopted by 
Lt. and Mrs. Leverne O. Smith, of 
Norfolk. Virginia. Lt. Smith gradu- 
ated in 1957. The newcomer was 
welcomed by Kevin Alexander, 2. 

Mary Christine Spraggins, born Au- 



gust 24 to Mr. and Mrs. Thomas E. 
Spraggins (Cynthia Anne Karer, '57- 
'59), of Memphis, Tennessee. 

Andrew Wadsworth Tomlinson, 
born August 22 to the Reverend and 
Mrs. Sam A. Tomlinson, lU (Glenda 
Wadsworth), both '58, of Canton, Mis- 
sissippi. He was welcomed by Wil- 
liam Stewart, 2'^k. 

James Dorsey Wiygul, born to the 
Reverend and Mrs. Glyn Wiygul, of 
Amory, Mississippi, on December 18. 
Mr. Wiygul graduated in 1952. Ricky 
and Tim welcomed their brother. 

Frederick Stith Yerger, III, born 
December 23 to Dr. and Mrs. Fred 
S. Yerger, of Jackson. Dr. Yerger 
attended from 1953 to 1956. 




Lynette Cecile Adams to Jerry B. 
Beam, '64. Living in Atlanta, Georgia. 

Judith Ann Brooks to Lawrence Ed- 
ward Marett, '60. Living in Amory, 
Mississippi. 

Janet Kathryn Brown, '60-'61, to 
Donald Lee Robbins. Living in Liber- 
ty, Missouri. 

Sandra Diane Dickerson, '64, to C. 
David Hogsett. Living in Dallas, Tex- 
as. 

Janet Sue Hendrick to John Benton 
Clark, '59-'61. Living in Charlottes- 
ville, Virginia. 

Mary Sidney Johnson, '53-'54, to Al- 
len Yale Edelberg. Living in Hunts- 
ville, Alabama. 

Mary Linda Lewis, '61-'63, to Lee 
Lyle Wardlaw, '62. Living in Jackson. 

Gail Dodd Madsen, '64-'65, to Thom- 
as Andrew Lail, Jr., '65. Living in 
Memphis. 

Ruth Carolyn Mozingo, '62-'64, to 
Jimmy Truitte Carter. Living at Uni- 
versity, Mississippi. 

Patricia Ann Parrish to Lt. (jg) 
James Carroll Brasher, '57-'61. Liv- 
ing in Pensacola, Florida. 

Katherine E. Pilley, '55-56, to Carl 
H. Edney, Jr. Living in Brownsville, 
Tennessee. 

Glenda Dell Tipps to Robert Ed- 
mund Jordan, Jr., '64. Living in Dal- 
las, Texas. 

Fae Carole Wroten, '63-64, to Alex- 
ander Eraser McKeigney, HI. Living 
in Chapel Hill, North Carolina. 



Majoi 

M 



1900-1919 ' 

The following item comes from th 
Reverend J. B. Cain, '14: 

The annual Golden Anniversar 
Service held each year by the Cor 
ference Historical Society, honorin 
the ministers who came into a Metf 
odist Conference fifty years befor 
and held this year in First Methodij 
Church, Laurel, on November 2( 
1935, might well have been calle 
Millsaps Day, since each of the hon 
orees. Rev. J. B. Cain, Rev. C. F 
Jones, '03-'05, Rev. M. L. Smith, am 
Rev. H. A. Wood, 1899-1902. are eithe 
graduates or former students of th 
college. Dr. Smith being for fourteei 
years president of the college. Thi 
late husbands of the two specie 
guests, Mrs. A. Joe Beasley Cll) am 
Mrs. S. F. Harkey ('20), were gradu 
ates of the college. 

Almost every person on the pro 
gram was a graduate or former stu 
dent at the college. The list include( 
Rev. J. A. Lindsey, '33, president o 
the Conference Historical Society 
Rev. I. H. Sells, '26, chairman of thi 
Anniversary Committee; Rev. Jolu 
W. Moore, '20-'21, presiding office 
for the program; Dr. J. W. Leggett 
Jr., '28-'29, '30-'31, who gave thi 
words of welcome; Dr. G. Elio 
Jones, '40, who read the Scriptun 
read in 1915; Rev. J. L. Neill, '06, whi 
responded to the words of welcomi 
and gave reminiscences of the 191 
Annual Conference, when he was pas 
tor of the Laurel church; Rev. Franl 
E. Dement, '32-'35. •37-'38, '39-'41 
Rev. Clay Lee, '51, and Rev. J. F 
Campbell, '07-'10, who introduced thi 
honorees; Mrs. Richard Travis (Mar; 
Elizabeth Sanderson, '53 -'55), whi 
sang so impressively "Saved B; 
Grace," sung fifty years before; ant 
Dr. B. M. Hunt, '21, who led thi 
closing prayer. Dr. Shaw Gaddy le( 
the opening prayer. Rev. E. W. Scot 
spoke for Rev. H. A. Wood, 1899-1902 
who could not be present, and Rev 
J. C. Jackson of Mobile spoke fo; 



32 



fUany 



lis late father, who was admitted 
n 1915. 

1920-1929 
The Administration of Academic Af- 
^irs in Higher Education, by Robert 
Li. Williams, '25, has been published 
jy the University of Michigan Press. 
Dr. Williams, who has had thirty 
-ears of experience with the compli- 
;ated problems of academic admin- 
stration, is administrative dean at 
rhe University of Michigan. 

The Mississippi Economic Council 
las appointed Harry L. Rankin, '19- 
20, to a one-year term on the board 
)f directors. Mr. Rankin is president 
)f the Citizens Bank in Columbia, 
Vlississippi, and is a member of the 
Doards of a number of business or- 
ganizations. 

The Outstanding Citizen of Leflore 
!]ounty for 1985 was Dr. W. Barnett 
Oribben. '29, of Greenwood, Missis- 
iippi. Dr. Dribben was cited for his 
nany civic contributions, including 
service as superintendent of the 
Greenwood City Schools since 1950. 
He is married to the former Elizabeth 
\ldridge, and they have four daugh- 
;ers. 

The Methodist Television, Radio, 
and Film Commission honored the 
Reverend James W. Sells, '29, of At- 
anta, at a luncheon during its annual 
meeting in March. Dr. Sells has for 
many years been a leader in the 
:hurch's developing use of radio and 
:elevision. He is an executive secre- 
;ary of the Methodist Southeastern 
Jurisdictional Council. He is the pro- 
ducer of the Methodist series of "The 
Protestant Radio Hour." 

1930-1939 
The National Executive Council of 
Kappa Alpha Order has named Reyn- 
olds Cheney, '31, of Jackson, com- 
mander of the Emmet Lee Irvin 
Province. Mr. Cheney will aid, ad- 



vise, and counsel with the chapters 
of the Province. An attorney, he has 
been active in work on behalf of Mill- 
saps. 

Election of W. L. Rigby, '32, to the 
position of vice-president of the Mis- 
sissippi Education Association was 
announced at the annual convention 
in Jackson in March. Mr. Rigby is su- 
perintendent of the Gulfport Schools. 

1940-1949 
Prentice-Hall has published Coun- 
seling With Senior Citizens, by the 
Reverend J. Paul Brown, '41, which 
seeks to give answers to problems 
faced by the aged. I\Ir. Brown is a 
former minister of pastoral care at 
First Methodist Church in Houston, 
Texas. 

Richard L. Lauderdale, '42, has 
been promoted to head of the de- 
partments of public, industrial, and 
labor relations of the Tennessee East- 
man Chemical Company in Colum- 
bia, South Carolina. Mrs. Lauderdale 
is the former Mary Elizabeth Nordin, 
'^2. 

The new president of the Jackson 
Chamber of Commerce, succeeding 
Robert L. Ezelle, '36, is Tom B. Scott, 

■40-'43. ^Ir. Scott, who announced that 
he would stress the "city complete" 
concept during his administration, is 
president of First Federal Savings 
and Loan. He is married to the for- 
mer Betty Hewes. '42-'44, and has 
four children. 

Dr. Otis Singletary. '47, who re- 
turned in January from his assign- 
ment as director of the Job Corps 
to his regular job as chancellor of 
the University of North Carolina at 
Greensboro, immediately announced 
the appointment of Dr. J. S. Fergu- 
son, '37, to the vice chancellorship, a 
newly created post. Dr. Ferguson 
served as acting chancellor while Dr. 
Singletary was on leave. Prior to 
that he was dean of the graduate 
school. 

The Missouri Farmers Association, 
Inc., recently promoted Dale H. Jans- 
sen, '44-'45, to traffic manager, and 
the Janssen family — Louise, Debbie, 
15, Diane, 12, and Greg, 7 — moved 
to Mexico, Missouri. Mr. Janssen has 
been admitted to practice before the 
Interstate Commerce Commission 
and was recently appointed a mem- 
ber of the standing committee on traf- 
fic and transportation of the National 
Soybean Processing Association. 

The LaFont Art Gallery in Pasca- 
goula, Mississippi, recently featured 



the work of Mrs. Clyde Willard Bry- 
ant, Jr. (Ann Amnions, '48), of New 
Orleans. Mrs. Bryant displayed an ex- 
hibition of creative stitchery. She has 
recently won national honors for her 
work, which will be entered in the Ex- 
hibition of Creative Contemporary 
Embroidery on Long Island this sum- 
mer. 

At the January session of the Cen- 
tral Annual Conference of the Meth- 
odist Church in Mexico City, the Rev- 
erend Robert H. Conerly, '49, was 
reappointed to his position as director 
of the work of church extension in 
Mexico. The Conerlys will live in 
Guadalajara. 



1950-1959 
The Reverend Sam J. Allen, Jr., 

'46-'48, has resigned as executive sec- 
retary of the Arkansas Council of 
Churches to become executive direc- 
tor of the Louisiana Council of 
Churches in Baton Rouge. Mr. Allen 
is an ordained minister of the Chris- 
tian Church (Disciples of Christ). His 
new duties began April 1. 

Mrs. James C. McDonald, of Jack- 
son, was elected president of the Mis- 
sissippi Speech Association at the Mis- 
sissippi Education Association con- 
vention in Jackson in March. Mrs. 
McDonald, the former Eva RatclLff, 
'50, teaches at Provine High School 
in Jackson. ^Ir. McDonald also grad- 
uated in 1950. 

Mrs. Charles H. Fulgham (Marga- 
rot Lee Inman, '52), of Pascagoula, 
Mississippi, has been named the out- 
standing junior member of the Ralph 
Humphreys Chapter of Daughters of 
the American Revolution. Mrs. Fulgh- 
am is national vice-president for jun- 
ior membership for the Southeastern 
District. 

The recipient of the Bronze Star for 
valor in Viet Nam, Captain George 
Pirie, '53, has been assigned to the 
University of Delaware as assistant 
professor of military service. Captain 
Pirie served as an artillery battalion 
adviser for the Vietnamese. 

William Scott Parks, '54, has been 
accepted by the American Institute of 
Professional Geologists as a Certified 
Professional Geologist. The Institute 
requires a minimum of twelve years 
of professional experience for mem- 
bership. Mr. Parks works with the 
Water Resources Division of the U.S. 
Geological Survey in Nashville. He is 
married to the former Linda Lou 
Brown and has three children. 



33 



Four of the nominees tor the Dis- 
tinguished Service Award of the Mis- 
sissippi Junior Chamber of Com- 
merce were Millsaps alumni: Fred 
M. Belk, '55-'58, of Holly Springs; 
Arthur W. Pigott, '54-'55, Pascagoula; 
Gene A. Wilkinson, '54, Jackson; and 
William S. MuUins, '59, Laurel. Mr. 
Wilkinson was named one of the three 
state winners at the winter confer- 
ence. He is a partner in the law firm 
Stennett and Ward. 

Edgar A. Gossard, '54, joined the 
staff of the Methodist Television, Ra- 
dio and Film Commission in Nash- 
ville on March 1. He is an associate 
director in the Commission's Depart- 
ment of Audiovisual Resources. He 
was previously editor of Power, an 
interdenominational daily devotional 
guide for youth. He is married to the 
former Sarah Dennis, '54, and has 
two children. 

A paper reporting the investigation 
of new techniques and methods in the 
care of large burns was delivered by 
Dr. Hiram Polk, '56, at the annual 
meeting of the American Surgical As- 
sociation. Dr. Polk is assistant pro- 
fessor of surgery at the University of 
Miami School of Medicine, chief of a 
surgery service and the gastrointes- 
tinal tumor clinic at Jackson Memo- 
rial Hospital in Miami, and consult- 
ant in surgery to the Coral Ga- 
bles Veterans Hospital. Mrs. Polk is 
the former Wanda Waddell, '52-'54. 

A paper entitled "Planning for Men- 
tal Health Action" was presented by 
John Awad, '56, at the National Re- 
habilitation Conference in Biloxi, Mis- 
sissippi, in March. Mr. Awad is as- 
sistant coordinator of the Mississippi 
Mental Health Planning Program. 

A Doctor of Philosophy degree in 
geology was awarded to Jesse O. 
Snowden, Jr., '59, by the University 
of Missouri at the mid - term com- 
mencement. Dr. Snowden is a mem- 
ber of the science faculty at Missis- 
sippi State University. He is married 
to the former Judy Flanagan and has 
two children, ages 7 and 5. 

•In January Dr. and Mrs. David Ul- 
mer (Doris Kay Dickerson), '59 '60 
and '59, and their young daughter 
Deidre sailed for Hawaii, which will 
be their home for three years while 
Dr. Ulmer serves as an Air Force 
flight surgeon. 



1960-1965 
Dr. Gary B. Caldwell, '60, will com- 



plete his internship at Baroness Er- 
langer Hospital in Chattanooga this 
summer and will begin his residency 
in anesthesiology there. His brother, 
Richard Dale Caldwell, '63, received 
his Master's degree from the Uni- 
versity of Alabama last year and has 
been doing doctoral work. He will join 
the faculty of Alabama College in 
Montevallo this fall. The two are the 
sons of the late Richard Gladden 
Caldwell, '35. 

Charles Wallace, '61, has been 
named dean of admissions and reg- 
istrar at Okaloosa-Walton Junior Col- 
lege in Valparaiso, Florida. He joined 
the faculty of the new school, which 
is headed by former Millsaps Dean 
of Students J. E. McCracken, as in- 
structor of history, head tennis coach, 
and assistant basketball coach. Mrs. 
Wallace is the former May Garland, 
'62. 

A captain in the Marine Corps, Bill 
Mooney, '61, is flying jets at the Ma- 
rine Corps Air Station in Cherry 
Point, North Carolina. 

Dr. Richard L. Soehner, '57-'58, is 
serving a post-doctoral fellowship at 
the McArdle Memorial Laboratory for 
Cancer Research, which is associated 
with the University of Wisconsin. The 
Soehners (Jane Ellis, '60) have a 
young son, Richard Louis. 

Peirce Junior College, in Philadel- 
phia, Pennsylvania, has named Fred 
Allen Barf cot, '61, coordinator of pub- 
lic information services. Mr. Barfoot 
was assistant to the president of The 
East Company in Philadelphia before 
joining the Peirce staff. 

John Perkins; '61, was named city 
editor of the Meridian, Mississippi, 
Star in March. He had served as 
managing editor of the Daily Corinth- 
ian in Corinth, Mississippi, for two 
months prior to his new appoint- 
ment. He has also been a member 
of the staff of the Jackson Daily News 
and has held an administrative post 
with the Mississippi Senate. 

On March 1 Stanley E. Miinsey, 
'61, opened an office for the private 
practice of law in Picayune, Missis- 
sippi. He is a graduate of the Tulane 
School of Law. 

Sandra Ward, '62. recently received 
a commission as a second lieutenant 
in the Women's Army Corps and has 
reported to Fort McClellan, Alabama, 



for the officer's basic course. Misa 
Ward has worked for the Americai 
Red Cross at Fort Bragg, North Caro 
lina, and was employed by the Mis 
sissippi Welfare Department before 
joining the Wacs. 

Robert Sharp, '62, became associ 
ate pastor of the Jefferson Stree ' 
Methodist Church in Natchez, Mis 
sissippi, in January after graduatioi 
from Duke Divinity School. Mrs 
Sharp is the former Cynthia Free 
man. 

A National Defense Education Ac 
fellowship for doctoral study has beei 
awarded to Curt Lamar, '64, who ii 
presently completing requirement: 
for an MA degree in history at th( 
University of North Carolina a 
Greensboro. He will do his doctora 
work at Louisiana State University 
Mrs. Lamar is the former Dans 
Townes, '64. The couple has a daugh 
ter, Elise. 

Mary Dell Fleming, '64, has beei 
appointed a career Foreign Service 
Officer by President Johnson. The ap 
pointment makes her a vice consu 
and a secretary in the Diplomatic 
Service. She is attending the Foreigr 
Service Institute in Arlington, Virgin 
ia, in preparation for her oversea; 
assignment. 

A new Jackson theatre called New 
Stage presented its second produc 
tion, "Charley's Aunt," in February! 
and its cast boasted numerous Mill 
saps credits. There were WUliart 
Jeanes, '59, who played both titli 
roles (Charley and Aunt); Kari Guildi 
a current student; Jack Gordy, '61 
'63; Dick Brown, '54-'56; and Marj 
Jane Ray, '61-'64. Other Millsaps peoi 
pie were connected with the produo 
tion end of the presentation. 

What spare time he has from hii 
teaching duties in the department o' 
German at Millsaps William Watkins 
'64, spends on the boards of the city'il 
theatres. He appeared in a Littlei 
Theatre production of "A Far Counj 
try" and was later given the role o:' 
Tom in the New Stage's presenta 
tion of "The Glass Menagerie." 

Maynard Hacker, '61-'64, has beer 
appointed operations director of ra 
dio station KALB in Alexandria, Lou 
isiana. Mr. Hacker has had six year; 
of radio and television experience ir 
Jackson and Biloxi, Mississippi, his 
home. 



34 



When Giving Can Save 



By Barry Brindley 
Assistant to the President 



THE FEDERAL ESTATE TAX 



When a person dies, his estate must pay a Federal 
estate tax if the total value of his assets and certain 
other property subject to tax exceeds the allowable 
exemption and deductions. 

One of the deductions is "the amount of all bequests, 
legacies, devises, or transfers 
to or for the use of any corporation organized and 
operated exclusively for religious, charitable, scien- 
tific, or educational purposes, including the encour- 
agement of art ... no part of the net earnings of 
which inures to the benefit of any private stockhold- 
er or individual . . . 
or 
to a trustee or trustees . . . but only if such contribu- 
tions or gifts are to be used by such trustee or trus- 
tees . . . exclusively for religious, charitable, scien- 
tific, literary, or educational purposes 

This is from Section 2055 of the Internal Revenue 
Code. As under the income tax regulations, then, a 
deduction is allowed for gifts to education. 

But, unlike the income tax provisions, there is no 
limit placed on the amount of the deduction. A person 
could leave his entire estate to his alma mater or any 
school of his choice (if state law permits him to do 
this) and thereby completely eliminate the Federal 
tax. 

The following illustration will show how these pro- 
visions will work to great advantage in a person's 
estate plans: 
In his will Mr. Bell, a widower, leaves $20,000 to 
Millsaps College. The remainder of his estate goes 
to his children. 

Assume that Mr. Bell's estate is $200,000. The 

$20,000 gift therefore is one tenth of the total. Would 

you suppose that the gift to the college reduces the 

tax on his entire estate by one tenth? 

The fact is that the tax is reduced by almost one 

fifth. Without the deduction for the educational gift, 

the Federal tax on his estate would be $32,700. With 

the $20,000 deduction, is is $26,700. 

The $20,000 gift saves $6,000 in taxes, so the real 
cost of the gift is only $14,000. 

The tax we are speaking of here is the Federal 
estate tax before reduction by credit for state inheri- 
tance or estate taxes. 

And note this in connection with Mr. Bell's $200,000 
estate : 



If the gift 

had been . 

$40,000 

$60,000 

$80,000 



The tax saved 
would have been 

$12,000 

$17,000 

$23,200 



Leaving as the 
cost of the gift. 

$28,000 

$42,400 

$56,800 



The above figures are for a $200,000 estate of an 



unmarried person. On larger estates the tax rate — 
and therefore the tax savings — is higher. 

■'But why," it may be asked, "is the tax saving 
disproportionate to the gift? When one tenth of the 
estate goes for education, why isn't the tax reduced 
by one tenth, instead of by almost one fifth?" 

The reason is that the gift, like any other deduc- 
tion, comes "off the top" of the estate, where the 
rates are highest. The Federal tax rate (and the in- 
come tax rates, too) are "progressive"; they rise as 
the size of the estate increases. If, by means of an 
educational gift, you can reduce your taxable estate 
by 10 per cent or any other percentage, you are likely 
to reduce the tax by a much greater percentage, for 
you are removing from your estate the highest-taxed 
property. 

Deferred Giving Program 

Millsaps College has launched a program of infor- 
mation and service to acquaint people with the import- 
ant aspects of estate planning. One of the most im- 
portant aspects of a person's estate plan is the chari- 
table or educational gift. The illustration outlined above 
is only one example of the many and varied methods 
by which a gift to Millsaps College can be coordinated 
with your financial plans. Through proper family finan- 
cial planning you may be able to make gifts much 
larger than you dreamed possible and at the same time 
provide greater assets for your family. 

Some of the other ways in which you can make a 
gift to Millsaps are as follows: 

Gifts of Cash 

Life income agreements 

Annuities 

Trusts, during your life 

or in your will 
Life insurance 

And there are many tangible ways for you to ex- 
press your interest in Millsaps College by your gifts. 
Some of these gifts opportunities are the following: 

Endow a scholarship 

Endow a chair or professorship 

Name a building 

Millsaps College is an outstanding example of the 
best Christian liberal arts tradition. The College is 
wholly dependent upon the support and loyalty of her 
many alumni and friends. If you would like to have di- 
rect and personalized assistance in making a gift to 
Millsaps, or if you need or desire any additional infor- 
mation concerning the College, please contact J. Barry 
Brindley, Assistant to the President for Development, 
Millsaps College, Jackson, Mississippi, 39210. 



35 



MISS BETHANY SWEARIIMGhN 
3503 KINGS HIGHWAY 
JACKSON MS 



". . . the world 

alters as \\>e 

walk in it ..." 

And so, daily, 
do little snaggle- 
toothed girls on 
their way to 
maturity. Donna 
Ruth is the 
daughter of 
Doug ('55 -'59) and 
Jane Campbell, 
of Jackson 



Attend 

Alumni 

,. Day, 

Saturday, 

May 14 



"I 
3 9-^16 Millsaps College 

Jackson, Miss. 8921( 




mm noT-ts 



millsaps college 
magazine 
summer, 1966 




^'^^fAPS-W/LSOM 



Jack 



^°n, Al/ss/ 



tIBRAIT 



ssippi 



What will be the value 
of a Millsaps College 
diploma in the future? 
Specifically, to what 
destiny is Millsaps moving? 



>: 



"4 






-^-'^' 




V\r, I, 






r/7r/j 



■/y^^^ni .j^; 












.K^" 



iiifljofl noTts 

millsaps college magazine 
summer, 1966 



m 






^.: 



/ ■..'>%•• 



/"■ 



MERGED INSTITUTIONS: Grenada 

College, Whitworth College, Millsaps 
College. 

MEMBER: American Alumni Council, 
American College Public Relations As- 
sociation. 



•^v> 



CONTENTS 

4 Ford Grant Offered 

6 From Dawn to Destiny 

10 What Millsaps Needs Is 

13 Today Declines So Fast 

17 Events of Note 

19 Columns 

20 Major Miscellany 

23 When Giving Can Save 



Volume 7 



July, 1966 



Number 4 



Published quarterly by Millsaps College in Jackson, 
Mississippi. Entered as second class matter on Oc- 
tober 15, 1959, at the Post Office in Jackson, Mis- 
sissippi, under the Act of August 24, 1912. 



Shirley Caldwell, '56, Editor 

James J. Livesay, '41, Executive Director, Alumni 
Association 



Photo Credits; Pages 2-3, 7, 11, 12, Ronald Davis,'67; 
Covers, Page 14, Jim Lucas, '67. 



Vs.^; ' '.^S^. 



(0.^. 



i-t--.: 



I 



'MILLSAPS 



R-W Millsaps. BisF 
Galloway first pre 
Board; Bishop W B 
first president of 





To What Destiny? 




Millsaps could go in one of four 
directions. Its path could 
follow that of one of the ten 
institutions of higher education 
which Methodists have founded 
and closed in Mississippi. Millsaps 
could cling to life but be content 
to accept a status of mediocrity. 
It could become a superlative 
Christian liberal arts college 
equal to the nation's best. A 
fourth direction could be that of 
a relatively small but high-quality 
university. Millsaps' destiny is 
in our hands. 

— President Benjamin B. Graves 
"From Dawn to Destiny" 



To What Destiny? 



"There are no special virtues 
attached to a college or university 
because of the nature of its supporl 
The main criterion is the quality 
of its program. Strong privately 
supported and strong publicly 
supported institutions are both 
essential to the well-being of 
American society." 

— Ford Foundation Report 



Ford Foundation Offers Millsaps 



A pat on the back, a "kick in the apogee" — and 
some cash in the pocketbook — have been handed to 
IMillsaps College in the form of a Ford Foundation grant 
of $1,500,000. 

Announcement that Millsaps had been selected for 
a grant was made in late June. The College was one of 
eight Southern colleges and universities and three non- 
Southern schools selected this year. 

The grant is conditional upon the raising of $3,750,000 
under a two-and-a-half-to-one matching clause. Millsaps 
will launch in the near future an effort to bring in 
$4,000,000 in a three-year period. Officials have addition- 
ally announced a $25,000,000 goal for the next ten years. 

Selection of Millsaps to receive a grant designates 
the 75-year-old institution a "center of excellence" in 
higher education. 

President Benjamin B. Graves called the grant "the 
most significant national recognition that has ever been 
given Millsaps College," adding, "From a long-range 
point of view it could turn out to be one of the most 
important things that has ever happened to higher edu- 
cation in Mississippi." 

Dr. Graves said the grant was of major significance 
"first, because only 69 out of some 800 private higher 
education institutions have received Ford challenge 
grants prior to today. Second, the South, and our own 
state in particular, needs colleges and universities which 
compare in quality with the very best in the nation, and 
this is a major step in that direction." 

The grant gives national recognition to the qua'ity 
of Millsaps' educational program. Only eight other 
Southern institutions have received Ford grants prior 
to the latest announcement of recipients. They are Aus- 
tin College in Texas, Berea College in Kentucky, David- 
son College in North Carolina. Southwestern at Memphis, 
Stetson University in Florida, Tulane University in Louisi- 
ana, Vanderbilt University in Tennessee, and the Uni- 
versity of the South in Tennessee. In addition, the Foun- 
dation has granted a total of $19 million for Negro 
higher education — $6 million to the United Negro Col- 
lege Fund and $13 million to thirteen predominantly 
Negro colleges in the South. 



The "kick in the apogee" analogy was used by 
President Graves, who said he had borrowed it, at a 
press breakfast announcing the 325,000,000 drive. He 
explained it by saying that when a rocket reaches a 
certain point in its flight a booster fires to give it needed 
impetus and thrust to continue, "We at Millsaps have 
reached a level of excellence, but the Ford grant will 
give us incentive to move farther and faster," he said. 

Dr. Graves said the heaviest emphasis on use of 
the funds at Millsaps will be in upgrading the academic 
program by raising faculty salaries and making limited 
additions to the faculty, increasing book holdings to a 
minimum of 100,000 volumes, introducing changes in 
the curriculum, implementing the scholarship program, 
and adding a fine arts program. 

The $25,000,000 is planned for new facilities, includ- 
ing a modern lecture center; completion of a fine arts 
building; additions and renovations to the administration 
building, the Christian Center, and physical education 
facilities; additions to the science laboratories; and 
general improvements to the campus. 

President Graves said the money would also be 
used to implement long-range planning efforts, including 
an enrollment increase to 1,500 by 1975 and possible ele- 
vation to university status within the next ten to fifteen 
years. 

At the present time Jackson, the state's largest 
metropolitan area, has no facilities for graduate educa- 
tion other than professional schools. Nearby Mississippi 
College offers some graduate courses. 

Grants totaling $33.5 million were awarded by the 
Foundation to eight privately supported Southern higher 
educational institutions this year as a part of a m.ajor 
effort to advance the quality of higher education in the 
South. In addition to Millsaps, recipients were three uni- 
versities — Duke, Emory, and Vanderbilt — and four 
liberal arts colleges — Birmingham-Southern, Furman, 
Hendrix, and Randolph-Macon Woman's College. 

The Foundation also announced grants totaling 
$6,000,000 to three liberal arts colleges elsewhere — De- 
Pauw, Dickinson, and the University of Redlands. 

In announcing the awards McGeorge Bundy, presi- 



) Million Grant 



dent of the Foundation, said, "The Special Program has 
sought to help build centers of educational excellence in 
all parts of the nation. Today's grants represent a major 
effort to help private institutions in the South to more 
fully attain parity of educational quality with leading 
institutions in other regions. As in most other regions, 
strength and growth of higher education in the South 
rests on a diverse base, in which both privately and 
publicly supported institutions must advance in quality. 

"Each of the universities and colleges enrolls stu- 
dents in regular degree-granting programs without re- 
strictions as to race, color or creed. Moreover, each has 
demonstrated ability to reach the front educational 
ranks in its region. The Foundation grants aim to streng- 
then their ability to achieve and sustain new standards 
of progress both in scholarship and administrative ef- 
fectiveness." 

The objectives of the college part of the program 
have been to call attention to the financial plight of 
privately supported liberal arts colleges, to mobilize new 
additional support for liberal arts colleges generally, and 
to provide a major stimulus for their academic and 
physical development. The Foundation said these goals 
have in large measure been accomplished, and it will 
now shift the emphasis of the college part of the Special 
Program to sustain further the overall development of 
the nation's privately supported predominantly Negro 
colleges. The university portion of the program will con- 
tinue. 

The amounts and conditions of the grants are based 
on a detailed study of each institution's needs, accom- 
plishments, potential and state of readiness for advance- 
ment, and fund matching ability. The universities and 
colleges are selected on the basis of their tradition of 
scholarship and plans and ability to make pace-setting 
improvements, quality of their leadership, and the 
strength of support from alumni and other sources. 

Officials say they feel that the achievements of the 
school's graduating classes were a major factor in the 
Foundation's decision to award a grant to Millsaps. This 
year, for example, seniors received two Fulbright Schol- 



arships, four Woodrow Wilson National Fellowships, a Na- 
tional Aeronautics and Space Administration Fellowship, 
a National Institute of Health Scholarship, several spec- 
ial grants, and numerous institutional scholarships, fel- 
lowships, and assistantships. 

The average percentile ranking of the scores of the 
1966 seniors on the Graduate Record Examinations was 
63.3. 

Millsaps students have won a third of the Woodrow 
Wilson Fellowships awarded to graduates of Mississippi 
institutions while accounting for ten per cent of the 
liberal arts degrees awarded in the state. 

A study by Allen M. Cartter of the American Coun- 
cil on Education last fall showed that Millsaps was 35th 
in the nation in the percentage of graduates who receive 
national fellowships. There are more than 1,200 accredit- 
ed senior colleges and universities. 

Millsaps has been under consideration for a grant 
by the Ford Foundation since last summer. President 
Graves describes the whole thing as "like sorority rush 
with a limited quota." 

The past year for Millsaps has been one of hard 
work, introspection, analysis, and "bed of coals un- 
certainty," Dr. Graves says. 

Last summer Ford Foundation officials asked Dr. 
Graves if Millsaps would like to be considered for a 
grant. Explanations were made as to what would be 
involved. 

"We felt that, even if we didn't get the money, it 
would be good for us to make the studies Ford required," 
Dr. Graves said. "So we said yes and prepared for a 
year of hard work." 

There were visits to the Foundation by Millsaps of- 
ficials and, last October, a visit to the Millsaps campus 
by a Ford educational consultant. "This was the first 
crucial point," Dr. Graves explains. "It could have all 
ended right there." 

But it didn't. The Ford emissary talked with of- 
ficials, students, teachers, Trustees, looked things over 
generally, and gave a favorable report to the Foundation. 

Then the work intensified. Ford asked for a profile 
of the College which outlined distinctive aspects of the 
Millsaps program, accomplishments which qualified 
Millsaps for a grant, educational facilities plans for the 
next decade, specific goals, fund raising achievements 
and proposals, a history of the school, and voluminous 
amounts of supporting material. 

IMillsaps' 93-page report went off in March. Then 
there was an anxious period while Millsaps waited to 
hear some word. Finally a group was asked to come to 
New York to talk with the Foundation officials. 

Discussion in New York centered in large measure 
around terms of the proposed grant. Ford officials want 
to provide incentive for fund-raising, to help colleges to 
identify sources of funds which may become permanent. 

"The challenge feature permits a school to tell pro- 
spective donors that their contributions will yield an 
additional amount in Ford Foundation funds, depending 
on the matching ratio," Dr. Graves explained. 

Then there were months of waiting until the Board 
of Trustees of the Ford Foundation met to make final 
approval, which it did on June 23 and 24. 

Millsaps does not expect the grant to solve all of 
its problems, but, says Dr. Graves, "you'd be surprised 
at how much money can help." 



To What Destiny? 



From Dawn to Destiny 



By Benjamin B. Graves 
President, Millsaps College 



T. 



his year may well have been the most successful 
in Millsaps' history in terms of academic accomplish- 
ment. 

One example is the fact that ten per cent of our 
graduates received honors and fellowships of national 
distinction. Fewer than fifty colleges in the entire nation 
can claim such a record. 

From another point of view, the 1965-66 year at Mill- 
saps College is apt to be termed by our successors a 
crucial one in a pivotal era of the institution's life. To 
place these two statements in perspective, let us go 
back to the beginning. 

The Dawn 

As I look back on the history of this institution, it 
seems to me that several periods could be characterized 
as pivotal. The first was surely that of 1890-92, when the 
institution was in the dawn of its life. It was moving 
from the dream of Mississippi Methodists and l\Ia.jor 
Millsaps to reality. With the elevation of Dr. William B. 
Murrah to the presidency of the College and the selec- 
tion of an outstanding faculty, the institution was initial- 
ly imbued with its proud trademark of quality education 
in a Christian setting. Thus, this initial hurdle was cross- 
ed. 

The second era of consequence was probably that 
of from 1910 to 1912, when Dr. Murrah, after eighteen 
years of faithful service, was elevated to the Methodist 
episcopacy and left the institution. Millsaps began a 
search for continuity, growth, and stability once again. 

The third crucial point occurred perhaps during 
World War I and, even more specifically, in the year 
1917. It was in this year that the decision was made to 
discontinue the Millsaps Law School. Although under- 
standable, looking at the time and circumstances, this 
was probably the most costly decision in the history 
of the College. I say this because the legal fraternity 
of America has much to do with the direction of the poli- 
tical, social, and economic forces in a society. Par- 
ticularly do lawyers direct the flow of wealth in a na- 
tion. Millsaps, unlike many other distinguished private 
institutions, has not been the recipient of significant 



philanthropy which a strong body of law alumni might 
have diverted toward it. 

The next period of concern was undoubtedly the de- 
pression era, and particularly the years from about 
1930 to 1935. To sustain any institution in those years, and 
especially one subject to discretionary spending as op- 
posed to the absolute necessities of life, was quite an 
accomplishment. Some of the stories relating to the 
efforts of Dr. David M. Key, the faculty, and the stu- 
dents during this period are indeed heartrending. 

World War II brought on another crisis at Millsaps, 
but a series of adjustments and changes in the College's 
program permitted it to survive. Here the work of Dr. 
Marion L. Smith is noteworthy and will not be forgotten. 

The most recent pivotal era began, I think, about 
1953, concomitant with the much-debated United States 
Supreme Court decision of that year. Other educational 
institutions in Mississippi have undergone similar agonies. 
Based on preserved records, this issue seems to have 
reached an initial crisis at Millsaps about 1958. when 
the College was subjected to massive attack as it tried 
to maintain an atmosphere of open discussion on cri- 
tical issues. Press clippings relating to these attacks 
fill a volume 18 x 24 inches in size and two inches thick. 
Dr. Ellis Finger, president at that time and now resi- 
dent bishop of the Tennessee area of the Methodist 
church, deserves much credit for sustaining the insti- 
tution and maintaining its academic integrity during 
this most difficult period. A secondary crisis in this 
particular era was reached in February, 1965, when 
the Board of Trustees announced an open admissions 
policy. 

Tlie Day 

The past is now history, but a big question remains: 
Where do we go from here? In February of 1965, when 
coming to Millsaps, I outlined to our Board of Trustees 
and the faculty four crucial matters which confronted 
the College. There were the questions of admissions, 
enrollment of an able body of Christian-oriented stu- 
dents, faculty of a quality to maintain the College's hard- 
earned reputation, and, finally, the matter of financial 
resources. 




President Graves outlines plans for the future at press breakfast following- Ford Foundation grant announcement. 



The first of these has reached a resolution where 
it does not appear to be a serious problem at IMillsaps. 
Trends of student enrollment have improved, though 
much remains to be done. Considering, however, the 
change in admissions policy and an announced $300 
increased in tuition for 1936, progress in this direction 
is notable, A fine freshman class entered the College in 
1965 and another good class is in prospect for the fall 
of 1966. But we could accommodate and would like to 
have another one hundred male students for next fall's 
student body. Based on extensive studies conducted this 
spring, we have concluded that an optimum enrollment 
for Millsaps, as a liberal arts college, would be in the 
range of 1,500 students, and we shall point for a gradu- 
al increase in enrollment to reach this size by 1975. 
This number is needed to get optimum efficiency in our 
junior and senior years, when students begin to move 
into their majors. At this point, class sizes tend to get 



I 



smaller as students spread over more courses. 

The situation relative to faculty has momentarily 
stabilized. We shall have a fine faculty next year, 
though there remain areas of concern. Several key 
faculty members remain at Millsaps on the basis of 
devotion, having rejected salary offers considerably 
higher at other institutions. 

The question of financial resources continues, at this 
moment in time, unsolved. In a longer perspective, it is 
likely to be the most crucial issue in determining the 
future course of the College. With a sufficiency of re- 
sources, the other probleins can be mitigated, if not 
eliminated. 

To get a perspective on this resource problem, let 
us examine some comparative data, using 55 four-year 
liberal arts colleges selected in the Ford Foundation 
regional "center of excellence" program. We can note 
the following comparisons: 



Comparison Between 55 Four-Year Private Colleges 
Receiving Ford Foundation Challenge Grants and Mill- 
saps 



Comparative Data for Average Of 
1964-65 Academic Year Other Colleges 



Millsaps College 



Enrollment 


1,337 


831 


Total Income 






from Gifts 


$3,240,452 


$452,705 


Endowment 






(Book value) 


$13,851,132 


$3,036,308 


Gifts per Student 


$2,205 


$544 


Tuition, Room, 






and Board* 


$2,250 


$1,350 


♦1966-67 Projections 


$2,442 


$1,650 



From the foregoing we can see the gap between 
Millsaps and its competition. The almost startling ques- 
tion is how Millsaps has been able to maintain its rela- 
tive quality with so much less with which to work. Its 
success is due, in part, to good management, but more 
significantly, and on a sad note, (1) it has been due 
to the College's paying its faculty and staff less than 
they deserve and could command at other institutions, 
(2) neglecting the maintenance of its grounds and phy- 
sical plant, (3) using badly needed capital funds for 
current operations, and (4) limiting its procurement 
of library holdings, supplies, and services. None of the 
latter policies can be maintained over an extended period 
of time if an institution of quality is to sustain itself. 

A Program for Resources Development at Millsaps 
College 

I have done a great deal of reflection during the last 
eighteen months, and the following represents my con- 
clusions and recommendations on this critical issue. 

First of all, if a program for resources development 
is to succeed, two prerequisites must prevail: (1) the 
College must provide a program which offers something 
more than competitive institutions in its area — looking 
at its tradition, Millsaps has done this and with re- 
sources can continue to do so; and (2) its related publics 
must recogonize this tradition and be willing and an- 
xious to do something more to perpetuate it. 

The Basic Steps 

I. We must educate all of our constituencies on the value 
and cost of a quality education. Measuring the value 
of a college education, and especially comparative 
value, is a difficult matter. Nevertheless, there are 
certain indices which have been developed over the 
years to measure the qualitative and quantitative fact- 
ors. Numerous studies of life income suggest, for 
example, that the typical college graduate is likely 
to earn $200,000 more in the course of a lifetime than 
the person who stopped his education after high school. 
There are many exceptions, but the average differen- 
tial seems to hold. 

The next step, of differentiating relative value among 
colleges, is even more complex. But even here patterns 
emerge which suggest rather consistent differences. 
Some of these are: 

A. Examination of income and career performances 
of graduates. 



B. Comparable scores of students on nationally struc- 
tured tests such as 

1. Graduate Record Examinations 

2. The National Teacher Examinations 

3. Tests administered by the military services 
(Using the above criteria, Millsaps students 
have consistently averaged in or near the top 
third among the nation's colleges). 

C. Percentages of students winning highly prized na-l 
tional fellowships such as those available underi 
Woodrow Wilson, Fulbright, National Science Foun-i 
dation, and National Defense Education Act pro-i 
grams. On these particular indices, Millsaps stu-i 
dents, in one four-year study, ranked 35th among 
the nation's 2,200 colleges, or in the top five per 
cent. 

Summing up the value factor, one can safely say 
that prevailing evidence suggests that the Millsaps 
student traditionally has gotten something more 
from his experience at this college than students in 
many, if not most, other institutions. To put an 
exact dollar figure on this differential is next to 
impossible, but when one considers the $200,000 
average value of a college education, it would take 
only a small percentage advantage at Millsaps 
to repay the student more than his outlay on an 
education here as compared to some other college. 
The issue of costs is more easily defined. An annual 
minimum "true" cost for a quality education, 
whether it be in a public or private institution, is 
probably $2,500 today and is likely to be $4,000 by 
1975. Some schools, such as Harvard and Princeton, 
are spending as much as $10,000 per student at 
the present time. The "true" cost is often camou- 
flaged in the public's eye by such things as state 
subsidies, gifts, and endowment income. In the 
typical state institution, the subsidy is likely to 
run to $1,000 per student or more. 

If these figures sound high, consider the fact that 
it costs $2,300 to keei- a person in a federal prison 
for one year; it costs $9,500 for one year in the Job 
Corps, where training involves menial occupations. 
The military services, in a similar analogy, es- 
timate than an expenditure of $50,000 is required 
to develop a non-commissioned officer and $100,000 
to train a combat pilot. The education of a student 
at Millsaps College is sui;ely nnore meaningful to 
society than an inmate's year in prison. Both stu- 
dents and parents should be willing to assume as 
much reponsibility as possible, but the College 
must be in the position to supplement from other 
sources. We do not wish to deny a quality education 
to any deserving student, regardless of his finan- 
cial conditions. At the present time, the Millsaps 
student is paying only 60% of the true cost of his 
education, even if he pays full tuition. Students on 
scholarships pay even less of the real cost. 

II. We must cultivate and encourage the parent body 
(in our case the Methodist Church) to do more for 
higher education. In Mississippi, average giving 
for higher education is about $1.00 per capita; in 
North Carolina, $4.00. Mississippi Methodists can 
do much more. Since half of our student body repre- 
sents sixteen other denominations, we should seek 
support from other church groups as well. 



Besides giving directly to the College, Methodist 
churches in Mississippi could help us indirectly 
by encouraging the establishment of Millsaps schol- 
arships for students in their congregations. 

III. We must have strong leadership in terms of action 
and example from our Board of Trustees and its 
collateral body, the Millsaps Associates. 

IV. We must have continuing support from a devoted 
and loyal body of alumni. 

V. We must seek continuing support from foundations 
(national as well as local). The Ford Challenge 
Grant provides an excellent underpinning for such 
an effort. 

VI. We must encourage the business and industrial 
community of the State to budget regular yearly 
operating funds for private higher education and, 
in addition, to be willing to support major capital 
programs. For the businessman to do so is not 
only to assume his philanthropic responsibility, but 
is simply to act with good business acumen. He is 
contributing to the reservoir which in time will 
provide employees and customers for his firm. 
Similarly, he is saving tax dollars. If the students 
now attending private institutions in Mississippi 
were dumped on the public colleges, the tax bill 
in the state would go up at least $5,000,000 per 
year by conservative estimates. This would be re- 
flected on individuals and the business community 
in higher taxes. 

VII. We must develop support from these publics: 

A. Staff 

B. Faculty 

C. Students 

D. Parents 

E. Friends 

F. Millsaps Women's Auxiliary 

G. Government 

VIII. We must, for long-range development, encourage 
major gifts from individuals through wills, trusts, 
and estates. The figure $25,000,000 is a conserva- 
tive estimate of our needs over the next ten years 
if we are to fulfill our mission. Many other private 
colleges of similar size and stature have even more 
ambitious goals and expect to meet them. 

In the South, and especially in Mississippi, we have 
not developed a great tradition of philanthropy, 
which in its true definition means "love of man." 
Probably millions of dollars are being lost to our 
institutions each year through the public's lack of 
knowledge in the important areas of charitable 
bequests, trusts, life insurance, and estate plan- 
ning. Estate tax laws encourage such action and, 
indeed, make it almost painless, with proper plan- 
ning. In terms of wealth, it is a true axiom that 
"you can't take it with you and you can't leave 
it all to heirs." Destiny and the tax structure 
simply defeat such a policy, however hard one 
may pursue it. 

Residues of annual incomes and estates are going 
to the Federal Treasury instead of into our church- 
es and private institutions. For example, one recent 
study suggests that there are 



A. 40,000 persons now living in Mississippi who 
face estate tax problems {$60,000 in assets held 
by individuals and $120,000 for a couple are the 
levels where estate tax become more punitive). 

B. There are more than 700 millionaires in the 
State. 

C. Several persons in Mississipi have over $100 
million in assets. 

IX. We must seek fair and equitable treatment from 
the State in the field of private higher education. 

A. Sales taxes are placing $35,000 per year penalty 
on private colleges and students in Mississippi. 
State schools and students attending those in- 
stitutions pay no sales tax on food, supplies, 
and materials, while those in private institutions 
do. 

B. State scholarships should be provided for use 
in private institutions. (California, Illinois, New 
York, and many other states make such scholar- 
ships available. Mississippi now subsidizes seve- 
ral thousand out-of-state students attending state 
colleges and universities, but provides no as- 
sistance to the student attending an in-state 
college.) 

X. We must seek federal and state income tax credits 
for tuition paid to private schools. A bill providing 
such credits was narrowly defeated in Congress 
this year. Such a plan would provide some relief 
to parents and students. 

XI. We must seek the best management of our en- 
dowment portfolio. 

XII. We must maximize our internal efficiency in use 
of resources. 



To What Destiny? 

At this crossroad, Millsaps could go in one of 
four directions within the next ten to twenty years. 
Its path could follow that of Whitworth or Gre- 
nada or another of the ten institutions of higher edu- 
cation which Methodists have founded and closed during 
their memorable 150-year history in Mississippi. Each 
has died from a lack of resources. A second direction 
could be one of the College's clinging to life but content 
to accept a status of mediocrity. A third direction could 
be toward a superlative Christian liberal arts college 
equal to the nation's best. Still a fourth direction could 
be that of a relatively small but high quality university, 
along the lines of perhaps Vanderbilt, Emory, Rice, or 
Tulane. 

The Ford Challenge Grant is the most significant 
recognition in terms of resources and national standing 
ever accorded a college or university in Mississippi. 
Should we meet the matching conditions specified, Mill- 
saps will be able to move to a still higher level among 
the nation's institutions of higher learning. 

Jackson could, indeed, become a modern Athens in 
Mississippi, and Millsaps might sit on the Acropolis. I 
hope that you will want to be a part of this most worthy 
and necessary undertaking. Millsaps' destiny is in our 
hands. May God give us the strength, courage, and wis- 
dom to make it the right one. 



9 



To What Destiny? 



What Millsaps College Needs Is.. 



• endowed chairs 

• more books 

• $10,000 endowment per student 

• better facilities 



Endowed Chairs 

Hard as the idea may be to accept for ivory-tower 
idealists, money seems to be the solution to everything. 

There seems to have been a notion through the years 
that the reward of teachers and preachers should be in 
the satisfaction of service, not material comfort. 

But teachers work long, hard hours. They prepare 
lectures, tests, and special material, plan course con- 
tent, teach classes, counsel with students, grade exams 
and papers, consult with textbook salesmen, read to keep 
up with their fields, in many cases conduct or supervise 
laboratory sessions, answer a thousand and one ques- 
tions by off-campus citizens who consult them as ex- 
perts in their field. 

They attend meetings, serve on committees, direct 
extracurricular activities, chaperone parties, speak be- 
fore civic groups, participate in conferences and work- 
shops, and in general try to share their hard-won know- 
ledge with those whose endeavors have been directed 
along the lines of collecting those material comforts 
which teachers shouldn't want. 

Small wonder, then, that teachers often prefer to 
go where the money is, with the best teachers com- 
manding the best salaries. There are extenuating cir- 
cumstances which enable small, poor colleges to at- 
tract good teachers, such as location, size, and scholas- 
tic reputation, and Millsaps has been fortunate in secur- 
ing the services of teachers whose devotion to quality 
education and to Millsaps has led them to turn down 
more lucrative offers. But the salary is the big thing 
for the majority, and Millsaps must be competitive in 
order to continue to get and keep top teachers and thus 



10 



remain a college with high standards and standing. 

Millsaps' most immediate need is a general improve 
ment in salaries for faculty and staff. 

Another faculty recruitment aid, says President 
Benjamin B. Graves, is endowed Chairs. Endowment, 
Dr. Graves stresses, doesn't simply mean naming. Ir 
order for a Chair to be effective, he says, it should have 
a minimum of $200,000 behind it, and preferably more 

Income from the Chair endowment would be used tc 
pay the salary of the occupant of the Chair. An endowed 
Chair in each of the twenty-one departments would as 
sure Millsaps of at least one exceptional faculty mem 
ber in each department. That doesn't mean that each 
chair would be filled by a new person. Better salaries 
through Chairs would help to retain outstanding faculty 
members already at Millsaps. 

Presently Millsaps has six endowed Chairs, none ol 
which has sufficient funds to be used as a teacher re- 
cruiting device. The one with the most principal is the 
W. S. F. Tatum Chair of Christian Education, with 
$134,000. It was established in 1921. { 

Most of the Chairs have been established to honor 
beloved faculty members on their retirement. These in 
elude the Alfred Porter Hamilton Chair of Classical 
Languages, the Milton C. White Chair of English Litera- 
ture, and the Benjamin Ernest Mitchell Chair of Mathe- 
matics. 

The fifth is the Dan White Chair of Economics, 
which was established by Mr. White, a New Orleans 
businessman and alumnus, to encourage the study of the 
free enterprise systenn. 

The sixth was established personally by President 
Graves. When he first came to Millsaps over a year ago 
he began a fund for a Chair in business administration 



into which he puts the money he receives from speaking 
engagements. 

Officials would like to see the endowment for the 
Chairs increased to significant proportions. All three of 
the teachers who have been honored were devoted to 
Millsaps, each having spent a great part of his life 
at the school. Officials feel that the appropriate way to 
perpetuate their memory is to insure the continuation of 
the kind of teaching they stood for. 

Their effectiveness in teaching is the sort which 
Dfficials like to consider traditional at Millsaps. 

More Books 

With its Ford Foundation grant Brandeis University 
acquired 106,000 new books for its library. By 1964 it 
had a total of 340,000 volumes, 136 complete back files 
of scholarly journals and had added 360 journals to its 
subscription list. 

Both Brown and Notre Dame made libraries their 
main construction projects. Notre Dame put $9.5 million 
into its library building, which had space for 1.8 million 
books, seminar rooms, microfilm readers, and other 
facilities. Undergraduate study space was surrounded 
by more than 200,000 open-stacked, readily available 
books. The university multiplied its total previous library 
acquisitions more than fivefold. 

The fact that so much of their Ford money went into 
their libraries should be an indication of the importance 
which large universities place on this vital part of the 
educational picture. Millsaps, which has many demands 
on its Ford grant, has library needs, too. 



The Millsaps-Wilson Library has approximately 
60,000 volumes. Minimum for accreditation is 50,000. 

Officials say that a quality library has a minimum of 
100,000 volumes. Miss Mary O'Bryant, librarian of the 
Millsaps-Wilson Library, says 100,000 volumes are need- 
ed to provide material for students to do high-quality 
research. 

Officials also estimate that the cost of books averages 
$10 per volume. Miss O'Bryant stresses that the need 
is not for just any books but for first-rate volumes that 
will aid in research. 

More books will require more space. Library ex- 
pansion will be an immediate need. 

A good library — that is, a well-stocked library — is 
one of the requirements for a Phi Beta Kappa chapter. 
Millsaps has often been asked why the school does not 
have a chapter. 

Miss O'Bryant says the biggest need currently is 
for back volumes of periodicals. The library has sub- 
scribed to over 500 journals since 1960, but bound vol- 
umes of earlier issues are needed to provide research 
material. She says there are also requests from faculty 
which have not been filled. 

Since Millsaps above all desires to maintain its 
quality status, one of its urgent needs is more books and 
more space for books. 

$10,000 Endowment Per Student 

Experts say that it is impossible to do a first-class 
educational job at a cost of less than $2,500 per student. 
But, President Graves likes to point out, it takes 




Endowed chairs would insure the continued presence of outstanding faculty members. Above, Dr. Robert E. Bergmark. 

11 



$2,300 to maintain an inmate of a federal prison. A 
minimum of $9,500 per year is required to train some- 
one through the Job Corps for such occupations as tractor 
driving. 

So, he asks, is $2,500 too much for a first-rate edu- 
cation? 

The Millsaps student, of course, does not pay $2,500 
per year. Millsaps currently receives $500 per student 
from its various sources of funds, including endowment 
and excluding tuition and fees, but the figure should be 
twice that much. An endowment of $10,000 for each 
student would provide that return. An enrollment of 900 
students would require $9,000,000 in endowment. Endow- 
ment returns on $9,000,000 added to tuition and fees 
would make a respectable amount which Millsaps could 
apply toward educating its students. 

Millsaps has in excess of $3,000,000 in endowment. 
The entire Ford fund and the challenge match would 
just about bring the endowment to the required level. 
But the Ford money has other demands on it. 

The quality of Millsaps' program justifies compara- 
tively high tuition and fees, but many good students, 
who are looking for the type of education Millsaps of- 
fers, couldn't afford it. A larger endowment would al- 
low the College to provide more scholarship aid for 
needy students. 

Better Facilities 

Since nothing ever stays the same, there will al- 
ways be building requirements. Old buildings will need 
to be renovated and replaced and new buildings will be 
required to accommodate increased enrollment and 
new programs. 

Current projects should include a fine arts building, 
a classroom building, improved athletic facilities, a new 
infirmary, and renovation of the Christian Center. 

To those who have been at Millsaps for the past 
few years, talk of constructing a fine arts building is 
nothing new. But the edifice is still in the future. The 
Health, Education, and Welfare Department recently 
announced a grant for the building, and an additional 
loan has been made, but the College must provide some 
$250,000 before construction can begin. A fine arts build- 



The great expansion in college and 

university enrollments in the future 

will not take place at private 

institutions. It is now developing and 

will continue to develop at public 

colleges and universities. As a result 

the percentage in private institutions 

can be expected to continue to 

decline — from the 61 per cent 

noted at the beginning of the century, 

to the 42 per cent today, to not 

more than 20 per cent of the total, 

we believe, by 1985. 



ing will give an opportunity for community service as 
well as the school's needs. ! 

In his first address to the student body after accept- I 
ing the presidency of Millsaps College, Dr. Graves stres- | 
sed the importance of a lifetime program of physical 
fitness, suggesting that the physical education program 
would receive careful attention at least during his years 
here. He has indicated a continued interest in this by i, 
including athletic facilities in his list of immediate needs il 
for Millsaps. 

Athletic Director James A. Montgomery is more ' 
specific. He lists nine facilities needed for the athletic ■ 
program, which includes intercollegiate sports, intra- 
mural athletics, the physical education department pro- 
gram, and recreation. These facilities are as follows: 

1. Indoor facilities (excluding a swimming pool) — 
space for varsity basketball practice and play; space 
for intramural practice and play in basketball; space 
for volleyball play; space for badminton play. 

2. Swimming pool — the pool itself should be of 
minimum Olympic size, constructed in a "T" or "L" 
shape to accommodate divers without danger to 
swimmers. 

3. Varsity baseball field with minimum dimensions 
of 320 feet to the outfield fence. The outfield can be 
used in the fall as the football practice field. 

4. Varsity football field with seating for 4,000 or 
more spectators, properly lighted and fenced, with 
rest rooms, concession stands, and ticket booth. 

5 All-weather running track, properly curbed and 
drained, with facilities for the field events of high 
jump, broad jump, pole vault, discus and shot, and 
javelin. 

6. Archery range for outdoor competition and prac- 
tice. 

7. Tennis courts — a battery of twelve tennis courts 
is required for the projected student body. 

8. An intramural field of at least 400 feet on a side, 
properly fenced, possibly lighted for night play. 

9. Golf range, including as many fairways of about 
400 yards by 50 yards as is possible, appropriate 
greens and tees. 

These, briefly, are the needs. When and how they 
will be forthcoming is another matter. 



—Sidney G. Tickton 
Liberal Education, March, 1963 




12 



To What Destiny? 



A teacher's job involves the selective presentation and 
delicate adjustment of the past to the present. A 
grueling assignment it is, since 

Yesterdays Mount So High 
Today Declines So Fast 

By Gwin Kolb, '41 
Commencement Speaker, 1966 



Twenty-five years ago, on a warm May evening, I 
sat — a member of the Class of 1941 — almost within 
a stone's throw of where I'm now standing and listened 
to the same kind of speech I'm about to inflict on the 
Class of '66. In the audience were my immediate family, 
three college friends, two aunts, and a crusty, spry 
grandfather who had come down from northeastern 
Mississippi to see the graduation of his bookworm grand- 
son. The academic procession included most of the facul- 
ty whose courses I had taken during the four preceding 
years; some of these men and women are now shining 
memories at Millsaps; others, happily, form a part of 
iour assembly this afternoon. 

At the exercises in 1941, the president of the College, 
Dr. Marion L. Smith, presided, and it was he who in- 
troduced the principal speaker of the evening. That 
gentleman, as I recall, was an official (maybe an execu- 
tive secretary) of an educational organization; the con- 
tents of his talk I've completely forgotten, although I 
ido remember my pained surprise at the absence of any 
significant connection between what he said and what 
I took to be the situation and prospects of our graduat- 
ling class. After all, I reasoned, we were a moderately 
Ichoice group; we had certainly earned a sizeable portion 
jof the speaker's attention; and, if the war over in Eu- 
rope only gave us the chance, we would do our best to 
restore sense to the senseless world of our elders. 

Oblivious of my partial assessment of cur claims, 
however, the speaker moved remorselessly through a 
lecture on the aims of education — at least I think it 
was — that could not have been more than thirty or 
■forty minutes in length but that seemed twice as long 
|as the longest revival sermon I have ever heard — and 
jnot half as interesting. 

A quarter of a century later, attempting an equally 
difficult assignment before a still more exacting au- 
dience, I feel a marked kinship and sympathy for that 
shadowy graduation speaker with his long vanished 
address. Consciously or unconsciously, he recognized 
the width of the chasm that separates generation from 
generation, and he shrank back, understandably, from 
the hard job of trying to bridge, or at least reduce, the 
yawning distance between the two. Instead, he selected 
an important topic which was certainly pertinent to the 



occasion, and then set about analyzing and elaborating 
it for the benefit of an unspecified, ostensibly receptive 
audience, although, in fact, as I've already confessed, a 
small speck of that audience, hemmed in by his imma- 
ture ego, received only a blank where all the benefit 
should be. 

For me today the mirrors of tinne flash much too 
insistently to permit imitation of this tempting model. I 
look at the graduating class before me and see my own 
past. I look at the parents of the graduates and see my 
own present parenthood. I glance to left and right and 
face my own profession, garbed, like me, in the out- 
landish medieval dress that still signifies our trade on 
ceremonial occasions. Raising my eyes and quickly 
scanning this fresh, green campus, I remember, without, 
of course, actually seeing, a throng of revered figures 
from a more distant past — those admirable men and 
women who comprised the liberalizing substance and 
defined the high intellectual style of Millsaps College 
for age after age of students, including my own. Caught 
momentarily in the full glare of these shifting temporal 
relationships — relations which remind us of our com- 
mon humanity, and never more compellingly than at 
meetings like this — I'm moved to act as the temporary 
surrogate of three principal parts of this audience — 
students (or rather ex-students), parents, teachers — 
and in so acting to emphasize an essential but sometimes 
neglected aspect of that extraordinary experience we call 
college, whose triumphal culmination has drawn us to- 
gether today in a mood of joyful solemnity. 

Let me begin with the group who, though officially 
spectators, sense most vividly, perhaps, that complex 
mixture of past and present, of recollection and reality, 
which gives a gently poignant tone to our entire pro- 
ceedings. In producing children, parents — both the con- 
scientious and the carefree — partially determine the 
form and the matter of their lives as individual human 
beings. In helping to produce college graduates, Ameri- 
can parents — at least — have made, so they like to 
think, the last major commitment of themselves and 
their property to the maturing lives of their off-spring. 
They've been guided to the investment by a variety of 
motives, including most prominently the desire for eco- 
nomic security and enhanced social status for their boys 



13 



■■%^:m^^. 



i4 . ^ 









~j4«£:i^ 




'<! .- 



-^j^tel 



-.^ 



Dr. Gwin Kolb speaks to the Class of 1966 in ceremonies in front of the Campbell Student Center. Dr. Kolb is chair 
man of the English Department at the University of Chicago. 



"I look at the graduating class before 
me and see my own past. I look at the parents 
of the graduates and see my own present 
parenthood. I glance to left and right and 
face my own profession . . . Raising my eyes and 
quickly scanning this fresh, green campus, I 
remember ... a throng of revered figures from 
a more distant past — those admirable men and 
women who comprised the liberalizing substance 
and defined the high intellectual style 
of Millsaps College for age after age of 
students . . . ." 



14 



and girls. They have comforted and cajoled, restrained 
and rewarded, washed hands of, and walked floors 
over — all for the sake of high school records sufficiently 
strong to open several college doors. They have agreed, 
sometimes reluctantly, to their children's final choices of 
institutions — Millsaps (say) rather than Ole Miss or 
an out-of-state school — and they have provided much, 
frequently every penny, of the money (close to $5,000 
annually at a number of places) which a college educa- 
tion costs in 1966. During the past four years they've 
also worried over the draft, grade point averages, sex 
on the campus, drinking, fraternities and sororities, so- 
called radical ideas, the absence of letters home, mari- 
juana and LSD, sports, dancing, nervous breakdowns, 
bearded beatniks, automobile and plane accidents, im- 
prudent marriages — and have occasionally had their 
worries transformed into proud delight over the achieve- 
ments of their sons and daughters. 

Now the trials have passed, the celebration is at 
hand, and parents can settle back and watch with pain- 
fully earned satisfaction the actual awarding of the 
degree. As they sit quietly through the concluding cere- 
monies, they may be struck, more fully than ever before, 
by the indelible imprint which the amalgam of experience 
dubbed college has stamped on their own past four years. 
Though doubtless similar to secondary schools in its 
effects, college is usually the most powerful formal in- 
strument of education that parents ever encounter at 
second-hand, the most powerful because, among other 
things, the issues raised at and by college frequently 
require a reconciliation, at the very least a confronta- 
tion, between parents as decidedly advanced adults and 
children as increasingly serious contenders for adult- 
hood. Whatever his background and education, his busi- 
ness and pleasure, a father's past must react to the 
exciting, dismaying, encouraging, depressing present of 
his son the college student; whatever her visws on 
clothes, morals, cooking, politics, babies, religion, hair 
styles, art, a mother must somehow meet the often op- 
posing views of her daughter straight from a favorite 
class or date with her best boyfriend. So pervasive, in- 
deed, is the influence of college on parents that I'm al- 
ways surprised at their forebearance and their failure 
to demand recognition of their due. Sooner or later, I 
freely predict, that commencement day will surely come 
when an activist father or mother or both will rise from 
their seats, march up to the platform, and say politely 
but firmly to the dispenser of diplomas: "We've earned 
one of those: we've paid all the bills and we've received 
most of the education." 

If I were entitled to confer degrees on that notable 
occasion, I would of course acknowledge the claims of 
the parents, perhaps by the award of a certificate pro- 
claiming the meritorious completion of an informal pro- 
gram of studies in general education. But I would not 
reward the parents at the expense of the children. For 
whereas the training of the former has been fragmentary, 
sporadic, and filtered through the consciousness and per- 
sonalities of individual students, the exposure of the lat- 
ter — at any rate at a place like IMillsaps — has been 
reasonably systematic, constant, inclusive, and wholly 
immediate. Students go to college for an even wider as- 
sortment of reasons than the range of motives impelling 
parents to send them. They have all been told the dif- 
ference in earning power between a high school and 
college graduate; they are aware, too, of the marked 
social mobility and prestige attached to a Bachelor's 



degree. According to a recent study, however, compara- 
tively few of them expect to pursue careers in business; 
many more reveal preferences for teaching, science, 
the performing arts, law, medicine, public and govern- 
ment service. Some young men continue their schooling 
in order to continue to play football or basketball; some 
girls continue theirs in order to find suitable husbands. 
Other members of both sexes choose college for want 
of something better to do. An exceedingly small num- 
ber of entrants — and these, strangely enough, not al- 
ways the brightest — are driven by a passion for the 
pure intellectual life. An occasional man, I suppose, 
seeks refuge from the draft. 

During their years in college, students measure their 
current beliefs, attitudes, and actions against the cor- 
responding notions and practices of their peers, and 
both against the organized body of knowledge, principles, 
and methods propounded in courses, books, labs, and 
personal conferences with their instructors. Their beings, 
that is to say, simultaneously jostle with and are jostled 
by the beings of their fellows and the accumulated 
beings of the past as transmitted through the formal 
college program. In the process, their identities develop 
and change, a few quite dramatically, most of them 
slowly, imperceptibly. By the time they are sitting where 
the Class of '66 now sits, waiting, like their parents, for 
the preliminaries to be over and the degrees to be 
granted, a majority of them, perhaps noticing a callow 
freshman or two in the crowd, must be startled, even 
shocked, at the sharp contrast between their present 
selves and the selves identified by the same names four 
year previously. Their attention wandering as the speech- 
es drone on, they may be led to consider the causes of 
their transformations. If they have been rigorously 
trained — and I have reason to believe that the Class of 
'66 has been so trained at Millsaps — they will know that 
causes are seldom simple and never wholly recoverable. 
They may then begin to make partial lists of the chief 
moulding forces on their lives from age seventeen to 
twenty-one. These mental lists will obviously reflect 
the unique personalities of the compilers; practically 
all of them, however — or so I should guess — will 
contain the name of one or more college teachers, of 
Professor X (say), who showed students that poetry is 
not necessarily for the birds, or Professor Y, who started 
their minds to spinning in his class on quantum mechan- 
ics, or Professor Z, who conducted them on a fascinat- 
ing and illuminating tour of American political thought 
and institutions. 

Invocation of these imaginary gentlemen with their 
marvelous courses brings me to the third of the groups 
comprising the kaleidoscope of time which informs every 
college graduation exercise. Parents and students come 
and go, but teachers, so students and ex-students fre- 
quently think, go on forever. Each autumn they watch 
the arrival of a scrubbed, increasingly bigger band of 
high school graduates, bright, eager, responsible, now 
and then appallingly naive, often pseudo-sophisticated. 
During the year they instruct both freshmen and upper 
classmen with varying success — rejoicing in the quick, 
diligent wits, groaning over the dolts, encouraging the 
shy and timid, reproaching the lazy, exposing the fakers. 
Each spring they put on their academic gowns, march 
in the customary procession, take their places in the 
usual reserved seats, listen to a convocation speech of 
predictable length but unpredictable quality, and watch 
discrete animate pieces of their past four years walk 



I 



15 



briskly up to the rostrum and then away armed with 
shiny new degrees for the forthcoming battle of life. 

A stranger to the profession might suppose that 
these traditional college rites would gradually become 
unbearably dull and monotonous to the faculty who par- 
ticipate in them. But as a seasoned veteran of more 
graduation exercises than I care to count (at Chicago, I 
might note in passing, where I've taught for over fifteen 
years, these exercises are held every quarter, or four 
times a year), I gladly bear witness to the falsity of the 
supposition. Though their eyes may close and their heads 
nod during earlier parts of the ceremonies, teachers 
without exception pay careful attention to the actual 
awarding of the diploma. Ticking off the robed figures 
of the candidates against the names in the printed pro- 
gram and making sure the faces under the mortarboards 
are familiar ones, they reveal the closeness of their 
concern by occasional whispered comments to their 
neighbors: "She's a very smart girl — and pretty, too"; 
"When I had him in freshman English, I never thought 
he'd make it"; "You know, I guess, that he has a Wood- 
row Wilson Fellowship and is going to Duke for graduate 
work"; "He's the boy I told you about who broke with 
his family over his career: they wanted him to be a 
doctor, but he's decided to go into the Peace Corps." 

Spoken remarks like these, as I can testify from 
experience, often precipitate or follow more extensive, 
unspoken reflections by individual teachers on their 
functions and effectiveness. Recalling a specific paper 
in a particular course, an instructor may be moved to 
review his total performance in the class and the prob- 
able consequences of it. Numerous factors shape his 
judgment of his efforts; among the most important, 
surely, is his assessment of himself as a conductor of 
what he professes to the students he instructs. The sub- 
ject of every professorship from art to zoology is par- 
tially, often predominantly, historical, for it always turns, 
in some sense, on man's past discoveries, failures, or- 
ganizations, customs, achievements, beliefs, specula- 
tions, evaluations. A teacher's job — and a grueling as- 
signment it is, too, since yesterdays mount so high and 
today declines so fast — thus involves the selective pre- 
sentation and delicate adjustment of the past to the 
present. Man without memory, without a past, is no 
man at all. He must recall as well as feel, connect as 
well as isolate and anticipate. Recovering the past (even 
a significant portion of it), the instructor knows pain- 
fully, is difficult enough; rendering it relevant and usable 
to students, bound by a thousand ties to the present, may 
appear to excel human abilities. Yet the teacher, re- 
luctantly or enthusiastically, undertakes this momentous 
charge year after year, firmly resolved, as Thomas 
Carlyle eloquently put it when speaking of another mat- 
ter, to bring about "a revocation of the edict of Destiny; 
so that Time shall not utterly, not so soon by several 
centuries, have dominion over us." The teacher wishes to 
believe — and he commonly acts on the basis of his 
desires — that by means of his labor "a little row of 
Naphtha-lamps," to quote Carlyle again, "with its line 
of Naphtha-light, burns clear and holy through the dead 
Night of the Past: they who are gone are still here; 
though hidden they are revealed, though dead they yet 
speak." 

Looking out at the lines of graduates who have lately 
been their students, many faculty members, I suspect, 
take still another step in the silent self-examination sug- 



gested by assemblies of this kind. Education, they rec- 
ognize, is most emphatically not a one-way street. The 
traffic of ideas flows from classes to instructors, not j 
merely the other way round. The present reacts on the 
past to produce something quite different from, and, one 
may hope, better than, either. What teachers are at any 
given moment in time they owe partly to their students. 
What they are, they also, like their students and 
their students' parents, owe partly to the College — that 
is, the place, the institution — in which college — the 
consolidated experience I've been talking about — begins, 
runs its course, and ends. Every college worthy of the 
title has a life and spirit of its own. It has its own pecu- 
liar physical frame, its illustrious ancestors and descen- 
dants, its own moral and intellectual character, its own 
birthdays and anniversaries, its own peccadilloes and 
harmless follies, its own amiable or severe countenance, 
its own brand of wit and humor, its unique blending of 
the old and new, of the past and present. A few colleges, 
even in the middle of the incredible Twentieth Century, 
resemble too nearly the Nineteenth Century Oxford of • 
Matthew Arnold: a place of sweetness and beauty attain- 
ed at too dear a price — "isolation, defeat, want of hold i 
upon the modern world." Others in their rush towards 1 
modernity minimize the riches and the uses of the 
past. Some, quite mistakenly, I think, aspire to the con- 
dition of a university. Others, equally misguided, yearn 
for the illusory ease and charm of a prep or finishing 
school. 

Whatever their distinctive features and styles, all 
good colleges — and this country is blessed with many 
— seek to equip young men and women to act rationally, 
morally, responsibly, with an unswerving and sacred 
regard for fact, not fiction, in a modern society of free 
men and women. Such a commitment implies at the in- 
situtional level the same pervasive and fruitful com- 
bination of tradition and circumstance, of the tried and 
the new, of ancient wisdom and youthful imagination 
that exists at the personal level of instructor, student, 
and parent. It also implies, as I scarcely need to say, 
the right, indeed the obligation, of the college to seek 
the truth, in accordance with the Biblical precept, where- 
ever the search may lead. 

Millsaps College in 1966 is not simply a good college. 
By virtue of its honorable history and gleaming present, 
it belongs to the select company of institutions of higher 
learning that serve as landmarks and guides on the 
American educational scene. Its beneficent influences 
radiate far beyond the confines of the city and state in 
which it is located and which it has served magnificently 
for the whole of its corporate life. Recognition of its na- 
tional worth may soon be forthcoming, we have reason 
to believe, in the form of a challenge grant from the 
Ford Foundation. So I warmly congratulate the members 
of the Class of '66 on their excellent judgment in having 
decided to enter IMillsaps four years ago and on their 
impressive success in graduating from it today. I share 
the pride and the happiness of parents and friends in 
their accomplishments, and I remind the parents, once 
again, that their own destinies have been touched in 
manifold ways by the education of their children. As an 
alumnus whose entire life was strikingly enriched and 
altered by his days on this campus, 1 pay tribute, finally, 
to the faculty, the administration, and the trustees who, 
during these arduous years, have kept faith with the 
present by keeping Millsaps College true to its dis- 
tinguished past. May it ever be so. 



16 



Events of Note 



VIARTIN NAMED TO OFFICE 

From all over the nation ballots 
poured in to the Alumni Office as 
Alumni Day approached. And when 
they were all taUied, Dr. Raymond 
Martin, '42, had been elected presi- 
dent of the Alumni Association for 
1966-67. 

Alumni also chose the following 
slate of officers to serve with him: 
vice - presidents — Dr. James R. 
davett, '41, Jackson; the Reverend J. 
L. Neill, '06, Decatur, Mississippi; 
Joseph E. Wroten, '45, Greenville, 
IVIississippi; secretary — Mrs. E. B. 
Bell (Frances Decell), '32, Jackson. 

Dr. Martin succeeds Lawrence 
Rabb, '42, of Meridian, who will con- 
tinue on the Executive Committee of 
the Association. 

Dr. Martin has been engaged m the 
private practice of surgery in Jack- 
son since 1952. 

MILLS APS RANKED 35TH 

Millsaps is listed 35th in a published 
report of the top fifty colleges and 
universities in the nation in per- 
centage of graduates who receive na- 
tional fellowships. 

The author of the report says that 
the table provides "an interesting 
measure of the quality of undergrad- 
uate institutions." There are more 
than 1,200 accredited senior colleges 
and universities in the United States. 

The report, "Qualitative Aspects of 
Southern University Education," was 
written by Allen M. Cartter, of the 
American Council on Education. It 
was published in The Southern Eco- 
nomic Journal. 

The table in which the rankings 
were made has also been used in a 
report by the Committee on Govern- 
ment Operations on "Conflicts Be- 
tween the Federal Research Pro- 
grams and the Nation's Goals for 
Higher Education" and is now a part 
of the Congressional Record. The 
Committee used the table in support 
of its contention that, while the larg- 
est share of Federal money goes to a 
few of the larger institutions, a con- 
siderable portion of the teaching can- 
didates are being produced by some 
of the smaller undergraduate schools. 

An average of 3.4% of Millsaps' 



graduates during the years 1960-1963 
have received fellowships from the 
Woodrow Wilson Foundation, the Na- 
tional Defense Education Act, or the 
National Science Foundation. These 
were the agencies considered by 
Cartter in his report. 

In his paper Cartter states, "T h e 
Southern colleges and universities 
among the first fifty were Sewanee 
(ninth), Rice (24th), Southwestern 
(27th), Davidson (30th), Millsaps 
(35th), Tulane (37th), and Wofford 
(49th). 

"Such a showing may cause some 
of the prestige institutions in the 
South which are not on the list to sit 
up and take notice," Cartter said. 

SCHOLARSHIP ESTABLISHED 

Officials have announced the estab- 
lishment of the Edward H. Pender- 
grass Scholarship to aid in the pro- 
motion of preministerial training. 

The endowed scholarship was made 
possible through a gift of $10,000 by 
C. R. Ridgway, '35, of Jackson, in 
honor of Bishop Pendergrass of the 
Jackson Area of The Methodist 
Church. 

Income from the gift will be di- 
rected to a scholarship fund which is 
a part of a continuing program to en- 
courage promising young men and 
women to pursue a career in full- 
time church-related vocations. 

INAUGURAL LECTURES HELD 

Instead of the usual inaugural fes- 
tivities, Millsaps chose to honor Pres- 
ident Benjamin B. Graves with a se- 
ries of lectures presented under the 
auspices of the J. Lloyd Decell Lec- 
tureship. 

Invited to participate were Owen 
Cooper, of Jackson, president of the 
Mississippi Economic Council; Dr. 
David Donald, Harry C. Black Pro- 
fessor of American History at T h e 
Johns Hopkins University; and Dr. 
Andrew Lytle, editor of The Sewanee 
Review and lecturer in English at 
the University of the South. 

The three lecturers each presented 
two addresses, one of them an eve- 
ning public lecture and the other a 
chapel presentation. 

One of the speakers. Dr. Donald, is 



an alumnus. He was a member of the 
Class of 1941. A noted author and edi- 
tor, he was the recipient of the 
Pulitzer Prize in 1961 for his Charles 
Sumner and the Coming of the Civil 
War. 

POLITICAL INTERNS STUDY 

Eight political science students 
served as interns in the Mississippi 
Legislature this year. 

They observed the Mississippi leg- 
islative process and served as aides 
to members of the Legislature and 
to committees under the Legislative 
Intern Program, inaugurated at Mill- 
saps in 1964. 

The program is designed to give 
students an opportunity to study the 
process of making public policy. 

TROUBADOURS WILL TOUR 

The Troubadours have been ap- 
proved for a second overseas tour for 
the USO-Department of Defense. 

The fifteen-member musical organ- 
ization will tour the Caribbean Com- 
mand for five weeks beginning May 
29, 1967. 

The USO-National Music Council 
Committee which made the selections 
for the Department of Defense said 
that the Millsaps group was one of 
only fourteen selected this year for 
the overseas tours. 

In 1964 the Troubadours toured mil- 
itary installations in Germany, 
France, and northern Italy for the 
USO-Department of Defense. The then 
newly formed ensemble was one of 
seventeen university and college 
groups in the nation selected for over- 
seas tours. 

Directed by Leland Byler, Chair- 
man of the Music Department, the 
Troubadours perform folk music and 
Broadway show tunes. Several of the 
members double as instrumentalists, 
and most of their routines include 
choreography. 

Archie N. Jones, of the University 
of Missouri, who is chairman of the 
USO-National Music Council Overseas 
Touring Committee, said, "Selection 
for such a tour reflects credit on the 
work of your institution, since only 
fourteen colleges were selected this 
year for these tours." 



17 



The Troubadours were invited to 
make a USO tour of the Far East for 
the Department of Defense in the fall 
of 1964 but had to refuse because it 
would have required two months of 
school time. 

BIOLOGY GRANT RECEIVED 

The biology department's study of 
the disease polyarteritis nodosa will 
receive support from the National Sci- 
ence Foundation for a second year. 

The department has also received 
a matching funds grant from the 
NSF which will permit the purchase 
of a fluorescent microscope and a 
gas chromatograph with recorders 
and all accessories. 

The undergraduate research partic- 
ipation program will receive $7,000 
from the NSF for work in 1966-67 for 
a total of $14,000 in support of the 
project. 

Polyarteritis nodosa is a disease 
which affects the blood vessels, par- 
ticularly the arteries, causing them 
to become enlarged and inflamed. 
It causes about one death in a 
thousand. 

The research is a continuation of 
studies on the disease by Dr. James 
C. Perry, professor of biology and the 
leading authority on polyarteritis 
nodosa. Dr. Perry discovered a meth- 
od of producing the disease in ani- 
mals so that aspects of it can be 
studied as it develops. Dr. Perry's re- 
search was supported by National In- 
stitute of Health grants amounting to 
$60,000 over an eight-year period 

MADRIGALS PRAISED ON TOUR 

The Madrigal Singers, directed by 
Richard Alderson, drew at least one 
rave review on tour this year. 

Dave Miller, staff reviewer for the 
Advertiser in Lafayette, Louisiana, 
wrote, "The Millsaps singers are a 
carefully trained and richly textured 
group which performs an exacting 
and highly sophisticated repertoire, 
indicative of the college's reputation 
for high standards of scholarship. 
Few college choirs in the United 
States can boast higher musical 
standards." 

At the end of the school year it was 
announced that the Madrigal Singers 
would be discontinued as one of the 
campus choral groups. Reasons given 
were that there were three other 
choral organizations on the campus 
and that Director Alderson would be 
freed to devote his time and talent to 
other phases of the musical program. 
An opera workshop is under consid- 
eration. 



MEMORIAL GIFT PRESENTED 

A $25,000 memorial gift has been 
presented to IMillsaps for its Fine Arts 
Building fund. 

The gift was made by Mrs. C. R. 
Ridgway, Sr., of Jackson, a graduate 
of Whitworth College, and her son, C. 
R. Ridgway, '35, also of Jackson. 

The gift is in memory of Mrs. Ridg- 
way's father, the Reverend William 
Bryant Lewis, and her three brothers, 
the Reverend Benjamin Franklin Lew- 
is, the Reverend William Henry Lewis, 
and Dr. William Bryant Lewis. Mrs. 
Ridgway is the former Hattie Lewis. 

The four ministers devoted a total 
of 181 years to the ministry of the 
Methodist church. 

Officials hope to begin construction 
on the new $1,000,000 fine arts center 
in the near future. Approximately 
8250,000 is needed before construction 
begins. 
EDUCATION LIBRARY COMPILED 

A 2,500-volume teacher training li- 
brary has been established with the 
aid of a $10,000 grant from the W. K. 
Kellogg Foundation. 

Compiled over a three-year period, 
the library is housed in a classroom 
in Rlurrah Hall to give education stu- 
dents ready access to the material. 

Dr. R. E. Moore, chairman of the 
education department, said that the 
library covers all phases of educa- 
tion, including philosophy of educa- 
tion, educational sociology, history of 
education, educational psychology, 
methods in all fields, and every 
aspect of the elementary program. In 
addition, each of the departments of 
the College was given an opportunity 
to add to the collection books which 
concern the teaching of or which are 
related to its discipline. 
EQUIPMENT GRANT RECEIVED 

The mathematics department has 
received a $7,900 grant from the Na- 
tional Science Foundation for the pur- 
chase of computation equipment. 

The NSF grant will be matched by 
Millsaps, providing the mathematics 
department with $15,800 for the equip- 
ment. 

The equipment to be purchased by 
the department includes an analog 
computer and accessory equipment 
and three desk calculators, one of 
which is an electronic model which 
Can be programmed. 

Dr. Samuel R. Knox, chairman of 
the mathematics department and the 
project director, said that the equip- 
ment would be used to expand the 
curriculum in the applied mathemat- 
ics area, complementing the present 



program, which emphasizes the th 
oretical areas. The equipment w 
make it possible to improve the pr| 
gram in applied mathematics. 

SCIENCE INSTITUTE SET 

An in-service institute in gener 
science for elementary school teac 
ers will be offered by Millsaps durir 
the 1966-67 session under the spo 
sorship of the National Scienc 
Foundation. 

The Millsaps Science Division h; 
been awarded a $5,000 grant to su 
port the institute. 

Dr. C. T. Mansfield, assistant pri 
lessor of chemistry, will direct tl 
program. 

It will be open to elementary scho 
personnel presently teaching in Mi 
sissippi. Participation will be limitc 
to 50 elementary school teachers. • 

Teachers selected to attend the Ii| 
stitute will receive partial travel e j 
penses, text books, and education, 
materials. No fees will be charged b 
Millsaps for participation in the Ii 
stitute. 

The Institute will be designed to in 
prove the teaching of science in tl 
elementary schools by providtn 
teachers with the opportunity to ii 
crease their background in gener; 
science, become acquainted with ne^ 
teaching techniques and equipmen 
become aware of recent advances ; 
a number of scientific fields, an 
come into contact with scientists i 
teaching and in local industry. 



In Memoriam 



This column is dedicated to tt 
memory of graduates, former st 
dents, and friends who have passe 
away in recent months. Every effoi 
has been made to compile an ail 
curate list, but there will be uii 
intentional omissions. Your help .| 
solicited in order that we may makj 
the column as complete as possibh 
Those whose memory we honor ar 
as follows: 

Mrs. James A Farrish (Norm 
Busse, '54), who died unexpectedl 
May 27. She was residing in Denvei 
Colorado. 

Mrs. L. W. Hyer (Ann Newell, '3( 
'39), of Atlanta, Georgia, who died i 
May. 

Thomas O. Sessions, '29, of Woo( 
ville, Mississippi, who died Februar 
13. 

Hazel Marie Whitehead, '42, c 
Jackson, who died February 8. 



18 




VUTU^t ^L'^^H' 




(Children listed in this column must 
je under one year of age. Please re- 
3ort births promptly to assure publi- 
:ation.) 

Cathron Elizabeth Allen, born No- 
vember 8 to Dr. and Mrs. Clyde R. 
Mien, Jr., (Nancy Norton), '59-'63 
md '60-'62, of Savannah, Georgia. 
Betsy was welcomed by a sister, 
Marty, ^Vz. 

Barbara Lynn Barlow, born De- 
cember 28 to Mr. and Mrs. E. E. 
Barlow, Jr., (Dorothy Anita Perry, 
57), of Atlanta, Georgia. 

Laurin Eugenia Bryant, born April 
23 to Mr. and Mrs. Ronald Wayne 
Bryant (Eugenia McLaurin, '62), of 
fVatchez, Mississippi. 

Charles Weeks Cannon, born March 
23 to Mr. and Mrs. Stephen F. Can- 
non (Lana Weeks), '65 and '67, of 
Jackson. Stephen Sean, born May 16, 
1965, welcomed the newcomer. 

Leslie Cook, born December 4 to 
Dr. and Mrs. Olin Cook (Millicent 
King), both '57, of North Little Rock, 
Arkansas. Kim, now four years old, 
greeted the new arrival. 

Christopher Craig Cooke, born Oc- 
tober 18 to Mr. and Mrs. Stan Cooke 
(Jackie Walden), '56 - '59 and '60, of 
Knoxville, Tennessee. The Cookes 
have another son, Greg, 4. 

Frances Bethany Watkins CuUey, 
born June 2 to Mr. and Mrs. Lewis 
L. Culley (Frances Bethany Watkins, 
'54-'56), of Madison, Mississippi. 

Monica Elizabeth Eppinger, born 
March 29 to Mr. and Mrs. Paul Ep- 
pinger (Sybil Casbeer, '55), of Wayne, 
New Jersey. Others in the family are 
Damaris, 5, Priscilla, ZVz, and Ste- 
phanie, IVz. 

James Clarence Evans, III, born 
January 30 to Mr. and Mrs. James C. 
Evans, Jr., (Gwen Dribben, '59-'62), 
of Hazlehurst, Mississippi. 

John William Graham, born June 6 
to Dr. and Mrs. William Lee Graham 
(Betty Garrison), both '58, of 
Metairie, Louisiana. 

Shelley Grace Green, born April 12 
to Dr. and Mrs. John E. Green (Ann 
Hale, '56-'57), of Hattiesburg, Mis- 



sissippi. She was welcomed by Claire, 
4V2, and Rebecca Ann, 18 months. 

Carolyn Holland, born in Septem- 
ber to Mr. and Mrs. William H. Hol- 
land, Jr., of Edinburgh, Scotland. Mr. 
Holland is a '52 graduate. Carolyn 
was greeted by Bill, Jim, and Mary. 

Kimberly Ann and Timothy Cooper 
King, born March 26 to the Reverend 
and Mrs. Jack King (Ilah Nicholas), 
both '57, of Nettleton, Mississippi. 
Other Kings are Richard, 5, and 
Kevin, 3. 

Sarah Jane Lewis, born November 
23 to the Reverend and Mrs. B. F. 
Lewis (Sally Ann McDonald,) '53 and 
'53-'54, of Tchula, Mississippi. She 
was greeted by Mary Eloise, 2. 

Henry Pipes Mills, HI, born May 
23 to Dr. and Mrs. Henry P. Mills, 
Jr., of Jackson. Dr. Mills graduated 
in '53. Welcoming the newcomer were 
Preston, Tommy, and Cackle. 

Jennifer Lynn Patterson, born No- 
vember 8 to Mr. and Mrs. Dick T. 
Patterson, of Lancaster, Pennsylvania, 
Mr. Patterson graduated in 1950. Oth- 
er Pattersons are Steve, 19, Carol 
Ann, 15, and Nancy, 11, 

Thomas Patrick Price, born June 
5 to Mr, and Mrs. Roy B. Price, Jr., 
(Barbara Swann), '55 and '57, of Co- 
lumbus, Mississippi. Other Prices are 
Elizabeth, 6, Roy, 3V2, and Andy, 2. 

Rebecca Melinda Rhymes, born 
January 30 to Mr. and ^Irs, William 
W, Rhymes, of East Point, Georgia, 
Mr, Rhymes graduated in 1959, The 
new addition was welcomed by Jenni- 
fer Kate, 8, and Susan Jeanine, 5, 

Laura Catherine Roberts, born 
November 16 to Mr, and :\Irs, Clar- 
ence W, Roberts (Hilda Cochran, '61), 
of Tallahassee, Florida. 

Robert Mark Sturdivant, born 
April 9 to the Reverend and Mrs. 
Robert V. Sturdivant, Mr. Sturdivant 
graduated in 1957. 

Williain Thomas Wilkins, IV, born 
June 18 to Mr, and Mrs. William 
Thomas Wilkins, Jr., (Martha Ann 
Huddleston), both '58-'60, of Jackson. 

Jill Susan Wimbish, born February 
17 to Mr. and Mrs. Glenn Joseph 
Wimbish, Jr., (Evelyn Godbold), '57 
and '56-'58, of Norman, Oklahoma. 
She was welcomed by Megan Leigh, 
41/2. 




NOTE: Per.sons \\ishing to have births, 
marriages, or deaths reported in Major 
Notes should suljmit information to the 
editor as soon after the event as possible. 
Information for ".Major .Miscellany" should 
also be addressed to Editor, Major Notes, 
Millsaps College. Jackson, Mississippi, 39210. 



Linda Sue Barnes, '66, to Walter 
Lee Lewis, III, '66. Living in Jackson. 

Elna Beth BosweU, '66, to Gerald 
Haggart Jacks, '65. Living at Univer- 
sity, Mississippi. 

Margaret McVey Brown, '66, to 
Martin Earle Willoughby. Living in 
Columbus, Georgia. 

Winifred Calhoun Cheney, '66, to 
Lt, Patrick Kevin Barron, Living in 
Ozark. .Alabama, 

Anna Dennery, '66, to David Leigh 
Meadows, '63. Living in Jackson. 

Cheryl Frances Ellis, '66, to 
George Winborn Morrison, '66. Liv- 
ing in Jackson. 

Nell Ellis to Larry Joe Slack, '66. 

Bobbie Nell Gooch to Dr. Elbert 
Frazier Ward, III, '61, Living in 
Jackson. 

Patricia Ann Greer, '60-'61, to Wil- 
liam W, Kelley. Living in Atlanta, 
Georgia. 

Ola Mae Hays, '60, to E. Gray 
Clarke. Living in Arlington, Virginia. 

Carol Diane Jeffreys to James 
Aubrey Underwood, '62, 

Mary Frances Kerr, '61, to Wil- 
liam Gerald Hardin, Living in 
Jackson. 

Ruth Lynn Krutz, '65, to George 
Bailey Pickett, Jr., '66, Living in 
Jackson, 

Sandra Faye Ledlow to Carl Keeton 
Phillips, '62, Living in Decatur, 
Georgia. 

O'Lynda Lee McLelland to Donald 
Joseph Shoemaker, '66. Living in 
Athens, Georgia. 

Helen Lynn Simms, '66, to Roy 
Donald Duncan, '65, Living in 
Jackson. 

Marti Tumipseed, '63 - '64, to 
Charles Moore, '65. Living in Chapel 
Hill, North Carolina. 

Sandra Vaughn to Floyd Mobley, 
Jr.. '52-'55. Living in Jackson. 

Jacquelyn Patricia White, '66, to 
Ernest Joseph Roberts, '65. Living in 
Baton Rouge, Louisiana. 



19 



1895-1919 
A testimonial dinner honoring Har- 
ris A. Jones, '99, for forty - three 
years of service to crippled children 
was given on May 14 by the Tygarts 
Valley Shrine Club of Elkins, West 
Virginia. Mr. Jones has been a mem- 
ber of the Shrine Club since 1923. He 
has been personally responsible for 
seeing to it that over two hundred 
children have received service in 
Shrine hospitals. 

The Reverend C. Norman Guice, 
'00, was the subject of a feature arti- 
cle which appeared in the Log Cabin 
Democrat of Conway, Arkansas, re- 
cently. Mr. Guice, who retired as 
visitation minister of Conway's First 
Methodist Church at the end of last 
year, has spent sixty-five years in 
the ministry, having made the switch 
from medicine to the church in his 
senior year at Millsaps. He was 86 
on January 11 and still leads an ac- 
tive and busy life. 

1920-1929 

"Fred Applewhite Day" was ob- 
served in Tylertown, Mississippi, on 
May 22 when Mr. Applewhite, '23, 
celebrated his 83rd birthday. Al- 
though he retired as a Methodist min- 
ister in 1950, he has continued to serve 
churches and is currently busily en- 
gaged in writing a weekly commen- 
tary on the Sunday School lesson 
which is used in five newspapers, and 
in doing research on local history 
which he hopes to incorporate in a 
book. He is married to the former 
Mamie Lewis. The couple had five 
children, two of whom are now de- 
ceased. 

June 9 was retirement day for 
Fred W. McEwen, '23, who concluded 
forty-three years as a schoolman. Mr. 
McEwen was assistant superintendent 
of schools for administration of the 
Jackson Public Schools, He came to 
Jackson in 1937 to teach at Enochs 
Junior High School and has been here 
since. Mr. and Mrs. McEwen (Eva 
Mae Smith) have two children and 
four grandsons. 

An alumna and the small children 
of two alumni couples were pictured 
on the back cover of the Methodist 
Nursery Storybook for the spring 
quarter. They are Mrs. J. C. Burrow 
(Maggie May Jones, '25); LeWynn 
Sturdivant, daughter of Dr. and Mrs. 
Wayne Sturdivant (Mary Elizabeth 
Waits), '51-'53 and '61; and Clay Con- 
erly, son of Dr. and Mrs. James Ben- 



Major 
Miscellany 



ny Conerly (Theresa Terry), '52 and 

'55. All reside in Columbia, Mississip- 
pi- 

The Citadel in Charleston, South 
Carolina, has announced the promo- 
tion of Colonel George E. Reves, '29, 
to the chairmanship of the Depart- 
ment of Mathematics. Colonel Reves, 
who is listed in American Men of 
Science, is married to the former 
Frances Masterson. They have one 
son, a student at the Medical Col- 
lege of South Carolina. 

Teacher of the Year at Pascagoula, 
Mississippi, Junior High School is 
Mrs. Robert J. Ham (Bessie Siun- 
rall, '25). Mrs. Ham is chairman of 
the English Department . She has 
taught in Pascagoula for twenty-three 
years. She is the widow of Robert J. 
Ham, '22-'24. 

Theo K. Scott, '29, recently cele- 
brated his 25th anniversary with Mu- 
tual of New York. He is a member 
of the President's Council, an organi- 
zation comprised of the top two per 
cent of the company's 3500-man field 
force. He is also a member of 
MONY's Hall of Fame and the Mil- 
lion Dollar Round Table. Mr. and 
Mrs. Scott have a son, Kermit, '58, 
and a daughter, Martha (Mrs. Rob- 
ert Aldridge), '59-'62. 

1930-1939 
Robert A. Ivy, '39, has been re- 
elected to the Council of Regents of 
the American College of Hospital Ad- 
ministrators. Selection as a Regent is 
the highest honor the ACHA can be- 
stow. Mr. Ivy is associated with the 
Doster Hospital in Columbus, Missis- 
sippi. 

1940-1949 
Joe Brooks '41, has begun his third 
stint at reporting the Vietnamese war 
for the Copley News Service. Mr, 



Brooks resides in San Diego between 
trips to Viet Nam. 

Mrs. Robert A. Ryder (Betty Mur< 
phy, '42) is elementary school library 
ian in Mountain View, California. She 
received her Master of Arts degree 
from San Jose College in 1963. 

Teacher of the Year at the Magi 
nolia, Mississippi, Elementary School 
is Mrs. Curtis Fairburn (Gene Sim^ 
mens, '48). She has taught for five 
years in Magnolia. Her husband is 
commercial representative for South- 
ern Bell Telephone and Telegraph 
Company. The Fairburns have a son. 

New superintendent of the Old Men's 
Home in Jackson is Dr. John E. Sut-i 
phin, Jr., '48. Dr. Sutphin has served 
in several Mississippi pastorates and 
as director of religious life and secre- 
tary of the YMCA at Mississippi 
State University. Mrs. Sutphin is the 
former Elsie Eubank. The couple has 
two sons. 

Joe Jennings, '44-'45, has been pro-i 
moted to marketing manager of San-( 
doz Pharmaceuticals in Hanover, 
New Jersey. Mr. Jennings is a resi-; 
dent of Summit, New Jersey. 

After sixteen years of marriage, 
four children, and eight years of ex- 
perience as a social worker, Mrs. 
W. I. Hare (Jean Wynne, '49) has 
accepted a position as Youth Devel- 
opment Officer with the Frank Lee 
Youth Center in Deatsville, Alabama. 
The Center takes male felons from 
the ages of fourteen to twenty-one who 
are serving their first prison sen- 
tences. Mrs, Hare is the only woman 
in the state working as a counselor 
to male inmates. 

Home for a year - long furlough 
from the mission field, the Rev- 
erend and Mrs. Floyd WUliam Price 
(Ruby EUa McDonald), '49 and '50, 
have been filling numerous speaking 



20 



ingagements throughout the state. 
kir. Price recently completed a two 
ind one-half year term of service as 
)astor of the Lahore, Pakistan, Eng- 
ish-speaking International Christian 
rellowship. 

Arthur W. Button, Jr., '49, has been 
lamed principal of a private school to 
)e opened by the Greenwood Leflore 
educational Foundation in September 
n Greenwood, Mississippi. Mr. But- 
on has taught in Mississippi schools 
lince 1949. 

1950-1959 
A regular member of the cast of 
he "Uncle Paul" television program 
n Clayton, North Carolina, ^Nlrs. 
fohn Warren Steen (Dorothy Jean 
Apham, '50) tells a Bible story for 
;hildren each week on the show. The 
)rogram is sponsored by the Depart- 
nent of Program Services of the 
Japtist State Convention. Her hus- 
)and is pastor of the First Baptist 
Zhurch in Clayton. The Steens have 
hree children, 

Dick T. Patterson, '50, has been 
named Production, Planning and 
Praffic Manager of the Armstrong 
Dork Company in Lancaster, Penn- 
sylvania. He moves from a similar 
Dosition in Jackson. The Pattersons 
lave four children. 

Named to the editorship of the 
Mississippi Methodist Advocate in 
June was the Reverend Roy Law- 
rence, '50, who replaces the retiring 
Dr. Samuel Ashmore, 'IS-'IT. Mr. and 
Mrs. Lawrence and their two chil- 
iren moved to Jackson from Grena- 
da, Mississippi. 

George Waverly Hall, Jr., '51, has 
been named Exploration Manager for 
Bolivian Gulf Oil Company. He moves 
to Santa Cruz, Bolivia, from Maracai- 
bo, Venezuela. 

The 1965 winner of the Distin- 
guished Service Award in Oxford, 
Mississippi, was Dr. William C. Ba- 
ker, '51, who was cited for his out- 
standing contributions to Oxford and 
Lafayette County. Dr. Baker prac- 
tices dentistry in Oxford. He is inar- 
ned to the former Julia Boren and 
has three children. 

A certificate for the best work 
done on nitrogen during the past 
year has been presented to Gladden 
M. Brooks, '51, by the American Oil 
Chemists' Society. Mr. Brooks is Kjel- 
dahl Chemist at the Mississippi State 
Chemical Laboratory. 



The Junior Bar Association of Gulf- 
port, Mississippi, has elected William 
L. Stewart, '53, to its presidency. Mr. 
Stewart is a member of the firm 
Palmer and Stewart. He is a former 
legislative assistant to Representative 
William M. Colmer, '09-'12. Mrs. 
Stewart is the former Barbara Anne 
Bowermaster. 

Delta State College has named 
Glenn A. Cain, '54, to the position of 
dean of men. Mr. Cain has been prin- 
cipal of North Panola High School 
in Sardis, ]\Iississippi, for the past 
two years. 

High Point College in High Point, 
North Carolina, has appointed Dr. 
Edward Roy Epperson, '54, professor 
of chemistry and chairman of the 
chemistry department. He moves to 
High Point from Elon College in Elon, 
North Carolina. Dr. Epperson is mar- 
ried and has two children. 

Dr. Frederick Blumer, "55, was the 
recipient of a President's Award for 
Creative Young Professors at Ne- 
braska Wesleyan University. The 
award, which has a cash value of 
$500, recognizes the teaching skills of 
the young professor and encourages 
him to remain in the classroom. Dr. 
Blumer is associate professor of phi- 
losophy and religion. He is married 
to the former Ann Anderson, '56, and 
has two sons. 

Having accomplished the unusual 
feat of passing all five professional- 
level examinations for the Certified 
Life Underwriter designation at one 
time, R. L. McCarter, '51-'54, '57-'58, 
has earned his second membership in 
the President's Club of the National 
Life Insurance Company of Vermont. 
Mr. McCarter is a representative of 
the Tampa, Florida, west coast agen- 
cy of the company. He resides in 
Winter Haven, Florida. 

A Freedoms Foundation Teachers 
Medal and Plaque have been pre- 
sented to Mrs. Ken Patterson (Mar- 
lene Brantley, '56), of Decatur. Geor- 
gia, for her work as a fourth grade 
teacher. Mr. Patterson, '49-'50, is as- 
sociated with Atlanta Newspapers. 
Inc. The Pattersons have three chil- 
dren. 

John R. Hubbard, '56, has joined the 
headquarters staff of the Mississippi 
Bankers Association in Jackson. He 
was vice-president of Citizens National 
Bank in Meridian, Mississippi, at the 
time of his new appointment. Mrs. 
Hubbard is the former Jamie Rowsey. 
The couple has two sons. 



Mrs. William S. Cook (Barbara 
Jones, '56), of Jackson, served as resi- 
dential chairman of the Hinds County 
Cancer Crusade this year. She teaches 
a Sunday School class at First Presby- 
terian Church, is president of the Jack- 
son Chi Omega Alumnae and the Ex- 
celsior Literary Club, and is active 
in the Junior League and the Chil- 
dren's Theatre, Her husband is a phy- 
sician. The couple has two sons. 

A National Defense Education Act 
fellowship for $10,200 has been award- 
ed to the Reverend William E. Lamp- 
ton, '56, who is currently serving as 
pastor of St. Paul's Methodist Church 
in Indianapolis, Indiana. Mr. Lamp- 
ton will study in the graduate school 
of dramatic arts and speech at the 
Ohio State University. Mrs. Lampton 
is the former Sandra Watson, '56-'57. 

Dr. M. Olin Cook, '57, has been se- 
lected for inclusion in the 1966 edition 
of Outstanding Young Men of Ameri- 
ca, an annual Junior Chamber of 
Commerce biographical compilation. 
The Cooks (Millicent King, '57) and 
their two children live in North Little 
Rock, Arkansas. 

James Walton, '57, has been trans- 
ferred from Lake Charles, Louisiana, 
to Joplin. Missouri, where he will 
serve as district manager for the 
Buick Motor Division of General Mo- 
tors. 

Kenneth Dew, '57, has been 
promoted to vice-president at Deposit 
Guaranty National Bank in Jackson. 
He will complete requirements this 
summer for graduation from the 
School of Bank Public Relations and 
IMarketing at Northwestern University, 
Mrs. Dew is the former Lynda Payne. 
The couple has two children. 

Among the new appointments in the 
Jackson public school system for next 
year were the following affecting 
Millsaps alumni: Robert W. McCar- 
ley, '57, has been named acting di- 
rector of data processing services; 
Emily A. Greener, '56, is principal 
at Power Elementary School; and 
D. T. Measells, '43, was appointed 
principal of the new Wingfield High 
School. 

Dr. Thomas H. Naylor, '58, is a 
member of a Duke University team 
which is trying to take the guesswork 
out of the American economic sys- 
tem through computer research. The 
team hopes to build a model economy 
within a computer system. When a 



21 



major change is contemplated in the 
economy the computer would accur- 
ately forecast the effects. Mrs. Nay- 
lor is the former Mary Louise Scales, 
'57-'59. 

A new recording by Clifton Ware, 
'59, is available in music stores and 
through Mr. Ware at 307 North 21st 
Avenue, Hattiesburg, Mississippi. Mr. 
Ware, who is a member of the facul- 
ty at the University of Southern Mis- 
sissippi, is assisted on the recording 
by his wife, the former Bettye Old- 
ham, '60, and by Carol Moody, so- 
prano. Mr. Ware is working on his 
doctorate at Northwestern University 
this summer. 

An appointment in mental health 
psychology at the University of Mary- 
land has been accepted by Jon Ed 
Williams, '59. He has received a 
grant from the Robbins Graduate Fel- 
lowship of Cambridge, Massachusetts. 
The Williamses (Harley Harris, '62) 
are looking forward to four or five 
years in the Washington, D.C., area. 

The leading role in Emory Univer- 
sity's production of "The Deputy" 
was played by Jud Smith, '59, who is 
working on his Master's degree in 
aesthetics. A feature in Emory's The 
Wheel described him as "student, ac- 
tor, voice and drama teacher, choir 
director, husband and father." He 
hopes to earn his doctorate in aesthet- 
ics. 

1960-1965 
Now a member of the folk-singing 
trio the Brandywine Singers, Lester 
Clark, '60, is continuing his rise in 
show business. The Brandywine Sing- 
ers have released an album entitled 
"I've Lost My Yo-Yo." Mr. Clark and 
his wife, the former Janan Hart, re- 
side in New York City. 

The first alumnus ever to return 
for a guest appearance with the Play- 
ers is Jack Ryan, '61, who stepped 
in to fill the role of Bud Frump in the 
Players' May production of "How To 
Succeed in Business Without Really 
Trying" when the original cast mem- 
ber became ill. Mr. Ryan, who is now 
on the staff of Look magazine in New 
York City, had planned to be in Jack- 
son on vacation during the week of the 
production and consented to take over 
the role. 

The Junior Chamber of Commerce 
of Brandon, Mississippi, nominated 
Mrs. Harry F. Sharp, II, (Betty Jo 
Lawrence, '61) for the "Outstanding 



Young Educator" award of the Mis- 
sissippi Education Association. Mrs. 
Sharp teaches Latin and English at 
Brandon High School. Captain Sharp 
has been on duty in Viet Nam and 
is now stationed in Japan. The cou- 
ple has a son. 

First place honors at the Regional 
Elimination of International Law 
Moot Court competition went to a 
University of Mississippi Law School 
team of which Don Stacy, '61, was a 
member. Mr. Stacy resigned from 
the Diplomatic Corps to accept a 
Ford Foundation grant to study law at 
Ole Miss. A first-year student, he was 
recently inducted into Phi Delta Phi, 
legal honorary. 

Kenneth B. Robertson, '61, has been 
appointed assistant city attorney in 
Pascagoula, Mississippi. He is chair- 
man of the Pascagoula Munici- 
pal Democratic Executive Com- 
mittee and has served as public de- 
fender for the 19th Judicial District. 
He is married to the former Fay Pre- 
vost, '61. 

Willard S. Moore, '62, flew to Da- 
kar, Senegal, West Africa, in May to 
meet the Columbia research ship 
Vema. He will be chief scientist on 
the oceanography cruise back to New 
York. 

Captain William H. Long, '58-'59, is 
a company commander with the 87th 
Engineer Battalion in Camn Rahn 
Bay, Viet Nam. Mrs. Long and daugh- 
ters Tina Hue, 5, and Tara Lyn, 2, 
are living in Jackson while Captain 
Long completes his tour of duty. 

Jim Leverett, '62, played a leading 
role in "The Wedding," a one - act 
play which was presented several 
times in New York this spring. The 
production was staged by The Pro- 
fessional Theatre Wing, an organiza- 
tion devoted to discovering new play- 
wrights by presenting their work in 
full theatrical productions. Mr. Lev- 
erett is studying acting in New York. 

Six alurnni have given service to 
the Peace Corps. They are Ann Eliz- 
abeth Jenkins, '63, who served with a 
community development project in 
Ibague, Colombia; Nash Noble, '61, 
who served in Lagos, Nigeria, and 
who is now teaching in Oxford, Mis- 
sissippi; Carol Posey, '63, who is 
teaching in Tehran, Iran; Milanne 
Smith, '65, who is teaching in Tunis, 
Tunisia; William G. Tabb, III, '65, 
who is teaching in Dar-es-Salaam, 



Tanzania; and Dorothy Taylor, '60 
'63, who is serving in Manila, Philip 
pines. I 

Among the Millsaps graduates re 
ceiving degrees from the Universitj 
of Mississippi Medical Center in Maj 
were the following: Larry B. Aycock 
'62, who will intern at City of Mem 
phis Hospital; William L. Collins, '63 
interning at the University Hospita 
in Jackson; Lynda Gwen Lee, '62 
interning at the University Hospital i 
David H. Strong, '60, interning at Citj 
of Memphis Hospital; Joseph Edwir 
Varner, Jr., '61, interning at the Uni 
versify Hospital; and Lee L. AVard 
law, '62, interning at City of Mem 
phis Hospital. 

Clyde Allen, Jr., '59-'63, a recent 
graduate of the University of Missis 
sippi School of Medicine, will interr 
next year at Memorial Hospital o 
Chatham County in Savannah, Geor 
gia. Mrs. Allen is the former Nancj 
Norton, '60-'62. The Aliens have tw( 
daughters. 

John Clark, '59-'61, was a membei 
of the University of Virginia's Law 
School Triangular Moot Court tearr 
which won over Columbia Universitj 
and the University of Pennsylvania 
in annual competition. Mr. Clark ii 
editor of the Virginia Law Schoo 
publication, the Barrister, and is ; 
member of the Virginia Legal Re 
search Group. He is married to tht 
former Janet Sue Hendrick. 

Scheduled to serve on the athletic 
staff at Greenwood, Mississippi, Higf 
School next year is Gaines Massey 
'64. Mr. Massey is married to the 
former Linda Laughlin and has two 
sons. 

John S. Lewis, Jr., '64, has joinec 
Texaco's Research and Technical De 
partment at Port Arthur, Texas. He i: 
engaged in economics and mathe 
matics research work leading to thf 
development of new and improved pe 
troleum and petrochemical product: 
and processes. 

The Royal Academy of Dramatic 
Arts in London has accepted Re? 
Stallings, '65, for study of drama fol 
lowing auditions. Mr. Stallings, who i: 
one of fewer than half a dozen Ameri 
cans currently enrolled at the Acade 
my, began his 27-month study in May 
Approximately 5,000 aspirants audi 
tioned for admission this year, anc 
Mr. Stallings was one of about fortj 
accepted. 



22 



When Giving Can Save . 

By Barry Brindley 
Assistant to the President 



Will-Making Important for Estate Distribution 



An up-to-date will spells family protection and 
greater security for your loved ones. 

Mr. A loved his stepdaughter just as he did his 
own five daughters. He had frequently said he want- 
ed "my six daughters" to share his estate. However, 
Mr. A died without leaving a will, and the courts of 
his state held that his stepdaughter was not entitled 
to any of his property. 

Why didn't Mr. A make a v/iW! He meant to, but 
he kept putting it off until it was too late. He realized 
this when he found himself in a hospital. By that 
time, however, his physical condition was such that 
he simply couldn't do anything about a will. 

Most of us have good intentions. But when it come;-" 
to wills, we're great procrastinators. Many people ask, 
"What's the rush? I feel fine. I'll get around to mak- 
ing a will one of these days." 

Other men — and women — may be superstitious. 
Perhaps they associate a will with the thought of 
death. The fact is, however, that a will is a plan for 
the living — the family. 

Who is going to say who shall get your property 
at death, in what proportions, and in what manner? 
Will it be you, through your will, who gives directions, 
or will it be the state through the intestacy laws'' 

The property of people who don't make wills must 
go to someone. Our various states have therefore 
enacted intestacy laws. They stipulate just who is to 
take the property in the absence of a will, and in what 
proportions. The laws are based on closeness of rela- 
tionship. The property passes outright; it cannot pass 
in trust. There is no regard for the personalities, tem- 
peraments, or resources of the beneficiaries. 

If you don't make a will — if you allow the in- 
testacy laws to govern the distribution of your prop- 
erty — you are writing off faithful retainers, tho^e 
to whom you may be morally obligated, any friend, 
however deserving, who isn't related to you, and your 
favorite educational institutions. You also forgo the 
many benefits of a trust arrangement. 

The intestacy laws are needed to fill the vo;d 
created by the failure to make a will. But few people 
can count on these laws to express their wishes. 

Federal estate taxes may take a large slice of the 
estate you have painstakingly accumulated for your 
family. Can you avoid this by making a wili? The 
possible saving of tax may be considerable as far 
as your own estate is concerned. And a trust set tip 
in a husband's will may save thousands of dollars of 
tax in the estate of his wife and children, too. Un- 
married people can also effect startling tax economies 
through the use of realistic planning. 

The administration of your estate — the manage- 
ment of its affairs — may involve difficult and com- 



plex matters. Who would you prefer to handle these'.' 
Someone you choose yourself, in whose experience 
and skill you have the utmost confidence, or some- 
body appointed by a court and about whom you may 
know nothing? 

If you leave a will you can name the executor 
you feel is best equipped to manage your estate. U 
you don't leave a will, the court may name as ad- 
ministrator somebody utterly lacking in the qualifi- 
cations that go to make a good estate manager. Your 
beneficiaries would prefer that you make the choice. 

Don't try to draw your own will. Leave it to your 
lawyer, with his many years of experience in this 
field. 

Recently a nephew offered for probate as a will 
a letter which his aunt had written him. It stated that 
a house and its furnishings really belonged to him as 
the last living relative. The letter was duly witncised. 
In denying probate, the court said the letter was riol 
a will in that it made no disposition and contained 
no language expressing a testamentary gift. 

It would have been a simple task for the aunt to 
have gone to her lawyer and had him draw a will 
leaving the house and furnishings to the nephew. 

The following actual letter was written late lasi 
year by the Director of .Alumni and Public Affairs of 
a Mid-Western college: 

"Wc had known that one of our alumni had want- 
ed to do something for the college in his will. Back in 
1952 he began talking of giving his ranch to the col- 
lege 'that had done so much for him.' In July of 1964 
he asked a lawyer to come down and set up an ar- 
rangement for the college to receive the ranch at his 
death. A codicil to his will was prepared, but instead 
of signing it as he should have it was placed in his 
bank box. He told me repeatedly — 'I know when I 
am going to die. I have plenty of time to give the col- 
lege what I owe her.' Shortly before March 8 I called 
on him and was told he never felt better and planned 
to buy more land to add to the ranch. My friend died 
in his sleep that March day — the codicil to his will 
still in his box, unsigned." 

Good intentions aren't enough. There must be 
execution. I\Iake sure that those you want to have your 
property will actually receive it. 

The use of a gift to education in one's will offers 
material benefit to both the donor and the recipient 
Gifts during life can also produce many benefits in 
one's estate plans. For additional information on 
making gifts to Millsaps or on the general aspects of 
estate planning, please contact J. Barr)' Brindley, 
Assistant to the President for Development, Millsaps 
College, Jackson, Mississippi, 39210. 



23 



Millsaps College 
Jackson, Miss. 39210 




Former Vice-President Richard M. Nixon spoke on the campus in May. John Quincy Adams, right, chairman of the 
political science department, assisted by receiving questions from the audience. 



Homecoming is October 15 



VOL.. 8 NO. I NOT AVAILABLE 



mm noT^s 



millsaps college 
magazine 

fall, 1966 



I 




today's 
student 
generation 

a look at their 
point of view 





mfljofl noTK 

millsaps college magazine 
fall, 1966 



MERGED INSTITUTIONS: Grenada 
College, Whitworth College, Millsaps 
College. 

MEMBER: American Alumni Council, 
American College Public Relations As- 
sociation. 



CONTENTS 

3 Events of Note 

4 Today's Student Generation 
12 Today's Student Thinks . . . 
22 Major Miscellany 

26 Columns 

27 When Giving Can Save 



Volume 8 



October, 1966 



Number 2 



Published quarterly by Millsaps College in Jackson, 
Mississippi. Entered as second class matter on Oc- 
tober 15, 1959, at the Post Office in Jackson, Mis- 
sissippi, under the Act of August 24, 1912. 



Shirley Caldwell, '56, Editor 

James J. Livesay, '41, Executive Director, Alumni 
Association 

Jim Lucas, "67, and Ronald Davis, '67, Photographers 



Cover: Freshman David Hanstord, of Marietta, 
Georgia, looks pensive as he considers his role as 
a college student. David was the subject of a photo 
essay by Jim Lucas, '67 (see Page 4). 



Presidential Views 

1)1/ Dr. Benjamin B. Graves 

In the context of this issue — concern for the Millsaps student 
1 am reminded of a recent address which I was fortunate to he; 
at the annual meeting of the Council for Protestant Colleges ar 
Universities in Philadelphia. The address was pertinent also 
the Ford challenge grant program which we are in the process ■ 
launching. 

The speaker was Dr. Paul Davis — teacher, administrate 
trustee, philanthropist, consultant, author, and a great believe 
in the private college. No person is better qualified than Dr. Dav 
to articulate the present position of our colleges and to sugge 
a course of logical direction for the future. 

His topic on this occasion was "Formula for Significant Su: 
vival of Private Liberal Arts Colleges." The address was provi 
cative, and I should like to share with you Dr. Davis' eight fund; 
mentals for success: 

I 

1. Fortitude. Here he speaks of a college's ability to face fortli 
rightly facts, failures, and the future. With fortitude an| 
courage, the impossible is possible. 

2. Campus Climate. He talks of that intangible thing callej 
"esprit de corps," e.g., teachers chatting with students' 
administrators and trustees moving about the campus, alumi 
proud to return home. 

3. A Strong Board of Trustees. In Davis' opinion, there can b 
no exceptional college without an exceptional Board c' 
Trustees. The Board exerts dynamic leadership, the trustee 
believe in the college, and the college believes in them. 

4. Adequate Administration. Here Dr. Davis suggests that th 
president should be completely truthful, simplify proce 
dures, be efficient, and delegate responsibilities. Most im 
portantly, he should be himself and be willing to face thi 
future, with both its thrills and discouragements. 

5. Continuous Fund Raising. Every college has needs, and si; 
do potential donors. A key problem is to match the needs o 
the colleges with those of the donors. Let the donor have ; 
place. Let him see specific gains from his gifts. The donoi 
needs to know that his gifts truly make a difference now 
and in the years to come. 

6. Great Teaching. The route to exceptional significance foi 
any liberal arts college rests with the teacher. Great teach 
ing results in great learning. 

7. Superior Students. Every college should have a distinctive 
character. The student profile should coincide with the 
aims and aspirations of the particular college. In other words 
there must be a fit between the college and the student. 

8. Character. Perhaps more than anything else, the private 
liberal arts college in America must emphasize charactei 
education. The church college, in particular, has a chance 
to perform a unique service in creating a climate which 
leaves an indelible impression on the character of the student 

Dr. Davis concludes by suggesting that colleges which pursue 
these formulae will endure for centuries. They will continue tc 
provide the values, the attitudes, the learning, and the charactei 
which deserve preservation. 

As we move toward a destiny of excellence, let us at Millsaps 
"think on these things." 



Events of Note 



;hurch approves drive 

The two Mississippi conferences of 
he Methodist Church have given ap- 
)roval to College efforts to raise $3.75 
niUion to meet conditions of the Ford 
l"oundation. 

Millsaps can receive only the por- 
ion of the Foundation's proposed 
[rant which it can match on a 2^/2 -to- 

basis. 

At a special joint session in Jack- 
ion in October the Mississippi Con- 
erence and the North Mississippi 
Conference passed a resolution au- 
horizing the drive and empowering 
he College to hire a professional 
und-raising firm. 

The Church itself has begun a fund- 
aising drive and will allot half of 
ts $3 million goal to Millsaps to help 
neet the Foundation's challenge. The 
•emainder will go to other Methodist 
^auses in the state. 

Board of Trustees Chairman Nat 
3. Rogers reported that the first quar- 
;er of a million dollars has already 
jeen secured. 

Conditions of the Ford grant, an- 
lounced in July, stipulate that $2.50 
nust be raised for every $1.00 of the 
?rant. The money must be in by June 
iO, 1969. 

U.UMNI BREAK RECORDS 

Alumni have given more than $100,- 
)00 to the College this year, breaking 
all previous records of alumni sup- 
port. 

Alumni Fund Chairman Neal Cirlot, 
'38, of Jackson, said the final tally of 
alumni giving in 1965-66 was $100,- 
377.70. The Alumni Fund netted $55,- 
147.70 from 1,574 alumni and 35 other 
sources. Goal of the 1965-66 campaign 
was $50,000. 

The 1965-66 total was a 23% in- 
crease over 1964-65, when 1,227 alum- 
ni contributed $42,600. 

Alumni Association Executive Di- 
rector James J. Livesay said between 
25 and 30 per cent of the graduates 
of the College gave to this year's 
fund. The percentage for former stu- 
dents and merged institutions was 
lower, bringing the total percentage 
9f alumni contributing to 19. 

Mr. Livesay said the approximate- 



ly one-in-four average of the grad- 
uates was higher than the national 
average for alumni giving. 

Three alumni challenged the alum- 
ni body to increase its contribution 
by offering percentage gifts. Two 
agreed to give a percentage of the 
increase over last year and another 
gave a percentage of the final total. 

Also a factor in the campaign, ac- 
cording to Mr. Livesay, was the work 
of class managers and area chairmen 
throughout the nation who personally 
made contacts on behalf of the Fund. 

Serving with Mr. Cirlot on the 
Alumni Fund Committee were Wil- 
liam E. Barksdale, '30, of Jackson, 
vice-chairman; and Clay Alexander, 
'40-'41, '45-'46, Charles Carmichael, '47, 
Foster Collins, '39, Kenneth Dew, '57, 
and Sutton Marks, '48. They are all 
Jacksonians. 

Money from the Alumni Fund goes 
into the operating budget of the Col- 
lege. 
COLLINS CHAIRS FUND 

Foster Collins, of Jackson, has 
been named chairman of the 1966-67 
Alumni Fund. 

He will direct efforts to obtain more 
than $60,000 for the College's operat- 
ing budget from graduates and for- 
mer students. 

Mr. Collins said that gifts to the 
Alumni Fund will count toward the 
$3.75 million required by the Ford 
Foundation as a condition to the $1.5 
million proposed grant announced in 
June. 
NEW FACULTY NAMED 

Eleven new full-time faculty mem- 
bers were added to the faculty for 
the 1966-67 session. 

They are as follows: 

David Anderson, mathematics; BS, 
University of Mississippi; MA, Uni- 
versity of California; course work to- 
ward Ph.D. at University of Cali- 
fornia ; 

Dr. Richard Baltz, economics and 
business administration; BBA, MS, 
Baylor; Ph.D., University of Arkan- 
sas; 

Howard Bavender, political sci- 
ence; BA, College of Idaho; MA, Uni- 
versity of Wisconsin; doctoral work. 
University of Texas; 



Dr. Shirley Callen, English; BA, 
Millsaps; MA, Tulane; Ph. D., 
Tulane; 

Jane Cameron, romance languages; 
BAE, University of Mississippi; MA, 
University of Alabama; 

Richard Clayton, German; BA, 
Millsaps; MA, Tulane; 

Anna Lois Ezell, chemistry; BS, 
Mississippi College; MS, Florida 
State University; 

WilUam Peltz, sociology; BS, Co- 
lumbia; MA and East Asian Institute 
Certificate, Columbia; doctoral can- 
didate, Columbia; 

Aline Richardson, education; BS, 
University of Alabama; ME, Missis- 
sippi State University; advanced 
work, Mississippi State; 

Jeanne Rogillio, biology; BS and 
MS, Northeast Louisiana State Col- 
lege; 

Dr. Joe Snowden, geology; BS, 
Millsaps; MA and Ph.D., University 
of Missouri. 

Part-time teachers who joined the 
faculty were William Eubank and 
Rhyne Neubert in accounting and 
Lucy Hamblin, '61, in mathematics. 
Another newcomer was James E. 
Dwyer, who began work in the Psy- 
chology Department second semester 
of last year. 

Back after leaves are Dr. George 
Boyd, in EngUsh, and Jonathan 
Sweat, in music. Away on leaves are 
Dr. Eugene Cain, Robert Padgett, 
and James McKeown. 

A new assistant business manager 
has also been added to the staff. Onis 
Browning will have as his primary 
responsibility the use of and availa- 
bility of foundation grants. 

Phil Converse, '64, returned to Mill- 
saps this summer to serve as an ad- 
missions counselor. He replaces 
Gerald Jacks, who entered law 
school. 
ALUMNI BOARD APPOINTED 

Sixty-six alumni have received ap- 
pointments to the Board of Directors 
of the Alumni Association. 

Association President Raymond 

Martin, of Jackson, said the Board has 

been expanded from 36 to its present 

membership in order to make it na- 

(Continued on Page 21) 



Today's sfudent generation . . . 



Photographs and layout by Jim Lucas 







iCf 



ICJ.-*^- 






i. 




ii*n 




knows more than you did at his age, chances are. Today's student realizes 
he doesn't have the answers to everything. He's cs confused about Viet 
Nam as everybody else, as desirous of leading "the good life" as was the 
student of the Fifties, as idealistic as were his predecessors. But, he says, 
he's got a mind of his own and he wants a chance to use it. He wants to 
ask questions and find his own answers. "There's more to know than ever 
before," he says, "and the old answers don't always fit." Major Notes 
made a small effort to find out what today's student generation is like. 
Photographer Jim Lucas followed freshman David Hansford through his 
first week of school. David later recorded some of his views on things. 



^7Ve been told that once you leave home 



for college it's never the same. 
It's more like a place to visit, it's 
not like home any more. You 
start to break av^ay from your 
family. That scared me . . . ." 




"But I'm kinda glad to be on 
my own. Of course I miss my 
family." This was something of an 
understatement. David suf- 
fered some rather acute pangs 
of homesickness, couldn't wait 
for that first visit home. 




"/ like fo sfu\ 





frcf and / like to have quiet and silence. . . 



^ 





I like to study herd all week and on the week- 
end I like to be able to forget everything, go 
to a dance, dance as wildly and uninhibited- 
ly as I can, I mean just forget everything, all 
my troubles. This is theoretical, of course. 
Like last weekend I had to study all week- 
end." 




"The way the world is, some of 
it teenagers don't like, and 
they try to think out ways to 
chonge it. We might be able to 
alter it a little, but we'll never 
be able to change the world dras- 
tically. But they just don't like 
the way the world is and they 
doubt that it has to be this way." 





'''Most ieenogers ore independent 
in the woy they think . . . 





but not independent from their 
parents otherwise. My grandfather's 
father sent him out when he was 
twelve or thirteen to make his 
own living. My father left home 
when he was sixteen or so. Now, get- 
ting an education is so important 
and it tokes so many years to get 
ahead in life that the child has to 
rely on the parent more than ever. 
But he's more independent in 
his manner of thinking." 



"It's important to me to have a good future, 
security in my future, in the sense of having 
enough money not to have to worry about 
paying this or that or about where I'll get the 
money if one of my children gets sick— that 
kind of security. And security that there is 
a future." 



'T/ie difference befween high school and collegi 



s that I made A's and B's 
n high school and I'm fail- 
ng in college," was Dav- 
d's facetious comment. He 
received an Academic- 
Leadership Scholarship. 



David: Kids are brought 
up to think, 'All snakes 
are dangerous.' They 
grow up thinking that. 
We like to find out for 
ourselves. 

Interviewer: And get bit- 
ten? 

David: At least we'll 
know. 




10 




"I'm n-ot sure what teenagers worry about. Most of them 
that I know haven't developed to the point that they've 
started worrying about things that they should really be wor- 
ried about. When they get in college most of them start 
thinking about the life ahead, about what they're going to 
do, how their future is going to be. That's one thing to 
worry about — what lies ahead. It's kinda scary - I mean, 
with what's going on. Like Viet Nam." 



11 




Today's 
student 
thinks . . 



Dr. Levanway 
Ricky Fortenberry 



Susan Finch 
Jerry Duck 



Freddy Davis 
Marie Smith 



A Millsaps College student panell 
gives some insight into the cur-' 
rent student generation. 



What does the Millsaps College student think today, 
what is he like today? 

— He wishes we weren't in Viet Nam but doesn't 

pretend to know what to do about the situation; 
^He doesn't think it's all that bad that there isn't 

an activist movement on the Millsaps campus; 
— He doesn't know much about LSD and other drugs 

except what he has read; 
— He dislikes hypocrisy — in foreign policy, in the 
rules for student life, in state government, in any 
situation; 
— He's concerned about the lack of social life of a 

large segment of the student body; 
— ^He's proud of Millsaps. In spite of criticisms he 

thinks her strengths outweigh her weaknesses. 
Major Notes drew the above conclusions from a 
panel discussion by five especially chosen students. 
They were selected by the following criteria: (1) Would 
they express themselves candidly rather than say what 
they thought they were expected to say? (2) Were they 
in contact with the student body enough to know what 
students are thinking and concerned about today? 
(3) Was their intelligence respected by other members 
of the student body? 

There was among them a self-admitted rebel who 
turned out to be not quite so rebellious as she liked 
everyone to believe. There were the president of the 
student body and the editor of the Purple and White, 
neither of whom would have been chosen simply be- 
cause he occupied an important post. To lead the dis- 
cussion there was a teacher, Dr. Russell Levanway, of 



the Psychology Department, who is universally re- 
spected. 

A great deal of what was said in the two-hour Sun- 
day afternoon session, including discussions which led 
to some of the above conclusions, had to be omitted be- 
cause of space reasons. However, here, in their own 
words, is what these students think. . . 

About Activism 

Levanway: I heard an interesting panel discussion on 
this issue at the APA convention in New York this 
September. M. Brewster Smith, who is a psycholo- 
gist from the University of California, gave thai 
group a formula for developing an activist environ- 
ment, which he thought was a positive thing. Only: 
the best schools have this kind of environment, he 
said. First of all, he stated, you've got to havei 
enough students. In the small school you don't real- 
ly have enough activists to do anything very 
effective. A school the size of Millsaps is almost out 
of bounds for an activist movement, to begin with. 
But then, secondly, you need a culture — not a stu- 
dent culture, but administration and faculty and 
whatnot — that permits and encourages that sort of 
activity. 

The question was asked, "Does this mean — the ac- 
tivity at the University of California — does this mean 
that the students are dissatisfied with their educa- 
tion, the quality of their education, does this mean 
that their education doesn't say anything about ev- 
eryday life and whatnot?" He said, "No, as a mat- 
ter of fact, we did an immediate study of the stu- 



12 



V dent body at this time and around 90% said that 
their education was highly relevant to everyday ex- 
perience" — which he thought was a pretty good bat- 
ting average. 

I think this is a very important issue that we might 
get involved in here. Would you say that we would 
get as good a report card at Millsaps if we asked 
the question, "Is our education, is our curriculum, 
are our classes as relevant to the current problems 
and interests of students?" 
Susan: I don't think, so, because at a school the size of 
Millsaps more swallowing of material is done than 
digesting. The school is so small that most of the 
people in the student body are concerned with self- 
image, and they can't lose themselves. You'll find 
many, many Millsaps graduates going to do grad- 
uate work at larger schools, where they can walk 
around and not be known by too many people and 
lose themselves. This is where the activists are. 
You don't find this type of atmosphere at Millsaps 
because^it's not permitted, for one thing. Every- 
one's too scared. 
Jerry: Do you think we have the type of students who 

would become involved in activist movements? 
Susan: No, because I don't think the kind of students 
who would become involved in activist movements 
would be chosen in the first place. Millsaps College 
is a church-supported school, and I have a feeling 
students are chosen who fit the bill and go by the 
rules. 
Levanway: What do you mean, chosen? 
Susan: I mean, when a prospective freshman turns in 
his application he is asked to write an autobiography, 
and by means of the entire response on his applica- 
tion certain things are noticed about the student's 
personality. I think most of the people who come 
to Millsaps are interested in getting the education, 
in getting the degree, for one reason or another, 
either because they think education is a good thing 
and it's socially nice to have or because they just 
want to get out and make money. But I don't think 
that the Admissions Department concentrates on 
getting people who are activists. 
Freddy: I have to disagree. I think that they're too re- 
cruit hungry to put any emphasis on what we're 
talking about now. 
Susan: All right. There's a little story that goes around 
that says, "The mean score of the average Millsaps 
freshman on the ACT is 21 tra la tra la, and this is 
way above the average of any other university in 
the state." It seems to me that a person who would 
come to school here is a person who is interested in 
grades and who is interested in the mere process of 
learning. I have met students from other universi- 
ties who were C students but who are the activists, 
who are the ones who relate what they're learning 
to the outside situation. I think there's not enough 
of that at Millsaps. 
(Editor's Note: For the record, the mean American Col- 
lege Test composite standard score for this year's fresh- 
man class is 24.3. The Admissions Office is looking for 
'■ students who will benefit from the kind of education 
Millsaps offers and has not been concerned with whether 
or not prospects might institute activist movements.) 
Freddy: You're saying that there's a correlation be- 
tween a low ACT score and an activist? 



Susan: I'm not saying that this is a general rule, but I 
am saying that there are cases of this, and I'm say- 
ing that the people around here who sit with their 
noses in books are the ones who aren't interested. 

Jerry: I have found in my four years here that Millsaps 
students are just extremely reserved and hard to get 
to say anything about anything, and extremely wor- 
ried about getting involved, or even saying some- 
thing that someone else might hear. It's just ab- 
solutely amazing to me. There are very few students 
on the campus who will become involved in some- 
thing that might become controversial. 

Susan: This controversial element has become less and 
less noticeable in the four years I have been here. 
I know when I was a sophomore Joan Baez came 
to Tougaloo, and many of the Millsaps students 
went out there, and the next day there were little 
posters all around — such and such number of Mill- 
saps students were seen at Tougaloo, followed by a 
list of the people's names. Now, this was a move 
from the right wing, but it was at least some meas- 
ure of controversy* and this was the last bit of con- 
troversy I've seen since I've been here. 

Levanway: Isn't it amazing that we were able to in- 
stitute a policy of non-selective admissions without 
any particular backlash from the right wing? I was 
really very surprised. I thought there would certain- 
ly be some incidents. 

Freddy: I wasn't, because, as they said, the student 
body is just not involved in anything, campus ac- 
tivities even. They're afraid to hollar at football 
games. 

Susan: One thing that's constantly impressed on the 
student from the moment he gets on this campus is 
that anywhere he goes in the state, or in his home- 
town, or outside the campus itself, in any of his 
activity, he is representing the school. And the 
school is out right now to improve itself, to get more 
students, to make money to build more buildings, 
to become a university, to have "quality in an ivy 
league atmosphere." And we're on an upward swing 
now, and it would be dangerous if we have too much 
activity around here. 

Marie: Millsaps' emphasis on openmindedness and 
broadmindedness is a good thing, but I think it has 
a neutralizing effect on students, so that ones that 
come in who are strongly opinionated are eventually 
mellowed. 

"There are very few students on 
the campus who will become in- 
volved in something that 
might become controversial." 

Jerry: I think, with the small student body, being a bit 
reserved is probably good at this stage in someone's 
life. 

Marie: Well, for one thing, at this stage you're in the 
process of trying to decide just exactly what you do 
believe. A lot of times you're going to come in with 
preconceived ideas — I did, and I realized that there 
were so many things wrong with what I believed in, 
all of a sudden I realized I was just going to have 



13 




"A person, if he believes something, 
has to believe strongly, so that 
it affects his life. He ought to 
have convictions. And of course 
prejudice and conviction are 
awfully close." 



to pull myself away and stand back and just kind of 
wash the slate clean and take a look at the entire 
situation. At the moment I can't get extremely in- 
volved in either side, because I'm still not sure about 
too many things. I mean, there are a lot of things 
that I have firm opinions on, but. . . . 

Susan: I agree. I was saying a few minutes ago that 
there has not been much of an activist atmosphere 
at Millsaps and trying to give some reasons why 
there has not, but I think in some measure it's 



I 



good that there is not so much anti- this and anti 
that at Millsaps. One of the things that is impresse<j 
upon the student here is that he is, as Marie said! 
in the process of learning and coming to know, an(' 
I've noticed, in some discussions with students ii 
some larger universities, that they're always fo: 
this and against that .... 

Levanway: They know the answer. 

Susan: They know the answer, but they haven't quite i 
learned what the issue is. 

Ricky: I think I would have to agree. As an example 
in Washington there were several people highly in 
volved in the Civil Rights movement in the South 
and they had spent two or three summers dowr 
here, and they were strongly in favor of Civi 
Rights, they would gladly sacrifice their lives for it 
But they really couldn't tell you why. They were 
dedicated completely to the cause, but they couldn'i 
really sit down and give you any concrete answers 
about it. 

Marie: This intense dedication to a cause like that is so 

many times based on emotionalism, and Millsaps 

scorns emotionalism. Here, you've got to have a 

reason for what you believe. If you can't give a log-! 

ical reason for it then you're laughed at. And I think' 

that's why a lot of people stop before they start', 

jumping into causes and espousing all their adamant| 

views. I 

1 
Levanway: To me there is a conundrum in a sense that 

a person, if he believes something, has to believe it 

strongly, so that it affects his life. He ought to have 

convictions. And of course prejudice and conviction 

are awfully close. 

Susan: I think this may be a reaction to the rationalism 
that has prevailed in the past. Dr. Boyd said in my 
Milton class the other day that he saw Dean Rusk 
in a Senate subcommittee meeting, and Rusk was 
blandly talking about a nuclear holocaust which 
would wipe out the whole world, and he was talking 
about this horrible event in the blandest and weak- 
est of terms. I think there are students who become 
emotionally involved in the Civil Rights movement 
or any other kind of activity, because this represents 
some color at least, this gives some muscle to 
Suburbia. 



About Viet Nam 

Susan: I was questioned not long ago about Viet Nam — 
did I think we should be there, what did I think 
about foreign policy in Viet Nam. Well, I could very 
blandly, in a very off-the-cuff way say that I think 
the United States has a very paternal attitude to- 
ward the rest of the world. It's not being checked 
and not being used in the right way. I don't think 
there's a woman who is in any way normal who 
can be wholly patriotic as far as the draft is con- 
cerned. 

Marie: I don't know if I agree about the idea that the 
United States has a paternal complex, or whatever 
you call it. I feel that the United States feels it has 
a responsibility; I don't think it's carrying out its 
responsibility; I don't think the administration is 
doing as much as could be done about pulling out 
of this war. I think it could be ended one way or 
another, but it seems as if it's becoming more of a 



U 



political thing right now. I couldn't say that I don't 
think we should be there, but I would say let's end 
it one way or another right now. 

rerry: That's the way I feel about it. For gosh sakes, 
let's do something, and we don't seem to be doing 
anything at all. 

^evanway: What constructively is suggested? 

Ferry: As for a positive viewpoint to throw out, I don't 
know, I'm sort of like everyone else. I just wish we 
hadn't entered in the first place. I can see the points 
of the politicians when they say we can't just run in 
there and explode some bombs and that would be 
the end of it. But if we win, then where are we, what 
have we won? What are we protecting? And for 




". . . We're protecting people 
against- well, they don't even 
know what we're protecting them 
against. They say Communism, 
but what happens when the 
United States leaves?" 



how long is it protected? As far as their government 
is concerned, what happens then? Do they set up a 
democracy? Do they have a Communist type govern- 
ment? We don't even know that. I don't think what 
we're doing over there is going to justify the money 
and the time that is spent. 

Ricky: I think this goes back to Susan's idea of the pa- 
ternal theory of the United States, that we're pro- 
tecting people against — well, they don't even know 
what we're there to protect them against. They say 
Communism, but what happens when the United 
States leaves? They had elections at the beginning 
of the month. These were scheduled for 1955 but 
they decided not to hold them because they knew 
the Communists would take over the government. 
And they say now that we have people there who 
will set up a democracy. And then the problem 
arises, is a democracy the best type of government 
for these people, and in many instances it's not. 
It's certainly not the most efficient type of govern- 
ment for any nation. And in nations which have a 
problem of disease and poverty and a very low 
standard of living it isn't the best type of govern- 
ment, I personally believe. 

Freddy: I've always heard that you have to have a 
fairly well educated population to have a democracy, 
anyhow, and certainly these people aren't educated 
in the least bit. 

Marie: What kind of government do you think would be 
best" 

Ricky: Well, you say military dictatorship, and people 
say that's bad. Possibly a very— not oligarchy, but 
a very strong government, almost a civil dictator- 
ship. The United States in a sense started this way, 
with a very strong constitutional dictatorship under 
George Washington. In effect what Washington said 
was law until the people got into the swing of things. 
But a democracy for these people won't work. 

Jerry: But then here we are back to the question: We're 
at a standstill in Viet Nam, so— this upsets me very 
much. I wouldn't mind being drafted and going over 
there right now, and especially since I've just be- 
come naturalized, but my goodness, I just hate .... 
I feel as if after we win we won't have accomplished 
what we set out to accomplish. 

Levanway: I get the impression from what you've said 
that you're confused about the whole issue of Viet 
Nam, that you don't know why we went there in the 
first place, and what are the alternatives, the pos- 
sibilities, now, even. Is that true? 

Jerry: We haven't even had any leadership in ideas 
from the government as to what we are there for 
and what we are going to do when. 

Susan: My understanding of why we're there is, in the 
words of President Johnson, that we have a "com- 
mitment." The United States seems to have had 
many, many commitments and has more than it 
can handle right now. In fact, it has so many 
commitments that it's almost like keeping a 
thousand ping-pong balls dancing on a table at once, 
trying to keep them from falling off. It's almost be- 
coming an impossible task. I don't think that our 
leaders know what our commitments are or how to 
go about keeping them, if it is possible. 

Susan: One thing that interests me is the fact that in 
World War II and even in the Korean conflict there 
was some sort of unity among the American people 



15 



that we should have been doing what we were doing 
at the time. And now I don't think you can find any 
measure of unity. I don't think anybody agrees, and 
I think this is the most disturbing thing about the 
United States being in Viet Nam right now, the fact 
that we're not agreeing, and we're not united as to 
why we're there, or that we should be there in the 
first place. 

Freddy: I've always heard, in history classes: Well, if 
we'd been there at this time it would never have 
happened. So here is the United States going all 
over the world, jumping right into these little minor 
things whenever they come up — the Suez, everything. 

Levanway: What would have been the reaction, in your 
opinion, if we hadn't gone into Viet Nam? Let's 
just speculate about that. Let's say that North Viet 
Nam moved in and took over South Viet Nam. . . . 

Freddy: It would be the same as the reaction we got in 
Cuba. 

Jerry: Oh, I don't think so. Oh, no. Oh, no, no, not at 
all. Because Cuba was — that was like taking over 
Florida. Millions of American dollars were lost, bil- 
lions, really, and it's not nearly what it was in Viet 
Nam. 

Freddy: I was thinking that if we had not gone into 
Viet Nam the populace would have had the same 
attitude as before we took the step in Cuba. 

Jerry: I really don't think so, unless the news media 
brought it up. My goodness, I was never even con- 
cerned about Viet Nam until we had been there for 
quite a while. 

Ricky: It seems as if the reaction to pulling out of Viet 
Nam or never having gone in might be the same as 
Munich in 1938. As I understand it, when the Eng- 
lish backed out, there was a cry from Western Eu- 
rope, "Well, you've sold us down the drain. We can't 
stop Hitler now." And the same thing might have 
happened here, because there was a legitimate 
threat to all of Western Europe from the 
Nazi forces. It was in consideration of this that 
Eisenhower developed his domino theory, that one 
country would fall right after another — North Viet 
Nam, South Viet Nam, Cambodia, Thailand — and 
it wouldn't be any step at all to get from the con- 
tinent to the Philippines, and then where would you 
be? You would have Japan isolated right in the 
middle of the ocean. And this would certainly have 

"There is a group of girls who 
never stay in the dorm, who ore 
continuously being asked out. 
And there is a larger group who 
are never asked out .... Everyone 
needs a balance of this social life- 
companionship with the 
opposite sex." 



severe economic consequences on the United States 
as far as foreign trade would go. They're next door 
to Pakistan, Burma, India. 

Levanway: It's my impression that most nations, may- 
be all nations, don't understand another nation ex- 
cept in terms of self-interest. Maybe it would be a 
lot easier if we simply said we're going to do these 
things because of self interest. It seems to me this 
would be a more intelligible foreign policy. I'm sure 
it would get a good deal of criticism, but at least 
it would be a straightforward policy. Everybody un-' 
derstands it. I 

Ricky: I think maybe this is the type of foreign policy' 
the United States is operating under now, except 
that the administration is trying to put a cover over 
it. Like in the Dominican Republic. There was no 
reason for going in there except for national inter- 
ests, and international law was stepped on and the 
O.A.S. treaty was completely violated. And the 
same thing seems to be happening in Viet Nam, 
and in other places where the United States has 
gone in. I think this is maybe the basic thesis of 
Senator Fulbright in a lot of his speeches and crit- 
icisms of the United States' foreign policy, that the 
United States seems to be trying to put something 
over on the world by saying we're good guys, but 
actually the thing boils down, as you said, to na- 
tional interest. 




16 




^bout Social Life 

Levanway: What things do Millsaps students think 
about? What are bull sessions about? 

Freddy: They're not always about what we've been 
talking about. I mean, there are a lot of people who 
don't think. What do Millsaps students think about? 

Susan: Graduate school, religion, sex, sex, sex — ad in- 
finitum, ad nauseum. You'd be surprised. But we 
do have boys and girls here at Millsaps and we are 
entering or are in that red-blooded American stage 
of curiosity, experimentation. 

Jerry: We have a high loss of students from the time 
they enter — we have no retention. Some of the rea- 
sons have been that sex on the campus hasn't been 
what they wanted. That's the reason they go some- 
where else. 

Freddy: Not sex. Companionship. 

Marie: Some euphamize and say social life. 

Freddy: All right, a steady social life. Companionship 
with the opposite sex. At Millsaps there are a group 
of girls who never stay in the dorm, who are con- 
tinuously being asked out. And there is a larger 
group who are never asked out. There are a lot of 
boys on the campus who don't date. I think the rea- 
son the girls are leaving is that there has to be a 
balance for everyone. Of course each person re- 
quires a different balance. But everyone needs a 
balance of this social life-companionship with the 



". . . one of the unique things 
about Millsaps ... is having em- 
phasis on the development of a 
well-rounded person, a person 
who is ready to go out and accept 
responsibility in life and who 
has not been just filled up with 
a whole bunch of facts . . ." 

opposite sex which a lot of girls are not getting. 
They're not going out. 

Levanway: Why is this? I've heard this ever since I've 
been here. 

Freddy: Well, a lot of girls who are "A Number 1 Hot 
to Trot" in high school come to Millsaps and for 
some reason are overlooked. 

Susan: Does this have anything to do with affiliation, 
maybe? 

Freddy: Fraternities? Yes. 

Susan: Because you wear such and such a pin this is 
the right thing to do, these are the right people to 
date. 

Freddy: Well, you can say people who are in fraternities 
date, but it could boil down to the fact that fra- 
ternities pick people who date. There might be a 
correlation between the outgoing type of person who 
would impress the fraternity or sorority enough to 
get in and the type of person who would impress 
the opposite sex enough to date, but it would be 
hard to blame it on the fraternity system. 

Susan: I'm not trying to blame it; I'm just saying that 
there is a definite correlation. 

Freddy: I think it has something to do with it, yes. 

Levanway: I have gotten the impression, as an oldtim- 
er, that this is a situation that could easily be re- 
solved. I think a lot of reasons for this are all straw 
man reasons, really. I think oftentimes boys think, 
for example, that a girl wants him to spend a lot 
more money than he can afford, that the obliga- 
tions on a date would be more than he could handle. 
And I really believe a lot of girls would be delighted 
if a boy would just sit down and have lunch with 
them. It seems almost as though somebody could 
act as an intermediary and say, "Look, you don't 
have to be a Don Juan, you don't have to be a mil- 
lionaire, you don't have to have $50 to date a KD" 
— as I saw in the P&W. 

About Millsaps' 

Strengths and Weaknesses 

Freddy: You can't help compare Millsaps with the oth- 
er colleges in the state and be thankful. 

Susan: I think one of the strengths of Millsaps is the 
fact that we have comprehensive examinations. I 
think it's a good thing to emphasize the fact that 



17 



here you don't just sit for four years and all of a 
sudden your senior year someone tells you, "You've 
sat in enough classes, here is your BA or BS." You 
have to know what you supposedly have learned. 

Freddy: Okay, I agree with you. Now, a farce of the 
College: the junior proficiency test — which I've not 
passed. Which I've not taken. How many people 
have been denied their diplomas because of the jun- 
ior English proficiency test? 

Levanway: This is a sensitive area because it's true 
that some people have graduated from Millsaps. . . . 

Freddy: They give it and give it and give it. If they're 
going to enforce it, all right, it's a good thing. But 
it means nothing. They have these little sessions 
after you fail it with a member of the English facul- 
ty to improve your efficiency, but I don't know how 
effective this is. And you can take it as many times 
as you want to, I understand. Or at least until you 
pass it. 

Jerry: As for the strengths and weaknesses part, I 
think that to compare Millsaps you can't even talk 
about weaknesses because there are so many strong 
points. . . . 

Freddy: In our area, yes. 

Jerry: I think in an even larger area than you're think- 
ing about. We do have some weak departments, we 
have some weak faculty members, but any other 
school does, and I think the most important thing 
is that the administration is trying to improve these 
areas. I'm not concerned about the weaknesses as 
much as I used to be. 

Ricky: In conjunction with this, I think one of the newly 
acquired strengths and a very strong asset to Mill- 
saps is Dr. Graves. He is the type of person this 
college has needed for a long time, to head it and 
to pick it up and to get it going on a program of 
definite improvement, with a goal, for a change. In 
my three years here I can't judge very well, but I 
never knew exactly what the goals of Millsaps Col- 
lege were until Dr. Graves came and set out a pro- 
gram of expansion and improvement. 

Susan: He is really the only point of unity among the 
members of the student body. In a regular chapel 
program when he talks everyone listens. I don't 
hear as much shuffling of feet and I don't hear as 
many snores and I don't hear as much flipping of 
pages. . . . 

Ricky: He's more like one of us. 

Susan: Because he is interested in the college, and he 
is interested in what we think. And he's the first 
one to get up before the student body and say, 
"Here's what we've got on the drawing board, here's 
what it is for the future, here's how you can help 
us." He's made Millsaps more of a community. 

About the Curriculum 

Susan: To change the subject, I would like to ask what 
the people here think about the religion requirement. 

Freddy: I like the way it's presented. You're not given 
the Methodist Church doctrine. It's a very broad- 
minded presentation, at least mine was with Dr. 
Lewis. It's not like a sermon for the whole year, 
you're not handed ideas. You're required to read 
the bestseller, the Bible; that's pertinent, whether 
you agree with it, or find it a myth, or. . . . 

Susan: I had an English teacher in high school who told 
me that one is not educated unless one reads the 



Bible. I think she's right, and I think — well, ■! as ar 
English major very much appreciate the require 
ment of the course, because I can't study my fielc 
unless I know Biblical allusions. A person can't picl 
up a modern novel and fully understand the impU 
cations of it unless he knows something about th( 
Bible. 

Freddy: It's like saying it's not important to know i 
book that people on both extremes have based theii 
whole lives on. 

Levanway: Could we broaden this and ask what othei 
things are absolutely essential? We spent abou 
three years talking about what a liberally educatec 
person is or what a liberal arts curriculum shoulc 
look like. What is a liberally educated person? ] 
have the theory that when a student comes to col 
lege and you want to liberalize him, you want tc 
free him, you ought to expose him to a lot of new; 
areas of knowledge. And I think you can make i 
much stronger case for not requiring anything tha 
the students have already had and making sure ir, 
their freshman year that they're exposed to branc' 
new experiences. Does this make sense? 

Susan: I've helped with registration in the English Dei 
partment for two years, and I see more and more £i 
trend for freshmen to say, "I'm going to major ir 
such and such a field," and to slant their curricuk 
toward one particular area. I think it would bt: 
much more broadening and much more helpful to | 
ward deciding on a major field to sample many] 
many things. i 

Levanway: To be forced to sample, if you're going tci 
be forced at all. We have requirements in areasi 
where students don't want to take these things 
therefore we require them. 

Freddy: I think people don't want to take them because 
they're required. 

Levanway: You think it's the other way around? 

Freddy: After being through it I think that. I wasn't 
excited about religion because it was required, and 
I wouldn't have taken it had it not been. 

Marie: Are you suggesting that we shouldn't have a 
core curriculum? 

Levanway: What I'm suggesting is a core curriculum 
that would force students to sample broadly, that 
we ought to start right at the very beginning and 
make them really sample broadly — take philosophy, 
certainly one of the behavioral sciences, which un- 
doubtedly no freshman has ever had before, and go 
right on down the line and make sure they take 
things that they have not been exposed to, certainly 
in this form. Why a continuation of English, history, 
mathematics, foreign language, everything you hadi 
before? i 

Jerry: This has its good points and its bad points. One] 
of its good points is this: That the students who 
come to this school with a definite idea of what theyl 
want to do have a tendency to change pretty quick- 
ly in the first two years. .1 feel that if they have 
this curriculum presented to them in the first year; 
they're able to grasp something that tells them 
really what they do want to do, they're exposed to 
a lot of things that change their minds. The bad 
point is that the students who do know what they 
want to do and carry through with it are in a way 
burdened with the thing. Let's face it, there are 
persons who go to a college strictly interested in 



IS 



one or two things. And I think, why not just let 
them streamline on through? This is bad for a total 
individual. But yet, why not? 

licky: When you said "total individual": You find a 
doctor who specializes in science and chemistry. He 
goes to the med school and he begins to do research 
and he wants to write and he can't sit down and 
write an intelligent paper, because he doesn't know 
English, he doesn't know some facets of history. 
Maybe it's something like a Surgeon General's re- 
port and he doesn't know enough about government. 

Ferry: You've mentioned English. People are always 
throwing this English thing. You can have English 
twelve years in high school and two years in col- 
lege. . . . 

Jusan: Many, many students, in fact I'd say a majority. 




". . . \ think the most important 
thing is that the administration 
is trying to improve these areas. 
I'm not concerned about the weak- 
nesses as much as I used to be." 



who walk into a freshman class are going to learn 
English for the first time. A lot of them haven't 
written a term paper, a lot don't know how to write 
a coherent sentence, much less a coherent para- 
graph, much less a coherent paper. 

Levanway: I wonder if people don't stop listening, 
though. I mean, after you've been exposed to es- 
sentially the same material so many times, don't 
you just stop listening? I think it's a matter of 
standards, really. When I was in high school taking 
Latin, the first year I had higher standards held up 
for my grammatical proficiency in one year's time 
than I had in my English class which I was taking 
at a parallel time. As a matter of fact I learned 
more Latin grammar than I ever learned English 
grammar. 

Ricky: Do you think that this problem could be 
alleviated by something like this "Man" course 
they teach at Southwestern and they want to insti- 
tute here? Maybe not in English. But people have 
two or three years of history and then come to 
Millsaps and have to take 101 and 102. But if they 
combined history with art and music and literature, 
sociology, anthropology — maybe a ten-hour course 
covering two semesters. This seems as if it might 
streamline and make more compact these more 
liberal elements, say for the science or chemistry 
major, and he would have a general awareness of 
and probably more depth, and he would retain more 
than if he had to take these courses separately over 
a two- or three-year period. 

Susan: A ten-hour course would represent a lot of re- 
sponsibility. What about those who would fail the 
course? 

Freddy: What if you get a bad teacher? And there are 
several here. 

About Millsaps Generally 

Levanway: What is there about the Millsaps com- 
munity that's worth preserving? 

Ricky: I think one thing worth preserving would be its 
relatively small size. 

Jerry: I think that's always the main answer that is 
given. 

Ricky: It's stereotyped, but it's one of the main attrac- 
tions Millsaps had for me. The faculty-student ratio. 
■I have a friend who goes to Vanderbilt, and he says 
he sits in an auditorium in a chemistry class and 
the instructor's on a revolving stage. He's taught 
chemistry for an hour, and then they get up and go 
outside for a drink of water and come back and 
they revolve the stage and have the physics class. 
He never even sees his professor. They check 
roll. . . . 

Freddy: I was talking to a friend this weekend from 
Maryland. He said he's in a class of five hundred 
where they watch a television presentation of a 
lecture. 

Levanway: What is there about smallness that's im- 
portant? 

Freddy: Well, the inspiration. Some teachers, from 
their personal life, dedication, interest, accomplish- 
ments, actually inspire students, and a television 
can't do that. 

Marie: I think dialogue between the students and pro- 
fessors is extremely important, too. 



19 



Jerry: I think student-to-student communication is im- 
portant. At Millsaps you can pretty well know or 
know about everyone on the campus if you really 
want to. 

Freddy: We just said the opposite a while ago, that peo- 
ple are in groups and because everybody knows ev- 
erybody's group there's no activity. 

Jerry: I know, but I said I thought this was good be- 
cause we weren't really sure at this point, there- 
fore it would keep us from going from one extreme 
to another. 

Levanway: I think Freddy is right in saying that small- 
ness leads to a sort of ethnocentrism that you see 
in the small towns, that makes us afraid to say any- 
thing. To some extent this is positive but not entire- 
ly so. And yet this very smallness also makes other 
things possible. 

About the Role of Millsaps 

Levanway: What's the role of Millsaps College? Does 
it serve a unique function at all, or is it just like 
any other college? Is it unique in the place and time 
and situation? In what way? 

Marie: I think one of the unique things about Millsaps 
as far as distinguishing it from most other colleges 
in Mississippi is having emphasis on the develop- 
ment of a well-rounded person, a person who is 
ready to go out and accept responsibility in life and 
who has not been just filled up with a whole bunch 
of facts and an accumulation of ... a walking 
encyclopedia, who can't really apply his knowledge 
to life. I think Millsaps stresses application, and 
it's unique in this way. 

Susan: What is important is knowing how to learn things 
and being open to the learnable. There's a great 
deal of discussion now about higher education for 
women — is it a mistake, etc. Someday I hope to 
get married and I will probably end up in the dish- 
washing and shirt-ironing round. I hear many girls 
say, "Well, after all this learning, what am I going 
to do when I'm stuck out there in Suburbia, being 
what society calls the Woman To Be?" I think that 
my going to Millsaps will have helped me to ap- 
preciate what is learnable, to be open to the coffee 
talk or the shirt-ironing or what other people con- 
sider to be triviality. I think that I will have learned 
that there is not so much trivia in trivia and that 
there are important things to be learned, not just 
in the books, not just in the laboratory and the lan- 
guage lab. But to be open most of all to people. 
You asked one of the good things about Millsaps. I 
think, the people. The people are the ones who will 
say hello to you in the morning on the sidewalk and 
you don't find this in too many other schools, espe- 
cially the big schools. I think this is one good thing 
about the smallness. It's so small that you can see 
the active people and the interesting people and 
you can pick out the ones you'd like to know, and 
you get practice in learning, not only from books 
but from other people. 

Levanway: In all this, in this period of rapid change, 
technological especially, when you come right down 
to it, what you've said Millsaps does is about all you 
can expect any school to do: to make the student 
more educable in every sense of the word, more 
sensitive to experience, able to appreciate and en- 




". . . my going to Millsaps will have 
helped me to appreciate what is 
learnable. ... I will have learned 
that there is not so much 
trivia in trivia. . . ." 



joy life more. If Millsaps succeeds in doing this, 
that's quite an accomplishment. Quite an ac- 
complishment for any school. You cannot educate 
a person. All a course can do is teach the history 
of it up to that point, and the history is a snap of 
the fingers compared to the very near future of it. 

Susan: Much of the discussion we've had today, about 
rules and student government, etc., has been an ob-' 
jection to orthodoxy. And I think maybe sometimes 
around here we do have a little too much of the 
orthodox, but the mere fact that it is present and 
that we are so aware of it gives the student, after 
four years, an appreciation of the importance of the 
orthodox, because there are just a whole lot of rules 
"out there," there's a whole lot that has to be ac- 
cepted. 



20 



;VENTS OF NOTE continued 

ional in scope. Out-of-state alumni, 
articularly, will represent Millsaps 
1 the regions in which they live. 

The Board of Directors offers ideas 
nd assistance in promoting the pro- 
rams of the College, Dr. Martin 
aid. One of its chief concerns has 
een advancing understanding of and 
upport for Millsaps. The long-range 
evelopment of the College, the 
ilumni Fund, alumni participation in 
upport programs, and a close stu- 
lent - alumni relationship are all 
irojects and interests of the Asso- 
iation. 

Committees of the Board include 
Llumni Fund, Alumni Participation, 
'hurch Relations, Development, Fi- 
lance. Legal Advisory, Programs, 
ind Student-Alumni Relations. 

Officers of the Association are also 
nembers of the Board. In addition to 
)r. Martin they are Dr. James 
:;avett, of Jackson, the Reverend J. 
J. Neill, of Decatur, and Joseph 
Vroten, of Greenville, vice - presi- 
lents; Mrs. E. B. Bell, of Jackson, 
ecretary; and Foster Collins, chair- 
nan of the Alumni Fund. Past presi- 
lents serving on the Executive Com- 
nittee are William Barksdale, Jack- 
on, Dr. Robert Mayo, Raymond, and 
jawrence Rabb, Meridian. 

Serving on the Board this year are 
riay Alexander, Jackson; Charles W. 
Ulen, Jr., Canoga Park, California; 
i. V. Allen, Jr., Jackson; the Rev- 
erend W. F. Appleby, Corinth; W. E. 
^yres. Pine Bluff, Arkansas; Mrs. W. 
\. Barksdale, Jackson; Major Gen- 
eral Robert E. Blount, Denver, 
Colorado; Mrs. T. H. Boone, Dallas, 
Pexas; the Reverend Elton Brown, 
Raymond; Miss Carolyn Bufkin, 
Jackson; William O. Carter, Jackson; 

Reynolds Cheney, Jackson; Neal W. 
Cirlot, Jackson; the Reverend Dun- 
can Clark, Oxford; Foster E. Collins, 
fackson; William M. Colmer, Pasca- 
»oula; the Reverend James S. 
Conner, Hattiesburg; Dr. Eugene 
I!ountiss, New Orleans; William J. 
Crosby, Memphis, Tennessee; Dr. 
Harwell Dabbs, Knoxville, Tennessee; 
Iviendell Davis, Jackson; Kenneth 
[Dew, Jackson; the Reverend Caxton 
Doggett, Lakeland, Florida; Dr. Wil- 
:red Doss, Florence, Alabama; Bu- 
brd Ellington, Nashville, Tennessee; 
J. P. Field, Jr., Herndon, Virginia; 
jary Fox, Jackson; Spurgeon Gaskin, 
Atlanta, Georgia; Garner Green, Sr., 
Jackson; Ben Hall, New York; Mrs. 
R. C. Hardy, San Antonio, Texas; 
Raymond Hester, Columbus; Dr. R. 
r. Hollings worth, Shelby; A. L. 



Hopkins, Chicago; Dr. Manning Hud- 
son, Jackson; Dr. Cecil Jenkins, 
Jackson; Dr. Warren C. Jones, For- 
est; William M. Jones, Jackson; 
Ernest Jordan, Birmingham, Alaba- 
ma; 

Shelton Key, Chicago, Illinois; John 
Kimball, New York; Heber Ladner, 
Jackson; the Reverend B. F. Lee, 
Grenada; Sutton Marks, Jackson; W. 
B. McCarty, Jackson; Dan McCullen, 
Jackson; Dr. W. E. Moak, Richton; 
William Mullins, Laurel; Dr. W. F. 
Murrah, Memphis, Tennessee; W. D. 
Myers, Philadelphia; Bryant Ridg- 
way, Jackson; Dr. William E. Rieck- 
en, Kosciusko; S. F. Riley, Houston, 
Texas; Charlton S. Roby, Jackson; 

Dr. James W. Sells, Atlanta, Geor- 
gia: Mrs. Francis Stevens, Jackson; 
Miss Bethany Swearingen, Jackson; 
Al Statham, Washington, D. C; the 
Reverend Harmon Tillman, Hatties- 
burg; the Reverend James L. Waits, 
Blue Island, Illinois; M. J. Williams, 
Memphis, Tennessee; Colonel Louis 
Wilson, Atlanta, Georgia; Dr. J. L. 
Wofford, Jackson; Mrs. Noel Womack, 
Jackson; and Mrs. W. Howard Young- 
blood, Waynesboro. 

In addition, the Board requests the 
president of the student body and the 
president of the senior class of the 
preceding year to become members 
of the Board. SEB president last year 
was Larry Adams, now of Durham, 
North Carolina, and senior class pres- 
ident was Jimmy Gentry, now of Co- 
lumbia, Missouri. 
BUSINESS CORE CHANGES 

Changes in the economics and busi- 
ness administration curriculum de- 
signed to strengthen the department 
and better prepare majors for fu- 
ture careers were instituted this fall. 

Dr. Richard B. Baltz, chairman of 
the department, said that the changes 
include requirement of certain core 
courses of all majors in the depart- 
ment, regardless of concentration, 
and choice of concentration in eco- 
nomics, business administration, ac- 
counting, or business - secretarial 
training. Opportunities for independ- 
ent study and research and partici- 
pation in an internship program are 
being developed. 

The new curriculum is designed to 
prepare students for careers in busi- 
ness, government, and research. The 
department requirements are in ad- 
dition to the overall college require- 
ments designed to give all students, 
regardless of major, a strong liberal 
arts education. 

The departmental core require- 
ments are designed to provide majors 



with the necessary preparation for 
continued progress in their chosen 
areas of concentration. The core re- 
quirements include courses in eco- 
nomics, money and banking, sta- 
tistics, law, accounting, management, 
marketing, and finance. 

The proposed internship program 
will permit accounting students to re- 
ceive training from representatives 
of a nationally known accounting firm 
or with the Internal Revenue Service. 

Although courses in business-secre- 
tarial training have been available at 
Millsaps, the program has not been 
offered as a field of concentration. 
Dr. Baltz said the new program will 
prepare students for attractive ca- 
reers in secretarial and administra- 
tive work. He said the increasing de- 
mand for college-trained secretaries 
is very noticeable. "The combination 
of secretarial training with a liberal 
arts education provides an ideal back- 
ground for the prospective executive 
secretary," he added. 

NEW REQUIREMENTS SET 

Freshmen who entered Millsaps 
this fall will be required to take 
courses in the behavioral sciences 
and the fine arts during their four 
years of study as a part of the core 
curriculum. 

The new requirements will pave 
the way for a proposed interdiscipli- 
nary curriculum which officials hope 
to put into effect by the fall of 1967 
and which will be unique in Missis- 
sippi. 

The behavioral sciences and fine 
arts course requirements are de- 
signed to correct what officials call 
an imbalance in the core curriculum. 
A recent study showed that students 
tend to take the greatest part of their 
work in their fields of interest rather 
than to seek a well - rounded edu- 
cation. 

Also new for the 1966-67 session is 
a Bachelor of Music degree. Previous- 
ly, students have received a Bache- 
lor of Arts or Bachelor of Science 
degree with a major in music. 

Bachelor of Arts candidates enroll- 
ing this fall will be required to take, 
in addition to the standard core cur- 
riculum, six hours of economics, po- 
litical science, psychology, or sociol- 
ogy; and three hours in the fine 
arts. Bachelor of Science candidates 
will have to take three hours in a be- 
havioral science, the fine arts, or phi- 
losophy. Bachelor of Music candi- 
dates will take six hours in a beha- 
vioral science. 

A study has shown that the average 
humanities major takes 66% of his 



21 



courses in that division. Fifty-seven 
per cent of the worl< of the natural 
science major is in the sciences. So- 
cial science majors talce 48% of their 
work in that area. 

The proposed interdisciplinary core 
curriculum will be centered around a 
fourteen-hour course called "Man in 
Western Civilization." Officials say 
the course would deal with the ideas, 
events, discoveries, and movements 
which form the basis of Western cul- 
ture. 

FOUNDERS RENOVATED 

Historic Founders Hall, which be- 
gan life before the turn of the cen- 
tury on plantation property then well 
outside the city limits of Jackson, 
was placed on reserve status as a 
dormitory last spring and was 
promptly brought back out of retire- 
ment to serve another function: as a 
classroom and office building. 

For the past twenty years living in 
Founders has been as much a part 
of the college tradition for freshmen 
coeds as Commencement is for grad- 
uating seniors. The construction of a 
new dormitory for women, however, 
made it possible to use Founders on- 
ly after all other housing spaces were 
filled. It was later decided that the 
other dormitories could take care of 
resident women and Founders could 
be released for other purposes. 

Conversion of Founders for its new 
function took place during the sum- 
mer. The basement floor had been de- 
veloped for teaching space several 
years ago, with some music studios 
and classrooms located there. This 
floor has been used to expand the 
Sociology and Anthropology Depart- 
ment quarters. Sociology faculty 
offices, classrooms, and museum are 
housed in the basement. 

The first floor consists of class- 
rooms and music studios and devel- 
opment offices. The second floor 
houses typing and shorthand rooms 
and seminar rooms. 

Built in the 1890's as a classroom 
building for Jackson College, on what 
was then the Elsinore Plantation, 
Founders is the only building on the 
campus as old as the College itself. 
It was purchased in 1902 by Major 
R. W. Millsaps and added to the Mill- 
saps holdings, which at that time 
were limited to the west side of the 
current campus. In 1911 it became 
the headquarters for the new prep- 
aratory school, serving as both living 
and academic space. 

On January 13, 1913, fire partially 
destroyed the edifice but was put out 



by a student bucket brigade between 
attempts to rescue personal valu- 
ables. Purple and White accounts of 
the incident are rather hazy, but ap- 
parently another fire completed the 
job two days later, leaving only the 
outer walls, to which were added an- 
other set of walls when the building 
was reconstructed. 

It served as a barracks during 
World War I, housing the Student 
Army Training Corps and coming 
through the influenza epidemic of 1917 
without a single loss of lite. It saw 
war service again in the '40's, when 
men in the Navy's V-12 program 
were quartered there. 

Founders continued to house the 
prep school until the school was dis- 
solved in 1922. Until 1946 it served as 
a dormitory for males, and in 1946 
was converted into a women's dorm. 

Coeds who have somehow escaped 
living in Founders Hall have felt that 
they missed out on a unique experi- 
ence. Founders seemed to be a tie 
that gave its inhabitants a special 
bond, especially those who were as- 
signed to its third floor and whose 
daily exercise included several trips 
up and down three flights of stairs. 

MAJORS RANK HIGH 

With two open dates in the early 
part of the schedule, the Majors had 
played only two football games at 
press time, tallying a 1-1 record. 

The team lost its opener to Liv- 
ingston State 21-14 and won its sec- 
ond encounter, with Sewanee, 40-28. 

Following the second game two 
members of the team ranked high in 
NCAA individual statistics. 

Quarterback Danny Neely, senior 
from Pearl High School who played 
two years at Hinds Junior College be- 
fore joining the Majors last season, 
ranked eleventh nationally in passing 
in college division statistics. He did 
it the hard way, having played only 
two games while most of those 
above him had been in three contests. 

Neely completed 30 aerials in 50 at- 
tempts for 403 yards in his two out- 
ings. Only three players among the 
top 25 college division passers had a 
better completion percentage than his 
60%. 

In addition, he was near the top in 
total offense with 426 yards rushing 
and passing for 14th place nationally. 

End Ted Weller rated high in the 
scoring department, having caught 
four touchdown passes for 24 points 
and a tie for ninth spot in that de- 
partment. Weller is a senior letter- 
man from Chatham, Mississippi. 



1920-1929 
Mr. and Mrs. Henry A. Stovi 
(Dorothy Parrish Skinner), '20-' 
and '26, began their married life | 
Hazel Green Academy in Kentucl 
and have been there ever since, 
their thirty-eight years as princip 
and director of the Academy, op« 
ated by the United Christian Missio 
ary Society, the two have mai 
countless contributions to the schoi 
the community, and the youth w 
have attended the school. Mrs. SI 
vail was Kentucky's Mother of t 
Year in 1961. 

The Southeastern Jurisdiction 
The Methodist Church honored E 
James W. Sells, '29, for twenty yea 
of service at the annual laymen's co 
ference at Lake Junaluska, Nor 
Carolina. Dr. Sells is executive sel 
retary of the Southeastern Jurisdij 
tional Council. He and Mrs. Sells we I 
given an all-expense trip to Euro] 
as a part of the tribute. 

1930-1939 
Mrs. Henry Hinkle (Wanda Tr 
maine, '31) has been elected natio 
al alumnae vice-presicdnt of Phi M 
She heads the activities of the s 
rority's 40,000 alumnae member 
She has held other offices in the o 
ganization and is also active in cor 
munity affairs in Monroe, Louisiani 

Mississippi State University has a 
pointed Howard K. Williford, "32, a 
sociate head of the Department 
Civil Engineering. He is a professi 
of sanitary engineering and a pionc' 
researcher in sewage lagoons and h; 
been a member of the State facul 
for nineteen years. In 1963 he w; 
the recipient of the Fuller Award, gi 
en infrequently by the Alabama-Mil 
sissippi Section of the American W 
ter Works Association in recognitic 
of outstanding contributions to tl 
water works business. 

Dr. Robert S. Hough, '33, has bee 
named moderator of the Knoxvil 
Presbytery of the PresbyteriE 
Church in the United States (Sout: 
ern). He is pastor of the Centr 
Presbyterian Church in Chattano 
ga. As moderator he is the chief o 
ficer of the 58 - church presbyter; 
Mrs. Hough is the former Mary W: 
caster, '32. 

Lucille Little, '30-'31, has been aij 
pointed to the International Certifie 
Professional Secretaries Service Con 
mittee of the National Secretaries A 
sociation. Miss Little is executive d 



22 



Major 
I Miscellany 



ector of the Mississippi Heart As- 
ociation. She has held numerous of- 
ces in the Mississippi chapter of the 
ecretaries Association. 

A new Chattanooga newspaper, the 
'ost, will be edited by Norman Brad- 
;y, '34. Mr. Bradley has served as 
ssociate editor of The Chattanooga 
imes since 1958, having been a mem- 
er of its staff since 1947. He took 
ne year out to serve as editor of 
ackson's State Times in 1955. The 
iradleys (Frances Weems, '35) have 
NO children, Virginia Caroline 
Mrs. Van A. Cavett, Jr.), and Wil- 
am, a law student at Harvard. 

George Sheffield, '34 - '36, has been 
lected vice-president of Zone One of 
Ivitan International. A resident of 
ackson, Mr. Sheffield is employed 
y Southern Bell Telephone and Tele- 
raph Company as division safety 
irector. 

1940-1949 
Among the delegates to the World 
lethodist Conference in London were 
)r. and Mrs. G. Eliot Jones. Mr. 
ones, '40, is superintendent of the 
[attiesburg (Mississippi) District of 
he Methodist Church. Mrs. Jones is 
lie former Mildred Causey. Their 
on, George, Jr., '53-'54, resides in 
'errell, Texas. 

Added to junior college faculties 
his fall were Mrs. Thomas Rawls 
Eleanor Castle, '41), who was named 
irector of the reading program at 
'earl River Junior College in Poplar- 
ille, Mississippi; and Lovelle Upton, 
55, who is serving as a coach at 
Jortheast Mississippi Junior College 
1 Senatobia. Mrs. Rawls has taught 
n secondary and elementary schools 
or several years. Mr. Upton is work- 
ng toward a Master's degree at the 
Jniversity of Mississippi. 



Northeast Louisiana State College 
has added H. Baird Green, '40-'42, to 
its faculty as a member of the De- 
partment of Management and Mar- 
keting. Mr. Green was employed in 
sales and executive positions with 
several mid-South companies before 
returning to graduate school. 

Jack E. Brown, '43-'44, has been 
promoted to superintendent of District 
IV U. S. Naval Schools, with head- 
quarters in Ankara, Turkey. The dis- 
trict includes Italy, Greece, Turkey, 
Pakistan, and Ethiopia. Mr. and Mrs. 
Brown and their two sons moved 
from Rota, Spain, where Mr. Brown 
had served as superintendent for the 
past eight years. 

Exhibits of work in serigraph, tex- 
tiles, and designs by Bill Marley, '44- 
'45, were featured several times in 
Mississippi last spring. Mr. Marley 
maintains a studio for textile design 
in New York City. He has a BA de- 
gree from Louisiana State University 
and a BFA degree from the Rhode 
Island School of Design. 

The American Council on Education 
has appointed Dr. Otis A. Singletary. 

'48, vice-president effective Novem- 
ber 1, succeeding Dr. Allan M. Cart- 
ter. Dr. Singletary has been chancel- 
lor at the University of North Caro- 
lina at Greensboro since 1961, taking 
a leave from 1964 to 1966 to serve as 
the first director of the Job Corps. 
Dr. J. S. Ferguson, '37, will again 
serve as acting chancellor at North 
Carolina. 

Eugene Pollock, '45-'47, has joined 
the theatre staff at the University of 
Southern Mississippi as assistant pro- 
fessor. He has earned degrees from 
the University of Chicago, the Pasa- 
dena Playhouse, and California State 
University. He has produced scripts 
for radio, television, the stage, and 



the screen and has appeared in six 
motion pictures. 

A. G. Aiuvalasit, '49, has been 
named personnel manager of Gulf Oil 
Company's Orange (Texas) Chemical 
Plants. He has held a number of po- 
sitions with Gulf since joining the 
firm in 1953. The Aiuvalasits have 
three children. 

William R. Crout, '49, has accepted 
an appointment as lecturer in human- 
ities at the Massachusetts Institute of 
Technology. He will become assistant 
professor of humanities next spring 
when he receives his Ph.D. in philoso- 
phy of religion from Harvard. From 
1958 to 1964 he was assistant in the 
University Church at Harvard and 
since 1962 has taught humanities to 
Harvard and Radcliffe undergradu- 
ates and served as a member of the 
Board of Freshmen Advisors of Har- 
vard College. 

William Carey College in Hatties- 
burg, Mississippi, has appointed Tal- 
mage Wayne Perrott, '49, to the posi- 
tion of associate professor of sociolo- 
gy. Mr. Perrott moves to Carey from 
Delgado Technical Institute in New 
Orleans, where he was head of the 
Social Science Department. He has 
completed course work toward a doc- 
torate in sociology at Louisiana State 
and Mississippi State. Mrs. Perrott is 
the former Hughlene Speights. The 
couple has two daughters, Brenda 
Gail, 8, and Hilda Dawn, 2. 

A feature story in the Jackson 
Daily News in June outlined the ca- 
reer of Mrs. Alice Porter Nevels, '49, 
who is executive director of the Mis- 
sissippi State Bar and who has 
worked for the Bar since 1932. She 
has also been secretary of the Board 
of Bar Admissions, business mana- 
ger of The Mississippi Lawyer, a 
practicing lawyer, and a captain in 
the Women's Army Corps. A widow, 
she has a son and two grandsons. 

1950-1959 
Edmund Johnston, Jr., '50, has been 
promoted to vice-president and trust 
officer of Deposit Guaranty Nation- 
al Bank of Jackson. He is married to 
the former Betty Anne Buchanan 
and has two daughters and a son. 

Watchboy, What of the Night? is 

the title of a book of poems by Turn- 
er Cassity, '51, published by the Wes- 
Ityan University Press. Mr. Cassity 
is chief of a department of the Emory 
University Library. His poems have 



23 



appeared in various journals, includ- 
ing Kenyon Review and Poetry. 

Raymond E. King, husband of the 
former Yvonne Mclnturff, '51, won 
the Republican primary nomination 
for state representative from the 89th 
District in Kansas and now faces the 
general election in November. Mr. 
King and his brother organized King 
Construction Company, which has 
been active in Kansas highway bridge 
construction for the past sixteen 
years. The Kings have seven chil- 
dren. They reside in Hesston, Kan- 
sas. 

The Masonite Medical Center in 
Laurel, Mississippi, has added Dr. 
John W. Moore, Jr., '53, to its surg- 
ical staff. He was in private prac- 
tice in Selma, Alabama, before mov- 
ing to Laurel. Mrs. Moore is the 
former Virginia Edge, '53. Children 
are Beth, Becky, and Bryant. 

While her husband Don is in the 
Far East Joan Wilson Holden, '54, is 
living in Montgomery, Alabama. She 
is administrator of the kindergarten 
at Gunter Air Force Base. 

A "Fellowship in Asian Religion" 
has been awarded to John Y. Fenton, 
'51-*53, by the Society for Religion 
in Higher Education. As research as- 
sociate in religious studies at The 
Pennsylvania State University, he has 
been teaching in non-Western reli- 
gions. He is on leave from Penn 
State for post-doctoral study of Vais- 
nava traditions of Hinduism at the 
University of Chicago from Septem- 
ber to April and will travel and study 
in India from May to September. The 
Fentons (Julia Gray, '58) spent some 
time in Japan and Thailand be- 
fore arriving in India. On their re- 
turn Mrs. Fenton will tour Egypt and 
Greece for five weeks while Dr. Fen- 
ton returns by way of Pakistan, 
Iraq, and Turkey. 

Edwin T. Upton, '56, returned to 
school at Syracuse University last 
year to work on his doctorate in re- 
ligious education. He received a 
three-year Religious Education Fel- 
lowship and has a Cokesbury Grad- 
uate Award for the current year. He 
plans to complete most of his class- 
room work this year, leaving the third 
year free for dissertation work. 

The University of Wyoming has 
awarded a Ph.D. degree in physical 
chemistry to Jack Michael Conner, 
'56, who began in August a twelve- 



month post-doctoral research associ- 
ateship with Professor Robin T. M. 
Eraser of the University of Kansas. 
Before entering the University of Wy- 
oming Dr. Conner performed re- 
search on blood phospholipids at the 
University of Mississippi School of 
Medicine. 

John Lowery, '57, is serving as act- 
ing principal of Denman Junior High 
School in McComb, Mississippi. He 
has taught science in McComb since 
1964, serving as backfield coach as 
well. Mrs. Lowery is the former 
Sara Willoughby. The couple has two 
sons, Gary, 11, and Mickey, 2. 

First Federal Savings and Loan As- 
sociation of Jackson has promoted 
Harry R. Blair, Jr., '57, to assistant 
vice-president in charge of the Mort- 
gage Loan Underwriting Department. 
Married to the former Marilyn Wood, 
'57, he has two daughters. 

The newly established Florida Jun- 
ior College at Jacksonville has named 
Bobby W. Tullos, '58, to its faculty. 
He has been assisting the dean of 
the Humanities Division in organiz- 
ing a Music Department. His duties 
involve a chorus, music theory cours- 
es, class piano, private voice lessons, 
and the stage band. The Tulloses 
have four children. 

A fellowship for post - residency 
training in ophthalmology at Colum- 
bia - Presbyterian Hospital in New 
York has been awarded to Dr. Rich- 
ard L. Blount, '58. Dr. Blount com- 
pleted his residency at Baylor Col- 
lege of Medicine July 1. Mrs. Blount 
is a graduate student at Union Semi- 
nary. 

Graduate degrees have been award- 
ed to John Edward Baxter, Jr., '58, 
who earned his Ph.D. at Duke; Rob- 
ert Thomas Sharp, '62, who received 
a Bachelor of Divinity degree from 
Duke; Ann Elizabeth Jenkins, '63, 
who was awarded a Master's degree 
in library science by Columbia; and 
Margaret Hlnson, '63, who received a 
Master of Social Work degree from 
Tulane University. 

Dr. J. Maxwell Miller, '59, is par- 
ticipating in excavation work of an 
ancient site in Tell Zeror, about half- 
way between Tel Aviv and Haifa, as 
a part of a Near Eastern Archaeolo- 
gical Seminar. Dr. Miller, who is as- 
sistant professor of Bible studies at 
Birmingham-Southern, is serving as 
field assistant to Dr. Immanuel Ben- 
Dor, one of the founders of the In- 



stitute for Mediterranean Studies. 

Daily News Amusements Editi. 
Frank Hains visited New York r| 
cently and reported, on his returj 
seeing the following Millsaps alumn 
Ronald Willoughby, '59, who is pr 
duction assistant for Edward Albc 
Productions; Bonnie Jean Colema 
'63, who has been promoted to a fi| 
editorship at Holt, Rinehart and Wi 
ston; her roommate, Barbara Web; 
'59; Jack Ryan, '61, now with Lool 
Jim Leverette, '62, who is studyir 
at the Hagen-Berghoff Studio; W,* 
Ham Jeanes, '59; Mrs. Gordon Hen 
ley (Claire King, '56); and Joe Hind 
'59. 

1960-1965 
Mrs. E. Gray Clarke (Ola MeI 
Hays, '60) is employed as manag 
ment analyst in the Department i 
Housing and Urban Development . 
Washington, D. C. She has complete 
all course work on her Ph.D. at Ame 
lean University. Mr. Clarke is a re;; 
estate appraiser in the metropolita 
Washington area. The couple residt 
in Arlington, Virginia. 

Having completed all of the t<\ 
quirements for the degree of Doct(( 
of Philosophy in political science i 
Vanderbilt University, Robert E. Mi 
Arthur, '60, has assumed duties £ 
assistant professor of political scienc 
at Vassar College. Called by the Vai 
derbilt department chairman "one ( 
our best graduate students," Mr. Mi 
Arthur served as Chancellor Alexai 
der Heard's research assistant durin 
the last year. 

Sam Hooper Gammill, '56-'57, ai 
nounced in July the opening of an o 
fice for the general practice of la' 
in Hattiesburg, Mississippi. The offic 
is located in the First Federal Bulk 
ing. 

The Jackson Public Schools hav 
named two alumni to administrativ 
positions this year. Joy Cockrell, '& 
has been elected assistant to the direc 
tor of personnel and pupil accoun 
ing. Miss Cockrell has taught £ 
Sykes Elementary School since 1961 
James C. Brown, '63, was named ad 
ing assistant director of testing an 
special education. He has a Master' 
degree from the University of Mis 
sissippi. Mr. Brown is married to th 
former Irma Jo Rube and has a sor 

Ella Lou Butler, '61, who has taugh 
in the Jackson public schools for th 
past few years, began work Augus 



24 



as a consultant to Harcourt, Brace 
ind World, Inc., in the School De- 
lartment. Her territory is the South- 
east, and she is residing in Decatur, 
Jeorgia. 

The University of Tennessee has 
iwarded degrees to Dr. William W. 
dcKinley, '61, who received a Mas- 
er of Science degree in orthodon- 
ics; and Austin Taylor, '62-'63, re- 
ipient of a D.D.S. degree. Dr. Mc- 
Qnley, who received his dental de- 
;ree in 1963, will enter private 
iractice in Hattiesburg, Mississippi. 
le is married to the former Linda 
;ue Jenkins, '62, and has a two-year- 
Id son. Dr. Taylor is married to the 
ormer Sara Howard. 

I James Harold Gray, '61, has joined 
he faculty of Livingston State Col- 
Ege as varsity line coach and as- 
listant professor of biology. Mr. Gray 
leceived his Master of Science de- 
cree from the University of Missis- 
lippi. He is married to the former 
Linda Lunciford and has a son. 

I Lucy Hamblin, '61, is instructor of 
nathematics at Belhaven College and 
\ member of the part-time staff at 
!,Iillsaps this year. Miss Hamblin 
aught at Wake Forest College before 
ieturning to Jackson last year as a 
unior engineer for Southern Bell 
•'elephone and Telegraph Company. 

Dr. Vance Byars, '61, who graduat- 
ed from the University of Mississippi 
»chool of IMedicine this year, is doing 
lis internship at the University Hos- 
'ital, where he will remain to do a 
hree-year residency in obstetrics and 
lynecology. Mrs. Byars is the former 
Hartha Ellen Walker, '63. 
f 

■, East Tallahatchie High School of 
Charleston, Mississippi, has added 
wo former Millsaps athletes to its 
caching staff. Charles Francis, '57- 
69, is serving as the head grid coach, 
md Clarence Brown Walker, '64, is his 
issistant. 

: A Ph.D. degree in history has 
feen awarded to Moody Simms, '62, 
>y the University of Virginia. He is 
*ow assistant professor of history at 
j'ulane University. While at Virginia 
<e was named editor-in-chief of the 
rorcoran Department of History pub- 
ication Essays in History and was 
ilected to membership in the Raven 
ociety, an honorary emphasizing 
<cademic excellence and service to 
ihe university. He is married to the 
ormer Barbara Anne Griffin. 



Eugene Coullet, '62, received his 
Master of Arts degree in theatre from 
the University of Denver in August. 
During his last two semesters he had 
an assistantship. He will finish course 
work for his Ph.D. next May. His 
wife, Karen, is also working toward 
her Ph.D. Her field is comparative 
literature. 

The Jackson Chamber of Com- 
merce has added Andre Clemandot, 
'62, to its staff as manager of the 
Communications Department. For the 
three years prior to his appointment 
he served as administrative assistant 
for the Meridian (Mississippi) Cham- 
ber of Commerce. 

Robert H. Allen, '63, a recent grad- 
uate of the University of Mississippi 
School of Medicine, has begun his 
internship at the Memorial Hospital 
of Chatham County in Savannah, 
Georgia. He is married to the for- 
mer Sandra Rube, '63. They have two 
children. 

Having taught at Auburn Universi- 
ty during the 1965-66 session, Michael 
R. Thompson, '63, has begun work to- 
ward his Ph.D. in philosophy at the 
University of Texas. He earned his 
Master's at the University of Ala- 
bama in 1965. Mrs. Thompson (Kath- 
leen Dakin, '63> is working toward 
her Master's degree in classics at 
Texas. 

James R. Allen, '63, is associated 
with J. E. Smith in the general prac- 
tice of law in Carthage, Mississippi. 
He received his law degree from the 
University of Mississippi School of 
Law in June. Mrs. Allen is the for- 
mer Ann Rodgers, '63. 

Having received his Juris Doctor 
degree from the University of Mis- 
sissippi Law School, Phil R. Dunna- 
way, '59-'62, is associated with Oscar 
B. Ladner, Attorney, in Gulfport, Mis- 
sissippi. 

A graduate fellowship for teachers 
has been awarded to Ann Harvey, '64, 
by the University of Texas. She plans 
to earn her Master's degree in re- 
medial reading at Texas, where she 
will be employed at the reading-study 
center. During the summer she es- 
tablished a reading clinic at the Uni- 
versity of Mississippi ^Medical Center 
under the auspices of the Communi- 
cation Disorders Laboratory. 

Wayne Miller, '64, is associated with 
Research Triangle Institute in Dur- 
ham, North Carolina, in chemical re- 



search aimed at finding a cure for a 
new type of malaria prevalent in 
Viet Nam. Mr. Miller resigned a 
graduate assistantship in chennistry 
at Duke to accept the position. 

Don Q. Mitchell, '64, has been 
elected president of the student body 
of the University of Mississippi Med- 
ical School. Mrs. Mitchell is the for- 
mer Mary Sue McDonnell, '63. 

In July Lowell Husband, '60-'61, be- 
gan his internship at Floyd Hospital 
in Rome, Georgia. He and Mrs. Hus- 
band (Elizabeth McGlothlin, '65) hope 
to return to Jackson next July for Dr. 
Husband's residency in psychiatry. 

Among those receiving graduate de- 
grees this year were Richard Alan 
Coleman, '65, IVIaster of Arts in biolo- 
gy. George Peabody; Ratha Doyle 
McGee, '49, Master of Arts in educa- 
tion, George Peabody; Judith Lynn 
Brook, '62, Ph.D. in botany. Uni- 
versity of Florida: and Robert A. 
Weems, '59, Juris Doctor, University 
ol ^Mississippi Law School. Mr. Mc- 
Gee will be cooperative training 
teacher at Goodletsville (Tennessee) 
High School. Dr. Brooks is employed 
by the University of Florida as a re- 
search associate in the Biochemistry 
and Isotope Laboratory of the Depart- 
ment of Agronomy. Mr. Weems, who 
is married to the former Janis Mitch- 
ell, "61, is associated with the firm 
Brunini, Everett, Grantham and Quin 
in Vicksburg, Mississippi. 

A recent graduate of Pan Ameri- 
can Airways' International Steward- 
ess College in Miami, Florida, Con- 
nie Lee Cutrer, '65, is flying the At- 
lantic as a stewardess aboard Pan 
American jetliners. She taught in the 
DeKalb County. Georgia, schools last 
year. 




m\sH AtOf^N' 




(Children listed in this column must 
be under one year of age. Please re- 
port births promptly to assure publi- 
cation.) 

Thomas Linton Ballard, III, bom 
December 28 to Mr. and Mrs. Thom- 
as L. Ballard, Jr., of Jackson. Mr. 



25 



Ballard graduated in 1958. Lisa, 31/2, 
welcomed the new arrival. 

Frederick McKinney Belk, III, born 
June 14 to Mr. and Mrs. Fred 
M. Belk, Jr., of Holly Springs, Mis- 
sissippi. Mr. Belk attended in 1955-58. 
The newcomer was welcomed by 
Tish, 5. 

Bethany Brannon Boone, born Au- 
gust 12 to Mr. and Mrs. Howard E. 
Boone, Jr. (Bethany Stockett, '58-'60), 
of Hattiesburg, Mississippi. Beth was 
welcomed by a three-year-old broth- 
er, Chris. 

Clyde Willard Bryant, III, born 
May 20 and brought into the home of 
his adopted parents, Mr. and Mrs. 
Willard Bryant (Ann Ammons, '48), 
of New Orleans, on July 2. 

Amy Michele Coates, born Septem- 
ber 6 to Mr. and Mrs. Ira Coates 
(Anna C. West, '60-'62), of Wesson, 
Mississippi. Renee, 2y2, and Lisa, 
IVa, welcomed her. 

Jennifer Leigh Graham, born July 
16 to Dr. and Mrs. Billy M. Graham, 
of Mandeville, Louisiana. She was 
welcomed by Will, 3, and Andy, 1. 
Dr. Graham graduated in 1952. 

Michael Owen King;, born March 8 
to Mr. and Mrs. Phil King (Jeanne 
Stevens), '39-'41, '43-'44 and '40-'41, 
'43-'44, of Calexico, California. He 
was welcomed by Phil, Jr., 20, Stev- 
en, 17, Bruce, 13, and Ricky, 11. 

Allyson McCauley, born June 26 to 
Mr. and Mrs. DeWayne McCauley 
(Janice Johnson, '57-'61), of Rock- 
ledge, Florida. 

Clara Arrington McDaniel, born Au- 
gust 17 to Dr. and Mrs. Max H. Mc- 
Daniel (Sandra Miller), both '57, of 
Athens, Georgia. Clara was welcomed 
by Harold, 3, and John Max, 18 
months. 

Charles H. "Chuck" Pigott, Jr., 
born July 21 to the Reverend and Mrs. 
C. H. Pigott, of Jackson. Mr. Pigott 
graduated in 1954. 

Michael Edwin Upton, born Decem- 
ber 7 to Mr. and Mrs. Edwin T. Up- 
ton, of Syracuse, New York. Mr. Up- 
ton was a member of the Class of 
1956. David, who welcomed the new 
arrival, is now 3. 

Wendell Everette Watts, born Au- 
gust 7 to the Reverend and Mrs. Ev- 
erette R. Watts of Petal, Mississippi. 
Mr. Watts graduated in 1949. Wen- 
dell was greeted by Betty Rachel, 4, 
and Elaine Marie, 2. 



In Memoriam 



This column is dedicated to the 
memory of graduates, former stu- 
dents, and friends who have passed 
away in recent months. Every effort 
has been made to compile an accur- 
ate list, but there will be unintention- 
al omissions. Your help is solicited 
in order that we may make the col- 
umn as complete as possible. Those 
whose memory we honor are as fol- 
lows: 

John Blackledge, '66, of Laurel, 
Mississippi, who was killed in an au- 
tomobile accident only a few days 
before completing his work at Mill- 
saps. His degree was awarded post- 
humously. 

Mrs. W. A. Hays (Mamie McRan- 
ey, Millsaps '40 and Whitworth '12), 
of Bogue Chitto, Mississippi, who died 
June 3, 

Philip H. King, '39-'41, '43-'44, of 
Calexico, California, who died Sep- 
tember 30. His widow is the former 
Jeanne Stevens, '40-'41, '43-'44. 

Dr. (Captain) William P. Simmons, 
'57, who died of injuries in an air 
crash in South Viet Nam on Septem- 
ber 3 while returning from a combat 
support mission. A native of Meri- 
dian, he had moved his family to Le- 
land, Mississippi. 




NOTE: Persons wishing to have births, 
marriages, or deaths reported in Major 
Notes should submit information to the 
editor as soon after the event as possible. 
Information for "Major Miscellany" should 
also be addressed to Editor, Major Notes, 
Millsaps College, Jackson, Mississippi 39210. 



Marjorie Letitia Beale, '64, to Ron- 
ald Glen Staley. Living at Cape Ken- 
nedy, Florida. 

Elsie Fay Boyd, '56, to Olis D. Eng- 
lish. Living in Jackson. 

Ladene Butts to James Ebenezer 
Strong, Jr., '62-'65. Living in Little 
Rock, Arkansas. 

Marcia Ann Cooper, '66, to John 
Milton Grayson, '66. Living in Baton 
Rouge, Louisiana. 

Rachel Gayle Davis, '66, to John 
Thomas Fowlkes, '65. Living in 
Charlottesville, Virginia. 

Katherine Flurry to John Richard 



Pratt, '64. Living at State College 
Mississippi. 

Ebbie Freeny, '65, to Lt. Darrell Ml 
Crawford. Living at Indian Harbou 
Beach, Florida. 

Elaine LeDhu Gillespie to Larr 
Thornton Tynes, '57. Living in Raleigi 
North Carolina. 

Catherine Haggerty to Rober 
Boone Kochtitzky, '46-'47. Living i 
Jackson. 

Mary Kathryn Hymers, '66, t 
Charles Coleman Frye, Jr. 

Mildred James to James Gipsoi 
Wells, '62. Living in Tallahassee 
Florida. 

Catherine Olivia Keeton to Wilfre' 
Gardner Brock, '56-'60. Living i; 
Knoxville, Tennessee. 

Peggy Lowry Knox, '65, to Philil 
Wentworth Yeates, '61-'64. Living ii 
Hattiesburg, Mississippi. 

Alice Ruth Lotto to Richard Jet 
fery Stamm, '63. Living in Jackson. 

Mable Poindexter Mullins, '65, t 
Douglas Hall Greene, '66. Living ii 
Alexandria, Virginia. 

Ruth Ezelle Pickett, '65, to Sam 
uel Grifiin Cole, III, '64. Living ii 
Jackson. 

Margaret Anne Riley, '62-'64, h 
Carl Robert Montgomery. Living ii 
Canton, Mississippi. 

Patsy Lou Rodden, '65, to Jame 
Simpson Ricks. Living in Jackson. 

Catherine Ann Rodgers, '65, t( 
James Roberts Allen, '64. Living ii 
Carthage, Mississippi. 

Bennie Lou Satterwhite, '66, to Johi 
Burton Vance. Living in Tuscaloosa 
Alabama. 

Alice Brunson Scott, '64, to Arenc 
Herbert Schutte, Jr. Living in Atlan 
ta, Georgia. 

Kaye Tayloe, Summer '65, to Doug 
las Averitt, '61-'63. Living at Pern 
broke. North Carolina, where Mr 
Averitt is teaching at Pembroke Stat( 
College. 

Marion Margaret Taylor, '62-'64, ti 
Kenneth Brooks Reid. Living in Ur 
bana, Illinois. 

Jerry Ann Walker to Charles Harrii 
Robinette, Jr., '62. Living in Jackson 

Carol Anne Walton to James Re: 
Stallings, '65. Living in London. 

Sandra Joanne Ward, '62, to Charle: 
McLain Slocumb, III. Living in Kil 
leen, Texas. 

Carmen Melanie Wells, '63, to Pa 
Sharkey Burke. Living in Jackson. 

Bettye Carr West, '62, to Dick Brad 
ford Mason, III. Living in Houston 
Texas. 

Gloria Winstead to James Ralpl 
Sowell, Jr., '62. Living in Jackson. 



26 



When Giving Can Save . 

By Barry Brindley 
Assistant to the President 



Three Basic Ways To Give 



"Perhaps I can do more for Christian higher edu- 
cation than I thought," reflects many a person who is 
considering a gift. "Taxes will malce my gift all the 
larger." 

Make the gift larger? Yes, in a way this is so. 
It's much as though Uncle Sam adds significantly to 
every charitable gift made by an individual. 

With summer behind us, vacations just pleasant 
memories, and the end of the year fast approaching, 
now is an excellent time to review a few of the more 
popular methods of making a gift to education. While 
all gifts to education should be considered in a spirit 
of philanthropy, one should always consider the tax 
implications of the proposed gift. When a gift to edu- 
cation is considered in this light, many advantages 
and benefits will appear. 

1. Outright Cash Donation 

Gifts of cash to Millsaps College are deductible 
contributions which may be considered on your Fede- 
ral Income Tax return. 

Let's say a Mr. Smith donates $1,000 to Millsaps 
during a fund-raising drive. He sends in his check pay- 
able to the college without placing any restrictions on 
its use. 

Mr. Smith can deduct the full amount of this gift 
on his income tax return as a charitable contribution, 
provided the amount of his contributions for the year 
is within the percentage-of-income limits on the con- 
tributions deducted. Generally, the limit is 30% of 
adjusted gross income. 

If we assume that Mr. Smith's highest tax rate 
is 48%, his gift will actually cost him only $520. In 
addition to the income tax saving, the gift will reduce 
Mr. Smith's estate for estate tax purposes. In this 
case the net reduction in his estate is $520. 

Another important aspect of the cash gift is that 
since 1964 gifts which exceed the 30% limitation may 
be carried forward into the next five tax years. This 
provides added incentive to make larger gifts. 

2. Gifts of Property — Securities, Real Estate, Art 
Objects, etc. 

Let's assume that Mr. Brown owns shares of stock 
that are now worth $10,000, but which years ago cost 
him only $2,000. What happens should he decide to 
give the stock to Millsaps? 

Mr. Brown can deduct the current market value 
of the stock ($10,000) on his income tax return for the 
year in which he makes the gift (within the percen- 
tage-of-income limits and with the five-year carry-over 
feature, if appropriate). 

Mr. Brown does not report any gain upon making 
the gift. 

As for the Federal estate tax, Mr. Brown reduces 
his estate by $10,000 minus the income tax he saves 
by means of the deduction. Mr. Brown pays no Federal 
gift tax. 

Here is one of the most advantageous ways to give 
for education. Should Mr. Brown have sold the stock, 
he would have had a gain of $8,000 and his capital 
gains tax could have been as much as $2,000. But he 



has no such tax to pay if he gives the stock to the 
College. 

Notice that Mr. Brown gave stock that had gone 
up in value since he acquired it. If the stock had gone 
down, it would have been better for him to sell his 
stock, take the loss (which he could deduct on his 
income tax return), and give the College the pro- 
ceeds of the sale. 

The procedure which Mr. Brown utilized could just 
as easily have been applied to a gift of real estate, or 
personal property such as art objects, paintings, etc. 
3. Deferred Gifts 

This is a very large area, covering life insurance, 
trusts, annuities, and bequests. The following illustra- 
tion shows how a significant gift can be made to Mill- 
saps and at the same time preserve one's personal 
security by retention of income. The key element in 
this plan is an irrevocable living trust. 

Assume that Mrs. Jones, a widow 60 years of age, 
wished to make a substantial gift to Millsaps, but did 
not wish to reduce her income from investments. So 
she puts some of her investments into an irrevocable 
living trust, with all income payable to herself for 
life. At her death the principal will go to Millsaps. 
Let's also assume that Mrs. Jones deposits $30,000 of 
her investments in the trust. 

The educational gift considered to occur the first 
year is approximately $18,000. (This amount was de- 
termined by consulting an Internal Revenue Service 
table which shows the remainder interest on one dol- 
lar by various ages. At age 60, the present value of 
$1 is 60e. Therefore 60c x 30,000 equals the interest 
of $18,000 for Millsaps College.) 

This $18,000 is deductible on Mrs. Jones' income 
tax return, within the 30% limitation rule, but with 
the five-year carry-over feature if needed. 

The next year and each year thereafter Mrs. Jones 
plans to place $10,000 more of her investments in the 
trust. Each year she will become entitled to a contri- 
butions deductions for doing so. For example, the sec- 
ond year her contributions deduction will be 10,000 x 
6iy2c, approximately (6iy2C being the present value 
of $1 after death of a person now aged 61), or $6,150. 

Thus, her income is not reduced, but is actually 
increased due to the reduction of income tax because 
of the contribution deduction. In addition, of course, 
she reduces her estate for Federal estate tax purposes. 

First, you must want to give . . . then you must 
plan your gift. In that way, the joy of giving can be 
yours, and your family can be made more secure. 
Naturally, however, knowledge of the ways of giving 
is essential. You are invited, therefore, to contact 
the Development Office, Millsaps College, Jackson, 
Mississippi, for additional information concerning the 
various methods by which gifts to education can be 
accomplished. 

Any gifts made to Millsaps College within the 
next three years will be applicable to the $3.75 mil- 
lion in matching funds needed to meet the Ford 
Foundation challenge. 



27 



I i-- T H rt i : V 

^ b O J :X 11^^'^ '-^ 

JACKS U N ■.-■■ ^ 



_) y 



Millsaps College 
Jackson, Miss. 39210 




The Ford Foundation Challenge: 

$3.75 million by June 30, 1969 
"Toward a Destiny of Excellence"