SESQUICENTENNIAL YEAR CALENDAR-1969-1970
]une 2
1969
gue
June 9-27
June iO-July 18
July 2l-August 8
September 2-4
Septemher 5
September 6
September 8
Septemher 9
September 19-21
October 17-18
October 19
October 21-22
November 7-9
November 9
November 14
November 19
November 27-28
Decemljer 12-14
1970
December 17
January 5
January 6
January 14-15
M«rc?i 6-8
March 13
March 23
Marcih 24
Marcfe 29
v^jiril 21-22
May 1-3
May 2
May 29
May 30
May 31
June 1
/mmc 8-26
June 29-July 17
/wZy 20-AMgMst 7
150th Commencement. Theme: "Our Past is Proloj
Summer Term
Session I
Session II
Session III
Fall Term
Workshops for Faculty and All-College Council
New students report
9:00 a.m.— Residence halls open
12:00 noon— Buffet luncheon for new students and parents
2:00 p.m.— Assemblies for new students and parents, followed by
reception in Chapel courtyard
Testing and orientation of freshmen; registration of transfers
Registration for freshmen and returning students
8:15 p.m.— Opening academic convocation
8:00 a.m.— Classes begin
First Sesquicentennial Weekend. Theme: "Man's Search for Patterns
in Education"
Homecoming
Founder's Day
Comprehensive examinations for graduating seniors
Second Sesquicentennial Weekend. Theme: "Man's Search for Patterns
in Urban Living"
"The Messiah"
Classes end
Interim Term
Classes begin
Thanksgiving Holiday
Third Sesquicentennial Weekend. Theme: "Man's Search for Patterns
in World Affairs"
Classes end
Winter Term
Registration
8:00 a.m.— Classes begin
January Meetings
Fourth Sesquicentennial Weekend. Theme: "Man and his Environ-
ment"
Classes end
Spring Term
Registration
8:00 a.m.— Classes begin
Easter Sunrise Service
Comprehensive examinations for graduating seniors
Fifth Sesquicentennial Weekend. Theme: "Man's Search for Patterns
in the Arts"
World Premiere of Oratorio, "Abraham," by Richard Yardumian
Classes end
Alumni Day
3:00 p.m.— President's Reception for graduates and their parents
Baccalaureate Sunday
151st Commencement. Theme: "Our Reach, Our Grasp"
Summer Term
Session I
Session II
Session III
Igiffl ®if iarp
MARYVILLE, TENNESSEE 37801 • 615/982-6412
Annual Catalog Issue
Announcements for 1969-1970
The College reserves the right to make necessary changes without further notice
VOLUME LXVIII
SEPTEMBER, 1969
NUMBER 4
Published in May, June, August, October, November, December, January, February, March and April
by Maryville College. Entered May 24, 1904, at Maryville, Tennessee, as second-class matter. Acceptance
for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized
February 10, 1919.
y
CONTENTS
3ryville Goffege Past and l?r«se
ll Ttre Academic Program
1^ Courses of Instruction
46 Community Life
52 Reqwrements for Admis
/55 Fees and Financial Aid
Directories
,. 82 Index
83 Calendar
^^&^J-
,,^;;-;;>^^Xia.-^W.M-i-Y.i.-;-^i<ti^/i:,.--...^^u^-.^.
MARYVILLE
COLLEGE:
PAST
AND
PRESENT
MARYVILLE COLLEGE: PAST AND PRESENT
As one of the fifty oldest colleges in the United States, Maryville shares a strong
pioneer heritage. Like many other colleges founded when the country was young,
it grew out of a faith in the power of God and education to insure a society in
which man could live in freedom and dignity. The story of Maryville College is
the story of the remarkable achievement possible when the chief endowment of
an institution consists not of material resources, but of human lives.
The First Phase
In 1811 the Reverend Dr. Isaac Anderson, a native Virginian of Scotch-Irish
stock, came to the frontier town of Maryville, Tennessee, as pastor of the
New Providence Presbyterian Church and teacher in a small academy \^'here a
few students studied general literature and theology. In the course of the circuit
riding through which he hoped to broaden his ministry, he became discouraged
over the destitution that he found everywhere and the lack of education to over-
come it. When his efforts to import ministers and educators failed, he resolved to
meet the needs by recruiting potential leaders from among the Appalachian settlers
and training them in the area. Consequently, under his leadership the Presbyterian
Synod of Tennessee, on October 19, 1819, adopted a plan for the establishment of
the Southern and Western Theological Seminary, which in 1842 was to be renamed
Maryville College.
During Dr. Anderson's presidency, from 1819 until his death in 1857, the
basic character of the institution was formed. Himself a thorough scholar, he set
high standards of scholarship. Himself an indefatigable worker imbued with zeal
for service, he inspired similar industry and zeal in others. His aim was to produce
leaders in whom soul, mind, and body were developed in unity and harmony.
The school was from the beginning open to students of all races, religions,
and social backgrounds. In the early student body were several Indians and a freed
slave. Maryville continued to educate Negroes until thev were barred by a state
law in 1901, and it reopened its doors to them immediately following the 1954
Supreme Court decision. Although most of the first students were from the South,
three young men walked all the way from New Hampshire, and others came from
Pennsylvania. The numbers from other sections were to increase steadily in the
years ahead.
Disruption by the Civil War
In 1857 Dr. Anderson was succeeded as president by the Reverend John J. Robinson,
under whose leadership the enrollment increased from sixty to over one hundred.
The College seemed on its way to rapid growth. But with the outbreak of the
Civil War, it closed for five years, the War dividing the Maryville students and
faculty as it had the remainder of the country. Some left to fight with the North;
others with the South. Many of the students were killed or died in army hospitals.
Had any returned five years later, they would have found the buildings destroyed
and the faculty scattered.
In 1866, however, largely through the efforts of Professor Thomas Jefferson
Lamar, a loyal alumnus, the College reopened. On September 5, 1866, Professor
Lamar, described as "acting-president, acting-faculty, and acting-janitor," rang the
College bell. Thirteen young men responded.
Post War Growth
Dr. P. Mason Bardett was called in 1868 to be the third president. Friends of the
College raised money for a new site, and the next year Anderson Hall provided the
most spacious quarters the College had known. Within two years two new dormi-
tories, Baldwin Hall and Memorial Hall, stood on either side of Anderson.
Growth from that time was rapid. In 1866 there were 13 students; in ten
years there were 150; and in twenty years, almost 300. Course offerings became
more varied, as did methods of presentation. A chair of English Language and
Literature was established in 1884 and a chair of the Natural Sciences in 1887.
Maryville became one of the first colleges in the South to admit women students.
Dr. Samuel Ward Boardman served as president from 1889 until 1901, when Dr.
Samuel Tyndale Wilson became the fifth president.
Into the Twentieth Century
During the twenty-nine years of Dr. Wilson's presidency came the greatest progress
yet achieved. By 1930 enrollment had doubled, as had the number of buildings;
financial assets were increased from $250,000 to $2,500,000; and the raising and
stabilizing of scholastic standards went steadily forward. The number of courses was
increased and a greater amount of specialization provided for. The closing of the
preparatory department in 1925, because of the growth of public schools, made
possible full concentration on the development of the College.
With the inauguration in 1930 of Dr. Ralph W. Lloyd as sixth president,
the strength and influence of the College continued to grow. The permanent assets
increased to over $7,000,000. Curriculum changes included the introduction of
independent study and comprehensive examinations. Dr. Lloyd inaugurated a long-
range development program which has been continued and augmented under the
leadership of the seventh president, Dr. Joseph J. Copeland.
Maryville Today
In recent years the College has been able to increase its service to the community
and to a larger number of students. The initial phase of the development program
culminates in the sesquicentennial celebration in 1969-70. Already assets have
increased to $13,500,000 as the College expands its physical facilities to meet the
growing need. Extensive curriculum revision in 1967 represented a continuation of
the long tradition of adapting the curriculum to keep pace with the times.
The present staff is composed of approximately 80 faculty members and
administrative officers. The 790 students enrolled in 1968-69 represented 39 states
and 10 foreign counti^ies. Today Maryville College, with a background of 150 years
marked by crises— even the threat of annihilation— but also by resilience under in-
spired leadership, confidendy works to keep faith with its founders by serving the
needs of the present and anticipating the needs of the future.
Purpose and Objectives
Aware that twentieth century man is threatened by forces leading to the alienation
of persons and the fragmentation of life, Maryville College seeks to be a com-
munity built upon a single commitment and dedicated to a single purpose. The
commitment is to the Christian faith. The purpose is the pursuit of truth in
concept and in life. The College recognizes no necessary dichotomy between the
intellectual and the religious or between knowledge and values. Man's creation of
order out of chaos, his weaving of the fragments of his experience into a meaningful
pattern, must call into play reason, experience, and faith— both empiricism and
revelation. Although the pursuit of knowing and doing the truth is a single pursuit,
the paths leading to it are numerous. An education that truly liberates involves full
and free exploration.
All learning begins with assumptions. It is only when they are made clear
that one can ask the intelligent questions that lead to discovery. At Maryville
College the basic assumptions are that God is the ultimate source of truth, that His
highest revelation is through Christ, and that the relationship to God of love and
obedience through Jesus Christ is the basis of true life.
Once the student has the security of knowing what the assumptions are, he
is free to ask questions, to doubt, and to evaluate as he searches for his own answers
and attempts to establish his own identity and his own assumptions. He is led by a
faculty dedicated to the pursuit of knowing and doing the truth, sensitive to the
Christian commitment, and concerned primarily with teaching. He is aided by a
curriculum that provides a common core to insure breadth, perspective, and the
discovery of interrelationships, an opportunity for specialization in one discipline
to lay the foundation for a vocation or graduate school, and a direction toward
independent study that will prepare him to continue his education throughout life.
The curriculum is designed to equip him to think and act with independence,
imagination, and sound critical judgment, and to communicate effectively.
In the conviction that the most stimulating environment for learning is a
vital community, Maryville seeks to establish a community in which students and
faculty, of varying backgrounds, abilities, talents, and interests, can unite in a com-
mon purpose and freely discuss their differences, recognizing that when differences
and tensions no longer exist, man ceases to grow. It seeks to establish a community
in which all activities— intellectual, religious, social, cultural, physical— are coordi-
nated so as to prevent distracting fragmentation. It seeks to establish a community
in which each member may grow in integrity, ever striving to understand and make
a unified pattern of his experiences, but learning to contemplate, with reverence,
the mysteries of the universe. The total college experience is designed to prepare
the student for effective participation and leadership in the larger community of
mankind.
Although the ideal set forth here may be beyond man's grasp, the Mary-
ville students and faculty are united in the belief that they can do no less than work
toward it, making the pursuit of truth a dynamic process involving continued re-
definition of goals, reorganization of curriculum and community life, and reevalua-
tion of teaching and learning methods.
Accreditation
Maryville College is officially accredited by the national, regional, and state ac-
crediting bodies. It is a member of the Southern Association of Colleges and Schools,
the official accrediting body for the South; is a liberal arts college member of the
National Association of Schools of Music; and is approved by the State of Ten-
nessee Department of Education, and other principal educational associations and
institutions.
The College is an institutional member of the National Commission on
Accrediting, the American Council on Education, the Association of American Col-
leges, the American Association of Colleges for Teacher Education, the American
Association of University Women, the National Collegiate Athletic Association, the
Presbyterian College Union, the Tennessee College Association, and related groups.
Cliurcli Relationsliip
Maryville College is connected organically with the United Presbyterian Church in
the United States of America, and its directors are elected by the Synod of Mid-
South of this Church. All major denominations are represented in the faculty and
student body.
Students and faculty are encouraged to participate in the programs of the
local churches and the Vesper services which are conducted in the College Chapel
every Sundav evening.
Tlie Location
The College is in Maryville, Tennessee, 16 miles from Knoxville, near one of the
two main Tennessee entrances to the Great Smoky Mountains National Park. The
surrounding communities, the City of Maryville and its twin City of Alcoa, site
of large aluminum plants, have a population of more than 30,000.
The campus is easily accessible by bus or plane. Buses run frequently be-
^A DETROIT 7^^^
10 ^
TENN.
tween Knoxville and Maryville and from Chattanooga and Atlanta through Mary-
ville at scheduled times. The American, Delta, Piedmont, Southern, and United
Airlines have daily planes to the Knoxville Municipal Airport, which is only four
miles from the Maryville campus.
The Campus
The Maryville College campus of 375 acres, at an elevation of 1,000 feet, is one
of unusual natural beauty. About one-third of this area constitutes the central
campus on which the 24 buildings and the athletic fields are located. The remainder
is fields and a woodland containing a picnic area and a naturally formed amphi-
theatre.
Major buildings include Anderson Hall, oldest of the present College build-
ings dating from 1869. On the first floor are the College offices, and on the second
and third floors the classrooms and offices of the Departments of English, Foreign
Languages, and Philosophy and Religion. Fayenveather Hall, built in 1898 to house
the Science and Mathematics Department, now contains the campus center and the
offices of student organizations and publications. Thaw Hall, built in 1920-1921,
houses the library on the lower levels and on the upper the Departments of History,
the Social Sciences, and Education.
The Fine Arts Center, built in 1950, is of striking contemporary design. It
contains a music hall, classrooms, studios, practice rooms, painting and sculpture
studios, an art gallery, a library, offices and a lounge. The Samuel Tyndale Wilson
Cha-pel, dedicated in 1954, is also of contemporary design. The complex contains
a 1200-seat chapel auditorium, a smaller chapel, a completely equipped theatre
seating 450, classrooms, rehearsal rooms, and offices.
Residence halls include the Margaret Bell Lloyd Residence for Women, built
in 1959 and named in honor of the wife of President Emeritus Ralph W. Lloyd.
It has rooms for 96 women on the second and third floors. Pearsons Hall, with the
College Dining Room on the first floor, has rooms for 128 women on the three upper
floors. Carnegie Hall, a men's residence, houses 188 students; and McLain Memorial
Hall, another men's residence, houses 72 students. The Davis Residence for Women,
built in 1966 and named in honor of Dr. and Mrs. E. W. Davis, has rooms for 120
women. Dr. Davis was a former member of the faculty.
Two other new residences, one for women and one for men, were also
completed in 1966 with rooms for an additional 120 women and 126 men. Built to
the same plans and specifications as the Davis Residence for Women, they contain
units for a counseling program called Small-Group Living, a new concept in residence
design.
The newest building on the campus is the Sjitton Science Center. The
architects, in consultation with the science faculty and special advisers, have
utilized a modular concept in designing the building in order to provide for maxi-
mum flexibility and adaptability to new teaching and laboratory methods. It houses
the Biology, Chemistry, Mathematics, Physics, and Psychology departments.
Scheduled to open in September, 1970, a new Health and Physical Education
Building is now under construction.
Anderson Hall
Carnegie Hall
Anderson Annex
Memorial Hall
Health and Physical Education
Building (under construction)
Alumni Gymnasium
Bartlett Hall
Swimming pool
9. Intramural Gymnasium
10. Fayerweather Hall
11. Student Center
12. Thaw Hall
13. Bookstore
14. Willard House
15. Margaret Lloyd Residence
for Women
16. Pearsons Hall
17. Infirmary
18. Fine Arts Center
19. Chapel
20. Theatre
21. Women's Residence No. 1
22. Davis Residence for Women
23. Men's Residence No. 3
24. Sutton Science Center
25. Greenhouse
The Library
Lamar Memorial Library, one of the largest college libraries in Tennessee, holds a
central place on the campus both geographically and academically. Remodeled and
enlarged in 1%6, its open stacks make 86,000 books easily accessible for course
assignments, reference, research, and recreational reading. Added resources include
files of oyer 700 periodicals and 15 daily newspapers, some on microfilm, microfiche
and microcard; also valuable pamphlet and picture collections.
Located in Thaw Hall, the Library occupies three levels, including the
Mary\'ille College Museum and the Elizabeth Gowdy Baker Art Collection. Each
year about $29,000 is expended to acquire new library material, with special emphasis
on the changing curriculum and encouragement of independent studies. Grants
from both the Ford and Kellogg foundations as well as the Federal government have
substantially augmented Library funds in recent years.
The Library is much more than a storehouse of knowledge. A competent
staff provides students with personal guidance in utilizing the library resources,
securing inter-library loan service, and stimulating broader interests through displays.
Diversified study space is available in two reading rooms, five stack areas, attractive
browsing alcoves, study carrels, and conference rooms. A copy-machine, microfilm,
microfiche and microcard readers are provided for student use. Above all, the Library
provides an open door to the wisdom of the past and the challenge of the present as
preparation for the future.
Alumni Association
The Mary^'ille College Alumni Association, formed in 1871, has over 6,000 living
members, many in important positions in the arts and sciences, the professions,
business and government. The Association holds an annual meeting during Com-
mencement Week, when a dinner is given and awards are presented to distinguished
alumni. The Association is also active during the Homecoming festivities in the fall.
College Publications
The official publication of the College is the MaryviUe CoUege BiiUetiu, issued nine
times a year to those who apply for it. One issue of the BttUetin is the Annual
Catalog. The Stttdent Handbook, issued annually, provides general information
about the College and the student organizations. It is a guide to assist new students
in adjusting themselves to their environment. A supplement to the Handbook is
Ones for Coeds, a handbook for women students.
College Station Post Office
A branch of the United States Post Office at Maryville is located on the campus.
All the usual post office conveniences are available, and mail is delivered to indi-
vidual student boxes in the post office. Student mail should be addressed to the
College Station, Maryville, Tennessee 37801, adding the post office box number
of the student.
10
Nv*.., ■■
1
THE
ACADEMIC
PROGRAM
\U:
THE MARYVILLE COLLEGE ACADEMIC PROGRAM
A new calendar and curriculum for Maryville College became effective in Septem-
ber, 1967. The calendar divides the school year into 3 ten-week terms and a four-
week interim term. The addition of a ten-week summer term facilitates acceleration
for those who want to complete the requirements for graduation in less than four
years. The scheduling of vacations between terms helps to insure periods of un-
broken concentration.
Fall Term
Interim
c
o
•a
a
>
Winter Term
§
>
Spring Term
c
o
a
u
M
>
Summer Term
3 Courses
1
Course
3 Courses
3 Courses
3 Courses
10 Weeks
4 Wks.
10 Weeks
10 Weeks
10 Weeks
The student will normally take three courses during the ten-week terms and
one during the interim. Although during the academic year he will take the same
number of courses that he would take under more conventional systems, the short-
ening of terms with the corresponding reduction of number of courses per term
allows for greater concentration during a period generally considered to be optimum.
The four-week interim term, designed to stimulate interest and initiative by intro-
ducing a change of pace and method, frees the student from normal class schedules
so that he may explore one subject in depth.
12
The Core Curriculum
The innovations in curriculum have been made to take into account the latest de-
velopments in education. In the conviction that a liberal education is, in the final
analysis, the most practical education, the College continues to offer a core with a
broad base in the humanities, the natural sciences, and the social sciences. A recog-
nition of the demands of the future, however, has led to these new emphases: (1)
interdisciplinary and coordinated multidisciplinary approaches to make clearer the
interrelationships among the various fields of learning; (2) a stronger focus on non-
Western studies and on social and political issues to encourage more informed
participation in world affairs; (3) the introduction of a philosophy course in the
freshman year to stimulate from the beginning of the college career a greater con-
cern with values; and (4) more opportunities for independent study in order to
place on the student a gradually increasing responsibility for his own education.
The core of the curriculum includes the following courses and requirements;
EngZis^— Courses 101-102, to be taken concurrently with History 101-102.
Fine Arts— Interdisciplinary Course 201.
Foreign LflngMoge— Demonstration of competency equal to that achieved at the end of
four terms of college language study. The requirement may be met in one of three
ways: (1) passing a proficiency examination; (2) completing satisfactorily courses 201-
202 in a language begun in high school; (3) completing satisfactorily four terms of a
language begun in college.
The student will not receive course credit upon passing a proficiency examination, but
he will have the advantage of additional electives. No credit will be given for courses
101-102 unless followed by courses 201-202, except that a student who has completed
the core requirement in foreign language with an average of at least C may receive
credit for the satisfactory completion (C or better) of one year of a second language.
In choosing a foreign language the student should consult the language requirements
of the various majors described under Courses of Instruction.
Health and Physical Education— Two periods of activity per week during six terms of
the freshman and sophomore years.
History— Courses 101-102, to be taken concurrendy with English 101-102.
Natural Science— Interdisciplinary Courses 101-102.
Non-Western Stwdies— Interdisciplinary Course 301.
Philosophy-Religion— Philosophy 101, Religion 201, and one other course in philosophy
or religion.
Social Science Seminar— Two terms to be chosen from Interdisciplinary Courses 401,
402, 403.
13
Areas of Specialization
At the end of his freshman year the student will choose an area of concentration
from the disciplines in which major sequences are offered:
Art
Biology
Chemistry
Economics
English
Elementary Education
FoREiGN Languages
History
Mathematics
Medical Technology
Music
Physics
PolStical Science
Psychology
Religion
Sociology
The major consists of a sequence of a minimum of ten courses and a maxi-
mum of twelve in the subject selected, including two courses in Independent Study
in that area, with the addition of such related courses as may be prescribed. Minor
sequences as such are not recognized, but each major sequence is accompanied by
a group of prescribed related courses designed to broaden the student's preparation
in subjects allied to his special interest. No course with a grade of D may be
counted in the major sequence.
In selecting a major the student is free to confer with his freshman adviser
and various persons qualified to give him counsel. When he has made his choice
he must consult the designated adviser, usually the chairman of the department,
in the discipline of his choice. Details of the requirements for each major are
found under Cotirses of Instruction at the head of the course offerings in each
discipline in which a major is offered.
Requirements for Graduation
The College confers the degree of Bachelor of Arts when the student has fulfilled
the following requirements: (1) completion of at least forty-three courses, includ-
ing core courses, four interim courses, three units of "Community Issues and
Values," and major requirements, with an average grade of at least C for all courses
undertaken; and (2) satisfactory performance on a comprehensive examination
over the major in the senior year.
Degrees are formally conferred at the annual Commencement in June, al-
though requirements may be completed at other times during the year. The last
two terms of course work must be taken in residence.
14
Planning a Schedule of Courses
The student ordinarily plans his entire year's work and registers only once during
the year, with the privilege of making changes, including the addition or dropping
of any class, lesson, or scheduled activity, at the beginning of each term. Registra-
tion for all classes and for private lessons is conducted by the Registrar's Office, and
all changes must be approved there. Students who register after the designated date
pay a late registration fee.
Classes are scheduled in seventy-minute periods five days a week, Monday
through Friday. The number of class periods scheduled for each course will vary
according to the requirements of the course as determined by the individual depart-
ments, but scheduled classes and the outside work for each course will occupy
approximately one-third of the student's class and studv time. The "Community
Issues and Values" course meets one period a week.
The following plan for the four years shows the way in which the core
requirements, the major requirements, and the electives fit into a typical program.
Variations are, of course, possible and occasionally desirable for certain majors. The
student will use the electives in the freshman and sophomore years to fulfill the
language requirement; to explore areas in which he may wish to specialize; or, if
he has already chosen a major, to fulfill requirements for prerequisites and related
courses. He will need to consult his freshman adviser and later his major adviser
as to the best use of the electives.
Freshman Year
Fall Term: Philosophy 101, InterdisdpHnary Course 101 (Science), Elective, Physical
Education
Interim Term: Freshman Course (continuation of emphasis on library orientation, research
method, and composition begun during the fall term)
Winter Term: EngHsh 101, History' 101, Elective, Physical Education-^
Spring Term: English 102, History 102, Interdisciplinary Course 102 (Science), Physical
Education
Sophomore Year
Fall Term: Interdisciphnary Course 201 (Fine Arts), 2 Electives, Physical Education
Interim Term: Sophomore Course
Winter Term: Religion 201, 2 Electives, Physical Education
Spring Term: 3 Electives, Physical Education
Junior Year
Fall Term: Interdisciplinary Course 301 (Non-Western Studies), 2 Major Courses
Interim Term: Junior Course
Winter Term: 2 Major Courses, Elective
Spring Term: Major Course, Philosophy or Religion, Independent Study
Senior Year
Fall Term: Independent Study, Major Course, Interdisciplinary Course 401 (Social
Science Seminar)*
Interim Term: Senior Course (in the major field)
Winter Term: Interdisciplinary Course 402 (Social Science Seminar),* Major Course,
Elective .
Spring Term: Major Course, 2 Electives
•This course will be offered all three terms, but the student will choose only two. Those planning to
teach will use the off term for scheduling a block of time for student teaching. Others will have an
elective.
15
Community Issues and Values
Initiated in the fall of 1968, the Community Issues and Values series involves the
entire student body and faculty. Programs are scheduled once per week for a full
period (usually on Wednesday, but occasionally on other days as the schedules of
invited speakers may make necessary). Some of the programs will involve outstanding
persons from the national or international scene; others will be conducted by Mary-
ville College students or faculty. The objective is to bring before the entire college
community the crucial issues of the day in religion, politics, economics, social rela-
tions, and personal living, and the kinds of \'alues with which those issues may be
dealt. Onlv with such immediate confrontation \\ ith issues and values can responsible
discussion and action take place.
Course credit is granted for participation in the Community Issues and
Values programs on the basis of one unit for each thirtv periods of attendance.
Three units are required for graduation.
Interim Courses
During the four-week interim term students have the opportunity to participate in
courses both on and off campus, involving lecture sessions and independent work
in the library or laboratory. Faculty members \\'ho will be directing interim courses
make available descriptions of their particular course, and students are assigned to
courses of their choosing in groups of approximately twenty.
Freshmen participate in on-campus courses which include a continuation
of the emphasis upon library usage, research methods, and composition begun dur-
ing the fall term. Sophomores and juniors choose from the list of courses offered
for upperclassmen; at least one of the courses chosen must be in a field outside
his major. Seniors undertake courses in their major disciplines, which may be indi-
vidualized reading programs, seminars with other seniors in that discipline, inde-
pendent research in the library or laboratory, or whatever the student and his adviser
consider most profitable.
Independent Study
Each student carries, under the supervision of a faculty member in the major
discipline, a program of Independent Study which is the equivalent of one course
for each of two terms. Ordinarily he begins the study in the spring term of the
junior year and completes it in the fall term of the senior year. Adjustments in
scheduling are permitted, however, for the student who does not have a sufficient
background of work in his major to begin the study in the spring term or for one
who needs to free the fall term for student teaching. No student will be allowed
to begin the Independent Study until he has successfully completed 24 courses.
In a few majors the study is normally specified for the senior year, but if the student
is to be graduated in June, he should plan to complete the study by the end of the
winter term of his senior year.
The work may take the form of a coordinated program of reading, or it
may represent investigation or experimentation. The primary aim is to give students
the threefold values of (1) the freedom for individual study, (2) the direct bene-
fit of personal faculty guidance, and (3) the practical discipline of the processes
16
and usages of scholarly method and a more intimate and extensive acquaintance
with research materials.
The study is reported in a written paper or thesis which conforms to the
format and style determined bv the Independent Study Committee. When the
final report has been approved bv the department supervisor, the Independent Study
Editor, and the Chairman of the Independent Study Committee, it receives a final
grade of S, or Satisfactory.
The reports are uniformly bound and are kept in the library for three years.
At the end of that time, if the major department considers the study of sufficient
value, it becomes a permanent part of the librarv collection. Otherwise the study
may be claimed bv its author, or, if he is willing, it may be filed by the major
department.
English Proficiency Examination
One of the marks of an educated person is his ability to communicate effectively in
A-.riting. A great deal of time and effort are devoted in the Maryville curriculum to
helping students develop proficiencv in the use of written English. Special laboratory
opportunities are available to those who need to correct deficiencies.
A proficiency test in English is given to all juniors each year during the fall
term. Each student is asked to write a 500-word essay on a topic chosen from a
oroup of topics of current interest. The paper is read by two or more members of
the English staff, who consider its organization and structure, its grammatical correct-
ness, and its over-all literarv quality. Those whose writing is not satisfactory will be
required to do further work in the English Laboratory until they have attained an
acceptable level of competence.
Comprehensive Examinations
In the final term of the senior year, each student must pass a comprehensive exami-
nation as one of the requirements for the degree. The examination deals with
subject matter of the student's major field and may include the prescribed related
subjects. The Advanced Test of the Graduate Record Examination is required as
part of the comprehensive examination in major fields for which the tests are
available. The purpose of the comprehensive examination is to encourage the
student to develop retentiveness and to integrate the subject matter of his field.
A quality-point equivalent is established for each grade level on this exami-
nation, and the student's performance on it becomes a part of his total record. A
grade of C carries no quality points; B, 2; A, 4. A grade of D calls for a deduction
of 2 quality points; a grade of F, for a re-examination at one of the regular times
for the comprehensive examinations. A student will be allowed no more than two
re-examinations, and to be graduated he must attain a passing grade within two
years of his first failure. Re-examination is permitted only in case of failure.
The quality average of the student's course grades and his comprehensive
examination must be C (standing of 2.0) or better on all work undertaken. This
standing is computed by dividing the sum of quality points received on the compre-
hensive examination and all courses, by the total number of courses undertaken.
17
Pre-Professional Preparation
The student who plans to prepare for admission to a professional school should
select his major with this in view. It is advisable that he decide as early as possible
on the particular institution he expects to enter so that he can plan his pre-
professional curriculum in that direction. The following comments mav be helpful
to those who are looking forward to specialization in these areas:
Engineering— The student who desires a broad foundation for the study of
engineering may well invest two or more years at a liberal arts college. The
recommended curriculum is the mathematics or physics major.
Lmi'— Political science is the usual major, but other majors are acceptable.
Electives in speech are advised. Maryville is one of a small number of colleges
designated to receive each year a full tuition scholarship from the University of
Chicago Lav^' School, awarded to a student nominated by the College faculty. Simi-
lar scholarship arrangements are in effect \\ith the law schools of Tulane University,
Vanderbilt University, and the University of Tennessee.
Library Science— A liberal arts background is especially important to those
who plan graduate \\'ork in library science. The choice of the major field can be
determined by the student's interests. He should be aware of new opportunities
in specialized library work in such areas as law, medicine, music, and the sciences.
Freshmen who are thinking of library science as a profession would find it helpful
to talk with members of the College library staff.
Medicine and Related Professions— Maryville College holds an excellent record
in the preparation of students for medical schools. In the study of the U. S. Public
Health Service entided "Baccalaureate Origins of 1950-1959 Medical Graduates" the
College is shown to place in the top 25 per cent of all colleges nationally in the
actual number of male graduates receiving the M.D. degree in the period, with a
male M.D. index of 4.3 per cent of the male enrollment. Students planning to
study medicine, dentistry, or veterinary medicine usually follow a pre-medical curricu-
lum in either the biology or the chemistry major. Those who plan to enter vocations
related to medicine, such as pharmacy and nursing, should likewise follow the
pre-medical curriculum. Those who plan to enter medical technology will find the
program outlined under Courses of Instruction.
The Ministry and Christian Education— The student who plans to continue
his education in a theological seminary in preparation for the ministry or for Chris-
tian education may follow any one of several fields of concentration. Favored
majors are English, history, psychology, religion, and sociology, with strong elective
work in philosophy. The pre-ministerial student is advised to fulfill the core
language requirement with French or German and to take Greek as a second lan-
guage. Before selecting his major, a student planning to enter the ministry or
professional Christian education may profit from a conference with the College Chap-
lain or with the Chairman of the Department of Philosophy and Religion.
Teac^ixMg— Those who plan careers in public school teaching should consult
the Education section under Courses of Instruction. Those interested in college
teaching will find it helpful to discuss their plans with their major advisers and other
members of the faculty.
18
Off-Campus Programs
The programs listed below will be of interest to students who wish to supplement
and broaden their undergraduate background with off -campus study:
JUNIOR YEAR ABROAD
An increasing number of Maryville students are taking advantage of opportunities
for study abroad during the junior year. The College cooperates in the planning of
these programs and in arranging credit for the year of study off campus. Those
interested should consult the Academic Dean earlv in the sophomore year for
information about available programs.
MACCI PROGRAMS
Maryville is one of twelve colleges which make up the Mid-Appalachia College
Council, Incorporated, a consortium of regionally-affiliated liberal arts colleges. The
Council sponsors a number of programs open to students of all twelve colleges.
The Mid-Appalachia Field Biology Teaching and Research Center on Norris Lake
in Campbell County, Tennessee, which opened in the summer of 1967, offers
work in field biology each summer. Honors seminars in biology, chemistry, and
physics are offered at the Oak Ridge Institute of Nuclear Studies each winter. All
MACCI programs will be publicized as thev become available.
THE WASHINGTON SEMESTER
Maryville College is a participating institution in the Washington Semester Program
of The American University in Washington, D. C. Students arc selected to spend
a semester in the nation's capital for a study of American national government in
action. The study is carried out through a seminar, an individual research project,
and regular courses at The American University.
The program is open to juniors and seniors, regardless of their major field
of study, who have had a course in American government and have achieved a grade
average of at least 2.5. Sophomores are admitted to the program in exceptional cases.
Graduate Study
Each year many graduates of Maryville College continue their education in graduate
schools in courses leading to the master's and doctor's degrees. In a study by the
National Academy of Sciences and the National Research Council, "Doctorate Pro-
duction in United States Universities, 1920-1962," published in 1963, Maryville
College was ranked in the top 17 per cent of colleges and universities in the actual
number of graduates earning doctorates. This record is the more striking when it is
noted that most of the institutions in the top group have enrollments many times
that of Maryville College.
Maryville seniors have been notably successful in winning scholarships and
fellowships to graduate schools, as indicated by the record of winners in the Woodrow
Wilson National Fellowship competition and the number each year who receive
fellowships awarded by individual universities.
As soon as the student becomes interested in attending graduate school, he
should consult his major adviser about the opportunities available and plan his
course accordingly. He should keep in mind that nearly all universities require a
19
reading knowledge of French or German for the master's degree and of both French
and German for the doctorate. By the end of his junior year he should have selected
the university, or at least the type of university, he wishes to attend, so that he
can plan his senior year's work in a way that will best prepare him to meet its
requirements.
Each year a number of seniors take various tests of the national Graduate
Record Examination as a part of the Comprehensive Examination. The College also
makes arrangements for those interested to take the Medical College Admission Test,
the Law School Admission Test, and the National Teacher Examination.
Grades and Standing
Grades and quality points arc recorded as follows: A, Excellent, 4 quality points
per course, indicates distinctive creati\'e ability and superior achievement; B, Good,
3 quality points per course, indicates high quality of achievement; C, Satisfactory, 2
quality points per course, indicates achievement of the basic requirements of the
course; D, Passing, 1 quality point per course, indicates achievement somewhat below
the average but of qualitv sufficient to allow credit; F, Failed, indicates achievement
below that required for credit. WF indicates that the student was allowed to with-
draw from the course with failing grade or without valid reason; the grade counts
as F in computing the grade average. WP indicates that the student was allowed to
withdraw from the course in good standing. I indicates that the course is incomplete
for reasons beyond the student's control; the grade becomes F if the work is not
completed within one term.
Grades of S, Satisfactory, and U, Unsatisfactory, are used for Independent
Study courses, for Interim courses, and in cases where an elective course outside the
major and related and core requirements is permitted to be taken under this condition.
The student has the privilege of taking one course each year on this basis. The grade
of S represents achievement at least of the basic requirements of the course and
is equivalent in quality to a grade of C or higher. The grade of U does not
carry credit. In activities for which course credit is not given, grades of S and U are
used.
Academic standing is computed bv dividing the total number of quality points
by the number of courses on which the quality points were earned, including all
such courses attempted. A standing of 2.0 (average of C) is required for "good
standing" and for graduation. A student with a cumulative standing below C is
on "academic probation." Such a student is subject to whatever limitation of courses
and activities may be prescribed by the Committee on Standing. If at any time this
Committee determines that such a student is not making satisfactory progress toward
graduation, it has the authority to suspend him for a minimum of one term or until
such time as it becomes convinced that he is ready to continue his work profitably.
A freshman must pass at least two courses by the end of the interim term,
at least four courses by the end of the winter term, and at least seven courses by
the end of the spring term, to be eligible for reenrollment the following term. After
the first year a student must pass at least two courses each ten-week term to be
eligible for reenrollment the following term.
20
Required and Permitted Loads
The normal student load is three courses each in the fall, winter, and spring terms
and one course in the interim term. The minimum full-time load is two courses
in each ten-week term. Occasionally a student of ability and scholarship may be
permitted to carry a fourth course.
In addition to the regular courses, freshmen and sophomores take physical
education in the fall, winter and spring terms. Other activities, such as athletics,
forensics, musical organizations, theatre, and the like, are permitted as long as the
student's academic standing is not affected; but students on academic probation
should carry no more than one, and others are normally well advised to limit them-
selves to two such activities.
Attendance
Regular attendance at classes and the Community Issues and Values programs is
essential to the most effective realization of the purpose and objectives of the college.
Each student is expected to make his personal contribution to the intellectual,
religious, and social experiences of the college community through participation in
these important elements of group learning.
Each student is responsible to the faculty member concerned for his class
attendance and participation. Specific requirements for each course will be de-
termined by the instructor and announced to the class at its first meeting each term.
Attendance will be recorded at Community Issues and Values meetings, and
credit will be assigned on the basis of attendance.
Dean's List
Soon after the end of each ten-week term, the Dean's Office publishes the Dean's
List. It contains the names of the students who in that term achieved a standing of
3.25 or above in all work undertaken.
Freslrnian-Sophomore Honors Program
Students of superior ability and excellent overall scholarship may carry an inde-
pendent study in courses of freshman and sophomore level in the spring term of the
freshman year and in any or all terms of the sophomore year. To be eligible for
freshman or sophomore honors work the student must have a standing of at least
3.0 on all college work taken up to the time of entering an honors course.
The honors work consists of independent study considerably beyond the usual
materials and requirements of the course to which it is applied. It may take the
form of reading, or writing, or experimentation, or any combination of these, as
specified by the teacher, within the honors requirement set up by the department
to which the course belongs.
Upon satisfactory completion of the honors work, with a grade of at least
B on the entire course, the designation "Honors" for the course is added to the
student's permanent record. Those eligible for the honors program should consult
the Registrar's Office for additional information.
21
Graduation Honors
The distinction of Magna Cum Laude is conferred upon each graduate who has
completed twenty or more courses at Maryville College and has attained for the full
college course a standing of 3.8 for all work undertaken. The distinction of Cum
Laude is conferred upon each graduate who has completed twenty courses or more
of work at Maryville College and has attained for the full college course a standing
of 3.3 for all work undertaken.
Transcripts of Credit
A transcript of credit, including statement of standing, will be issued by the Registrar
on request. An official transcript will be sent to another institution or other au-
thorized person or agency, but the student may receive only a non-official one. No
transcript will be furnished until all accounts have been satisfactorily settled.
No charge is made for the first transcript when issued in the form adopted
by the College. For additional copies and for the filling of special blanks, prepay-
ment of $1.00 is required.
Placement
The College endeavors to help its graduates to secure positions and seeks to assist
those who are not employed. All seniors are urged to register with the Alumni
Office, to which all correspondence on this subject should be addressed. School
officials and others in need of the services of college graduates are invited to report
vacancies, and qualified persons will be recommended. No charges are made to
either party for these services.
22
1^
INSTRUCTION
COURSES OF INSTRUCTION
The course descriptions on the following pages begin with the interdisciplinary
courses, followed bv a description of the interim courses, then the course offer-
ings of the individual departments, listed alphabetically. The term "course" at
Maryville College is used as a unit of measurement. All courses are equal in
credit and are designed to occupy approximately one-third of a student's time dur-
inc a ten-week term. The interim course, which occupies the student's full time
for a four-week term, carries the same credit as one ten-week course. For purposes
of comparison with more conventional units, each course may be regarded as the
equivalent of 3 or 4 semester hours.
The courses in each discipline are numbered to indicate their le\'el of ad-
vancement: "100" courses are of freshman rank: "200" courses are of sophomore
rank; "300" courses are of junior-senior rank; "400" courses are open only to seniors.
Course numbers written together joined by a hyphen (101-102) indicate con-
tinuous courses, not to be taken in reverse order or one without the other. Course
numbers separated by a comma (201, 202) indicate two-term courses with some
continuity. Thev may be taken one without the other or in reverse order, though
it is usually more satisfactory to take them in the proper sequence.
INTERDISCIPLINARY COURSES
101. Science Thought
The development of modern conctpts of science and their impact on civilization.
102. Science Fundamentals
Those concepts that are the foundation of all science.
Both science courses are required of all students and form the basis for majors in the natural
and physical sciences. The staffs of the Departments of Biology, Chemistry, Mathematics, and
Physics participate in the presentation of these courses. The materials are presented through
lecture, discussion, demonstration, and laboratory experience. Methods of audio and audio-tutorial
techniques are employed. Each student is expected to design and carry through a laboratory or
field experiment.
201. Fine Arts Media and Forms
A course designed to give all students exposure to the various media of artistic expression.
Emphasis upon the nature of th3 artistic process as reflected in the pictorial art forms, music,
poetry, dance, drama, architecture, sculpture, and contemporary art forms. Required of all
sophomores.
208. Basic Computer Programming
A study of the operation of a digital computer and programming techniques in BASIC, BII, and
Fortran for the student who wants to be able to make extensive use of a time-shared computer.
Mathematical or statistical background desirable.
301. Non-Western Studies
A course which takes into account the growing need for a more informed and intelligent under-
standing of a non-western civilization. Focus each year on the history, culture, and contemporary
problems of one specific area of Asia or Africa. Required of all juniors. The focus in 1969-70
will be on India.
401, 402, 403. Social Science Seminar
A three-term course designed to help seniors apply to current problems the knowledge acquired
in the three previous years. Lectures by faculty and gruest speakers, followed by discussion
sessions. Two terms required of all seniors.
INTERIM COURSES
A variety of interim courses will be offered each year, the subjects determined
by the special interests of the students and faculty members involved. A full de-
scription of these courses is contained in the booklet issued annually by the Interim
Committee and distributed to all students at the time of registration. Most of these
courses involve research, writing, and seminar presentations on campus, but a few
of them include travel away from the campus, in this country or abroad. The latter
usually involve some additional expense for those electing them.
Interim courses will be numbered "100," "200," "300," and "400" to indicate
the classification of the student at the time he takes the course. A sophomore interim
course in psychology, for example, will be designated Psychology 200; a junior interim
course in chemistry, Chemistry 300. All freshman interim courses, regardless of
the discipline in which they are taken, are designated English 100, for thev are
done in close cooperation with the English department and are considered, along
with special sessions on research and writing required of all freshmen during the
fall term, the equivalent of traditional courses in English composition.
Interim courses planned for 1969-70 include the following:
*MiGRANT Agricultural Workers: Case Studies in the State of Florida
*The New York Stock Exchange
*Enghsh Origins of Colonial America (three weeks in England and Scotland)
*Child Behavior Therapy in Appalachia
* Urban Education
Leisure: A Challenge to Living
*The Ocean
*Lakes and Streams: Physical and Chemical Aspects
Matrix Algebra for the Biological and Social Sciences
Data Analysis by Statistical and Graphical Means
Music in the Appalachians
Opera for Everyman
* Southeastern Ceramics
Exploring Artistic Creativity
*Modern European-British Theatre, 1969 (three weeks in London)
Pagan and Christian Attitudes Toward Love and Sex
War and Peace From the Christian Perspective
Goethe's Faust
Contemporary Germany
Spanish Drama
Shakespe.'^re's Predecessors and Contemporaries
♦Includes off-campus or overseas study or field trips.
ART
Assistant Professors Castle and Swenson, Mr. Bunse
The study of art at Maryville is primarily a cultural activity, but it also provides
the foundation for advanced training for many attractive vocational possibilities in
the fields of fine and commercial arts.
Major in art: 10 courses, including at least four in Art History and four
in various studio media. The student's individual needs and interests will determme
the specific course requirements and assignments.
All art courses are open to students majoring in other disciplines.
Art majors planning to teach in public schools will need to schedule as
elective subjects the education courses required for certification.
Art History
215. Ancient and Medieval Art
A study of the painting, sculpture, and architecture of the ancient and medieval periods.
216. Renaissance Art .
A study of the pictorial art, sculpture, and architecture of the Renaissance as it occurred in
Italy and Northern Europe.
315. 17th and 18th Century Art
The development of art from the 17th century Dutch painters to the beginning of the 19th century.
25
316. Contemporary Art
A sti'dv of the visual arts beginrine in the mid-1 9th century and continuing to the present. The
emphasis will be on the experimentation of the 20th century.
319. Seminar in Visual Theory and Art Criticism
A course designed for art majors, but open to others with permission of the instructor.
Studio Art
201. Drawing
Theory and practice, with emphasis on pictorial composition. Seminar and studio.
202. Printmaking
Exploration of serigraphy and intaglio printing processes. Seminar and studio.
301. Sculpture
Theory and practice in problems concerning three-dimensional composition. Seminar and studio.
302. Painting
Theory and practice in problems concerning two-dimensional composition. Seminar and studio.
303. Advanced Painting
Studio course designed for art majors, but open to others with permission of the instructor.
351-352. Independent Study em Art
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Ordinarily taken in the spring term of the junior year and the
fall term of the senior year.
Art Education
208. Elementary Art Education
This course will provide n background in art and art teaching methods for those preparing to
teach in the elementary school. Not to be counted toward a major in art.
308. Secondary Art Education
This course, designed for art majors preparing to teach in public schools, will provide experiences
in art activities best suited for high school students. Not to be counted toward a major in art.
In addition to the courses listed above, private and class applied art studio will be
offered in the various art media according to the needs of the students and the
instruction available. The instruction will be on a non-credit, fee basis. The
various art media offered will be drawing, painting, ceramics, sculpture, and
printmaking.
Prospective art majors should begin taking applied art studio courses dur-
ing their Freshman year.
BIOLOGY
Professor Shields, Assistant Professor Ramger, and Mr. Brunell
Major in biology: Biology 201, 203, 205, 302, 303, 305, 351-352, 401, 402.
The student majoring in biology may also elect Biology 310 at the MACCI
Field Biology Teaching and Research Center during the summer following the
ninth term (or equivalent). As the content of this course will vary from term to
term, its place in the required sequence will be evaluated for each student.
The requirements in the related fields of mathematics, physics, and chemistry
will be determined for the individual student as he prepares his program of study
with the major adviser. Competency in at least one foreign language is expected.
German or Russian is preferred, but French or Spanish is acceptable.
201. Genetics
A study of the basic concepts of heredity. Gene action as it relates to cell differentiation and
evolution of living things.
203. Sperm atophyta
A study of the evolution and classification of the seed plants. Emphasis on local flora.
26
204. MoNERA AND Protista
A study of bacteria and related forms. Stress on laboratory techniques.
205. Invertebrata
A study of the classification and distribution of principal invertebrate groups.
209. Biology of the Environment
A field-taught course in environmental awareness, presenting the basic ecological principles and
biotic patterns. Primarily for majors in elementary education, but may be elected by others. Does
not count toward the major in biology.
302. Vertebrata
A study of the evolution, classification, and distribution of the principal vertebrate phyla.
303. Cytology
A detailed study of the cell as a unit of structure and function.
305. Developmental Biology
A study of the factors of morphogenesis in plants and animals.
310. Field Biology
Any course taught at the Mid-Appalachia Field Biology Teaching and Research Center.
351-352. Independent Study
Independent research required of all graduates. Each student is expected to design and carry out
a unit of research in an area of his choice and to record the results in a paper prepared as
for publication in a scientific journal.
401. General Physiology
A study of the basic physiological processes in plants and animals.
402. Ecology
A study of ecological principles as they relate to the distribution of plants and animals.
CHEMISTRY
Associate Professor Young and Assistant Professor Ogren
The curriculum in chemistry follows a topical organization rather than the usual
pattern of the conventional subject-matter fields such as inorganic, organic, analytical,
and physical. The purpose of this topical pattern is to emphasize the nature of
theories which help to organize chemical thinking rather than the packaging of
information into the separate subject-matter fields. In this manner the curriculum
can be more flexibly focused on the relationships which are fundamental to a good
understanding of chemical principles. An additional aim of this curricular pattern
is to place a continual emphasis on the theory, limitations, and usefulness of ana-
lytical techniques as they are used to help answer chemical questions instead of
teaching them separately in pure analytical courses. In all courses laboratory work
is carried out in an open-ended project fashion so that students have the opportunity
to plan their experimental work as well as to perform it.
A program of chemical study in line with the goals oudined above and the
courses detailed below will provide excellent preparation for graduate study in chem-
istry or related fields, as well as serving as a foundation for the teaching of chemistry
in high schools or for enrollment in a medical school program (with additional
courses in biology).
Major in chemistry: 10 term courses, including Chemistry 351-352.
Related courses required for the major in chemistry: 6 term courses in the
fields of physics and mathematics, the courses varying according to the background
and ability of the student. The language requirement will be taken in German or
French, with German preferred.
201. Periodicity
A study of the periodic classification of the elements with emphasis on similarities and dis-
similarities in properties and behavior, electronic configuration, and stable valence and oxidation
states. Laboratory work deals with th3 separation and identification of ions by techniques which
include chromatography and complex ion formation.
27
202. Equilibrium
Chemical equilibrium is approached through the concepts of free energy changes and the law of
mass action. Major emphasis is placed on the solution of problems in general chemical equilibrium
as well as the following areas of ionic equilibria: acid-base, solubility, complex ion and oxidation-
reduction. The laboratory work is directed toward the determination of equilibrium constants and
volumetric analyses.
203. Chemical Synthesis I
A systematic approach to the methods of cnemical synthesis. Two areas are covered: (1) com-
pounds which do not contain carbon, and (2) compounds of carbon and hydrogen. The synthesis
of a wide variety of representative compounds is to be accomplished in the laboratory.
301. Chemical Synthesis II
This second course in synthesis involves a functional group approach to the preparation of
organic compounds. Laboratory work is directed toward the application of synthetic methods as
well as qualitative tests for the identification of functional groups.
302. Spectroscopy and Structure
A study of the effects of electromagnetic radiation on chemical molecules with a view toward
the deduction of the structure of the molecule in question. The major classifications of the electro-
magnetic spectrum included arc ladio, infrared, visible, ultraviolet. X-ray, and cosmic. Nuclear
magnetic resonance, infrared, ultraviolet, and mass spectroscopy are studied as specific appli-
cations of these types of energy probes. Laboratory work includes the use of spectroscopic
techniques.
303. Mechanisms and Kinetics
A study of chemical kinetics and the way in which it supplies information concerning mechanisms
of chemical reactions (i.e., substitution, elimination, addition, etc.). Included are topics of collision
theory, transition state theory, general and specific catalysis, isotopic labeling, and stereochemistry.
A series of representative examples of mechanistic pathways are studied, using a wide variety of
techniques. Kinetic data is gathered on each reaction.
351-352. Independent Study
A two course sequence under the supervision of one of the staff members. The work involves
a combination laboratory-library approach to the solution of an original research problem.
401. Chemical Bonding
The topics of quantum theory, molecular orbital theory, valence bond theory, and resonance are
presented in a more rigorous treatment than in previous courses, with particular reference to
transition and metal complexes and aromatic systems. Laboratory work is to be performed on
special techniques and methods of analysis on compounds discussed in the course.
402. Thermodynamics
The laws of thermodynamics are studied in respect to origin and application to exact relationships
between energy and properties cf chemical systems. Application is made to states of matter,
solutions, and various types of phase equilibria. The work in the laboratory involves the study
of systems which emphasize the concepts studied in the course.
ECONOMICS
Assistant Professor Hileman
The study of economics at Maryville College is the liberal tradition of the search
for meaning in man and society. Nevertheless it has many practical aspects. An
economics major should be well equipped (1) to enter business either directly or
through an on-the-job training program conducted for employees in many (if not
most) businesses; (2) to enter graduate programs in economics, business, law, the
ministry, and other social sciences; and (3) to enter a career in government service,
teaching, journalism, etc. The department maintains contacts with the business
world, which serves as a laboratory for several courses.
Major in economics: 10 courses, including Economics 201, 302, 321, 322,
and 351-352.
Related courses required for the major in economics: History 221 or 222;
Mathematics 101 (or 102) and 209, Political Science 201, and Sociology 201.
Although calculus is not required, students are encouraged to take at least one
course. Those planning graduate work should take additional courses in mathe-
matics as their schedules permit.
201. Principles of Economics
An introduction to the subject of economics, emphasizing the basic concepts and the fundamental
logic of economics.
28
202. Social Problems in Contemporary Society
An interdepartmental social science course focusing on important problems of society. The course
is designed to show the complex social, economic, and political forces which are at the base of
most problems in society, and to help the student recognize and analyze these problems objectively.
Identical with Political Science 202 and Sociology 202.
301. The Development and Methodology of the Social Sciences
Historical development of the social sciences with a consideration of their present state. Con-
sideration of the methodology used in economics, political science, and sociology. Identical with
Political Science 301 and Sociology 301.
302. Organization Theory
An introduction to the theory of formal organization, including a study of classical and con-
temporary treatment of the subject. Topics to be covered include organization structure,
bureaucratization, conflicts of goals, etc. Identical with Political Science 302.
321. MiCROECONOMic Theory
A survey of price theory. Special attention to the analysis of consumer demand, the theory of
production, and the demand for factor units : the nature and behavior of cost, price, and output.
Prerequisite: Economics 201 and four additional courses, or permission of the instructor.
322. Macroeconomic Theory
A survey of aggregate econoTnic theory including both the classical and Keynesian system.s.
Analysis of the role of government and the institutional framework under which it operates will be
included. Prerequisite: Economics 201 and four additional courses, or permission of the in-
structor.
331. Government and Business
A study of the economic, legal, and political relations between business and government.
332. Labor
A study of labor emphasizing the development, structxire, and functions of labor unions and the
role of public policy. Economic factors in wage determination are also considered. Prerequisite:
Economics 201.
341. International Economics and Economic Development
A survey of the international economic interactions with special attention to the underdeveloped
economies and their hope for development.
342. Seminar: Selected Topics in Economics
A seminar course which focuses upon timely topics in the field of economics not covered in other
departmental course offerings. Subject matter will vary from year to year. Prerequisite : Eco-
nomics 201 or permission of the instructor.
351-352. Independent Study in Economics
Individual study, with the guidance of a faculty supervisor, involving command of the forms
and usages of the formal paper. Required for the major in economics. Ordinarily taken in the
fall and winter terms of the senior year.
EDUCATION
Professor Hafner, Associate Professor Sherer, Assistant Professors Foster and
PuROFF, Mr. Behel
The primary objective of the Department of Education is to prepare teachers for
elementary and secondary schools. The Department also provides opportunities for
public school teachers to upgrade their certification and to participate in curriculum
improvement programs.
Teacher Education Program
Students interested in being certified to teach should apply to the Teacher Educa-
tion Council for admission to the teacher education program after successfully com-
pleting their first year of college work. Applications may be procured from the
chairman of the Department of Education. Candidates are screened by the Council
both at this time and prior to engaging in student teaching in order to insure that
only highly qualified persons will enter the teaching profession. Applications for
student teaching during the senior year must be submitted no later than the regular
registration period in the spring of the previous year.
29
Elementary Education
The program for the prospective elementary teacher is designed to follow the regula-
tions of the Tennessee State Board of Education for certification for grades 1-9.
Some states have special requirements which the student may usually meet by ap-
proved substitution or by summer attendance at a college in the state in which he
plans to teach.
Major in elementary education: Education 208, 211, 321, 322, 323, 331, and
351-352.
Related courses required for the major in elementary education: Art 208,
Biology 201 or 209, English 208, Mathematics 206-207, Music 306, Political Science
303, Psychology 201, and two courses in health.
In the junior year, weekly observation and participation in public school class-
rooms is scheduled as part of the course requirements for Education 322 and 323.
In the senior year, students participate in a weekly seminar during each of the three
ten-week terms in addition to their regular course work. Students are also required
to complete a correspondence course in handwriting by the end of the senior year.
Secondary Education
The prospective high school teacher should major in the subject he expects to teach.
In addition, he should complete the professional requirements of the state in which
he plans to teach. These requirements vary somewhat from state to state; information
about specific state requirements is on file in the office of the Department of
Education. The professional courses required for Tennessee secondary certification
(grades 7-12) are Psychology 201, Education 208, 211, 301, 303, and 332. Tennessee
also has certain general education requirements; the specific courses which must be
taken in addition to the Maryville College core curriculum depend upon the major
selected. There arc special requirements for certification in art, in music, and in
health and physical education for grades 1-12; information about these may be ob-
tained from the chairman of the department involved.
Applicants for professional certificates in Tennessee must be recommended
for certification by the Teacher Education Council. Applications for Tennessee cer-
tification should be filed with the Registrar, who is the certifying officer for the
College. The Tennessee State Department of Education charges a fee of two dollars
($2.00) for the certificate.
General Education Courses
208. Foundations of Education
Historic and philosophic foundations of modern Western education from its beginnings in
Classical Greece to the present. Identical with History 208.
211. Educational Psychology
Consideration of the physical, social, and psychological factors which underlie and influence the
learning process. The responsibility of the home and school in mental, physical, emotional, social,
moral, and spiritual growth. Some study of educational testing and measurement and the interpre-
tation of educational and psychological data.
Elementary Education
321. Curriculum and Social Studies in Elementary Education
A study of curriculum development reflecting societal changes, knowledge of research, of learning,
and child development. Concentration on educational objectives, instructional procedures and
materials, and methods of evaluation. Resource and teaching units developed and used in an
elementary classroom.
322. Science, Health, and Mathematics in Elementary Education
A study of planning developmental learning experiences to promote growth in knowledge, interest,
and appreciation of the broad areas of the physical and biological environment. A study of
30
specific understandings and skills needed to orovide instruction in current elementary mathe-
matics in grades 1-9. Course oriented toward instructional experiences which foster discovery of
ijjathematical concepts and provide differentiation of instruction.
323. Reading and the Language Arts in Elementary Education
A study of comparative approaches to language arts instruction which are skill-oriented and goal-
directed. Emphasis on differentiation instruction to enrich and extend language experiences in
grades 1-9.
331. Supervised Teaching, Grades 1-9
Teaching experience in an elementary-school classroom under direction of the classroom teacher
and the college supervisor of student teaching. Three hundred hours or more of observing,
assisting, teaching, and individual and group conferences with classroom teacher and college
supervisor. Prerequisites: Psychology 201, Education 211, 321, 322, 323 and approval by the
Teacher Education Council.
351-352. Independent Study in Elementary Education
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the forma! paper. Required for the major in elementary education. Ordinarily taken in
the senior year.
Secondary Education
301. Principles of Secondary Education
Principles of teaching in the secondary school with particular emphasis on curriculum, guidance,
and the teacher's role in the community. Weekly observations in secondary school classrooms.
303. Methods in Secondary Education
The techniques of high school teaching, including methods, materials, guidance, classroom manage-
ment. Demonstration and use of audio-visual aids. Ordinarily taken concurrently with Educa-
tion 332.
332. Supervised Teaching, Grades 7-12
The application of general and special methods of practical teaching situations in the high school.
Frequent conferences with the college supervisor of student teaching. Prerequisites: Psychology
201, Education 208, 211, 301, and approval by the Teacher Education Council. The teaching must
be done in the field of the student's major or in a subject in which he has completed an
acceptable teaching minor.
ENGLISH
Professors Jackson and Blair, Associate Professor Bushing, Assistant
Professors Gate and Fowler, Mrs. Beck, Mr. Melamed, and Mr. White
Major in English: 10 courses above English 101-102, including 311 and 351-352.
Students who expect to teach English in high school are advised to take American
Literature.
Related courses required for the major in English: History 211, 212, Philoso-
phy 201. The core requirement in foreign language will be taken preferably in
French or German, especially if the student expects to go to graduate school; but
some other language may be taken for reasons acceptable to the major adviser.
In addition to its regular course work, the department offers special assistance
to students v^'ho need it through the English Laboratory. This Laboratory has a
two-fold purpose: first, to offer service to students of all classifications who desire
help with organization or mechanics to improve their writing ability or in connec-
tion with the composition requirements of any course; second, to give tutorial or
small-group instruction to freshmen and to other students who are referred to the
Laboratory by any instructor because of deficiencies in their use of written English.
The Laboratory operates throughout the year.
100. Research and Composition
study of library usage, research method, and composition, undertaken in conjunction with fall and
interim term courses in the freshman year.
101-102. Western World Literature
A two-term course designed to afford considerable opportunity for writing and discussion and
to develop acquaintance with and appreciation of some of the world's literary masterpieces in
English translation and a selection of outstanding English and American literary works from the
earliest times to the present. To be taken concurrently with History 101-102.
208. Children's Literature
A course designed to acquaint students with literature for children, its authors and illustrators.
31
Attention to criteria for selecting books, stories, and poems to meet basic and individual needs
of children. Not to be counted toward the major in English.
221. American Literature to 1900
A brief survey of the Colonial Period, followed by attention to such authors as Poe, Emerson,
Thoreau, Hawthorne, Melville, Whitman, Twain, and James.
311. Introduction to the Study of Language
The history and growth of the English language. The general processes of semantics with some
attention to grammar and modern linguistic study.
331. English Literature of the Middle English Period
Emphasis on Chaucer.
332. English Literature of the Elizabethan Period
Emphasis on Shakespeare.
333. English Literature of the Seventeenth Century
The prose and poetry of the seventeenth century to Dryden ; emphasis on Milton.
334. English Literature of the Eighteenth Century
Reading and study of materials of the Neo-classical Period ; special attention to the writings
and influence of Dryden and Pope ; reading in such prose writers as Addison, Steele, Defoe,
Swift, Johnson, Boswell.
335. The Romantic Period in English Literature
Emphasis on the major Romantics.
336. English Literature of the Victorian Period
The literature of the Victorian Age against the backdrop of social, scientific, and philosophic
developments of the nineteenth century : Carlyle, Tennyson, Browning, Ruskin, Arnold, and others.
341. Seminar. Literary Genres
The Novel and Drama to about 1900, in rotation with Literary Criticism. An English major may
take this course only once for credit.
342. Seminar. Twentieth Century Literature
Drama, the Novel, and Poetry in rotation. An English major may take this course only once for
credit.
351-352. Independent Study' in English
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Required for the major in English. Ordinarily taken in the spring
term of the junior year and the fall term of the senior year.
FOREIGN LANGUAGES
Professors Collins and Stine, Assistant Professors
Cartlidge, Lukner, Martin, and Rodriguez, Miss Lesko and Mrs. Meyer-Plate
Major in foreign languages: 8 courses above course 101-102, including 351-352, in
a primary language, and 4 courses above course 101-102 in a secondary language.
The primary language may be French, German, or Spanish; the secondary language
may be either of the two of these remaining.
The audio-lingual approach is used in the elementary and intermediate modern
foreign language courses, and the use of the laboratory is required. The develop-
ment of proficiency in aural comprehension, oral expression, reading, and writing are
the basic goals. The courses at the 300 level are conducted in the foreign language.
French
101-102. Elementary French
study and practice of fundamental speech patterns and basic grammatical structure. Laboratory
three half-hour periods per week.
201-202. Intermediate French
Audio-lingual practice, grammar review, and varied readings. Laboratory two half-hour periods per
week.
301. Conversation and Composition
Intensive practice in conversation and composition. Discussion and writing will emphasize the
significant aspects of French civilization and culture.
302. Advanced French Grammar
An intensive study of the more difficult elements of French grammar.
311, 312. Survey of French Literature
The principal works of French literature from the Middle Ages to the present.
321. The Classical Period
Corneille, Racine. Moliere, and Boileau.
32
i
331. Contemporary French Drama
Selected plays of the twentieth century.
332. Contemporary French Novel
Representative novels of the twentieth century.
351-352. Independent Study in French
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Ordinarily taken in the spring term of the junior year and the fall
term of the senior year.
German
101-102. Elementary German
Study and practice of fundamental speech patterns and basic grammatical structure. Laboratory
three half-hour periods per week.
201-202. Intermediate German
Audio-lingual practice, grammar review, and composition. Reading of modern German short
stories. Laboratory two half-hour periods per week.
301. Conversation and Composition
Intensive practice in conversation and composition, and study of the more difficult elements of
grammar. Discussion and writing will emphasize the significant aspects of German civilization
and culture.
320. German Literature to the End of the Seventeenth Century
Nibelungenlied, Hartmann, Wolfram, Gottfried, Minnesanger, Luther, Sachs.
321. Eighteenth Century German Literature: Classicism
Lessing, Wieland, Klopstock, Herder, Goethe, Schiller.
322. German Romanticism
Holderlin, Kleist, Novalis, Tieck, Hoffmann, Brentano, Eichendorff.
323. Nineteenth Century
Heine, Buehner, Grabbe, Grillparzer, Hebbel, Morike, Keller, Stifter, Storm, Raabe, Fontane.
330. Modern German Literature
Hauptmann, Rilke, Hofmannsthal, George, Wedekind, Kaiser, Zuckmayer, Mann, Kafka, Hesse,
Brecht, Frisch, Durrenmatt, Boll.
351-352. Independent Study in German
Individual study, with the guidance of a faculty supervisor, involving command of the forms
and usages of the formal paper. Ordinarily taken in the spring term of the junior year and the
fall term of the senior year.
Greek
101-102. Elementary Greek
Vocabulary, inflection, syntax ; practice in reading and writing Greek.
201, 202. Reading and Interpreting the Greek New Testament
The characteristics of koine Greek. Translation and interpretation of selected portions of the
Greek New Testament. Elements of textual criticism. Syntactical and lexical studies.
Russian
101-102. Elementary Russian
Study and practice of fundamental speech patterns and basic grammatical structure. Laboratory
three half-hour periods per week.
201-202. Intermediate Russian
Audio-lingual practice, grammar review, and composition. Reading of selected Russian texts.
Laboratory two half-hour periods per week.
Spanish
101-102. Elementary Spanish
Study and practice of fundamental speech patterns and basic grammatical structure. Laboratory
three half-hour periods per week.
201-202, Intermediate Spanish
Audio-lingual practice, grammar review, and varied readings. Laboratory two half-hour periods
per week.
301. Conversation and Composition
Intensive practice in conversation and composition. Discussion and writing will emphasize charac-
teristic features of Spanish civilization.
302. Advanced Spanish Grammar
An intensive study of the more difficult elements of Spanish grammar.
311, 312, Survey of Spanish Literature
The development of Spanish literature from Poema del Cid to the present.
321. Cervantes
A study of Don Quixote, Las novelas ejemplares, and other works of Cervantes.
322. Classical Drama
The principal dramatists of the Golden Age.
33
331. Contemporary Spanish Literature
A seminar for majors and others with sufficient preparation which will alternate between drama
and the novel.
351-352. Independent Study in Spanish
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Ordinarily taken in the spring term of the junior year and the
fall term of the senior year.
HEALTH AND PHYSICAL EDUCATION
Associate Professors Baird and J. A. Davis, Assistant Professors
C. Davis, Kardatzke, Largen, and Tomlinson
The physical education program at Maryville is designed to encourage the active
participation of every student. Satisfactory completion of six terms of health and
physical education is a requirement for graduation. Classes include instruction in
health and in the theory and practice of the activitv involved. The program includes
swimming, folk and square dancing, modern dance, social dancing, basketball, soft-
ball, soccer, volleyball, tennis, touch football, badminton, fencing, field hockey, and
bowling.
The six terms for men should include a team sport, an individual sport, and
aquatics. All women take a basic course— Fun, Form, and Figure— in addition to a
team sport, an individual sport, dance, and aquatics.
The following Red Cross courses are offered: Swimming, Life Saving,
Water Safety Instructor, Advanced First Aid, and First Aid Instructor.
A major in physical education is not offered, but it is possible for one to meet
the basic requirements of the state of Tennessee for certification in health and
physical education.
Intramural Athletics
Extensive intramural athletic programs are conducted for men and women. Men's
activities include flag football, soccer, basketball, volleyball, Softball, golf, tennis,
swimming, wrestling, track, horseshoes, badminton, and ping-pong. The women's
intramural program is based on a point system of awards through tournament partici-
pation in team and individual sports, hiking, swimming, and bicycling. All students
are encouraged to participate in the intramural programs.
Intercollegiate Athletics
The College is represented by intercollegiate teams in football, basketball, baseball,
wresding, tennis, and track. Control of intercollegiate athletics is vested in the
Faculty, which operates directly and through the Committee on Athletics. As a
member of the National Collegiate Athletic Association, the College is guided in
its intercollegiate program by the standards and eligibility regulations of the As-
sociation.
Health
211. Safety Education and First Aid
A course designed to promote safety consciousness and to give a practical working knowledge
of safety procedures and first aid technique.
311. Personal, Community and School Health
The basic principles of health, disease, nutrition, and sanitation as they relate to the individual,
the school, and the community. Attention is given to the development of the school and com-,!
munity program.
34
312. Community Recreation
A study of the recreation program, its significance, leadership, facilities, and the problems of
setting up and administering such a program.
321. Kinesiology
The study of the movement of the body through the analysis of the muscles and their action.
Conditioning and therapeutic activities are included.
Physical Education
331. Leadership in Activities, Grades 1-9
Attention to developing leadership in elementary physical education activities and to the selection
and direction of social recreation activities for various age groups.
332-333. Leadership in Activities, Secondary School, I-II
The theory of sports — team and individual. Consideration of techniques of coaching and officiating.
334. Curriculum, Administration, and Organization
A consideration of these areas as they apply specifically to Health and Physical Education programs.
351-352. Independent Study in Health and Physical Education
Individual study, writh the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Required for the major in Health and Physical Education. Ordinarily
taken in the spring term of the junior year and the fall term of the senior year.
HISTORY
Professor Walker, Associate Professor Parker, Assistant
Professors Kratz and Lewis, Mr. Kovarovic
Major in history: 10 courses in history above courses 101-102, including History
211, 212, 221, 222, 321, 332, 351-352.
Related courses required for the major in history: 3 courses to be chosen
from Economics 201, English 221, Philosophy 201, 202, Political Science 201, Soci-
ology 201. French or German is recommended to fulfill the language requirement,
although another language will be accepted.
101. History of Western Civilization
A survey of institutions, science, thought, and culture of Western civilization to 1648. To be
taken concurrently with English 101.
102. History of Western Civilization
A survey of institutions, science, thought, and culture of Western civilization from 1648 to the
present. To be taken concurrently with English 102.
208. Foundations of Education
Historical and philosophic foundations of modern Western education from its beginnings m
Classical Greece to the present. Identical with Education 208. Not to be counted toward a major
in history.
211, 212. English History . .
Political, economic, social, and cultural development of British civilization from the beginning to
1945.
221. History of the United States to 1865
Emphasis on the colonial experience, struggle for independence, federal period, trans-continental
experience, and the North-South struggle.
222. History of the United States Since 1865
Emphasis on industrialism and its consequences and the emergence of the United States as a
world power.
311. Greek History
Search for Freedom: Minoan through the Hellenistic Age.
312. Roman History
Search for Order: Roman World from the Etruscans through the third century A.D.
313. Medieval European History
Search for Community: European genesis in the decaying Roman Empire. Attempts at socio-
economic syntheses under the auspices of the Church, Empire, Feudal Institutions and Nation
State.
321. The European World in Recent Times
A study of the diplomatic, economic, cultural, and ideological events and trends of Europe m
world affairs since the end of the Franco-Prussian War.
331. American History Seminar
An advanced course for which the subject matter will change from year to year. Topic for 1969:
U. S. Diplomatic History.
332. Early Modern European Seminar
An advanced course for which the subject matter will change from year to year, alternating
between the Renaissance-Reformation and the Enlightenment-Age of Revolution periods.
35
351-352. Independent Study in History
Individual study, with the guidance of a faculty supervisor, involving command of the forma
and usages of the formal paper. Required for the major in history.
MATHEMATICS AND PHYSICS
Assistant Professors Dent, Ferrell, and Love, Mr. Kubin and Mr. Nichols
Major in mathematics: Mathematics 201, 202, 203, 301, 302, 303, 351-352, 401,
402.
Related courses for the major in mathematics: Physics 201-202.
Major in physics: Physics 201, 202, 203, 301, 302, 303, 311, 312, 351-352.
Related courses for the major in physics: Mathematics 201, 202, 203, 302;
Chemistry 402. The core requirement in foreign language will be taken in Russian,
French or German. Russian is recommended.
Mathematics
101. Introduction to Mathem-^tical Analysis
Algebra, functions, set theory, trigonometry, and an introduction to theory of equations. Not re-
quired as a prerequisite for Mathematics 102 if the student has three units of mathematics
including trigonometry, a superior high school record, and a high score on the mathematics
placement examination.
102. Calculus I
Slope of a line, equations of lines, functions and their graphs, the derivative and its applications.
Prerequisite: Mathematics 101 or permission of the department.
201. Calculus II
Integration, the definite integral and applications, differentiation and integration of transcen-
dental functions, techniques of integration. Prerequisite: Mathematics 102.
202. Calculus III
Polar coordinates, parametric cqurtions, hyperbolic functions, vectors, infinite series. Prerequisite:
Mathematics 201.
203. Calculus IV
Vectors, partial differentiation, directional derivatives, line integrals, double and triple integrals
and their application. Prerequisite : Mathematics 202.
206. Modern Elementary Mathematics I
structure of the number system, algebra, geometry. Materal designed to meet the needs of
students in elementary education.
207. Modern Elementary Mathematics II
Continuation of Mathematics 206. Prerequisite: Mathematics 206.
209. Elementary Statistics
Frequency distributions, measures of location and variation, index numbers, probability. Pre-
requisite; Mathematics 101.
301. Linear Algebra
Linear equations, vector spaces, linear transformations, determinants and matrices.
302. Differential Equations
Differential equations of the first order and first degree, equations of higher order, existence of
solutions, solutions by series methods, numerical approximation of solutions, oscillation of solutions.
Prerequisite : Mathematics 203.
303. Modern Algebra
Topics from number theory, groups, rings, integral domains, fields.
311. Selected Topics in Mathematics
A junior-senior level course for which the subject matter will change from year to year. Topics
will be chosen from non-Euclidean geometry, projective geometry, theory of numbers, topology,
and functions of a complex variable. Admission by permission of the department.
351-352. Independent Study in Mathematics
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Topics are usually chosen from the following fields: Number Theory,
Partial Differential Equations, Complex Variables, Topology, Probability and Statistics, Geometry,
or other topics approved by the department. Prerequisite: Mathematics 302.
401 Real Analysis I
Theory of limits, continuity, differentiation, integration, sequences and scries. Open to seniors
only. Prerequisite : Mathematics 203.
402. Real Analysis II
Continuation of Mathematics 401. Prerequisite: Mathematics 401.
36
Physi
.5ICS
201. Physics I
A study of motion and statics, physical pioperties of matter, and heat. One laboratory exercise
per week. Prerequisite: Mathematics 102.
202. Physics II
A study of oscillations, sound, light, geometric optics, electricity, magnetism, and DC and AC
circuits. One laboratory exercise per week. Prerequisite : Physics 201 ; corequisite : Mathematics
201.
203. Physics III
A study of atomic and molecular structure, energy states, spectra, X-rays, nuclear structure,
isotopes, radioactivity and its detection, and high energy accelerators. One laboratory exercise
per week. Prerequisite: Physics 201, Mathematics 202; Physics 202 is recommended.
301. Electronics
A laboratory course covering vacuum lubes, semi-conductors, and other active devices and their
physical basis for operation. Included is an introduction to circuits, resonance and feedback.
Prerequisite : Physics 202.
302. Body Dynamics
A study of particles and rigid body dynamics, free and forced oscillations, central force fields.
Introducing the concepts of Lagrange and Hamilton. Prerequisite: Physics 203 and Mathematics
203.
303. Electromagnetics
An intermediate course oriented toward the field concepts including Maxwell's equations. Pre-
requisite: Physics 202, 203, and Mathematics 302.
311. Schroedinger's Wave Mechanics
Development of wave mechanics to solve the hydrogen atom spectra. Perturbation theory de-
veloped to extend solution to helium atom spectra. Time perturbation is introduced. Prerequisite :
Physics 203 and Math 302.
312, Modern Physics
X-ray, alpha, beta, and gamma radiation and other elementary particles ; nuclear structures and
forces. Crystalline structure and the theory of solids. Prerequisite: Physics 311.
351-352. Independent Study in Physics
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Area of study proposed by student and approved by department.
Prerequisite: any 300 level physics course.
MEDICAL TECHNOLOGY
Elgin P, Kintner, M.D., Pathologist and Director of School of Medical Technology.',
Blount Memorial Hospital
William E. Elliott, M.D., Associate Pathologist
Deane Bro-vvn, B.A., M.T. (ASCP), Teaching Supervisor
The major in medical technology is offered through a cooperative arrangement with
the School of Medical Technology of the Blount Memorial Hospital, which adjoins
the college campus. This school is fully accredited by the American Medical Associ-
ation. All of the work in medical technology, including Independent Study, is given
at the Hospital.
The four-year course leads to the Bachelor of Arts degree and registration as
a medical technologist. The examination of the Registry of Medical Technologists
of the American Society of Clinical Pathologists is accepted by the College as the
comprehensive exmination in the major field.
The work of the first three years of the course is taken entirely at the
College. The fourth year, including a summer of full-time work, is taken at Blount
Memorial Hospital. Upon satisfactory completion of the course in medical tech-
nology and the Independent Study, and after passing the examination of the Registry
of Medical Technologists, the student is granted the Bachelor of Arts degree by
the College.
Each student who selects this major should apply to the Director of the School
of Medical Technology for entry to the School at the beginning of the freshman
year and in no case later than the beginning of the junior year. At the time of
37
application arrangement will be made for the student to take the aptitude test in the
field of medical technology administered by the Department of Employment Security
of the State of Tennessee. The capacity of the School, however, is limited; appli-
cants are accepted on the basis of scholarship and overall fitness for the profession.
Students who anticipate attending another school of medical technology are advised
to take either a biology or a chemistry major and to consult the director of the school
to be attended as to specific admission requirements. In this case, however, the
student would not receive the Bachelor of Arts degree after completion of the medical
technolog)' course.
Major in medical technology: Courses in medical technology, including In-
dependent Study, amounting to a total of 10 college courses.
Related courses required for the major in medical technology: Biology 201,
204, 302, 305; Chemistry 201, 202, 203, 302; Mathematics 101. Substitutions for
these courses may be permitted on recommendation of the Director of the School of
Medical Technology. The core requirement in foreign language will be taken in
French or German.
MUSIC
Professors Bloy and Harter, Assistant Professors Kinsinger, S. Schoen, V. Schoen and
Stallings, Mr. Bonham and Mr. Kull
The curriculum in music follows the requirements of the National Association of
Schools of Music of which Maryville College is an institutional member.
Major in Music: 10 courses, including Music 201-203, 301, 311-314, 351-
352; private and/or class applied music each term as prescribed by the music faculty.
Piano proficiency and ear-training proficiency tests must be satisfactorily completed
before one enters Music 351. Music majors must elect one area of concentration
and complete satisfactorily its requirements for graduation in addition to the required
general core courses and music major core courses. Areas of concentration as a
music major are: Music Therapy, Music Theory and Literature, Public School
Music Teaching, Applied Music in Organ, Piano, Voice, a String, Brass, or Wood-
wind Instrument.
Two of the following related courses are recommended: one course in Speech
and Drama, one course in Art, Psychology 201, and Education 211. The core
requirement in foreign language will be taken in French or German.
Music majors are required to enroll and earn a satisfactory grade in a music
organization each year as part of their graduation requirement.
201. Theory I
A course in the melodic, rhythmic, and harmonic elements of eighteenth and nineteenth century
styles ; including diatonic triads, inversions, and modulation to closely related keys, with har-
monizations of melodies and parallel ear-training.
202. Theory II
A continuation of Music 201. Study of all seventh chords and non-harmonic tones, with harmoniza-
tions of melodies and parallel ear-training.
203. Theory III
A continuation of Music 202. Study of altered chords and foreign modulation, with harmoniza-
tions of melodies utilizing all materials and parallel ear-training.
301. Eighteenth Century Counterpoint
Emphasis on contrapuntal writing, including canon, invention, and fugue.
305. Church Music
A study of the worship of the church, its background, the various corporate expressions, and
their music.
38
306. Elementary School Music for Elementary Education Majors
A course in music for classroom teachers based on participation in singing, listening, rhythmic,
instrumental, and creative activities.
307. Methods and Materials in Music, Grades 1-12
A study of methods and materials for general vocal and instrumental music classes. Prerequisite:
Education 211.
311. Music History and Styles I
A study of Western music and musicians in historical sequence from antiquity through the six-
teenth century, with emphasis on musical trends and styles ; bibliography, independent research,
and analysis.
312. Music History and Styles II
Seventeenth and eighteenth century music (continuation of Music History & Styles I).
313. Music History' and Styles III
Nineteenth century music (continuation of Music History & Styles II).
314. Music History and Styles IV
Twentieth century music (continuation of Music History & Styles III).
315. Non- Western Music
A study of non-Western music varying from primitive to the highly developed musical forms and
styles of Eastern cultures.
351-352. Independent Study in Music
Individual study, with the guidance of a faculty supervisor, involving command of the forms
and usages of the formal paper. Required for the major in music. Ordinarily taken in the sprinc
term of the junior year and the fall term of the senior year.
Applied Music
A student may take either one half-hour lesson per week or two half-hour lessons
per week, which, at the discretion of the teacher, may be given in a one-hour lesson.
Registration in the fall includes the ten-week term plus the four-week interim. The
second registration covers the winter and spring terms. Registration for a single
ten-week term is permitted by approval of the music faculty. Registration for applied
music is permitted only upon completion of a satisfactory audition.
Class instruction is in group lessons meeting two hours per week. Registration
for class instruction may be made for each ten-week term offered. There will be no
class instruction during the four-week interim.
First year students will be permitted to take either one private study (one
private study may include two lessons per week in one area or one lesson per week
in two areas) or one class studv. Second year students may take one private and one
class study. Third and fourth year students will be limited only by their ability and
academic standing.
Auditions for placement in applied music (private or class) must be taken
at the time of entrance for new students, and at pre-registration for others.
Students majoring in other fields may elect to study applied music in addition
to the normal three-course load and upon meeting audition requirements before reg-
istering.
Fees for private and class instruction are listed on pages 59-60.
Private Applied Music
One or two lessons weekly throughout the school year.
a. For music majors with concentration in any chosen applied area, the re-
quirement is three to four years of study emphasizing the establishment
of a good technique and the learning of a repertoire with a balanced rep-
resentation of all types of literature for any applied area. Performance on
student recitals, a half recital the junior year, and a full recital the senior
year in addition to jury examinations is required.
b. For all other students who elect private study in any chosen applied area,
39
the requirement is the development of a basic technique and a serviceable
abilitv to express oneself musically through the chosen applied area. Per-
formance in repertoire class and jury examinations each term is required.
Areas of Private Applied Study
Composition
Development of basic techniques in the structure and craft of musical composition. Writing in
all forms according to the individual abilities. Music 301 prerequisite.
Harpsichord
Manual techniques and principles of registration. Study of ornamentation, phrasing, and various
tonal attacks. Repertoire to include recitative and aria accompaniment style in such works as
the Messiah of Handel, also other works as specified by the instructor.
Piano
Etudes chosen from Czerny School of Velocity, Op. 299, selected Chopin Etudes, Op. 10 and 25,
and other similar works. Proficiency in all major and minor scales, arpeggios, pedaling practices,
tone • production and phrasing, and a minimum standard repertoire specified by the instructor,
covering representative styles.
Organ
Manual and pedal techniques, fundamental principles of registration. Proficiency in contrapuntal
technic, accompanying of hymns, anthems and chants, general service playing. A minimum
standard repertoire specified by the instructor, covering representative styles.
Voice
Development and control of the mechanism, tone building, controlled breathing, and the physical
activity of singing. A minimum standard repertoire specified by the instructor, covering repre-
sentative styles.
Wind Instruments (Brass, Woodwinds)
Basic fundamentals and techniques in study methods for the particular instrument. A minimum
standard repertoire in solo and orchestral media, covering representative styles, specified by the
instructor.
String Instruments (Violin, Viola, Cello)
Selected studies adapted to the individual needs of the student. A minimum standard repertoire
for solo and orchestral media covering representative styles, specified by the instructor.
Class Applied Music
Class applied lessons in the following groups provide beginning instruction and
methods for public school teaching: Brasses, Woodwinds, Percussion, Strings, Voice,
Orchestration, and Conducting.
Class applied lessons in piano provide fundamentals of musicianship and
basic keyboard skill.
Course Recognition for Applied Music
For Music Majors, course recognition for both Class and Private applied music study
is given as follows:
a. 2 lessons per week for a full year in a given private applied music area is
equivalent to one course.
b. 1 lesson per week in a given private applied music area plus one class
applied music area is equivalent to one course.
No more than one course is recognized for each year at the sophomore and
junior level; no more than two courses are recognized in the senior year.
PHILOSOPHY ANO RELIGION
Professor Stine, Associate Professor Swenson, Assistant Professors
Cartlidge and Foley
The study of religion, while related to many disciplines in the liberal arts, has an
integrity of its own. Religion is both ecumenical and transcultural. It has produced
a large body of world literature and has profoundly influenced world-man within the
ebb and flow of his whole history.
40
The major in religion is both broad and deep. For perspective it views the
reHgious phenomena of world-man. At the same time, it focuses on the deep roots
of the Christian tradition recorded in the literature of the Bible and in the history
of Christian thought, and it faces the hard issues of the contemporary world. Such
study provides one avenue through which twentieth century man, educated within
the context of the liberal arts, may achieve that kind of freeddAi "w^ch is charac-
terized by mature Christian thought and by sensitive Christian action.
Major in religion: 10 courses in religion above the freshman and sophomore
core requirements in philosophy and religion, including Religion 351-352.
Related courses required for the major in religion: Philosophy 201 or 202,
and one other course in philosophy.
The core requirement in foreign language may be taken in any language,
but students looking forward to graduate work should study either French or German.
Those who plan to pursue theological studies should take Greek as a second language.
At Maryville College philosophy is regarded not as a specific discipline with
a specific subject matter, but as a study that permeates all areas of intellectual con- ^'^' '3?
cern. Its distinctive task is thus seen to be analysis of and reflection upon the
methodologies, basic concepts, and value systems inherent in the sciences and the
arts. It presupposes a familiarity with these other disciplines. Since good philo-
sophical work depends upon a thorough grounding in at least one other area of
human endeavor, students interested in philosophy should major in one of the
humanities or sciences with a strong elective course of study in philosophy.
Philosophy
;U,<,iC^'^M.
^^ 101. Man's Search for Meaning
•jX-^^ pi An introduction to the basic human questions about the meaning of life in both its ancient and
"tC". modern settings, and the search for possible answers to that question through an investigation
of such documents and thinkers as the Gilgeniesh Epic, Genesis, Hosea, John, Plato, Descartes,
The Cloud of Unknowing, Dewey, Whitehead, Marx and Freud. Freshman core requirement in
philosophy.
History of Philosophy: Greek and Medieval
A study of the history and development of philosophy in Western culture.
^^,t' 202. History of Philosophy: The Renaissance to About 1850
A continuation of the study of the history and development of philosophy in Western culture.
<^-i-" 211. Logic
A study of the principles of deductive and inductive reasoning, and of their application. Special
attention to the meaning and tests of truth and to the structure of our thinking.
/^^,^-^* 221. American Thought
A study of the history and development of philosophic ideas in America, including religious and
social thinking in the seventeenth and eighteenth centuries.
<^t.i'^-'" 301. History of Philosophy: 1850 to the Present
A seminar course with extensive directed readiv.g, discussion, and a seminar paper. Students have
an opportunity to relate their study to their respective fields.
^1^' ''' 321. Seminar in Philosophy
An advanced study of selected problems in esthetics, ethics and value theory, epistemology, meta-
physics, etc. Study of solutions offered to these problems by various schools of thought. Ex-
tensive reading, discussion, and a seminar paper. Students- have an opportunity to relate their
study to their respective major fields.
^i^'^ 322. Seminar in Philosophy
An advanced course in which the subject matter will vary from year to year, the topics to be
chosen from the philosophy of culture, the philosophy of history, and the philosophy of science.
Religion
'jfiT^ ^ 201. Basic New Testament Beliefs
fjy^d^ Introduction to the New Testament through a study of its message as it was applied to crucial
^°^> religious and historical situations in the first century church. Sophomore core requirement in
religion.
^^^V 211. Introduction to Religion
""^ Man as homo religiosus. A study of the phenomenology of religion. The manifold subjects related
to the discipline. Survey of the field and methodology of study. Contemporary issues.
41
'm
^V^ 221. Old Testament History
Introduction to the Old Testament. Study of selected Old Testament books with special emphasis
on the history of Israel from the exodus to the Persian period and on the theological interpretation
of that history.
C^^f^ V 224. Studies in the Gospels
An intensive study of the Synoptic gospels with special emphasis on Luke.
^^^_(r'^' v/ 312. Non-Western Religions
A survey of the more significant men and movements among the non-Christian religions.
-C iTi^ s/ 315. History of Christian Thought
A survey of representative Christian thinkers from the time of the Apostolic Fathers through the
nineteenth century.
<-t7^ ^ 321. Old Testament Studies
Consideration of several areas of Old Testament literature, history, theology, and ethics. Emphasis
will be on the prophetic movement with the great issues of God in history, social justice, and
individual protest.
-^-tA/^ 331. New Testament Studies
Advanced study of a key New Testament book or group of books with emphasis on important
^^ic^ themes of theology and ethics. Books to be studied are announced.
pS-^ ' 332. Contemporary Christian Thought
A study of the writings of the leading theologians of the twentieth century. Due attention to
crucial religious issues of our time. Prerequisite: Religion 315 or permission of the instructor.
p, V 334. Christian Ethics
A survey of the ethical theories springing from Christian theology. Emphasis on modern value
systems and ethical problem-solving in the light of contemporary Christian thought. Prerequisite :
Religion 315 or permission of the instructor.
^„M^' 341. Seminar in Religion and Culture
An interdepartmental course. Advanced study of important topics in religion and culture ; the
subjects will vary from year to year. In 1969-70 the topic will be: Religion and Science. Ad-
mission by permission of the instructors.
V 351-352. Independent Study in Religion
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Ordinarily taken in the spring term of the junior year and the fall
term of the senior year.
t^' 401. Seminar in Religion
Selected topics in religion. Enrollment limited to seniors majoring in religion.
POLITICAL SCIENCE
Assistant Professor Bird and Miss Lundin
Major in political science: 10 courses, including Political Science 201, 311, 312,
321, 322, 341, 351-352.
Related courses required for the major in political science: History 221 and
222, Economics 201, and Sociology 201. The core requirement in foreign language
may be taken in any language, but French is recommended.
201. American Government
The major institutions of policy-making in national, state, and local government, including the
changing relationships among these three levels of government.
202. Social Problems in Contemporary Society
An interdepartmental social science course focusing on important problems of society. The course
is designed to show the comple.x social, economic, and political forces which are at the base of
most problems in society, and to help the student recognize and analyze these problems objectively.
Identical with Economics 202 and Sociology 202.
301. The Development and Methodology of The Social Sciences
Historical development of the social sciences with a consideration of their present state. Con-
sideration of the methodology used in economics, political science, and sociology. Identical with
Economics 301 and Sociology 301.
302. Organization Theory
An introduction to the theory of formal organization, including a study of classical and con-
temporary treatment of the subject. Topics to be covered include organization structure, bureau-
cratization, conflicts of goals, etc. Identical with Economics 302.
311. Comparative Government
A comparative study of the constitutional systems and the governmental, legal and political insti-
tutions, and processes of Great Britain, France, West Germany, the Soviet Union, and Switzerland.
312. International Relations and Organization
The fundamental concepts of international politics and the major characteristics of the inter-
national system, including extensive consideration of international law and organization.
321. Political Parties, Pressure Groups, and Public Opinion
An intensive analysis of non-governmental processes and institutions, emphasizing political parties,
pressure groups, interest groups, electoral behavior, and public opinion.
42
322. U. S. Constitutional Law
The consideration of major United States constitutional doctrines as interpreted by the federal
courts.
341. Political Thought
The principal developments in political thought in the Western world from the time of Plato to
the present.
342. Seminar: Selected Topics in Political Science
An intensive study each term of one or more topics not dealt with in other departmental course
offerings. Prerequisite : Political Science 201 or permission of the instructor.
351-352. Independent Study in Political Science
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Ordinarily taken the spring term of the junior year and the fall
term of the senior year.
PSYCHOLOGY
Associate Professor Waters, Assistant Professor Wahler, and Mr. Behel
Major in psychology: TO courses including Psychology 201, 311, 312, 313, 351-352.
Related courses required for the major in psychology: Biology 201, Mathe-
matics 101. The requirement in foreign language will be taken in French, German,
or Spanish.
201. General Psychology
Fundamental principles of human behavior. Attention to the aims and methods of psychology,
maturation and development, motivation, emotion, learning, perception, personality and behavior
disorders. Prerequisite to all other courses in Psychology.
211. Child Psychology
Growth and development of the child from birth to maturity. Physical, intellectual, social and
emotional aspects of growth are considered as they relate to various stages of maturity.
311. Psychometrics
The application of mathematics in psychological research. Initial attention to the frequency
distribution and continuing through the simple analysis of variance. Both parametric and non-
parametric statistical procedures considered.
312. Experimental Psychology
Consideration of the scientific method in psychology. Study in such areas as structure and func-
tion, motor processes, sensation, perception and attention. Laboratory practice. Prerequisite : Psy-
chology 311.
313. Psychology of Learning
Survey of basic principles and theories of learning. Special emphasis will be given to empirical
laws and controlled studies which illustrate these laws. Laboratory practice. Prerequisite: Psy-
chology 311.
321. Social Psychology
Interaction of individuals in social situations, considering perception, motivation, attitudes, com-
munication, and culture.
322. Personality
Survey of the major theories of personality, with special attention given to motivational and
developmental concepts.
331. Abnormal Psychology
Mental disorders and deviations from the normal. Attention given to the extent, causes, symptoms,
treatment, and prevention of psychoses, neuroses, and mental deficiency.
333. Counseling
Study of counseling techniques in such settings as the school, industry and the clinic. Special
emphasis on psychological testing procedures and interviewing.
342. Seminar: Selected Topics in Psychology
Advanced study of major areas which will vary from year to year. In 1969-70 the topic will be
Comparative Psychology.
351-352. Independent Study
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Required for the major in Psychology. Ordinarily taken in the
fall and winter terms of the senior year.
SOCIOLOGY
Visiting Professor Willey, Assistant Professor Nelson, Dr. Champion,
Mr. Gangaware, and Mr. Miller
The major in sociology prepares the student for graduate study and provides a
background for professional placement in the fields of law, public service, the
ministry, social work and teaching. The courses listed below, plus the work offered
43
in the seminar, in Independent Study, and in the senior Interim course, when special
programs are designed to meet individual needs and interests, will provide for the
major student an integrated and comprehensive introduction to the broad field of
sociologv.
Major in sociology: 10 courses, including Sociology 201, 202, 301, 315 or 321,
341, 342, 351-352. The remaining courses may be selected from other departmental
offerings or Psvchology 321.
Related courses required for the major in sociologv: Economics 201, 302, or
332; Historv 212, 221, 222, or 321; Political Science 201 or 321; and one other course
selected from the following: Philosophy 301; Psychologv 321, 322, 331. The core
requirement in foreign language mav be taken in any modern language.
201. Principles of Sociology
A study of the basic concepts developed foi- the study of human societies. Group life: nature,
interactions, and processes: social systems: nature and problems of social control and social change.
202. Social Problems in Contemporary Society
An interdepartmental social science course focusing on important problems of society. The course
is designed to show the complex social, economic, and political forces which are at the base of
most problems in society, and to help the student recognize and analyze these problems objectively.
Identical with Economics 202 and Political Science 202.
211. Introduction to Anthropology'
A general survey of the evolution of man and his culture, with special emphasis on comparative
social institutions and the ways of life among various peoples.
?01. The Development and Methodology of the Social Sciences
Historical development of the social sciences with a consideration of their present state. Survey
of the methodology used in economics, political science, and sociology. Identical with Economics
301 and Political Science 301.
303. Cultural Geography
An examination of the close relationship that exists between man, land, and culture, emphasizing
the role of man in shaping his physical environment.
312. Principles and Practice of Social Welfare
A review of how society organizes, through private and public agencies, to meet the problems of
individual social maladjustment, with special attention to the premises and procedures underlying
modern social welfare activity and case work. Relevant field work will be required. Prerequisite:
Sociology 201.
315. The Sociology- of the Family
The family as a basic social institution : the background, types, functions, changing organization
and problems of the American family.
321. Rural and Urban Sociology
A study of the growth of cities, the composition and distribution of population, the institutional
structure, the problems and factors of change in rural and urban America.
341. Contemporary Sociological Thought and its Background
An analysis of contemporary sociological theory and the historical backgrounds from which it has
developed, designed to familiarize the student with the work, both in theory and research, of
outstanding modern sociologists.
342. Seminar: Selected Topics in Sociology
An intensive study each term of one or more areas of major sociological concern : criminology,
race relationships, population, mass communication, social organization, comparative social institu-
tions, etc.
351-352. Independent Study in Sociology'
Individual study, with the guidance of a faculty supervisor, involving command of the forms and
usages of the formal paper. Required of the major in sociology. Ordinarily taken in the fall and
winter terms of the senior year.
SPEECH AND DRAMA
Assistant Professor Jones and Mrs. Proffitt
101. Introduction to the Field of Speech
Comprehensive treatment of all aspects of speech, including an introduction to voice science and
phonetics, public speaking, discussion, debate, oral interpretation, speech disorders, theatre, radio
and television.
102. Introduction to Theatre
The scope and significance of the dramatic arts and the modern theatre. Understanding the
contributions of the playwright, director, actor, designer, and critic. Lecture-discussion procedure.
Student preparation includes attending plays and films and the reading of dramatic literature.
Special emphasis given to evaluation of modern theatre in America and its potential for the future.
44
201. Public Speaking
A study is made of the techniques of composition and delivery of speeches, with attention given
to the psychology of the audience and to great speeches of the past.
202. FoRENSICS
A study in depth of persuasive speaking and the principles of argumentation through participation
in intercollegiate debate and related speech activities. Consent of instructor required for enrollment.
203. Oral Interpretation of Literature
An application of the principles of speech to the interpretation and effective reading aloud of
all types of poetry and prose ; for the purpose of general culture and public entertainment : and
as an aid in the study and teaching of oral literature.
205. Voice and Articulation
A study of the anatomy and physiology of speech, with attention to techniques of good voice pro-
duction and clear articulation. The International Phonetic Alphabet is used as a basic learning tool.
211. Play Production
An introduction to the building, painting, and shifting of scenery and to basic principles of costume
construction, lighting, and make-up. Attention will also be given to design in the theatre. The
principles of line, color, and mass as applied to the design of stage scenery, properties, costumes,
and lighting.
212. Acting
Stresses theory and principles of acting designed to meet the needs of those directly concerned
with theatre production. Valuable for any libera! arts students seeking to make better use of
imagination and poise in social or professional situations. Laboratory exercises progress from
simple behavior in imaginary situations to acting in cuttings from great dramas.
311. Cre.\tive Dramatics for Children
Teaching methods and non-directive techniques involving extemporaneous drama with children.
Plays from children's literature and related elementary core material. Suitable for school, church,
recreational, and summer camp situations.
321. Seminar in Speech-Theatre
This course offers an opportunity for extensive reading, discussion, and research in the various
areas of speech-theatre.
45
COMMUNITY
LIFE
>V
COMMUNITY LIFE
A distinguishing characteristic of Maryville College is the ideal for community
living that it has set as a goal. Although it places the academic program at the
center, it recognizes at the same time that education in the truest sense involves
one's total life. The way must be open for each to contribute according to his
time, interests, and special abilities, and in turn to benefit from that which others
have to contribute. Each member of the community should know the sense of
fellowship that comes with regular participation in corporate worship and common
intellectual and cultural experiences. He should enjoy the renewal that comes
through regular participation in creative and re-creative activities. He should ex-
perience the broadening of his, sympathies through sharing in the solution of com-
mon problems.
Success in providing these opportunities depends upon the cooperative effort
of students and faculty. Therefore the College seeks those who have the faith and
courage and patience to work toward translating an ideal into reality. Prospective
members of the community are asked to consider seriously the announced purposes
before making a commitment. In the interest of the total community the College
reserves the right to ask the withdrawal of those whose actions are not in accord
with the standards that it is attempting to maintain.
Campus Government
Participation of students in the directing of campus life is encouraged to the extent
that their time, training and experience permit. The vital community life which
Maryville College seeks depends upon the responsible participation of all its mem-
bers in decision making. To this end, the College has approved the concept of an
All-College Council to act upon matters relating to the life of the entire community
of the college and to seek to interpret and enhance the over-all purpose of this
community, under the objectives established by the Board of Directors.
The 18-member All-College Council, consisting of six students, six faculty
members, and six administrative officers and staff, is the chief deliberative and legis-
lative body for the College. These members are responsible for long-range planning
and for directing the activities of the entire College community. The Council co-
ordinates the activities of the (1) academic, (2) religious, and (3) social, cultural
and recreational aspects of campus life.
Smaller committees, which involve nearly all phases of College life, make
possible participation by all interested students, faculty, and administrators in gov-
erning the College.
Regulations and principles which all students are asked to observe in the
interest of harmonious group living include the following:
Alcohol— The possession, transportation, consumption, and use of alcoholic
beverages by members of the Maryville College community while off campus is
subject to applicable state and local law. The possession, transportation, consumption,
and use of alcoholic beverages on the campus or at any off-campus, official function
of Maryville College is not permitted. Community members in violation are subject
to disciplinary action by the Judicial Council without reference to the civil authorities,
except in aggravated cases. Disorderly or unbecoming conduct due to the influence
47
of alcohol off campus, or repeated conviction by civil authorities of members of the
Maryville College community are subject to disciplinary action by the Judicial
Council.
Drugs— Students possessing drugs received through medical prescriptions are
cautioned to retain such drugs stricdy for their personal use according to the specifi-
cations of familv or college physicians. Students are also cautioned against the pur-
chase, possession, or use of drugs prohibited by state or federal drug abuse laws,
including alcohol, marijuana, LSD, and other psychedelics and narcotics.
AutoiuohilesSophomoies, juniors and seniors living in the residence halls
are permitted to bring automobiles to college provided that they are not on academic
or disciplinarv probation, are not holding scholarships or grants based upon need,
have at least a 2.0 cumulative grade point average, have parental consent if under
age 21, and declare in writing to the office of the Dean of Students their intention
to bring an automobile to the campus prior to their departure from home.
A Iflrriflae— Students planning to be married during the college year must in-
form the office of Dean of Students.
Sj7tokiMg— Smoking is permitted in student rooms, on campus grounds, in the
College offices (except in Anderson and Thaw where fire regulations prohibit), in
the student center, and in other specifically designated places.
Howest}/— Each member of the College community is expected to regard
honesty as a personal and group obligation and to remember that academic honesty
is an especially cherished principle in an academic community. A student who is
guilty of cheating, plagiarism, or other dishonesty, or in assisting in any form of
dishonesty, has no claim to the privileges of membership in that community.
Religious Life
Maryville College is proud of its religious heritage and the traditions that have
developed through the years. A joint student-faculty group, the Religious Life Co-
ordinating Council, under the leadership of the College Chaplain, has responsibility
for much of the planning and coordination of religious activities. The Student
Christian Movement is an active organization that seeks to find ways for students to
live and work together as Christians while thev are participating in the day-to-day
life of the College.
The entire College community comes together once each week for a pro-
gram called "Community Issues and Values." The speakers and other programs
deal with manv of those vital concerns of a college which sees no dichotomy between
the life of the mind and a faith in God. This hour each week seeks to deepen the
spiritual and intellectual life of the entire college and also endeavors to bind us
together as a community. Special music, dramatic art and lectures all contribute
to this end.
On Sunday evenings the Vesper service provides an opportunity to hear
outstanding religious leaders along with the best of church music sung by the College
Choir. New forms of worship are used in this service. During the year there are
special periods of emphasis on the Christian faith led by recognized church leaders.
Christmas Vespers, Messiah, the Feast of Lights, the Good Fridav Service, and the
Easter Sunrise Service have all become a part of a rich and vital spiritual tradition.
The Little Chapel is a center For worship located in the main Chapel build-
ing. It contains an organ and is designed as a place of worship for individuals
and small groups.
There is a worship service in the Little Chapel each Tuesday during the term,
and each Thursday there is a service of organ music.
The Little Chapel is available for weddings and other services and may be
reserved through the Chaplain's Office.
The Fine Arts Program
Throughout the year outstanding guest artists visit the campus for a series of pro-
grams planned by a joint faculty-student-community committee. In addition to the
visiting performers, Maryville's own musicians and musical organizations present
regularly scheduled recitals and concerts, including a series of faculty recitals and
concerts by the College Choir, the Highlander Band, and the College Orchestra.
One of the highlights of the year is the production of Handel's Messiali.
The Maryville College Playhouse annually presents at least three major
dramatic productions in which students have an opportunity to act, direct, build
scenery, and supervise staging and lighting in the excellently equipped theatre. The
Playhouse also presents workshop productions and a film series. A summer theatre
program, in which townspeople participate, completes the year's activities.
An art exhibition is presented once a month during the college vear in the
gallery of the Fine Arts Center, offering a variety of work including that of students,
faculty, local artists, and loan exhibitions.
In 1967 Maryville College became one of ten institutions involved in Affiliate
Artists, a growing program to make possible the placement of voung artists in colleges
over the nation. The program, designed as a creative link between performing
artists and colleges and universities, provides for an artist to spend six to eight weeks
on the campus as performer, teacher, and consultant to students and faculty. Stu-
dents interested in professional careers in the performing arts have a unique oppor-
tunitv to learn about its hazards and rewards. The affiliate artist at Maryville is
Miss Karen Roewade, who has appeared on network television shows, in New York
opera productions, and in concert performances.
Sports and Recreation
In the belief that physical well being is essential to the full achievement of one's
potential, the College encourages participation in all forms of athletic and outdoor
recreation. Intercollegiate athletic teams play full schedules in football, basketball,
wrestling, track, baseball, and tennis. Intramural sports for both men and women
attract a large percentage of students who compete individually and as members of
society, dormitory, or independent teams.
The Social Committee sponsors social dancing, square dancing, movies, and
regular evenings of informal recreation for students and faculty. The swimming pool,
tennis courts, and other facilities are made available at specified times for those
who wish to use them. Because of the location of the College, hiking is a favorite
form of recreation, and bicycling is growing in popularity.
The Creative Leisure Program
The Creative Leisure Program brings together small groups of students, faculty,
staff, and townspeople who share common interests, such as hiking, camping,
photography, painting and sketching, folk music, drama, and crafts. Membership
is open to all who are willing to contribute their time, talent, and enthusiasm. This
program provides not only a creative outlet, but an excellent opportunity for the
extension of relationships to those outside one's own everyday sphere of activity.
Organizations
Students have an opportunity to participate in a variety of organizations that
represent special interests: Athletics— The Women's M Club and the Varsity Letter-
men's Club; Dramatics and Forensics— The Playhouse and the Debate Team;
Education— ihe Student National Education Association; Mwsic— The College Choir,
the Highlander Band, and the College-Community Orchestra.
Two professional societies. Phi Mu Alpha Sinfonia for men and Delta Omi-
cron for women, are national professional music fraternities open to students who
meet certain academic standards and who take an active part in musical activities.
The student M.E.N.C., affiliated with the Music Educators National Conference,
is open to all students interested in teaching music.
Honor societies include Alpha Gamma Sigma, organized in 1934, the College
scholarship honor society with requirements similar to those of Phi Beta Kappa;
Beta Beta Beta, the national honor society in biology; Pi Delta Phi, the national
honor society for students of French; Pi Gamma Mu, the national social science
honor society; Pi Kappa Delta, the national honorary forensic fraternity; Psi Sigma
Mu, the honor society for students of psychology; Sigma Delta Pi, the national
50
honorary fraternity for students of Spanish; Tau Kappa Chi, honorary society for
music students; and Theta Alpha Phi, the national dramatic fraternity.
Of long standing at Maryville are four social organizations that function as
sister-brother pairs: Chi Beta and Kappa Phi, and Theta Epsilon and Alpha Sigma.
They offer a variety of activities, including weekly meetings, intramural sports,
service projects, picnics, dances, and other social activities.
The Student Handbook contains more information about these organizations.
Publications
Maryville College has two publications edited by students. The Higldand Eclw is
the college newspaper, published weeklv under the direction of an editor elected
by the staff. The Chilhoweau, the yearbook published each spring, is sponsored by
the Junior Class, from whose members the editor and business manager are elected.
Both publications are under the general supervision of the Publications Committee.
Counseling and Testing
Various testing and guidance programs are available to the students through the
Deans' offices. A vocational and personality testing service to aid in the choice of
a career is provided by the Office of the Dean of Students. Each student is assigned
n faculty advisor who provides individual counseling regarding the student's academic
life. In addition, counseling on personal problems is available through the Deans
and the College Chaplain.
In conjunction with the design of the three residence halls for freshmen,
the College has developed a program called Small-Group Living in which a junior
or senior counselor lives with a unit of eight freshmen. The counselors, whose
responsibilities supplement those of the housemother, receive special training and
are available to help new students form good study habits and use their new
college freedom wisely.
Each year if the demand is sufficient the College sponsors a reading improve-
ment course to help those students whose academic achievement seems to be
jeopardized by poor reading habits. An additional fee is charged for this course.
Students who are having academic difficulties are urged to confer with individual
instructors for help with their problems.
51
REQtJlREMENTS
4 ADMISSION
REQUIREMENTS FOR ADMISSION
Maryville College enrolls qualified men and women students regardless of race
or religion. Admission is based on evidence that the applicant possesses the qualities
needed for satisfactory achievement in terms of character, ability, academic founda-
tion, purpose, personality, and health. This evidence is obtained from the applicant's
high school record, college entrance tests, evaluations submitted by the high school
principal, teachers and other school officials, and the family physician. Acceptable
scores on the Scholastic Aptitude Test or the American College Testing program
are required for admission to Maryville College.
Prescribed Entrance Credits
To be eligible for admission, the applicant must have been graduated from an
approved high school in the upper half of his class, with a minimum grade average
of "C," and present the following specified credits out of the total number of
credits required for graduation:
Required
units
English 4
Laboratory science 1
Mathematics (2 in algebra or 1 each
in algebra and plane geometry) 2
Social studies 1
Electives from list below 5
Elective s
Additional mathematics (excluding general
mathematics and arithmetic) 1-2
Additional science 1-3
Additional social studies 1-3
Foreign languages 2-6
Bible 1
Music theory 1
The above-listed electives indicate the maximum number of units that may be
presented in each subject. Although a foreign language is not required for admission,
it is strongly recommended. Entrance credit in a foreign language will not be
allowed for fewer than two units in one language.
Advanced Placement
Applicants who have taken college-level courses in high school and have made a
score of 3 or above on the Advanced Placement Examination of the College Entrance
Examination Board, may be placed in advanced courses in those fields. College
credit will normally be authorized onlv upon the successful completion of the next
higher level course taken at Maryville College.
Application for Admission
Application forms will be furnished upon request. A form for submitting this re-
quest will be found inside the back cover of this catalog. A fee of $10 to cover
the cost of processing the application must be submitted with the completed appli-
cation form. This fee is not refundable.
53
Students may be admitted at the beginning of any of the ten-week terms.
Applications should be submitted well in advance to allow sufficient time for
processing before the quota for the term has been filled. A medical form to be
completed by the family physician will be furnished the applicant when acceptance
for admission is confirmed.
Results on either the Scholastic Aptitude Test (SAT) of the College En-
trance Examination Board or the tests of the American College Testing Program
(ACT) must be provided through the high school or direct from the testing service.
Additionally, foreign students are required to submit the results of the "Test of
English as a Foreign Language" (TOEFL) of the Educational Testing Service.
Applicants will be accepted for admission when all credentials have been received
and approved by the faculty Committee on Admission and Standing.
Maryville College is a residential liberal arts college dedicated to the ideals
set forth in the statement of Purpose and Objectives found on page 8 of this
catalog. Students who apply for admission to Maryville College should be in
sympathy with the institution's basic objectives and standards.
Admission from Otiier Colleges
Students with satisfactory credentials may be admitted by transfer from other col-
leges. Acceptance will be based upon the applicants meeting the requirements of
Maryville College for admission to the freshman class and having maintained at least
a C average in all college work previously undertaken. Advanced standing is granted
on a tentative basis, subject to an acceptable scholarship record at Maryville College.
Credit is allowed only for recognized liberal arts subjects. Students transferring from
non-accredited institutions may be accepted under probationary conditions.
Those who desire admission by transfer must make formal application and
submit the credentials described in previous paragraphs for admission to the freshman
class. In addition each applicant must have sent to this college by the registrar of
the college previously attended a transcript of credits, including entrance units and
a statement of honorable dismissal.
Transfer students are required to complete at least three terms of residence
work and 4 courses in their major field at Maryville College to be eligible for
graduation. Graduates of accredited junior colleges are normally admitted to the
junior class but must complete at least 20 courses at this college before graduation.
In computing scholarship averages for graduation, quality points on transferred work
are assigned on a basis not higher than the student's average grade at Maryville
College. Credit is not allowed for correspondence work.
Admission As Special Student
Under certain circumstances an applicant over 21 years of age, not qualified for
admission as a freshman, may be admitted as a special student. While demonstrated
fitness to do college work is required, a special student is not classified as a candidate
for a degree. In case a special student decides to become a candidate for the degree,
he must satisfy the entrance requirements in full within two years from the time
of his admission. No person is admitted as a special student who can meet the
requirements for admission as a regular student.
54
FEES AND FINANCIAL AID
For the 1969-1970 school year, resident students pay to the College $2,100.00, and
commutina students pay $1,200.00, exclusive of books. It is anticipated that for the
1970-1971 school year costs will be $2,200.00 for resident students and $1,300.00
for commuting students.
Itemized Expenses
Ail Students Pay for the Academic Year (Nine Months)
Tuition - $1,125.00
This sum includes library and basic laboratory fees. See below
for further information about laboratory fees.
Students Activities'"" - 52.50
Group Hospitalization Insurance, including Major Medical 22.50
Residence Hall Students Pay in Addition
Room - 400.00
Board -:-- 450.00
Laundrv -- -- - - - - 30.00
Health Fee --- - 20.00
Approximate Total of College Bills for the Academic Year
For the resident student - 2,100.00
For the commuting student - 1,200.00
Other Expenses, Paid When Applicable
Student Teaching (3 units) - 30.00
Science Laboratorv Fees - 6.00
For each science course above one, taken in any term by iuniors
and seniors.
Gymnasium uniforms for women - 6.00
Graduation — - 6.00
To be included in the last payment before graduation.
Graduate Record Examination - - 3.00
To be included in the last payment before graduation.
Late Registration - 2.50
Charged those who do not complete registration in accordance
with the regularly announced registration schedule.
Late Payment 5.00
Charged those who have not paid bills by the designated date.
Art Laboratory Fees
Art 201, 208, 308 - 5.00
Art 202, 301 10.00
Applied Studio in Art
Each lO-week term (does not include materials used)
Class 15.00
Private 20.00
Applied Art Studio Rental (per term) 9.00
•The student activities fee entitles students to the use of the athletic equipment, admission to all
regular athletic and forensic contests on campus, general admission to the Artists and Lecture Series,
one subscription to the Highland Echo, one copy of the Chilhowean, the use of the Student Center and
rental on a mailbox in the College Bookstore.
56
Applied Lessons in Music
Music for majors:
One half-hour private lesson a week
Nine months 70.00
Fall term plus 4-week interim 30.00
Winter and spring terms 40.00
Two half-hour private lessons a week in the same
field, or one lesson each in two fields
Nine months 100.00
Fall term plus 4-week interim 40.00
Winter and spring terms 60.00
Class lessons in each applied field (2 meetings a week)
Each 10-week term 20.00
Music for non-majors:
One half-hour private lesson a week
Nine months .- 100.00
Fall term plus 4-week interim 40.00
Winter and spring terms 60.00
Two half-hour private lessons a week in the same field
Nine months 130.00
Fall term plus 4-week interim 50.00
Winter and spring terms 80.00
Class lessons in each applied field (2 meetings a week)
(offered only in piano, strings, voice)
Each 10-week term 30.00
Music for non-college or part-time college students:
One half-hour private lesson a week
Nine months 130.00
Fall term plus 4-week interim 50.00
Winter and spring terms 80.00
Part-time college students' class lessons in piano
Each 10-week term 35.00
One half-hour private lesson a week with student teacher
Fall term plus 4-week interim 30.00
Winter and spring terms 43.00
Each 10-week term 25.00
Practice room rental fees (nine months)*
Piano student (private or class)
5 hours a week 12.00
10 hours a week 18.00
Voice students (private or class)
5 hours a week 9.00
10 hours a week 15.00
Instrumental students (private or class)
5 hours a week 7.50
10 hours a week 12.00
*These fees may be paid in two installments as other fees are paid.
57
Organ students (private only) 24.00
(on practice organs)
5 hours a week 24.00
10 hours a week 36.00
(on Music Hall or Chapel organs)
1 hour a week 9.00
Advance Fees Required
All students are required to pay an advance Class Registration Fee of $10 and
a tuition deposit of $50 which will be credited against the total payment.
New Students: An applicant is not assured of admission until all of his
credentials have been received and approved and his tuition deposit of $50 received.
The Application Fee of $10 received earlier is not refundable but at the time the
application is approved becomes the advance Class Registration Fee mentioned above.
Returning Students: Unless the $10 Class Registration Fee is paid to the
College before the last day of the Spring term, a student is not assured of a place
in the classes of the Fall term for which he may have enrolled at the time of advance
registration. Each student must also make an advance payment of $50 for tuition
deposit before May 1 (see below).
The College holds the $10 fee as a breakage deposit until the close of the
school year, when it is refunded with such deductions as are necessary. This deposit
covers Laboratory breakage and any other miscellaneous items for which special
payment may be due from the individual student. If an accepted applicant withdraws
his application, the advance Class Registration Fee of $10 is not refunded.
Terms of Payment
Fees in full are due on or before September 1, 1969, and January 15, 1970. The
resident student pays $1,100, less the tuition deposit, on or before September 1. He
pays $1,000 on or before January 15.
Commuting students pay $1,200 for the year, $650 due on or before September
1, and $550 due on or before January 15. Checks should be made payable to
Maryville College and mailed to the Treasurer's Office.
No deductions in charges are made for absence at the beginning or end of the
term; partial refund of board may be made under certain circumstances, but no other
refund is made. Since the College does not assume the responsibility for the student
during periods when it is not in session, itemized rates do not include room and board
for vacation periods.
Rooms in tlie Residence Halls
The tuition deposit required of all students becomes an advance payment on room
rent when the student completes enrollment. If a student notifies the Admissions
Office before May 1 (for the fall and interim terms), or before December 1 (for
the winter and spring terms), that he wishes to cancel his reservations, the $50 will
be refunded. There will be no refund after May 1 or December 1, as the case may be.
58
Rooms are reserved for accepted students in the order of payment of the
tuition deposit. However, the head of the residence hall may make reassignments
of particular rooms at any time it seems advisable. Returning students are required
to pay this deposit only once for the year; it must be paid before May 1, and no
refund will be made after that date. Rooms and dining hall places cannot be reserved
until this deposit is received and will not be held beyond noon of the first day of
classes in the term unless the full room rent has been paid. Usually two students
occupy one room. When rooms are available, a student may room alone by paying an
additional rental fee.
All residence hall rooms contain wardrobes, single beds and mattresses, desks
with built-in bookcases, chairs, and dressers. Bedspreads and draperies are also
furnished in the new residence halls occupied by freshmen. The student provides
pillows, blankets, and any other necessity not here specified. However, a pillow and
blanket rental service is available. The use of a linen rental service, which provides
clean linen each week, is required of all students. By special arrangement with a
linen service supply company, the College has available to all resident students a
linen rental service. For a cost of $30 for the academic year, the company each week
furnishes a supply of clean linen, consisting of two sheets, one pillow case, and
three bath towels. The linen is dispensed from individual metal lockers in each
residence hall. This service is offered as a convenience for students, and its use is
required by the College. Complete details and a reservation form will be mailed to
all students prior to the opening of College.
All students who are away from home live in the residence halls and take
their meals in the College dining room except by special permission granted in un-
usual cases. The maintenance of standards makes necessary the supervision and
inspection of residence halls. Regulations governing the various halls can be found
in the Suident Handbook.
Part-Time Students
The usual load for students is three courses in the ten-week terms and one
course in the four-week term. Resident students are required to carry the full load
and to live in the residence halls and eat in the College dining room.
Local students admitted on a part-time basis may carry fewer courses. In such
cases the tuition charge is $130 per course. Persons not enrolled as students in the
College may attend classes as auditors by paying a nominal fee of $25 per course.
Textbook Rental
In 1888 Miss Sarah B. Hills of New York contributed a fund for the establish-
ment of a loan library, the James R. Hills Library, in order that students unable
to purchase the necessary textbooks might have the privilege of renting them at a
nominal rate. Students may rent many of their textbooks, although some must be
purchased. This rental library is administered through the College Bookstore.
59
The Infirmary
The Ralph Max Lamar Memorial Infirmary on the campus is available for resident
students. Each morning, Monday through Friday, at specified hours, the College
physician is present for free medical consultation and prescriptions. Confinement
up to 5 days is paid by the Student Health Insurance Plan. The rate is $3 per day
thereafter. The facilities of the Blount Memorial Hospital, near the campus, are
available in cases of serious illness. A portion of the expenses for students confined
there is covered by the Student Health Insurance Plan. The student must pay for
any other medical attention that may be required. The College uses every possible
means to protect the lives and health of its students, but cannot assume any financial
responsibilty for injuries or illness.
Hospitalization
A group hospital and surgical insurance policy provides daily hospital benefits and
surgeon's fees according to a specified schedule. Benefits apply to hospital and
surgical expenses incurred during the year September 1— August 31. The premium
for group hospitalization insurance is $15 and the premium for major medical in-
surance is $7.50. The total of $22.50 is payable September 1, as part of the student's
regular payment. Further information about the policy may be obtained from the
office of the Dean of Students.
Financial Aid Program
The Maryville College Student Help program, begun in 1825, has brought a college
education within reach of large numbers who would otherwise have found it diffi-
cult to attend college. Each year approximately fifty percent of the student body
participates in some phase of the financial aid program, which falls into four gen-
eral categories: Employment, Loans, Grants, and Scholarships.
Eni-ployment: Any student may apply for part-time work on campus. Various
types of jobs are available in the dining room, the library, the bookstore, the printing
office, the science laboratories, and the departmental and administrative offices, as
well as in the custodial service of the College. The amount a student is able to earn
during the year will vary, depending upon the type of work, the degree of skill,
the amount of personal responsibility involved, and the amount of time the student
has available. Some students earn as much as one-fourth of the amount needed to
pay college bills.
Loans: Short term loans, repayable during the college year, are available
from the College Rotating Loan Fund for those students who wish to pay college
bills on a deferred or installment basis. Freshmen and transfer students may borrow
up to fifty percent of fees that are due on either of the payment dates, September 1
and January 15. Currently enrolled students may borrow up to eighty percent. Loans
covering the fall period must be repaid by January 1. Loans covering the spring
period must be repaid by May 15. Endorsement is not required, but a student may
borrow only with the full knowledge of his parent or guardian who thus accepts
joint responsibility for the payment.
Maryville College participates in the National Defense Student Loan pro-
gram, which offers long-term loans to qualified students. Restrictions are made
60
necessary by the limited amount available and the stipulation by Congress that the
funds must be used for college students of demonstrated ability.
Long-term loans are also available through the Guaranteed Loan Program.
In this program the student applies for a loan directly to a participatino bank or
other lending agency, or to a state agency. The Federal Government helps with
interest charges and repayment may extend for as much as ten years from the date
the borrower finishes college.
Grants: Educational Opportunity Grants, as established by the Higher Edu-
cation Act of 1965, are available in limited numbers to students of academic and
creative promise who require exceptional financial assistance. In addition, Maryville
College makes grants in varying amounts, from $100 to half-tuition, to those who
have exhibited outstanding leadership qualities in areas such as student government,
drama, debate, athletics, and school publications; to dependent children of ministers,
missionaries, and other full-time professional church workers; to graduates of Blount
County high schools; to valedictorians and salutatorians of specified high schools in
East Tennessee; and to others who meet particular qualifications described in the
financial aid brochure. Incoming freshmen who are art or music majors may
compete for Fine Arts awards in the amount of $300 in art, piano, organ, voice,
stringed or wind instruments. There are also competitive awards for upperclassmen
in each category.
Those interested in more detailed information about the types of financial aid
described above should write the Director of Admissions and Student Aid, Maryville
College. Applications for the Competitive Fine Arts Awards may be secured from
the Chairman of the Department of Fine Arts.
Prizes and Awards
Scholarships: Scholarships are available to students of superior ability, char-
acter, and promise. Some are granted for the freshman year only, while others are
renewable for a maximum of three years under certain conditions. These include
the Kind Memorial Scholarships in the amount of $250 each; the Padgett Memorial
Scholarships, varying in amount from $100 to $600; the Readers Digest Foundation
Scholarship, varying in amount from $100 to $400, depending upon the individual's
need; the Lombe Honaker Scholarships for athletes who meet specific academic
requirements; Bess and Hyman Arnowitz Scholarship; Mr. and Mrs. Edward S.
Cowdrick Scholarship; and class of 1912 Scholarship.
The Alexander English Prize: Through the generous provision of Dr. and Mrs.
John McKnitt Alexander, an annual prize, consisting of the income from a fund of
$1,000, is offered to the member of the senior class who makes the best four-year
record in English.
The T. T. Alexander Fund: A generous friend of the College who wishes
to remain anonymous established this fund in honor of one of Maryville's early
foreign missionaries. It provides awards annually to students from abroad adjudged
by the Committee on Student Help to have special need and merit.
Alfha Gamma Sigma Scholarship Award: The alumni members of the
Maryville College scholarship honor society, Alpha Gamma Sigma, have provided
a fund by individual contributions to establish a scholarship to be awarded each
61
year to the incoming junior who, at the end of the sophomore year, has the highest
scholarship record in his class and is adjudged superior in character, campus citizen-
ship, and leadership.
Bank of Maryville Economics Prize: A prize of $50 is given annually at
Commencement by the Bank of Maryville to the student doing the most outstanding
work in the field of Economics during the year.
Bloimt National Bank Business Prize: A prize of $25 is given annually by
the Blount National Bank, of Maryville, to the student doing the best work in the
field of Business Administration.
The Barracloiigh Choir Award: An award is given annually at Commence-
ment time bv Dr. and Mrs. Henry Barraclough, of Philadelphia, Pa., to that senior
who has been a member of the Choir of Maryville College for at least two years
and who is adjudged to have been most outstanding in service to the Choir and
also to have been an active Christian leader and a successful student.
Bates Bible Prize: A gift of $2,000 was made by the Reverend William H.
Bates, D.D., of Greeley, Colo., to establish a fund, the income of which is awarded
annually under certain conditions to seniors for proficiency attained in Bible study.
Bates Forensics-Drama Prize: A gift of $1,000 was made by the Reverend
William H. Bates, D.D., of Greeley, Colo., to establish a fund, the income of which
is at present used for an annual prize to be awarded a junior or senior participant
in forensics or drama, ordinarily in alternate years. The award is made each year
to a participant who in the judgment of the director of the activity, the Chairman
of the Department, and the Dean of the College has been most outstanding in
forensics or drama and at the same time has made a successful academic record.
Davies Fine Arts Scholarship Prize: This fund, established in 1960 with
initial gifts by students majoring in the Fine Arts, is named in honor of Miss
Katharine Currie Davies, Chairman of the Department of Fine Arts from 1936 to
1964, and her parents, the Reverend Dr. and Mrs. George E. Davies. Income from
the fund is used for awards to students majoring in Fine Arts, selected at the end
of their junior year by the Fine Arts Faculty on the basis of achievement and progress
in the major field, overall academic record, contribution to the College's life and
work, financial need, and promise for the future.
Susan Allen Green Scholarship Prize Fund: A gift of $1,000 was made before
her death by Mrs. Louis A. Black (nee Susan Allen Green) to establish a scholar-
ship prize fund from which annually the income is to be awarded to the_ most
outstanding and promising member of the junior class majoring in biology. Some
additional gifts in her memory have been added to this fund.
Elizabeth Hilhuan Chemistry Prize Fund: The sum of $1,000 was con-
tributed in 1919 by Miss Sara F. Hillman, of Pittsburgh, Pa., to establish a fund,
the income of which is to be used to provide "a prize or prizes to be awarded to
women students for excellence attained in the Department of Chemistry." Since
1933-1934, the prizes have been awarded each year to the women students having
the highest grades in chemistry at the completion of a stipulated number of hours
(two courses of which must have been taken at Maryville). Any student having
received the prize is ineligible for further competition.
The George A. Kna-pp Mathematics Scholarship Fund: A fund of $1,000
was established in 1941 by Tracy F. Knapp, Mary Gertrude Knapp Barrett, and
62
Josephine Knapp Kiefer as a memorial to their father, Dr. George A. Knapp, who
served as Professor of Mathematics and Physics at Maryville College from 1914 to
his retirement in 1938. The income from this fund is awarded each year as a prize
to the senior or junior student who is adjudged by a committee to be the most
outstanding and most promising among those majoring in mathematics.
The E. E. McCiirry Scholarship Prize: This fund was established in 1959
through initial gifts by the men students then rooming in Carnegie Hall and was
named in honor of Mr. E. E. McCurry, Proctor of Carnegie Hall, who retired in
1959 after 43 years of service to Maryville College. Income from the fund is used
for an annual award to a man selected at the beginning of his sophomore year on
the basis of scholarship and need.
The Verton M. Queener Scholarshif Prize Fund: In April, 1959, by a gift
from Mr. N. C. Caudill, Vice-President and Treasurer of Genesco, Nashville, Ten-
nessee, a scholarship prize fund was established in honor of Dr. Verton M. Queener,
Chairman of the Department of History at Maryville College at the time of his
death in 1958. Since that time additional gifts have been made by Mr. Caudill and
Maryville College classmates of Dr. Queener. Two awards, each consisting of one-
half of the income, are made annually to the outstanding junior in political science
and to the outstanding junior in American and English history.
Theatre Arts Trofhies: Two awards known as the Nita Eckles West Play-
house Awards are presented annually to students participating in the Theatre and
Speech Arts. These awards are provided by Mr. Charles T. West, of Maryville, in
honor of his grandmother, who was for more than fortv years a member of the faculty
of Maryville College in charge of the work in drama and speech.
The Dr. J. W. F. Davies Trophy: This trophy is given annually to a student
who best exemplifies excellence in the technical aspects of the theatre. The technical
field includes scene construction, work in costuming, stage lighting, and creative
design.
Woodrow Wilson National Fellowship Winners
Eleven Maryville College graduates have been selected for awards for graduate
study by the Woodrow Wilson National Fellowship Foundation:
Mrs. Lawrence M. Blakely (Ruth Morris) 1958
Keith Ham 1959
John C. Gilmour 1960
Charles Patrick Pearson 1961
Harriete Fuhrman 1962
Mrs. Graham L. Gross (Judith Mikeal) 1963
Gloria Sturmfels ..1964
Carolyn Huff 1965
Lois Huffines 1967
Marilyn Rankin 1967
Merry L. Burlingham (honorable mention) 1968
Susan Joyce Fershee (honorable mention) 1969
63
D.D..
OFFICERS AND FACULTY, 1969-1970
QThe year opposite each name is that of first appointment')
Administrative Officers
Joseph J. Copei.and, B.A., B.D., D.D., LL.D. 1961
President
On the Mr. and Mrs. Charles Oscar Miller Memorial Foundation.
B.A., Trinity University; B.D.. McCormick Theological Seminary, 1939; Honorary Deg
Trinity University, 1950, and LL.D., Maryville College, 1960.
Ralph Waldo Lloyd, B.A., B.D., D.D., LL.D., Litt.D., L.H.D., S.T.D., Pd.D. 1930
President Emeritus
B.A., Maryville College: B.D.. McCormick Theological Seminary, 1924; Honorary Degrees: D.D.,
Maryville College, 1929: LL.D., Centre College, 1940, and University of Chattanooga, 1953;
Litt.D., Lake Forest College, 1954, and Westminster College, Utah, 1955: L.H.D., Lincoln Me-
morial University, 1955 ; S.T.D., Blackburn College, 1955 ; Pd.D., Monmouth College, 1961.
Boyd Lee Daniels, B.A., B.D., Ph.D. 1967
Dean of the College
B.A., College of Wooster ; B.D., McCormick Theological Seminary, 1950; Ph.D., Duke University,
1956.
Frank DeLoss McClelland, B.A., M.S., LL.D. 1937
Dean Emeritus and Assistant to the President
B.A., Grove City College; Pennsylvania State College, 1922, 1923; M.S., 1929. and LL.D., 1936,
Grove City College.
Raymond Irving Brahams, Jr., B.A., M.A. 1958-1966; 1969
Administrative Assista^it to the President
B.A., Maryville College; M.A., University of Colorado, 1952.
Edward Fay Campbell, B.A., S.T.B., D.D., LL.D., S.T.D., L.H.D. 1961
College Chaplain
B.A., Yale University; S.T.B., Yale Divinity School, 1924; Honorary Degrees: D.D., Washington
and Jeffer.son College, 1942, Tusculum College, 1944, Centre College, 1947, Lafayette College,
1963 : LL.D., Waynesburg College, 1950, Bucna Vista College, 1955 ; S.T.D. Coe College, 1953,
Millikin University, 1953, Hastings College, 1959, Alma College, 1959 ; L.H.D., Lewis and Clark
College, 1961.
Hugh Rankin Crawford, Jr., B.A. 1961
Assistant Business Manager and Purchasing Agent
B.A., Maryville College.
Arthur Franklin Dees, B.A. 1965
Director of Communications
B.A., Carson-Newman College; University of Tennessee, 1963-1965.
Donald Peter Elia, B.S. in Ed. 1968
Acting Dean of Men
B.S. in Ed., Maryville College.
Daniel Frank Layman, B.A. 1956
Treasurer and Business Manager
B.A., Carson-Newman College.
Viola Lightfoot, B.A. 1934
Registrar
B.A., Maryville College; University of Tennessee, 1963.
Edith Frances Massey, B.A., M.S. 1947
Dean of Women
B.A., Maryville College; M.S., University of Tennessee, 1955; Florida State University, 1963, 1964.
William A. Ribble 1967
Director of Student Aid
Ball State University.
William F. Taylor, Jr. 1963
Director of Admissions
Davidson College, 1923-25 ; University of Tennessee, 1925-27 ; Graduate of Columbia Theological
Seminary, 1938; Chaplain, Colonel, United States Air Force (Ret.)
65
Faculty of Instruction
Joseph J. Copeland, B.A., B.D., D.D., LL.D.
President
Boyd Lee Daniels, B.A., B.D., Ph.D.
Dean of the College
BoYDsoN Howard Baird, B.A., M.S. 1959
Associate Professor and Chairman of the Department of Health and Physical Educa-
tion and Director of Athletics
B.A., Maryville College; M.S., Indiana University, 1948.
*Charlotte Hudgens Beck, B.Mus., M.A. 1966
Instructor in English
B.Mus., University of Tennessee; M.A., ibid., 1966.
Alfred Cecil Behel, B.A., M.S. 1968
Instructor in Education and Psychology
B.A., David Lipscomb College; M.S., University of Tennessee, 1968.
Agnes Thornton Bird, B.S., M.A., Ph.D. 1968
AssisfflMt Professor of Political Science
B.S., Texas Women's University; M.A., 1959, and Ph.D., 1967, University of Tennessee.
*Carolyn Louise Blair, B.A., M.A., Ph.D. 1948
Professor of English and Secretary of the Facidty
B.A., Alabama College, M.A., 1948, and Ph.D., 1961, University of Tennessee.
James Albert Bloy, B.A., B.Mus., M.Mus., S.M.D. 1953
Professor of Music
B.A., and B.Mus., North Central College; M.Mus., Eastman School of Music, 1953; New York
University, 1960 ; S.M.D., School of Sacred Music, Union Theological Seminary, 1964.
Robert John Bonham, B.Mus., M.Mus. 1965
Instructor in Alusic
B.Mus., Phillips University; M.Mus., University of Kansas, 1964.
Frank Octave Brunell, A.B., M.S. 1968
Instructor in Biology
A.B., Indiana University; M.S.. University of Pennsylvania, 1966.
Dale LaVerne Bunse, B.A., M.F.A. 1968
Instructor in Art
B.A., Willamette University ; M.F.A. , Arizona State University, 1968.
Arthur Story Bushing, B.A., M.A. 1947
Associate Professor of English
B.A., Maryville College;; M.A., 1948, and 1951-1953, 1967-1968, University of Tennessee; University
of Iowa, 1948, 1949 ; Duke University, 1956.
David Ray Cartlidge, A.B., B.D., Th.D. 1966
Assistant Professor of Philosophy and Pieligion
A.B., College of Wooster ; B.U., MeCormick Theological Seminary, 1957; Th.D., Harvard University,
1969.
Ralph Thomas Case, B.A., B.D., Ph.D. 1939
Independent Study Editor
B.A., Parsons College; B.D., MeCormick Theological Seminary, 1919; Ph.D., University of Iowa,
1929.
Ronald J. Castle, B.F.A., M.F.A. 1969
Assistant Professor of Art
B.F.A., University of Tennessee; M.F.A., ibid., 1969.
Herma Ramsey Gate, B.A., M.A. 1965
Assistant Professor of English
B.A., Berea College; M.A., University of Tennessee, 1961.
Dean J. Champion, B.S., M.A., Ph.D. 1968
Lecturer in Sociology
B.S., Brigham Young University ; M.A., ibid., 1963 ; Ph.D., Purdue University, 1965.
Ralph Stokes Collins, B.A., M.A., Ph.D. 1935-1945; 1967
Professor and Chairman of the Department of Foreign Languages
B.A., University of North Carolina;' M.A., ibid., 1931, University of Munich, Germany, 1932-1933;
East Carolina College, 1933-1934 ; Middlcbury College, 1936-1937 ; Ph.D., Johns Hopkins University,
1938 ; Russian Institute, Columbia University, 1948-1949 ; U.S. Army School, Regensburg, Germany,
1951-1952.
*0n leave of absence for advanced study, 1969-1970.
Carmian Forbush Davis, B.A., M.S. 1963
Assistant Professor of Physical Education
B.A., Oberlin College; M.S., Pennsylvania Stale University, 1941.
John Arthur Davis, B.A., M.A. 1940
Associate Professor of Physical Edi4cation
B.A., Maryville Colleee ; M.A., Columbia University, 1939; University of Tennessee, 1960, 1961,
1962.
William Hunter Dent, B.A., M.S. 1964
Assistant Professor of Mathematics
B.A., Maryville College; M.S., University of Kentucky, 1963; University of Tennessee, 1967-1968.
Thomas Lee Ferrell, B.S., Ph.D. 1969
Assistant Professor of Physics
B.S., Auburn University; Ph.D.. Clemson University, 1969.
Grover Ellis Foley, Jr., B.S., S.T.B., Th.D. 1969
Assistant Professor of Philosophy and Religion
B.S., Rutgers University; S.T.B., Harvard University, 1958; University of Gottingen, 1958-1959;
Th.D., University of Basel, 1963.
Glen Lloyd Foster, B.S., M.S. 1969
Assistant Professor of Edncation and Director of Tremont Environmental
Education Center
B.S., Virginia Polytechnic Institute; M.S., University of Kansas, 1958.
Elizabeth Thomas Fowler, B.S., B.D., M.A., Ph.D. 1969
Assistant Professor of EiigUsh
B.A., Birmingham-Southern College; B.D., Vanderbilt University, 1940; M.A., 1963, and Ph.D.,
1968, University of Tennessee.
L.awrence H. Gangaware, B.A., M.S.S.W. 1969
Lecturer in Sociology
B.A., New York University ; M.S.S.W., Columbia University, 1953.
Arthur Henry Hafner, Ph.B., M.A., Ed.D. 1969
Professor and Chairman of the Department of Education
Ph.B., Muhlenberg College; M.A., Lehigh University, 1946; Ed.D., Columbia University. 1955.
Harry Harold Harter, B.A., M.Mus., S.M.D. 1947
Professor of Music and Chairman of the Department of Tine Arts
B.A., San Jose State College; M.Mus., University of Nebraska, 1947; S.M.D., School of Sacred
Music, Union Theological Senrinary, 1961.
Audley Eugene Hileman, B.S., M.S. 1964
Assistant Professor and Chairman of the Department of Economics
B.S., Pennsylvania State University; M.S., North Carolina State University, 1962; Duke University,
1962-1964; University of Tennessee, 1967-1968.
Elizabeth Hope Jackson, B.A., M.A., Ph.D. 1935
Professor and Chairman of the Department of Eytglish
B.A., Smith College; Editorial Staff, Webster's New International Dictionary, 1930-1935; M.A.,
University of Michigan, 1940 ; Ph.D., University of Colorado, 1956 ; Leeds University, England,
1983.
Thomas E. Jones, B.S.Ed., M.F.A. 1962
Assistant Professor of Theatre and Speech
B.S.Ed., Northern Illinois State University ; M.F.A. , Ohio University, 1952 ; Ohio State University,
1956, 1957 ; Indiana University, 1963 ; Louisiana State University, 1967-1968.
Lauren Forrest Kardatzke, B.S., M.Ed. 1961
Assistant Professor of Physical Education
B.S.. William and Mary College; M.Ed., ibid., 1961.
Dan Howard Kinsinger, B.A., M.Mus. 1954
Assistant Professor of Music
B.A., Eureka College; M.Mus., Northwestern University, 1953; University of Illinois, 1964-1966.
David John Kovarovic, B.A., M.A. 1969
Instructor in History
B.A., Siena College; M.A., New York University, 1963.
Marjorie Thiel Kratz, B.A., M.A., Ph.D. 1968
Assistant Professor of History
B.A., University of Massachusetts; M.A., ibid., 1960; Ph.D., University of Oregon, 1965.
Gary Melvin Kubin, B.S., M.S. 1969
Instructor in Mathematics
B.S., Cleveland State University; M.S., Ohio State University, 1969.
67
Lewis Lee Kull, B.Mus., M.Mus. 1969
Instructor in Music
B.Mus., University of Texas; Trenton State College, 1962-1963; M.Mus., University of Houston, 1968.
Edith Merle Largen, B.S., M.S. 1949
Assistant Professor of Physical Education
B.S., Maryville College ; M.S., University of Tennessee, 1951 ; and 1960.
Naomi Ruth Lesko, B.A., M.A. 1968
Instructor in French
B.A., Wake Forest College; M.A., Middlebury College, 1968.
Wallace Leigh Lewis, B.S., M.A., Ph.D. 1962
Assistant Professor of History
B.A., University of Akron ; M.A., 1960, and Ph.D., 1969, University of Iowa.
Norman Duane Love, A.B., M.A., Ph.D. 1967
Assistant Professor and Acting Chairman of the Department of Mathematics and Physics
A.B., Albion College; M.A., Western Michigan University, 1962; Ph.D., Michigan State University,
1967.
Roland Francis Lukner, B.A., M.A. 1968
Assistant Professor of German and Russian
B.A., University of Tulsa; M.A., University of Kansas, 1965.
Barbara Ann Lundin, B.A., M.A. 1969
Instructor in Political Science
B.A., Macalester College; M.A., 1968, and 1968-1969, University of Wisconsin.
Kathryn Worley Martin, B.A., M.A. 1950
Assistant Professor of Spanish and French
B.A., Vanderbilt University; M.A., 1943, and 1949-1950, ibid.; Universidad Internacional Menen-
dez y Pelayo, 1956 ; University of Madrid, 1956-1959, 1967-1968.
Steven Elliot Melamed, B.A., M.A. 1969
Instructor in English
B.A., New York University; M.A., The City College of the City of New York, 1966.
Marie-Ange Meyer-Plate, B.A., M.A. 1969
Instructor in French
B.A., Institut de la Providence; M.A.. Catholic University of Paris, 1964.
James Marshall Miller, B.A., M.A. 1968
Instrtictor in Sociology
B.A., University of Kansas; M.A., University of Missouri at Kansas City, 1968.
Kathryn Wolff Nelson, B.S., M.S., Ph.D. 1969
Assistant Professor of Sociology
B.S., Vanderbilt University; M.S., ibid., 1963; Ph.D., George Peabody College for Teachers, 1968.
John William Nichols, B.S., M.S. 1967
Instructor in Mathematics
B.S., Maryville College; M.S., University of Tennessee, 1967.
Paul Joseph Ogren, B.A., Ph.D. 1967
Assistant Professor of Chemistry
B.A., Earlham College; Ph.D., University of Wisconsin, 1968.
Russell Dean Parker, B.A., M.A., Ph.D. 1964
Associate Professor of History and Acting Secretary of the Faculty
B.A., Lincoln Memorial University ; M.A., 1951, and Ph.D., 1966, University of Tennessee.
Lucy Hatmaker Proffitt, B.A., M.A. 1966
Instructor in Speech and Debate Coach
B.A., University of Tennessee ; M.A., ibid., 1968.
Thomas Chris Puroff, A.B., B.D., Ed.M. 1968
Assistant Professor of Educatio7i
A.B., Heidelberg College; B.D., Eden Theological Seminary, 1959; Ed.M., State University of
New York at Buffalo, 1968.
*RoBERT Clinton Ramger, B.S., M.S. 1956
Assistant Professor of Biology
B.S., Maryville College; M.S., University of Tennessee, 1962; University of Minnesota, 1964-1965.
Grace O. Rodriguez, B.A., M.A. 1967
Assistant Professor of Spanish
B.A., University of South Florida; M.A., Florida State University. 1967.
•On leave of absence for advanced study, 1969-1970.
Karen Roewade, B. Mus. 1967
Affiliate Artist
B.Mus., Northwestern University; Boston University, 1961-1962.
Sallie Warth Schoen, B.Mus., M.Mus. 1955
Assistant Professor of Music
B.Mus., Oberlin Conservatory of Music; M.Mus., 1952, and 1961-1962, 1964, 1965, Indiana Uni-
versity; Mozarteum, Salzburg, 1954.
Victor Robert Schoen, B.A., M.Mus. 1955
Assistant Professor of Music
B.A., Miami University; M.Mus., 1952, and 1961-1962, 1963, 1964, 1965, 1967-1969, Indiana Uni-
versity ; Mozarteum, Salzburg, 1954 ; Columbia University, 1966.
Margaret Turner Sherer, B.F.A., M.S., Ed.D. 1966
Associate Professor of Education
B.F.A., Oklahoma City University; M.S., 1953, and Ed.D., 1967, University of Tennessee.
Arthur Randolph Shields, B.A., M.S., Ph.D. 1962
Professor and Chairman of the Department of Biology
B.A., Maryville College; M.S., 1939 and Ph.D., 1962, University of Tennessee; U.S. Navy Medical
School, 1944-1945.
Daniel Britain Stallings, B.M.Ed., M.A. 1967
Assistant Professor of Music
B.M.Ed., West Texas State College; M.A., ibid., 1958.
Donald Medford Stine, A.B., B.D., Th.D. 1967
Professor and Chairman of the Department of Philosophy and Religion
A.B., State University of New York (Albany) ; B.D., Princeton Theological Seminary, 1956 ; Th.D.,
ibid., 1964.
Esther Cornelius Swenson, B.A., M.A., Ph.D. 1963
Associate Professor of Philosophy and Religion
B.A., Maryville College; M.A., McCormick Theological Seminary, 1952; M.A., 1957, and Ph.D.,
1960, Northwestern University.
*William Herman Swenson, B.A., B.A.E., M.A.E. 1962
Assistant Professor of Art
B.A., Maryville College; McCormick Theological Seminary, 1950-1952; B.A.E., 1956, and M.A.E.,
1960, School of the Art Institute of Chicago; Castello Academy, Italy, 1963.
Howard John Tomlinson, IIT, B.S. 1959
Assistant Professor of Physical Education
B.S., College of William and Mary; University of Tennessee, 1965.
Virginia Turrentine, B.A., M.A.L.S. 1953
Lihrarian
B.A., University of Tennessee; M.A.L.S., George Peabody College for Teachers, 1953.
Carole Carpenter Wahler, B.S., Ph.D. 1968
Assistant Professor of Psychology
B.S., University of Washington ; Ph.D., ibid., 1968.
■"'*Arda Susan Walker, B.A., M.A., Ph.D. 1948
Professor and Chairman of the Department of History
B.A., Maryville College; M.A., University of Tennessee, 1941; Ph.D., 1958, and 1959, University
of North Carolina ; 1957-1958, Sorbonne.
Jerry Earl Waters, B.A., M.A., Ph.D. 1963
Associate Professor and Chairman of the Departinent of Psychology
B.A., Maryville College; M.A., 1960, and Ph.D., 1964, University of Kentucky.
Robert Ashlin White, III, A.B., M.A. 1969
Instructor in English
A.B., Davidson College; M.A., University of Georgia, 1969.
Malcolm M. Willey, B.A., M.A., Ph.D., L.H.D. 1968
Visiting Professor and Acting Chairman of the Department of Sociology
B.A., Clark University; M.A., 1921, Ph.D., 1926. Columbia University; L.H.D., Clark University,
1945, University of Maine, 1952.
David Paris Young, B.A., Ph.D. 1963
Associate Professor and Chairman of the Department of Chemistry
On the Aluminum Company of America Foundation
B.A., Park College; Ph.D., University of Kansas, 1963.
*0n leave of absence for advanced study, 1969-1970.
•*On leave of absence for advanced study, winter and spring terms, 1969-1970.
69
other Officers and Staff, 1969-1970
O. Paul Armstrong, B.A., M.Ed. 1968
Adniissiojis Counselor
B.A., Maryville College: M.Ed., Wayne State University, 1943.
Charlotte Glass Bellows 1966
Head of Pearsons Hall
Lynn Ann Best, B.A. 1961
Circulation and Reference Librarian
B.A., Maryville College.
Fred Louis Blevins 1952
Chief Clerk in the Treasjirer's Office
Pearle Paine Cathey 1962
Head of Women's Residence Hall 1
Graduate of Silliman Junior College; Scarritt College, 1928-1929.
Dorothy Nethery Crawford, B.A. 1961
Assistant Order Librarian
B.A., Maryville College.
Lela Rudd Davis 1966
Staff Assistant in Margaret Lloyd Residence and Pearsons Hall
Russell C. Driver, B.A. . 1968
Admissions Counselor
B.A., University of Michigan.
Josephine ]:)unlap, B.A., B.S.L.S. 1951-1967; 1969
Assistant Catalog Librarian
li.A., Univeisi'ty of Tennessee; B.S.L.S., George Peabody College for Teachers, 1942.
Betty Jane Eggers 1957
Secretary in the Treasurer's Office
Marcia Thompson Ellis, B.A. 1965
Secretary to the Chaplain
B.A., University of Chicago.
Elizabeth Thompson Gillander 1966
Secretary and Assistant in Circulation
Thelma Hall, R.N. 1927
Nurse, Ralph Max Lamar Memorial Hospital
Alyne Nesbitt Harrison 1965
Head of McLain Memorial Hall
Florence E. Harter, B.S. 1949
Hostess in College Dijiing Room
B.S., University of Nebraska.
Patricia Havens 1968
Secretary in the Comuninications and Development Offices
Margaret Phyllis Hennemuth, B.A. 1950
Manager of College Stores
B.A., Maryville College.
Billie Sue Howard 1969
Secretary in the Treasurer's Office
Cumberland College.
Alice Lynn Howell, B.A., M.A., M.S.L.S. 1968
Catalog Librarian
B.A., University of Tennessee; M.A., ibid, 1934; M.S.L.S., University of Kentucky, 1968.
Jane Huddleston, B.S. 1954
Secretary to the Dean
B.S., Maryville College.
70
Robert Thomas Hutsell 1934
Engineer
Mary Jane Keim, B.A. 1968
Assistant in Broadcasting
B.A., Maryville College.
Karen R. Kruger, B.S., M.A. 1967
Perindicais-Documents Librarian
B.S., State University College of Geneseo, New York ; M.A., University of Denver, 19G7.
Sandra Lynn McMahan, B.S. in Ed. 1967
Assistant in Registrar's Office
B.S. in Ed., Maryville College.
xMargaret C. Miller 1960
Assistant in the Registrar's Office
Dorothy R. Murphree, B.R.E. 1969
Assistant in Publications
B.R.E., Southwestern Baptist Theological Seminary.
Gail Bradley Newroth, B.A. 1968
Secretary-Receptionist in the Administrative Office
B.A., Maryville College.
Marion Leola Pope 1966
Head of Men's Residence 111
Diploma, Lewis Hotel Training School.
Robert David Proffitt, B.A., M.D. 1961
College Physician
B.A., Maryville College; M.D., University of Tennessee Medical School, 1955.
Daniel R. Quarles, B.S. 1969
Admissions Counselor
B.S., Maryville College.
Ruth Frances Reid 1966
Head of Davis Residence for Women
Janice S. Roberts 1963
Secretary to the Administrative Assistant to the President
Rowena Dibrell Robinson 1951
Staff Assistant in Women's Residence 1 and Davis Residence for Women
Margaret Stevenson Ross, B.S. 1968
Supervisor of Printing Office
B.S., Maryville College.
Victoria E. Samburg, B.S. 1954
Assistant to Dean of Students and Dean of Women
B.S., Montreat College; Presbyterian School of Christian Education, 1949-1950.
Joan Elaine Stallings 1969
Secretary to the Director of Admissions
Saundra L. Stephens 1965
Technical Assistant in Cataloging
Velma H. Thomas, B. Mus. 1969
Head of Margaret Bell Lloyd Residence for Women
B.Mus., Brenau College.
Eva Mae Vineyard 1955
Cashier in the Treasurer's Office
Margaret Suzanna Ware 1934
Dietitian and Manager of the Dining Hall
Graduate of Asheville Normal School ; New York University, 1930.
Lawrence K. Weagley 1968
Executive Housekeeper
71
Elizabeth Sloan Welsh, B.A. 1959
Assistant in the Development Office
B.A., Maryville College.
Mary Sloan Welsh, B.A., M.A. 1935
Assistant for Student Aid
B.A., Maryville College; M.A., University of Tennessee, 1953.
Flizabeth V. Welton 1966
Secretary to the President
Margaret Miller Williamson 1969
Office Secretary, Fine Arts Center
Maryville College.
Retirements, 1968-1969
Margaret McClure Cummings, B.A., M.R.E. 1940
Assistant Professor of Philoso-phy and Religion
B.A., Westminster College (Pennsylvania); M.R.E., Biblical Seminary in New York, 1938:
American University in Beirut, 1962.
Margaret Catharine Wilkinson, B.A., M.A. 1919
Associate Professor of French
B.A., Maryville College; M.A., Columbia University, 1925; La Sorbonne, Paris, 1930; Emory Uni-
versity, 1935, 1940, 1956.
Short-term Appointments and Resignations, 1968-1969
Frederick Henry Bawel, B.Mus., B.S. in Ed., M.Mus. 1967
Instructor in Music
B.Mus., Jordan College of Music ; B.S., in Ed., Butler University, 1952 ; M.Mus., College of Music
of Cincinnati, 1954 ; Indiana University, 1965-1967.
Clinton Ivor Brown, B.Mus., M.Mus. 1968
Instructor in Music
B.Mus., DePauw University; M.Mus., Illinois Wesleyan University, 1946; Ball State University,
1954, 1956 : Northwestern University, 1950, 1958, 1959.
Robert Caldwell Clark, B.S., M.A. 1966
Instructor in Mathematics
B.S., Maryville College; M.A., University of Tennessee, 1966.
Dale Wilson Dison, B.S., M.S. 1969
Instructor in Geography
B.S., Jacksonville State University; M.S., University of Tennessee, 1967.
Bill Alexander Fleming, B.A., J.D. 1966
Director of Development
B.A., University of Florida; J.D., ibid., 1966.
Tom Fuhr, A.B., B.D., Ed.D. 1965
Dean of Students
A.B., Hastings College; B.D., Union Theological Seminary, 1943; Ed.D., Columbia University, 1945.
J. Richard Herring, B.A. 1967
Director of Information Services
B.A., Bowling Green State University.
Thomas Issac Hicks, B.S., M.S. 1963
Assistant Professor and Acting Chairman of the Department of Mathematics and Physics
B.S., University of Chattanooga ; M.S., Emory University, 1951 ; University of Tennessee, 1962-1963.
Betty Joe Ingle, B.A., M.A.L.S. 1962
Catalog and Assistant Librarian
B.A., George Peabody College for Teachers; M.A.L.S., ibid., 1962.
72
Sidney R. Jumper, B.A., M.S., Ph.D. 1969
Lecturer in Geogra'phy
B.A., University of South Carolina ; M.S., ibid., 1953 ; Ph.D., University of Tennessee, 1960.
Seung Kyun Ko, B.A., M.A. 1968
Assistant Professor of Political Science
B.A., College of Wooster ; M.A., 1963, and 1965-1967, University of Pennsylvania; University of
Washington, 1964-1965.
Daniel Frank Layman, Jr., B.A. 1968
Admissions Counselor
B.A., Davidson College.
Anand Malik, B.A., M.A., D.Ed., Ed.D. 1969
Lecturer in Non-Western Studies
B.A., Panjab University; M.A., ibid., 1946; D.Ed., University of London, 1954; Ed.D., Columbia
University, 1955.
Sharon June Matti, A.B., M.A. 1966
Instructor in English.
A.B., University of Tennessee ; M.A., ibid., 1966.
Mary Kathleen Moody 1968
Head of Margaret Bell Lloyd Residence for Women
Norma Long Porter 1968
Assistant in the Office of Information Services
Marilyn Kay Rankin, B.A., M.A. 1968
Instructor in English
B.A., Maryville College; M.A., University of Virginia, 1968.
Betsy Jane Ribble 1968
Office Secretary, Fine Arts Center
Ball State Univei-sity.
Peggy Smith Robins 1967
Secretary in the Treasurer's Office
James Howard Schwam, B.S., M.A. 1947
Assistant Professor of Spanish
B.S., Memphis State College; M.A., George Peabody College for Teachers, 1946; Mexico City
College, 1948 ; Columbia University, 1956.
LiNwooD Frank Snider, B.A. 1966
Associate Director of Development and Executive Secretary of Alumni Association
B.A., Maryville College ; University of Chattanooga, 1964-1966.
David Anthony Stingle, B.S., M.A. 1967
Instructor in Psychology
B.S., Washington State University, M.A., Kent State University, 1967.
(
Barbara Turpin Semple, B.A. 1968
Secretary to the Director of Admissions
B.A., Maryville College.
David E. Wetzel, B.S., M.S. 1969
Lecturer in Education
B.S., Carson-Nevprnan College; M.S., East Tennessee State University, 1964.
73
BOARD OF DIRECTORS
Class of 1970
Edgewood, N. J.
Maryville
Maryville
Knoxville
Edward Brubaker, D.D.
Joseph J. Copeland, D.D., LL.D.
Joe Caldwell Gamble, B.A., LL.B., LL.D., Chairman .
James S. Hall, II, B.S.
Paul Floyd Jones, B.A., B.D. Tunkhannock, Pa.
Raymond V. Kearns, Jr., D.D. New York, N. Y.
Russell Arnold Kramer, B.A., J.D. Knoxville
John C. Page, Jr., D.D Knoxville
Edwin Adkisson Shelley, B.A. Knoxville
Herman Everette Spivey Ph.D., Litt.D Gainesville, Fla.
Robert B>vrr Stewart, D.D Chattanooga
Algie Slttton, B.A. Greenville, S. C.
Class of 1971
Edwin Jones Best, B.A., Recorder
Roy J. Fisher, B.S.
Margaret M. Flory, B.A., M.A.
\ Harold Gordon Harold, Ph.D., D.D
, James Ward King, B.A.
Robert James Lamont, D.D.
James Hayden Laster, D.D.
John Magill, D.D.
William L. Murray, A.I.A.
Samuel M. NabriT, Ph.D.
Joseph William Sullivan, Jr., B.A., LL.B.
Harold Blake Walker, D.D.
Maryxalle
Maryville
.-New York, N. Y.
Memphis
Marvville
Pittsburgh, Pa.
Maryville
-Cleveland Heights, Ohio
Harrisburg, Pa.
Atlanta, Ga.
Knoxville
Evanston, 111.
Class of 1972
Earl Winston Blazer, B.A. Maryville
Edward L. R. Elson, D.D., Litt.D., LL.D. Washington, D. C.
W. Glen Harris, Ph.D., Vice Chairman Birmingham, Mich.
Julian Johnson, M.D. Philadelphia, Pa.
Mildred J. Langston, TVI.A. Rumson, N. J.
John Nevius Lukens, D.D. Birmingham, Ala.
Neil McDade, Esq Chattanooga
Jack D. McSpadden, Esq. — Birmingham, Ala.
Lois Brown Murphy, B.A., Assistant Recorder Louisville
James N. Proffitt, M.C Maryville
George W. Renneisen, LL.D., L.H.D. Philadelphia, Pa.
William Garnett Walker, Ph.D. Owensboro, Ky.
Honorary Directors
Clifford Edward Barbour, Ph.D., D.D. -—
Lillias H. Dale, L.H.D
Daisy A. Douglas, B.A., LL.D.
Clemmie Jane Henry, LL.D.
Albert Dubois Huddleston, Esq.
Glen Alfred Lloyd, J.D., LL.D.
Ralph Waldo Lloyd, D.D., LL.D., Litt.D.
Nellie Pearl McCampbell, B.A
David Wilson Proffitt, LL.D. -___-_
Herman Lee Turner, D.D., LL.D.
Maryville
Columbia
Weirsdale, Fla.
Maryville
-Ormand Beach, Fla.
Chicago, HI.
Bradenton, Fla.
Knoxville
Maryville
Atlanta, Ga.
74
DEGREES CONFERRED
At Community Issues and Values Convocation, October 8, 1968
Doctor of Letters
Frank M. Cross
At Commencement, June 2, 1969
Doctor of Divinity
Frederick R. Wilson
Doctor of Laws
William C. Crow
Bachelor
Sue Elizabeth Anthony
John Philip Bakelaar
Diana Louise Barnett
Waynetta Lyles Bays*
Penelope Blackwood, cum laude
Kathryn Ann Bridges, cum laude
Barbara Ann Bush
William Andrew Campton
Susan Jane Carr
Janchai Changtrakul
Brian Henry Childs
Mary Catherine Christofferson
Martha Ann Clabo
David Nethery Crawford
Alan Granville Cropper
Ethel Claire Cubbin*
Dana Elizabeth Dasher
Philip Der Pilbosian, Jr.
Stephen Rainey Dorner
Diana Lynn Drake
Carolyn Sue Edwards
Susan Joyce Fershee, cum laude
Leah Cromer Gardner
Linda Ann Giesselmann
Margaret Edwards Green*
Robert Laverne Harner III, cum
laude
Patricia Helene Harvey*
Marthalee Hegner*
H. Craig Heller
Jean Hartley Hobson
David Jerome Hollingsworth
of Arts
Areerat Hongspan
Carole Diane Householder
Sandra Sue Hunter
Pamela Dale Huskey
Sandra Louise Hynd
Richard Eldon Karns
Alfred Sylvester Keim, Jr.
Robert J. Kusek
Brenda Kaye Laipply, cum laude
Ann Spencer Little
Sue Sullivan McCampbell
John Richard McLaughlin
Sarah Denney McLaughlin
Mark Wayne McMaster
Rebecca Barr McNeil
Patricia Ann MacHarg*
Melody Thurman Marston
Thomas Galloway Marston
David Bruce Maxwell
Joan Edith Michaels
James Carl Moore, Jr.
Charles Henry Myers
Linda Lou Neel
Marcia Ann Newlin
Alice Marie Orman
Sharon Leah Owings
Mary Evelyn Paddison
Carl Louis Peter
Raymond Howard Phillippi*
Robert Bruce Phillips
Praon Pradipasen
Lillian Leslie Proffitt
•Graduation requirements completed December 18, 196S.
75
Ann Elizabeth Reynolds
Craig DeWitt Rigell
Mary Lee Roseborough
June Marguerite Rostan
Mary Jane Schussler
Karen Louise Schwarzwalder
Charles Herman Slaybaugh
Kathleen Susan Smith
Martha Diane Smith*
Howard Gerald Steigelman*
Marjorie Stewart
Darrell Johnson Stoker
Grace Sharon Sullivan
George Nelson Talley
Linda Sue Taylor, cunt laude
Bachelor
Beverly Lynn Ash, ciini laude
Helen Frances Barr
George Woodson Brown
William Walter Cox
Charles Morey Davies
Marilyn Davis**
Joseph Monroe Dawson
Terry Eagan Dorsett, cum laude
Nancy Sarah Eaker, magna cum
laude
Alan Gibbs Friedrich
Sally Prichard Green
Laurel Erskine Thomas
William David Thrall
Orena Sue Vest
Albert Joseph Wahl
Alice Elizabeth Weaver, magna cum.
laude
Marjorie Jacqueline Webb
Fredrick Howard West
Lois Ann White
Van Gould Williamson, Jr.
Brian Thomas Wilson
Wallace Franklin Wilson
George Veale Wood, Jr.*
Thomas Scott Wylie*
of Science
movses k. hovsepian*
Barbara Elizabeth Lappage*
Betty Jo Leary*
Joyce Ellen Leibundguth
Susan Marie Mackenzie
Arthur Stephen Masker
Paul Thomson Reiter
Robert Lee Sammons
Sara Jane Schug
Arta Hope Shields*
Richard Thomas Smith
William Scott Wood III
Bachelor of
Martha Bess Agnew
Lynn Vera Anthony
Phillip Howard Bettis
NoREEN Theresa Bovis
Catherine McLeod Currie
Nancy Joan Davidson, cum laude
Robert Carlton Dugan, Jr.
Donald Peter Elia
John William Forgety*
Ellen Margaret Gould
Virginia Marian Greeno
Mary Catherine Hallman, cum
laude
Jon Warren Hancher
Judy Ann Hannah, cum laude
•Graduation requirements completed December
Science in Education
Nancy Elizabeth Hyde
Linda Doris Keeble
Susan Katherine Ketchum
Alan Thomas Marshall
Jeanne Ellis Myers
ICathleen Ruth Nelson
Susan Kathryn Powers
Charles Lynn Raby
Linda Jane Reifenkugel
Alexander Spotswood Robins, Jr.
Charleen Janet Schmidt*
Bruce Paul Semple
Janice Winkler Slough
Bruce Clarke Van Leuven
Sherry Annette Woodside
76
ALUMNI CITATIONS
Each year at Commencement Maryville College recognizes alumni whose achieve-
ments in business, the professions, or government are outstanding. The following
are holders of Alumni Citations.
1961
Earl Winston Blazer, Class of 1930, Maryville, Tenn., business, civic, and church leader.
Julian Johnson, M.D., Qass of 1927, Philadelphia, Pa., nationally known thoracic surgeon.
1962
Mary Kate Lewis Duskin, Class of 1920, Adanta, Ga., leader in social work.
George C. Kent, Jr., Ph.D., Class of 1937, Louisiana State University professor and Chairman
of the Department of Zoology.
Dan Mays McGill, Ph.D., Class of 1940, authority in insurance education and research and
Professor of Life Insurance at the University of Pennsylvania.
Richard Edgar Strain, M.D., Class of 1931, widely known neurosurgeon and Associate
Clinical Professor of Neurosurgery at the University of Miami Medical School.
1963
Wilson McTeer, Ph.D., Class of 1925, Professor of Psychology at Wayne State University
and leader in the development of the Michigan Psychological Association.
John Hurt Fisher, Ph.D., Class of 1940, Professor of English at New York University and
Executive Secretary of the Modern Language Association.
George D. Webster, Class of 1941, tax law expert and partner in the firm of Davies, Rich-
berg, Tydings, Landa, and Duff in Washington, D. C.
1964
Herrick R. Arnold, Qass of 1923, research chemist for the DuPont Company and business
and civic leader.
Lloyd H. Langston, Ph.D., Class of 1913, Secretary-Treasurer of Standard and Poor's Cor-
poration.
Roy a. Taylor, Class of 1931, member of Congress from the Twelfth District of North
Carolina.
Nathalia Wright, Ph.D., Qass of 1933, Professor of English at the University of Tennessee,
Guggenheim Fellow, and author.
1965
Paul H. Fox, Qass of 1938, corporate Vice President of Reynolds Metals and President of
Reynolds Aluminum Supply Co.
Sue Way Spencer, Class of 1928, Professor and Director of the School of Social Work of the
University of Tennessee.
Leland Shanor, Ph.D., Class of 1935, Dean of the Division of Advanced Studies of Horida
Institute for Continuing University Studies and Division Director for Undergraduate Education
in Science for the National Science Foundation.
1966
Mary Sue Carson Going, Class of 1929, personnel management specialist with the U. S.
Civil Service Commission, Washington, D. C.
John Albert Hyden, Ph.D., Class of 1914, Professor Emeritus of Mathematics at Vanderbilt
University.
Reba Millsaps Lowry, Qass of 1928, Dean of Women, Pembroke State College, North
Carolina.
Clifford T. Morgan, Ph.D., Class of 1936, Lecturer in Psychology, the University of Cali-
fornia at Santa Barbara.
77
1967
Raymond Floyd Anderson, Class of 1926, musician, teacher, director of the Birmingham-
Southern College Choir.
Robert Melvin Arnold, M.D., xl940. University of Southern California Postgraduate School
of Medicine.
Ruth Gamble Bosworth, Class of 1923, poet, educator, civic leader, Norwich, Connecticut.
David Samuel Marston, Class of 1929, manager of the Rohm and Haas Company corporate
public relations, Philadelphia.
1968
Ernest Chalmers Brown, xl913, College Engineer for 46 years.
George Brandle Callahan, Class of 1920, internationally known obstetrician and gynecologist
and active civic leader.
Rose Wilcox Pinneo, Class of 1943, specialist in cardiac nursing and assistant professor of
nursing at the University of Rochester.
Leland Tate Waggoner, Class of 1938, Vice President for Sales of the Home Life Insurance
Company of New York.
Lamar Wilson, Class of 1921, outstanding contractor and architect and devoted churchman.
1969
Lee Roy Herndon, Class of 1922, retired industrial chemist.
James Nicholas Proffitt, Class of 1938, physician and surgeon.
Fred Manget Snell, Class of 1942, Professor of Biophysical Sciences at the State University
of New York at Buffalo.
Hilton Addison Wick, Class of 1942, lawyer and President of Chittenden Trust Company of
Burlington, Vermont.
78
VISITING SPEAKERS AND ARTISTS
September 1968 to May 1969
Albert A. Gore, Sttident, Harvard University.
Lamar Alexander, National Director of Planning^ United Citizens for Nixon-
Agnew.
The Rev. Richard L. Harrison, Associate Pastor, New Providence Presbyterian
Church, Maryville.
David G. Ballard, Lawyer, Representative of Democratic Party, Maryville.
Houston M. Goddard, Lawyer, Refuhlican State Representative, Maryville.
Fred A. Rose, Jr., Business Man, Representative of American Independent Party,
Alcoa.
Dr. Frank M. Cross, Jr., Chairman of the Department of Near pMStern Languages
in Literature at Harvard University.
Gerald H. Cooper, Director of Outreach, New Providence Presbyterian Church,
Maryville.
Jimmy D. Harris, Head, Blount County Comvmnity Action Agency, Maryi'ille.
Third Eye Theatre, Denver Colorado.
Ramsey Lewis Trio, Jazz Artists.
Three Arts Theatre Group, Maryville-Alcoa.
Dr. Clinton M. Marsh, Director of Ecumenical Program for Emergency Action in
Africa.
Jim Lucas, Scrip ps-Howard Military Correspondent.
Dr. Helmut Koester, Professor of New Testament and Ecclesiastical Studies,
Harvard University.
Joseph Thomas, Student, Yale Divinity School.
Girvan Griffith, Viet Nam Training Center, United States Department of State.
TuTT S. Bradford, Publisher and Executive Editor of Maryville-Alcoa Daily Times.
The Rev. Jack E. Weller, Minister- At-Large, United Presbyterian Church, U.S.A.
Dr. James H. Robinson, Director of Operation Crossroads Africa, Inc.
Dr. Barnett S. Eby, Pastor, New Providence Presbyterian Church, Maryville.
Dr. Raymond H. Swartzback, Chaplain at Wooster College.
Pravda Sikorski, Pianist, Emory and Henry College.
Dr. V. Bruce Rigdon, Associate Professor of Church History, McCormick Theo-
logical Seminary, Chicago.
79
Professor William R. Barr, Associate Professor of Systematic Theology, l^exing-
ton Theological Seminary, Lexington.
James Couchell, Office of Student Work, Greek Orthodox Church.
Father Adrian Mercier, Editor, Mississippi Register, Jackson, Mississi'p'pi.
Sister Miriam Therese Winter, Medical Mission Sisters, Philadelphia.
The Rev. Dr. Gayraud S. Wilmore, Jr., Executive Director, Commission on Re-
ligion and Race, United Presbyterian Church, U.S.A.
Blair String Quartet, School of Music, George Peabody College for Teachers,
Nashville.
The Rev. George Y. Stewart, Bower Hill Community Church, Pittsburgh.
Karen Roewade, Soprano, Affiliate Artist at Maryville College.
Tucson Arizona Boys Choir.
James Ira DeLoache, Negro Artist and Historian.
Ralph Boston, Olympic Gold Medal Winner.
United States Air Force, Continental Air Command Band, Warner Robhins Air
Force Base, Georgia.
Dr. Kenneth Rubin, Department of Physics, City College of New York.
Peabody Madrigalians, George Peabody College for Teachers, Nashville.
Atlanta Symphony, Robert Shaw, Conductor. Lorin Hollander, Guest Artist.
Agnes Scott College Dance Group, Mary C. Byrum, Director.
Father Herbert Prescott, Our Lady of Fatima Catholic Church, Alcoa.
Dr. a. S. David, Visiting Associate Professor of Economics, Carolina Population
Center, University of North Carolina.
Dr. E. B. Smith, Professor of History, University of Maryland.
Dr. Louis B. Wright, Former Director, Folger Shakespeare Library, Washington,
D. C.
STATISTICAL SUMMARY, 1968-1969
1969 Summer Session - 194
Classification by Classes
Senior Class 156
Junior Class 97
Sophomore Class 206
Freshman Class 316
Special and Part-time Students 15
Total number of students 790
Classification by States
Alabama 9
Arizona 1
Arkansas 2
California 3
Colorado 1
Connecticut 5
Delaware 18
Florida 48
Georgia 20
Hawaii 1
Illinois 10
Indiana 13
Iowa 3
Kentucky 23
Louisiana 3
Maine 1
Maryland 21
Massachusetts 8
Michigan 6
Mississippi 4
Missouri 2
Nebraska 1
New Hampshire 3
New Jersey 95
New Mexico 2
New York 31
North Carolina 12
Ohio 62
Oklahoma 1
Pennsylvania 99
South Carolina 4
Tennessee 227
Texas 1
Utah 1
Vermont 1
Virginia 18
Washington 2
West Virginia 5
Wisconsin 4
Brazil
Canada ....
Chile
Guatemala
India
Japan
Korea
Mexico
Thailand ..
Venezuela
Total Number of Students ....790
Total Number of States and Countries 49
81
'?
vj^
^^ /?•
,^4 V
%
ii^
/
y
x^
i#«^
^.
t
--■ ■--'!■ t--,~^
... ?\ •■•■-.-^ ' ^ "^-J
85
Consider the fossibilities. The next four years you xvill spend in exploration.
You ivill not only explore the new, but you will re-evaluate the old.
Maryville College can offer you a chance for exploration. It assumes that you
can see patterns taking shape and that your interest lies in formulating a wholeness
from these patterns. The mind is the starting point. From that point the whole in-
dividual is developed. Exploration involves the explorer and his experiences.
You are the vital factor. Your mind is a necessary part in the clarity of the
pattern.
Consider the possibilities. Maryville College can offer you the chance to ex-
plore new patterns. You are necessary to our pattern; you are necessary to our ex-
ploration.
.Maryville College can offer you the opportunity to help us in our search. We
need the student who is eager to investigate his own mind. We can work with you—
together.
Consider the possibilities. The search may be more significant than the dis-
covery.
86
FOR ADDITIONAL INFORMATION
If you wish to receive an Application for Admission, or to secure additional
information regarding financial assistance, complete the following form and mail to:
Director of Admissions and Student Aid
Maryville College
Maryville, Tennessee 37801
Telephone: Area Code 615 982-7191
REQUEST FORM
Name Telephone No
Address
Street City State Zip Code
High School Name and Address
Date graduated (or will graduate) from high school
When do you expect to enter Maryville College?
Check below the items you wish to have forwarded to you:
( ) Application for Admission
( ) Catalog
C ) Financial Aid Brochure
( ) Financial Aid Application
( ) Other— please specify:
87
INDEX
Page
Accreditation 7
Academic Program 12
Academic Standing 20
Administrative Officers _ 65
Admission
Application 53, 85
Entrance Credits Required _ 53
Requirements for — 53
Advanced Placement — 53
Affiliate Artists - -49
Alumni Association _- 10
Alumni Citations 77
Athletics
Intercollegiate 50
Intramural — — - 50
Attendance Policy 21
Auditors 59
Automobile Policy 48
Board of Directors 74
Buildings 8
Calendar, College— Inside Front Cover
Campus Government 47
Campus Map — - 9
Church Relationship 7
Community Issues and Values 16
Comprehensive Examination 17
Counseling and Testing 51
Course Loads 21
Courses of Instruction 24
Art 25
Biology 26
Chemistry - — - - 27
Economics 28
Education -29
English - 3 1
Foreign Languages 32
French 32
German — - 33
Greek 33
Russian 3 3
Spanish 33
Health and Physical Education 34
History - 35
Interdisciplinary Courses 24
Interim Courses — 12, 16
Mathematics and Physics __..36
Medical Technology 37
Music 38
Philosophy and Religion _. _— 40
Political Science -42
Psychology 43
Sociology 43
Speech and Drama 44
Creative Leisure Program 50
Curriculum
Areas of Specialization - 14
Core 1 3
Dean's List 21
Degrees Conferred, 1969 75
Page
Employment, Student - 60
English Proficiency Examination 17
Enrollment
By Classes — 8 1
By States 81
Faculty of Instruction 66
Fees 56
Advance Fees Required 58
Part-time Students 59
Terms of Payment 58
Financial Aid — 60
Fine Arts Program 49
Grading System — 20
Graduate Study 19
Graduation Requirements 14
History of the College 4
Honors, Graduation 22
Honors Program for Freshmen
and Sophomores 21
Honor Societies 50
Hospitalization 60
Independent Study 16
Infirmary 60
Interim Courses 12, 16
Junior Year Abroad 19
Librarv 10
Location 7
Majors 14
Mid-Appalachian College Council 19
Off-Campus Programs 19
Officers, Faculty, and Staff 65
Organizations, Student 50
Part-time Students 59
Payment of Fees 58
Placement Service 22
Playhouse -— 49
Post Office, College 10
Pre-Professional Curricula 18
Prizes and Awards 61
Probation, Academic 20
Publications, College 10
Publications, Student 51
Purpose and Objectives 6
Registration 1 5
Religious Life 48
Residence Hall Rooms and Reservations — 58
Schedule of Courses 15
Scholarships and Grants 61
Special Students 54
Sports and Recreation 50
Statistical Summary — 81
Student Help Program 60
Summer Term 12
Textbooks, Rental 59
Transcripts of Credit 22
Transfer Students 54
Visiting Speakers and Artists 79
Washington Semester 19
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11