Maryville, Tennessee 37801 - April, 1969
All-College Council Governs MC's Policies
By: Dr. Carolyn L. Blair
Professor of English and Secretary of the Faculty
The Maryville College statement of
purpose, adopted in 1967, is admittedly
idealistic. In its expression of concern for
the pursuit of truth, it emphasizes com-
mitment, values, and the integrity of the
individual. It sets as a major goal the
establishment of a vital community as
the most stimulating environment for
learning, describing that community as
one "in which students and faculty, of
varying backgrounds, abilities, talents
and interests, can unite in a common pur-
pose and freely discuss their differences,
recognizing that when differences and
tensions no longer exist, man ceases to
Since January, 1969, with the installa-
tion of the newly-formed eighteen-
member All-College Council, Maryville
has taken a firm step toward proving
that its statement of purpose is more
than words. Six students, six faculty
members, and six administrative officers
and staff will hereafter constitute the
chief deliberative and legislative body
for the institution. They will be re-
sponsible for long-range planning and for
directing the activities of the entire col-
lege community, under the broader pur-
pose and policies set forth by the Board
(Continued on Page 2)
Elected members of the All-College Council, the new governing board of Maryville College which gives equal voice to students, faculty and adminis-
Left to right, starring at center— Dr. Joseph J. Copeland, MC President, and Penny Proffitt, senior of Maryville, who serve as co-chairmen of the Council;
Scott Thompson, freshman, Scranton, Pa.; Lloyd Kramer, sophomore, Pittsburgh, Pa.; Chuck Rumford, senior, Colwyn, Pa.; Dr. Jerry E. Waters, Chairman,
Psychology Department; Arthur S. Bushing, English professor; Frank Layman, Treasurer and Business Manager.
Steve Ellis, junior, Maryville; Dr. James A. Bloy, music professor; Dr. Paul J. Ogren, chemistry professor; Dr. Boyd L. Daniels, Academic Dean; Mrs.
Edwin (Lynn Ann) Best, Circulation and Reference Librarian; Dr. Carolyn L. Blair, English professor and Council Secretary.
Frances Massey, Dean of Women; Bill A. Fleming, Director of Development; Bob McEldowney, sophomore, Youngstown, Ohio, and Dr. David Young,
Chairman, Chemistry Department. Absent was Brian Childs, senior, Annapolis, Md.
Students, Faculty and Administration Unite
(Continued from Page 1)
Supporting the All-College Council
will be three coordinating councils re-
sponsible for activities in the major areas
of campus life: (1) the academic, (2) the
religious, and (3) the social, cultural
and recreational. Smaller committees
within each of these areas (such as the
curriculum committee and the artist
series committee) will direct specific pro-
grams. Joint student-faculty-administra-
tion membership on the coordinating
councils and the committees will increase
the opportunities for campuswide partici-
pation and full discussion of issues.
Step Toward Changes
This new structure represents another
step in a series of changes resulting from
intensive self-study and redefinition of
goals begun more than a decade ago as
Maryville College, like other small liberal
arts colleges, was challenged to justify
its existence. Four years ago the Board
of Directors, under the leadership of
President Joseph J. Copeland, initiated
the study and planning that led to the
new statement of purpose and a complete
revision of the curriculum. At the same
time, provision was made for a reexam-
ination of the total community structure
and government. Thus, after the adop-
tion of the new statement of purpose and
the launching of the new curriculum in
1967, attention turned to this third area.
The Special Committee on Commun-
ity Life and Structure, headed by Pres-
ident Copeland and composed of repre-
sentatives from the directors, the ad-
ministration, the faculty, and the student
body, began an investigation of every
area of campus life. Five subcommittees,
with a combined membership of nearly
one hundred students and faculty, as-
sisted the Special Committee. By May,
1968, the Committee was ready to pre-
sent three major recommendations to
the Executive Council of the Faculty:
(1) the liberalizing of automobile regu-
lations and regulations governing wom-
en's residence hall hours as a step to-
ward greater student independence and
responsibility; (2) the establishment
of a weekly Community Issues and Val-
ues Series as a means of integrating
religious, academic, and cultural exper-
iences; and (3) the organization of an
All-College Council by January, 1969,
to extend decision-making to representa-
tives of all the constituent groups.
Nominee from 3 Areas
The Executive Council approved the
three recommendations. The task re-
maining was to work out the details for
the All-College Council so that a com-
plete plan could be submitted to the
Board of Directors at the fall meeting.
The Special Committee began by defining
the roles of the constituent groups and
establishing a philosophy of community.
Recognizing the uniqueness of the college
community, in which an overwhelming
majority of the residents are transient,
the Committee sought to devise a plan
that would preserve in the representation
a balance between those most directly
affected by the decisions and those ul-
timately responsible for the health and
stability of the institution. In short, the
goal was to provide a common ground
where the new — the innovative — could
be tested in the light of experience,
where representatives of various ages
and tenure could insure the constructive
kind of tension described in the statement
The solution was the nomination of
student representatives from the three
upper classes, faculty representatives
from three groups on the basis of tenure,
and administrative representatives from
those whose position, in the judgment of
the administrative staff, would make
them most useful on the Council. It was
decided that the president, the academic
dean, and the secretary of the faculty
should be automatic members. After the
respective groups had made their nom-
inations, the fifteen elected members
were chosen in a campus-wide election.
Involve More Students
Revolutionary though this new struc-
ture may seem when compared with that
of most other colleges, it is simply anoth-
er step in an evolutionary process that
has long been at work at Maryville. Ed-
ucation in the classroom has gradually
been supplemented over the years by
student involvement in campus affairs
through a student council, a student-
faculty senate, and numerous joint stu-
dent-faculty committees. The academics
committee of the student council, for
example, worked diligently with the fac-
ulty curriculum committee in the plan-
ning and implementation of the 1967
curriculum and must be given much of
the credit for the smoothness with which
the transition took place. It is upon this
kind of foundation that Maryville is
building its new community structure.
The clear desire of the students to accept
greater responsibility is reassuring even
to the skeptics who are wary of such a
sharp departure from tradition.
Offers New Direction
Pausing to take stock on the eve of its
Sesquieentennial, Maryville College can
point to a long history of concern for
community, encouragement of student
involvement, and an effort to keep a-
breast of current trends in education.
Tangible proof of the social awareness
of its graduates is to be found in the
large number of national fellowship win-
ners and its impressive record as a bac-
calaureate source of Ph. D.'s and M. D.'s.
With a new curriculum and a new struc-
ture, it enters the next phase of its his-
tory confident not only that the small
liberal arts college can prove its right to
exist, but that it is in a unique position
to offer direction in American higher
Program Has Busy
The Creative Activity Program, under
the direction of Mrs. Carle M. (Connie)
Davis, is in its second year of organiza-
tion and has a full schedule of events
operating this spring.
The events are open to all students,
faculty and staff members and their
spouses. This program provides not
only a creative outlet, but an excellent
opportunity for the extension of relation-
ships to those outside one's own everyday
sphere of activity.
The bicycling group plans local rides
as well as rides into the Great Smoky
Mountains, especially around the Cades
The hiking group takes local hikes,
one-day hikes and some hikes which are
overnight into the mountains.
A program which is very popular with
the female members of the College com-
munity is the handicraft program which
includes beginning intermediate and
The arts and crafts group pursues the
art of decoupage and a recording group
meets every Sunday in the Choir room.
Photography, a hobby of many in this
area, meets twice a month to discuss
advances made in the field and to display
(Continued on Page 4)
MC's 150th Commencement June 2 Officially
Launches Year's Sesquicentennial Celebration
Dr. Louis B. Wright Is Commencement Speaker
Maryville College's 150th Commence-
ment will officially launch the Sesqui-
centennial Celebration. A full, three-
day program has been scheduled, begin-
ning with Alumni Day on Saturday,
May 31. The complete schedule is listed
The classes of 1919, 1924, 1929, 1934,
1939, 1944, 1949, 1954, 1959, and 1964
will hold reunions. The class of 1919
will receive official recognition at the
Alumni Dinner in view of the fact that
they have been graduated from the
College for fifty years. Early indica-
tions are that there will be a good turn
out by this class for their 50th anniver-
The Golden Scots, those who have
been out of college for fifty years or
longer, will hold their traditional lunch-
eon at noon on Saturday.
Letters have been sent to all class
members asking them to return their
reservations to the Alumni Office by
Alumni Day is always a happy occa-
sion on the campus, and it is hoped that
a large number of alumni and their
spouses will return for the reunion
SATURDAY, MAY 31 - ALUMNI DAY
9 a.m. - 12 noon — Alumni Registration
May 31, June 1, 2
9 a.m. - 12 noon — Self guided tours of the campus
12 noon — Class Reunion Luncheons (see schedule below)
12 noon — Golden Scots Luncheon, Simple Simon Restaurant
2 p.m. • 4 p.m. — Tea honoring Dr. and Mrs. Ralph W. Lloyd, Chapel
Courtyard. Dr. Lloyd will autograph copies of his new
history of Maryville College.
4 p.m. - 6 p.m. — President's Reception honoring seniors and their par-
ents at Morningside
6:30 p.m. — Alumni Dinner and Annual Alumni Association Meet-
ing, College Dining Room
SUNDAY, JUNE 1
— Baccalaureate Service, Wilson Chapel
4 p.m. — Senior Music Hour, Music Hall, Fine Arts Center
8 p.m. — Commencement Vespers, Wilson Chapel
MONDAY, JUNE 2 -COMMENCEMENT DAY
10:30 a.m. — Commencement Exercises, Wilson Chapel
12:30 p.m. — Dedication of School House Replica. Official opening
of the Sesquicentennial Celebration.
SCHEDULE OF CLASS REUNION LUNCHEONS
Class of 1919 — Home of Miss Catharine Wilkinson .12 noon
Class of 1924 — Holiday Inn (across from airport) 12 noon
Class of 1929— Home of Mr. and Mrs. Earl Keller 12 noon
Class of 1934 — Holiday Inn (across from airport) 12 noon
Class of 1 939 — Traveler's Restaurant ___ __12 noon
Class of 1944 — Green Meadow Country Club 12 noon
Class of 1949 — Picnic, Proffitt's Pavilion, Miller's Cove 12 noon*
Class of 1954— Picnic, Holiday Park, Highway 411 South 12 noon
Class of 1959 — Picnic, Sandy Springs Park 12 noon
Class of 1964 — Picnic, College Woods _ 12 noon
* Class of 1949 meet in front of Chapel at 1 1:30 a.m.
Dr. Louis B. Wright
Dr. Louis B. Wright, historian, author
and former professor is scheduled to be
the Commencement speaker at Maryville
College on Monday, June 2 at 10:30 a.m.
in Wilson Chapel. This will be the Col-
lege's 150th Commencement and will of-
ficially launch the Sesquicentennial Cel-
Dr. Wright, a native of Greenwood
County, S. C, received the Bachelor of
Arts degree from Wofford College, in
Spartanburg, S. C, in 1920. He received
Masters and Ph. D. degrees respectively
from the University of North Carolina in
1924 and 1926. He is a member of Phi
Dr. Wright was the recipient of 26
honorary degrees during the period from
1941 through 1965, from such institutions
of learning as the University of Akron
(LL.D.), the University of St. Andrews,
Washington and Lee University, the
University of British Columbia (Litt. D.),
Georgetown University, the University of
Leicester, the University of Birmingham
(England), Mercer University, and the
University of California at Los Angeles
Dr. Wright has served on the faculties
of the University of North Carolina,
John Hopkins University, Emory Univer-
sity, California Institute of Technology,
University of California at Los Angeles,
the University of Washington, the Uni-
versity of Minnesota, Pomona College,
and Indiana University.
He was a Guggenheim Research Fellow
in England and Italy from 1928 through
1930 and a member of the research staff
(Continued on Page 4)
(Continued from Page 3)
Dr. Louis B. Wright Is
of Huntington Library from 1932
through 1948. Until recently, Dr. Wright
was director of Folger Shakespeare
Library, Washington, D. C. He retired
after serving in this capacity for twenty
He has been Chairman of the Board
of the John Simon Guggenheim Memor-
ial Foundation since 1950 and Vice-
Chairman of the Board of Directors of
Council Library Resources, Inc., since
1956. He has been a life trustee of the
Shakespeare Birthplace Trust, Strat-
ford-upon-Avon since 1964.
Dr. Wright is a Fellow of The Royal
Society of Literature and Arts of Eng-
land. Other organizations with which he
has been associated are the Massachu-
setts History Society (Executive Sec-
retary); the National Geographic Society
(Trustee); American Philosophy Society;
American Antiquarian Society; American
Academy of Arts and Sciences; Modern
Humanities Association and many others.
He is a veteran of World War I, having
served in the United States Army.
Dr. Wright has had several books pub-
lished since 1935 on historical subjects
and has also been editor of numerous
items on American and English history.
His latest work was "William Byrd of
Virginia." In 1958, he co-authored "The
London Diary, 1712 — 1721," with Marion
Tinling; and in 1957 he was associated
with Virginia LaMar in the publishing of
"The Folger Library General Reader's
Other works of Dr. Wright's which
have been published include "Shakespeare
for Every Man," in 1964; "Dream of
Prosperity in Colonial America," in 1965;
and "The Prose Works of William Byrd
of Westover," in 1965. He has made
many contributions to professional jour-
Dr. Wright was made Officer of the
Order of the British Empire by Her
Majesty, Queen Elizabeth II (O.B.E.) in
December 1968, and was awarded the
Benjamin Franklin Medal by the Royal
Society of Arts (London) on January 17,
(Continued from Page 2)
Creative Activity Program
Has Busy Spring Schedule
some of their results. Hiking is a part of
this group too.
There is a Chess Group which meets
in the Carnegie Hall lobby each Tuesday
at 7:00 p.m. Some of these sessions
have proved to be quite lively.
Admissions Staff Asks Alumni
For Help to Recruit Students
Maryville Alumni are reminded of the
College's continuing need for their as-
sistance in the recruitment of students.
In view of the keen competition which
exists today between the public and pri-
vate institutions for qualified students,
it is essential that the College use every
means possible to maintain Maryville's
enrollment. The dedicated efforts of con-
cerned Alumni can be of tremendous help
in this effort.
Alumni are asked to examine carefully
the young people of their acquaintance
who are making plans for college, and to
urge them to include Maryville in their
considerations. Alumni are requested to
furnish the names and addresses of these
young people to the Director of Admis-
sions, Maryville College, Meryville, Tenn.
37801. The college is processing applica-
tions for the 1969-70 school year so it is
not too late to file an application for the
Two words of caution should be of-
fered. First, every effort should be made
to insure that the young people recom-
mended meet Maryville's admission re-
quirements. It is a poor policy to accept
students of doubtful qualifications only
to have them find they are unable to meet
Maryville's academic requirements. This
means that a prospective student should
have an SAT Verbal plus Math score of
approximately 900, or an ACT Composite
score of 20; should have at least a "C"
average in high school and rank in the
upper half of his class.
Second, Alumni are reminded that the
College's resources for assisting students
financially are very inadequate. The costs
for the 1969-70 academic year, including
tuition, room, board and basic fees, are
$2100. At this point, with the commit-
ments already made for the coming year,
the amount of assistance the college
would be able to offer any student is
Please address any inquiries you may
have to the Director of Admissions. The
College is indeed grateful for the support
of its alumni in this effort.
Select Gillespie to Live Summer
Months With French Family
Lynn Andrea Gillespie, daughter of
Mr. and Mrs. Frederick S. Gillespie, 635
Belgrove Drive, Kearny, N. J., has been
selected by The Experiment in Interna-
tional Living to live abroad with a family
in France this summer. She is currently
a sophomore at Maryville College.
The Experiment has been engaged in
international educational Exchange since
its founder, Dr. Donald B. Watt, first in-
troduced a group of American youths to
their French and German-speaking coun-
terparts in Switzerland in 1932.
It is now the most well-established
program of its type in the world with
representatives in more than 60 countries
involved in the annual exchange of some
5,000 young men and women between
the United States and 100 nations around
the globe. The private, nonprofit organ-
ization maintains its U. S. headquarters
in Putney, Vt. The Experiment's south-
ern regional office is located in Chat-
Before Lynn arrives in her homestay
community abroad, she will join ten
other members of her Experiment group
for intensive preparation for the adven-
ture ahead. The group, with the assis-
tance of an experienced leader, will dis-
cuss the customs and culture of France
Miss Lynn A. Gillespie
and prepare to meet its people on their
For one month Lynn and her fellow
Experimenters will live with individual
families in France. This firsthand op-
portunity to develop friendships, to
learn the customs and traditions, and to
participate in the activities of the host
country from the vantage point of a
family environment, is the heart of the
(Continued on Page 23)
A Special Report
Trustees . . . presidents . . .faculty . . . students, past and present:
who governs this society that we call ( the academic community'?
The cry has been heard on many a campus
this year. It came from the campus neigh-
borhood, from state legislatures, from cor-
porations trying to recruit students as em-
ployees, from the armed services, from the donors of
funds, from congressional committees, from church
groups, from the press, and even from the police:
"Who's in charge there?"
Surprisingly the cry also came from "inside" the
colleges and universities — from students and alumni,
from faculty members and administrators, and even
from presidents and trustees:
"Who's in charge here?"
And there was, on occasion, this variation: "Who
should be in charge here?"
Strange questions to ask about these highly
organized institutions of our highly organ-
| ized society? A sign, as some have said, that
our colleges and universities are hopelessly
chaotic, that they need more "direction," that they
have lagged behind other institutions of our society
in organizing themselves into smooth-running,
Or do such explanations miss the point? Do they
overlook much of the complexity and subtlety (and
perhaps some of the genius) of America's higher
It is important to try to know.
Here is one reason:
► Nearly 7-million students are now enrolled in
the nation's colleges and universities. Eight years
hence, the total will have rocketed past 9.3-million.
The conclusion is inescapable: what affects our col-
leges and universities will affect unprecedented
numbers of our people — and, in unprecedented
ways, the American character.
Here is another:
► "The campus reverberates today perhaps in
part because so many have come to regard [it] as
the most promising of all institutions for developing
cures for society's ills." [Lloyd H. Elliott, president
of George Washington University]
Here is another:
► "Men must be discriminating appraisers of
their society, knowing coolly and precisely what it is
about society that thwarts or limits them and there-
fore needs modification.
"And so they must be discriminating protectors
of their institutions, preserving those features that
nourish and strengthen them and make them more
free." [John W. Gardner, at Cornell University]
But who appraises our colleges and universities?
Who decides whether (and how) they need modify-
ing? Who determines what features to preserve;
which features "nourish and strengthen them and
make them more free?" In short:
Who's in charge there?
Who's in Charge— I
By the letter of the law, the people in
charge of our colleges and universities are
| the trustees or regents — 25,000 of them,
" according to the educated guess of their
principal national organization, the Association of
"In the long history of higher education in
America," said one astute observer recently,
by Editorial Projects for Education, Inc.
"trustees have seldom been cast in a heroic role."
For decades they have been blamed for whatever
faults people have found with the nation's colleges
Trustees have been charged, variously, with
representing the older generation, the white race,
religious orthodoxy, political powerholders, business
and economic conservatism — in short, The Estab-
lishment. Other critics — among them orthodox
theologians, political powerholders, business and
economic conservatives — have accused trustees of
not being Establishment enough.
On occasion they have earned the criticisms. In
the early days of American higher education, when
most colleges were associated with churches, the
trustees were usually clerics with stern ideas of what
should and should not be taught in a church-related
institution. They intruded freely in curriculums,
courses, and the behavior of students and faculty
On many Protestant campuses, around the turn
of the century, the clerical influence was lessened
and often withdrawn. Clergymen on their boards of
trustees were replaced, in many instances, by
businessmen, as the colleges and universities sought
trustees who could underwrite their solvency. As
state systems of higher education were founded, they
too were put under the control of lay regents or
Trustee-faculty conflicts grew. Infringements of
academic freedom led to the founding, in 1915, of
the American Association of University Professors.
Through the association, faculty members developed
and gained wide acceptance of strong principles of
academic freedom and tenure. The conflicts eased —
but even today many faculty members watch their
institution's board of trustees guardedly.
In the past several years, on some campuses,
trustees have come under new kinds of attack.
► At one university, students picketed a meeting
of the governing board because two of its members,
they said, led companies producing weapons used in
the war in Vietnam.
► On another campus, students (joined by some
faculty members) charged that college funds had
been invested in companies operating in racially
divided South Africa. The investments, said the
students, should be canceled; the board of trustees
should be censured.
► At a Catholic institution, two years ago, most
students and faculty members went on strike be-
cause the trustees (comprising 33 clerics and 1 1 lay-
men) had dismissed a liberal theologian from the
faculty. The board reinstated him, and the strike
ended. A year ago the board was reconstituted to
consist of 1 5 clerics and 1 5 laymen. (A similar shift
to laymen on their governing boards is taking place
at many Catholic colleges and universities.)
► A state college president, ordered by his
trustees to reopen his racially troubled campus, re-
signed because, he said, he could not "reconcile
effectively the conflicts between the trustees" and
other groups at his institution.
How do most trustees measure up to
their responsibilities? How do they react
to the lightning-bolts of criticism that,
by their position, they naturally attract?
We have talked in recent months with scores of
trustees and have collected the written views of
many others. Our conclusion: With some notable
(and often highly vocal) exceptions, both the
breadth and depth of many trustees' understanding
of higher education's problems, including the touch-
iness of their own position, are greater than most
Many boards of trustees, we found, are showing
deep concern for the views of students and are going
to extraordinary lengths to know them better. In-
creasing numbers of boards are rewriting their
by-laws to include students (as well as faculty
members) in their membership.
William S. Paley, chairman of cbs and a trustee
of Columbia University, said after the student out-
breaks on that troubled campus:
"The university may seem [to students] like just
one more example of the establishment's trying to
run their lives without consulting them. ... It is
essential that we make it possible for students to
work for the correction of such conditions legitimate-
ly and effectively rather than compulsively and
violently. . . .
"Legally the university is the board of trustees,
but actually it is very largely the community of
teachers and students. That a board of trustees
should commit a university community to policies
and actions without the components of that com-
munity participating in discussions leading to such
commitments has become obsolete and unworkable."
Less often than one might expect, considering
some of the provocations, did we find boards of
trustees giving "knee-jerk" reactions even to the
most extreme demands presented to them. Not very
long ago, most boards might have rejected such
The role of higher education's trustees often is misinterpreted and misunderstood
As others seek a greater voice, presidents are natural targets for their attack
demands out of hand; no longer. James M. Hester,
the president of New York University, described the
"To the activist mind, the fact that our board
of trustees is legally entrusted with the property and
privileges of operating an educational institution is
more an affront than an acceptable fact. What is
considered relevant is what is called the social
reality, not the legal authority.
"A decade ago the reaction of most trustees and
presidents to assertions of this kind was a forceful
statement of the rights and responsibilities of a
private institution to do as it sees fit. While faculty
control over the curriculum and, in many cases,
student discipline was delegated by most boards
long before, the power of the trustees to set university
policy in other areas and to control the institution
financially was unquestioned.
"Ten years ago authoritarian answers to radical
questions were frequently given with confidence.
Now, however, authoritarian answers, which often
provide emotional release when contemplated, some-
how seem inappropriate when delivered."
asa result, trustees everywhere are re-exam-
/% ining their role in the governance of
/ ^ colleges and universities, and changes
-A- m seem certain. Often the changes will be
subtle, perhaps consisting of a shift in attitude, as
President Hester suggested. But they will be none
the less profound.
In the process it seems likely that trustees, as
Vice-Chancellor Ernest L. Boyer of the State Uni-
versity of New York put it, will "recognize that the
college is not only a place where past achievements
are preserved and transmitted, but also a place
where the conventional wisdom is constantly sub-
jected to merciless scrutiny."
Mr. Boyer continued:
"A board member who accepts this fact will
remain poised when surrounded by cross-currents of
controversy. . . . He will come to view friction as an
essential ingredient in the life of a university, and
vigorous debate not as a sign of decadence, but ot
"And, in recognizing these facts for himself, the
trustee will be equipped to do battle when the
college — and implicitly the whole enterprise of
higher education — is threatened by earnest primi-
tives, single-minded fanatics, or calculating dema-
Who's in charge? Every eight years,
on the average, the members of a
college or university board must
provide a large part of the answer
by reaching, in Vice-Chancellor Boyer's words,
"the most crucial decision a trustee will ever be
called upon to make."
They must choose a new president for the place
and, as they have done with his predecessors, dele-
gate much of their authority to him.
The task is not easy. At any given moment, it has
been estimated, some 300 colleges and universities
in the United States are looking for presidents. The
qualifications are high, and the requirements are so
exacting that many top-flight persons to whom a
presidency is offered turn down the job.
As the noise and violence level of campus protests
has risen in recent years, the search for presidents
has grown more difficult — and the turndowns more
"Fellow targets," a speaker at a meeting of col-
lege presidents and other administrators called his
audience last fall. The audience laughed nervously.
The description, they knew, was all too accurate.
"Even in the absence of strife and disorder,
academic administrators are the men caught in the
middle as the defenders — and, altogether too often
these days, the beleaguered defenders — of institu-
tional integrity," Logan Wilson, president of the
American Council on Education, has said. "Al-
though college or university presidencies are still
highly respected positions in our society, growing
numbers of campus malcontents seem bent on doing
everything they can to harass and discredit the
performers of these key roles."
This is unfortunate — the more so because the
harassment frequently stems from a deep misunder-
standing of the college administrator's function.
The most successful administrators cast them-
selves in a "staff" or "service" role, with the well-
being of the faculty and students their central con-
cern. Assuming such a role often takes a large
measure of stamina and goodwill. At many in-
stitutions, both faculty members and students ha-
bitually blame administrators for whatever ails them
— and it is hard for even the most dedicated of ad-
ministrators to remember that they and the faculty-
student critics are on the same side.
"Without administrative leadership," philosopher
Sidney Hook has observed, "every institution . . .
runs down hill. The greatness of a university consists
Who's in Charge —II
A college's heart is its faculty. What part should it have in running the place?
predominantly in the greatness of its faculty. But
faculties ... do not themselves build great faculties.
To build great faculties, administrative leadership
Shortly after the start of this academic year,
however, the American Council on Education re-
leased the results of a survey of what 2,040 ad-
ministrators, trustees, faculty members, and students
foresaw for higher education in the 1970's. Most
thought "the authority of top administrators in
making broad policy decisions will be significantly
eroded or diffused." And three out of four faculty
members said they found the prospect "desirable."
Who's in charge? Clearly the answer to that
question changes with every passing day.
With it all, the job of the president
has grown to unprecedented propor-
tions. The old responsibilities of lead-
ing the faculty and students have
proliferated. The new responsibilities of money-
raising and business management have been heaped
on top of them. The brief span of the typical presi-
dency — about eight years — testifies to the roughness
of the task.
Yet a president and his administration very often
exert a decisive influence in governing a college or
university. One president can set a pace and tone
that invigorate an entire institution. Another presi-
dent can enervate it.
At Columbia University, for instance, following
last year's disturbances there, an impartial fact-
finding commission headed by Archibald Cox traced
much of the unrest among students and faculty
members to "Columbia's organization and style of
"The administration of Columbia's affairs too
often conveyed an attitude of authoritarianism and
invited distrust. In part, the appearance resulted
from style; for example, it gave affront to read that
an influential university official was no more in-
terested in student opinion on matters of intense
concern to students than he was in their taste for
"In part, the appearance reflected the true state
of affairs. . . . The president was unwilling to sur-
render absolute disciplinary powers. In addition,
government by improvisation seems to have been
not an exception, but the rule."
At San Francisco State College, last December,
the leadership of Acting Presidents. I. Hayakawa,
whether one approved it or not, was similarly de-
cisive. He confronted student demonstrators, prom-
ised to suspend any faculty members or students
who disrupted the campus, reopened the institution
under police protection, and then considered the
But looking ahead, he said, "We must eventually
put campus discipline in the hands of responsible
faculty and student groups who will work coopera-
tively with administrations . . . ."
Who's in charge? "However the power
mixture may be stirred," says Dean
W. Donald Bowles of American Uni-
versity, "in an institution aspiring to
quality, the role of the faculty remains central. No
president can prevail indefinitely without at least
the tacit support of the faculty. Few deans will last
more than a year or two if the faculty does not
approve their policies."
The power of the faculty in the academic ac-
tivities of a college or university has long been recog-
nized. Few boards of trustees would seriously con-
sider infringing on the faculty's authority over what
goes on in the classroom. As for the college or
university president, he almost always would agree
with McGeorge Bundy, president of the Ford Foun-
dation, that he is, "on academic matters, the agent
and not the master of the faculty."
A joint statement by three major organizations
representing trustees, presidents, and professors has
spelled out the faculty's role in governing a college
or university. It says, in part:
"The faculty has primary responsibility for such
fundamental areas as curriculum, subject matter
and methods of instruction, research, faculty status,
and those aspects of student life which relate to the
"On these matters, the power of review or final
decision lodged in the governing board or delegated
by it to the president should be exercised adversely
only in exceptional circumstances. . . .
"The faculty sets the requirements for the degrees
offered in course, determines when the requirements
have been met, and authorizes the president and
board to grant the degrees thus achieved.
"Faculty status and related matters are primarily
a faculty responsibility. This area includes appoint-
ments, reappointments, decisions not to reappoint,
promotions, the granting of tenure, and dismissal.
. . . The governing board and president should, on
questions of faculty status, as in other matters where
the faculty has primary responsibility, concur with
the faculty judgment except in rare instances and
for compelling reasons which should be stated in
"The faculty should actively participate in the
determination of policies and procedures governing
salary increases. . . .
"Agencies for faculty participation in the govern-
ment of the college or university should be estab-
lished at each level where faculty responsibility is
Few have quarreled with the underlying reason
for such faculty autonomy: the protection of aca-
demic freedom. But some thoughtful observers of the
college and university scene think some way must be
found to prevent an undesirable side effect: the
perpetuation of comfortable ruts, in which individ-
ual faculty members might prefer to preserve the
status quo rather than approve changes that the
welfare of their students, their institutions, and
society might demand.
The president of George Washington University,
Lloyd H. Elliott, put it this way last fall:
"Under the banner of academic freedom, [the
individual professor's] authority for his own course
has become an almost unchallenged right. He has
been not only free to ignore suggestions for change,
but licensed, it is assumed, to prevent any change
he himself does not choose.
"Even in departments where courses are sequen-
tial, the individual professor chooses the degree to
Who's in Charge —III
' m iiritb
Who's in Charge— IV
which he will accommodate his
course to others in the sequence.
The question then becomes: What
restructuring is possible or desirable
within the context of the professor's
nother phenomenon has af-
fected the faculty's role
in governing the colleges
and universities in recent
years. Louis T. Benezet, president
of the Claremont Graduate School
and University Center, describes it
"Socially, the greatest change that
has taken place on the American campus is the pro-
fessional ization of the faculty. . . . The pattern of
faculty activity both inside and outside the institution
has changed accordingly.
"The original faculty corporation was the univer-
sity. It is now quite unstable, composed of mobile
professors whose employment depends on regional
or national conditions in their field, rather than on
an organic relationship to their institution and even
less on the relationship to their administrative
heads. . . .
"With such powerful changes at work strengthen-
ing the professor as a specialist, it has become more
difficult to promote faculty responsibility for edu-
Said Columbia trustee William S. Paley: "It has
been my own observation that faculties tend to as-
sume the attitude that they are a detached ar-
bitrating force between students on one hand and
administrators on the other, with no immediate
responsibility for the university as a whole."
Yet in theory, at least, faculty members
seem to favor the idea of taking a greater
part in governing their colleges and
universities. In the American Council on
Education's survey of predictions for the 1970's,
99 per cent of the faculty members who responded
said such participation was "highly desirable" or
"essential." Three out of four said it was "almost
certain" or "very likely" to develop. (Eight out of
ten administrators agreed that greater faculty par-
ticipation was desirable, although they were con-
siderably less optimistic about its coming about.)
In another survey by the American Council on
Education, Archie R. Dykes — now chancellor of the
University of Tennessee at Martin — interviewed
106 faculty members at a large midwestern univer-
sity to get their views on helping to run the in-
stitution. He found "a pervasive ambivalence in
faculty attitudes toward participation in decision-
Faculty members "indicated the faculty should
have a strong, active, and influential role in de-
cisions," but "revealed a strong reticence to give the
time such a role would require," Mr. Dykes re-
ported. "Asserting that faculty participation is es-
sential, they placed participation at the bottom of
the professional priority list and deprecated their
colleagues who do participate."
Kramer Rohfleisch, a history professor at San
Diego State College, put it this way at a meeting of
the American Association of State Colleges and
Universities: "If we do shoulder this burden [of
academic governance] to excess, just who will tend
the academic store, do the teaching, and extend the
range of human knowledge?"
The report of a colloquium at Teachers College,
New York, took a different view: "Future encoun-
ters [on the campuses] may be even less likely of
resolution than the present difficulties unless both
faculty members and students soon gain widened
perspectives on issues of university governance."
Who's in charge? Today a new group
has burst into the picture: the col-
lege and university students them-
The issues arousing students have been numerous.
Last academic year, a nationwide survey by Educa-
tional Testing Service found, the Number 1 cause
of student unrest was the war in Vietnam; it caused
protests at 34 per cent of the 859 four-year colleges
and universities studied. The second most frequent
cause of unrest was dormitory regulations. This
year, many of the most violent campus demonstra-
tions have centered on civil rights.
In many instances the stated issues were the real
causes of student protest. In others they provided
excuses to radical students whose aims were less the
correction of specific ills or the reform of their col-
leges and universities than the destruction of the
political and social system as a whole. It is impor-
tant to differentiate the two, and a look at the
dramatis personae can be instructive in doing so.
at the left — the "New Left," not to be con-
/% fused with old-style liberalism — is Stu-
/ — ^ dents for a Democratic Society, whose
^L M leaders often use the issue of university
reform to mobilize support from their fellow students
and to "radicalize" them. The major concern of
sds is not with the colleges and universities per se,
but with American society as a whole.
"It is basically impossible to have an honest
university in a dishonest society," said the chairman
of sds at Columbia, Mark Rudd, in what was a fairly
representative statement of the sds attitude. Last
year's turmoil at Columbia, in his view, was im-
mensely valuable as a way of educating students
and the public to the "corrupt and exploitative"
nature of U.S. society.
"It's as if you had reformed Heidelberg in 1938,"
an sds member is likely to say, in explanation of his
philosophy. "You would still have had Hitler's
Germany outside the university walls."
The sds was founded in 1962. Today it is a loosely
organized group with some 35,000 members, on
about 350 campuses. Nearly everyone who has
studied the sds phenomenon agrees its members are
highly idealistic and very bright. Their idealism has
'Student power' has many meanings, as the young seek a role in college governance
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I M .V- •"■''• t^' , A Oi M A
Attached to a college (intellectually,
led them to a disappointment with the society
around them, and they have concluded it is corrupt.
Most sds members disapprove of the Russian
experience with socialism, but they seem to admire
the Cuban brand. Recently, however, members re-
turning from visits to Cuba have appeared disil-
lusioned by repressive measures they have seen the
government applying there.
The meetings of sds — and, to a large extent, the
activities of the national organization, generally —
have an improvisational quality about them. This
often carries over into the sds view of the future.
"We can't explain what form the society will take
after the revolution," a member will say. "We'll
just have to wait and see how it develops."
In recent months the sds outlook has become in-
creasingly bitter. Some observers, noting the escala-
tion in militant rhetoric coming from sds head-
quarters in Chicago, fear the radical movement soon
may adopt a more openly aggressive strategy.
Still, it is doubtful that sds, in its present state of
organization, would be capable of any sustained,
concerted assault on the institutions of society. The
organization is diffuse, and its members have a
strong antipathy toward authority. They dislike
carrying out orders, whatever the source.
Far more influential in the long run, most
observers believe, will be the U.S. National
Student Association. In the current spectrum
of student activism on the campuses, leaders
of the nsa consider their members "moderates," not
radicals. A former nsa president, Edward A.
Schwartz, explains the difference:
"The moderate student says, 'We'll go on strike,
rather than burn the buildings down.' "
The nsa is the national organization of elected
student governments on nearly 400 campuses. Its
Washington office shows an increasing efficiency
and militancy — a reflection, perhaps, of the fact that
many college students take student government
much more seriously, today, than in the past.
The nsa talks of "student power" and works at it:
more student participation in the decision-making
at the country's colleges and universities. And it
wants changes in the teaching process and the
In pursuit of these goals, the nsa sends advisers
around the country to help student governments
with their battles. The advisers often urge the
students to take their challenges to authority to the
emotionally) and detached (physically), alumni can be a great and healthy force
courts, and the nsa's central office maintains an
up-to-date file of precedent cases and judicial
A major aim of nsa this year is reform of the
academic process. With a $315,000 grant from the
Ford Foundation, the association has established a
center for educational reform, which encourages
students to set up their own classes as alternative
models, demonstrating to the colleges and univer-
sities the kinds of learning that students consider
The Ford grant, say nsa officials, will be used to
"generate quiet revolutions instead of ugly ones"
on college campuses. The nsa today is an organiza-
tion that wants to reform society from within,
rather than destroy it and then try to rebuild.
Also in the picture are organizations of militant
Negro students, such as the Congress for the Unity
of Black Students, whose founding sessions at Shaw
University last spring drew 78 delegates from 37
colleges and universities. The congress is intended
as a campus successor to the Student Nonviolent
Coordinating Committee. It will push for courses on
the history, culture, art, literature, and music of
Negroes. Its founders urged students to pursue their
goals without interfering with the orderly operation
of their colleges or jeopardizing their own academic
activities. (Some other organizations of black students
are considerably more militant.)
And, as a "constructive alternative to the disrup-
tive approach," an organization called Associated
Student Governments of the U.S.A. claims a mem-
bership of 1 50 student governments and proclaims
that it has "no political intent or purpose," only
"the sharing of ideas about student government."
These are some of the principal national groups.
In addition, many others exist as purely local or-
ganizations, concerned with only one campus or
Except for those whose aim is outright dis-
ruption for disruption's sake, many such
. student reformers are gaining a respectful
I hearing from college and university ad-
ministrators, faculty members, and trustees — even
as the more radical militants are meeting greater
resistance. And increasing numbers of institutions
have devised, or are seeking, ways of making the
students a part of the campus decision-making
It isn't easy. "The problem of constructive student
participation — participation that gets down to the
'nitty-gritty' — is of course difficult," Dean C. Peter
Magrath of the University of Nebraska's College of
Arts and Sciences has written. "Students are birds
of passage who usually lack the expertise and
sophistication to function effectively on complex
university affairs until their junior and senior years.
Within a year or two they graduate, but the ad-
ministration and faculty are left with the policies
they helped devise. A student generation lasts for
lour years; colleges and universities are more
Yale University's President Kingman Brewster,
testifying before the National Commission on the
Causes and Prevention of Violence, gave these four
"prescriptions" for peaceful student involvement:
► Free expression must be "absolutely guaran-
teed, no matter how critical or demonstrative it
► Students must have an opportunity to take
part in "the shaping and direction of the programs,
activities, and regulations which affect them."
► Channels of communication must be kept
open. "The freedom of student expression must be
matched by a willingness to listen seriously."
► The student must be treated as an individual,
with "considerable latitude to design his own
program and way of life."
With such guidelines, accompanied by positive
action to give students a voice in the college and
university affairs that concern them, many observers
think a genuine solution to student unrest may be
attainable. And many think the students' contribu-
tion to college and university governance will be
substantial, and that the nation's institutions of
higher learning will be the better for it.
"Personally," says Otis A. Singletary, vice-chan-
cellor for academic affairs at the University of
Texas, "my suspicion is that in university reform,
the students are going to make a real impact on the
improvement of undergraduate teaching."
Says Morris B. Abram, president of Brandeis
University: "Today's students are physically, emo-
tionally, and educationally more mature than my
generation at the same age. Moreover, they have
become perceptive social critics of society. The re-
formers among them far outnumber the disrupters.
There is little reason to suppose that ... if given
the opportunity, [they] will not infuse good judg-
ment into decisions about the rules governing their
lives in this community."
^— **7^ -d&rf ^^ "f-'IM /A\ W
*V /' #
FTA^ ? 5 m Charge?
Ideally, a Community
As far as the academic community is concerned,
A. Benjamin Franklin's remark about hanging to-
gether or hanging separately has never been more
apt. The desire for change is better expressed in
common future-making than in disputing who is in
and who is out — or how far.
— John Caffrey, American Council on Education
A college or university can be governed well only by a sense of its community
Who's in charge? Trustees and ad-
ministrators, faculty members and
students. Any other answer — any
authoritarian answer from one of
the groups alone, any call from outside for more
centralization of authority to restore "order" to
the campuses — misses the point of the academic
enterprise as it has developed in the United States.
The concept of that enterprise echoes the European
idea of a community of scholars — self-governing,
self-determining — teachers and students sharing the
goal of pursuing knowledge. But it adds an idea that
from the outset was uniquely American: the belief
that our colleges and universities must not be self-
centered and ingrown, but must serve society.
This idea accounts for putting the ultimate legal
authority for our colleges and universities in the
hands of the trustees or regents. They represent the
view of the larger, outside interest in the institu-
tions: the interest of churches, of governments, of the
people. And, as a part of the college or university's
government, they represent the institution to the
public: defending it against attack, explaining its
case to legislatures, corporations, labor unions,
church groups, and millions of individual citizens.
Each group in the campus community has its own
interests, for which it speaks. Each has its own
authority to govern itself, which it exercises. Each
has an interest in the institution as a whole, which
it expresses. Each, ideally, recognizes the interests of
the others, as well as the common cause.
That last, difficult requirement, of course, is
where the process encounters the greatest risk of
"Almost any proposal for major innovation in the
universities today runs head-on into the opposition
of powerful vested interests," John W. Gardner has
observed. "And the problem is compounded by the
fact that all of us who have grown up in the aca-
demic world are skilled in identifying our vested
interests with the Good, the True, and the Beautiful,
so that any attack on them is, by definition,
In times of stress, the risk of a breakdown is
especially great. Such times have enveloped us all,
in recent years. The breakdowns have occurred, on
some campuses — at times spectacularly.
Whenever they happen, cries are heard for
abolishing the system. Some demand that campus
authority be gathered into the hands of a few, who
would then tighten discipline and curb dissent.
Others — at the other end of the spectrum — demand
the destruction of the whole enterprise, without
proposing any alternatives.
If the colleges and universities survive these
demands, it will be because reason again has taken
hold. Men and women who would neither destroy
the system nor prevent needed reforms in it are
hard at work on nearly every campus in America,
seeking ways to keep the concept of the academic
community strong, innovative, and workable.
The task is tough, demanding, and likely to con-
tinue for years to come. "For many professors,"
said the president of Cornell University, James A.
Perkins, at a convocation of alumni, "the time re-
quired to regain a sense of campus community . . .
demands painful choices." But wherever that sense
has been lost or broken down, regaining it is
The alternatives are unacceptable. "If this com-
munity forgets itself and its common stake and
destiny," John Caffrey has written, "there are
powers outside that community who will be only
too glad to step in and manage for us." Chancellor
Samuel B. Gould, of the State University of New
York, put it in these words to a committee of the
"This tradition of internal governance . . . must —
at all cost — be preserved. Any attempt, however
well-intentioned, to ignore trustee authority or to
undermine the university's own patterns of opera-
tion, will vitiate the spirit of the institution and, in
time, kill the very thing it seeks to preserve."
Who's in charge there? The jigsaw
puzzle, put together on the preced-
ing page, shows the participants:
trustees, administrators, professors,
students, ex-students. But a piece is missing. It must
be supplied, if the answer to our question is to be
accurate and complete.
It is the American people themselves. By direct
and indirect means, on both public and private
colleges and universities, they exert an influence
that few of them suspect.
The people wield their greatest power through
governments. For the present year, through the 50
states, they have appropriated more than $5-billion
in tax funds for college and university operating
expenses alone. This is more than three times the
$1.5-billion of only eight years ago. As an expression
of the people's decision-making power in higher
Simultaneously, much power is held by 'outsiders' usually unaware of their role
education, nothing could be more eloquent.
Through the federal government, the public's
power to chart the course of our colleges and uni-
versities has been demonstrated even more dramat-
ically. How the federal government has spent
money throughout U.S. higher education has
changed the colleges and universities in a way that
few could have visualized a quarter-century ago.
Here is a hard look at what this influence has
meant. It was written by Clark Kerr for the
Brookings Institution's "Agenda for the Nation,"
presented to the Nixon administration:
"Power is allocated with money," he wrote.
"The day is largely past of the supremacy of the
autocratic president, the all-powerful chairman of
the board, the feared chairman of the state appro-
priations committee, the financial patron saint, the
all-wise foundation executive guiding higher educa-
tion into new directions, the wealthy alumnus with
his pet projects, the quiet but effective representa-
tives of the special interests. This shift of power can
be seen and felt on almost every campus. Twenty
years of federal impact has been the decisive in-
fluence in bringing it about.
"Decisions are being made in more places, and
Who's in Charge— V
more of these places are external to the campus."
The process began with the land-grant movement
of the nineteenth century, which enlisted higher
education's resources in the industrial and agri-
cultural growth of the nation. It reached explosive
proportions in World War II, when the govern-
ment went to the colleges and universities for
desperately needed technology and research. After
the war, spurred by the launching of Russia's
Sputnik, federal support of activities on the campuses
■illions of dollars every year went
to the campuses for research. Most of
it was allocated to individual faculty
members, and their power grew pro-
portionately. So did their independence from the
college or university that employed them. So did
the importance of research in their lives. Clearly
that was where the money and prestige lay; at
Illustrated by Jerry Dadds
many research-heavy universities, large numbers of
faculty members found that their teaching duties
somehow seemed less important to them. Thus the
distribution of federal funds had substantially
changed many an institution of higher education.
Washington gained a role in college and uni-
versity decision-making in other ways, as well.
Spending money on new buildings may have had no
place in an institution's planning, one year; other
expenditures may have seemed more urgent. But
when the federal government offered large sums
of money for construction, on condition that the
institution match them from its own pocket, what
board or president could turn the offer down?
Not that the influence from Washington was
sinister; considering the vast sums involved, the
federal programs of aid to higher education have
been remarkably free of taint. But the federal power
to influence the direction of colleges and uni-
versities was strong and, for most, irresistible.
Church-related institutions, for example, found
themselves re-examining — and often changing —
their long-held insistence on total separation of
church and state. A few held out against taking
federal funds, but with every passing year they
found it more difficult to do so. Without accepting
them, a college found it hard to compete.
he power of the public to influence the
campuses will continue. The Carnegie
Commission on Higher Education, in
its important assessment issued in Decem-
ber, said that by 1976 federal support for the
nation's colleges and universities must grow to
$13-billion a year.
"What the American nation now needs from
higher education," said the Carnegie Commission,
"can be summed up in two words: quality and
How far the colleges and universities will go in
meeting these needs will depend not basically on
those who govern the colleges internally, but on the
public that, through the government, influences
them from without.
"The fundamental question is this," said the
State University of New York's Chancellor Gould :
"Do we believe deeply enough in the principle of
an intellectually free and self-regulating university
that we are willing to exercise the necessary caution
which will permit the institution — with its faults —
to survive and even flourish?"
In answering that question, the alumni and
alumnae have a crucial part to play. As former
students, they know the importance of the higher
educational process as few others do. They under-
stand why it is, and must be, controversial; why
it does, and must, generate frictions; why it is,
and must, be free. And as members of the public,
they can be higher education's most informed and
Who's in charge here? The answer is at once
simple and infinitely complex.
The trustees are. The faculty is. The students are.
The president is. You are.
The report on this and the preceding 15
pages is the product of a cooperative en-
deavor in which scores of schools, colleges,
and universities are taking part. It was pre-
pared under the direction of the group listed
below, who form editorial projects for
education, a non-profit organization associ-
ated with the American Alumni Council.
Naturally, in a report of such length and
scope, not all statements necessarily reflect
the views of all the persons involved, or of
their institutions. Copyright © 1969 by Edi-
torial Projects for Education, Inc. All rights
reserved; no part may be reproduced without
the express permission of the editors. Printed
in U. S. A.
WILLIAM S. ARMSTRONG
DAVID A. BURR
The University of Oklahoma
MARALYN O. GILLESPIE
George Washington University
CHARLES M. HELMKEN
American Alumni Council
GEORGE C. KELLER
JACK R. MAGUIRE
The University of Texas
JOHN I. MATTILL
The University of Oregon
The University of Colorado
JOHN W. PATON
ROBERT M. RHODES
The University of Pennsylvania
New York University
VERNE A. STADTMAN
The Carnegie Commission on
FREDERIC A. STOTT
Phillips Academy, Andover
FRANK J. TATE
The Ohio State University
CHARLES E. WIDMAYER
DOROTHY F. WILLIAMS
RONALD A. WOLK
ELIZABETH BOND WOOD
Sweet Briar College
JOHN A. CROWL
WILLIAM A. MILLER, JR.
rftotmai 7tecv4 *i¥efie and ^?^ene
The Rev. and Mrs. William R. Steven-
son are living in Maryville for several
months while he is on sabbatical leave.
Dorothy Andrews Elston, x'39, has
been named by President Nixon to be
treasurer of the United States.
G. Ellis Burcaw has been elected to
membership in the national scholastic
honor society Phi Kappa Phi "for emi-
nent accomplishment in his professional
field." He is Director of the University
of Idaho Museum and Assistant Pro-
fessor of Museology.
Grady L. E. Carroll had an article
entitled "Calvin H. Wiley was a Devoted
Carolinian" published in the Raleigh
News and Observer on Feb. 23, 1969.
The Rev. James E. Marvin is an Assoc-
ate Pastor of the First Presbyterian
Church of Wichita, Kansas.
Charles C. Parvin has been promoted
to night editor of the Chicago Tribune.
Hugh T. Davis, Jr. has joined the staff
of the University of Tennessee as a
training and employee relations officer.
The Rev. Robert M. Gwaltney is now
serving as Minister of Administration at
the Christ Presbyterian Church in Edina,
Jon Gresham was featured in the con-
cert given at Maryville College on March
24, 1969 by the 581st U.S. Air Force
Band of Warner-Robins, Georgia. Jon
and A1C Herbert Blauel, Jr. performed
the trumpet duet in the Vivaldi Concerto
in B Flat, which was part of the band's
Clint Abbott has been named assistant
football coach at Alcoa High School in
Blount County, Tennessee.
Mary Rucker is now studying piano
under Menahen Pressler at Indiana Uni-
versity where she expects to receive her
Master's degree this spring.
Ruth A. Black is in her third quarter
of Physical Therapy training at the
University of Tennessee School of Medi-
cine at Memphis.
James L. Hogue, Jr. is presently serv-
ing with the U. S. Army at Fort Dix,
New Jersey. His wife, Sherry Wood
Hogue, '68, is living in Cleveland, Ten-
nessee with her parents and teaching
Virginia Roseborough Wylie had a
paper, "Outdoor Education," written
while she was a student at Maryville,
borrowed by the Environmental Educa-
tion Specialist of the Great Smoky
Mountains National Park so that copies
could be made for the park library and
for the regional office.
Pvt. Richard G. Yates, Jr. has com-
pleted a meteorological observer course
at the Army Signal School, Ft. Mon-
mouth, New Jersey.
Dr. and Mrs. James M. Callaway, '52,
a daughter, Carrie Catherine, their third
child, Feb. 21, 1969.
Mr. and Mrs. Stephen E. Mouton, '59
(Pat Penland, '61), a son, David Law-
rence, Aug. 31, 1968.
Mr. and Mrs. Donald E. Buddie, '60
(Sue Tourtelotte, '59), a daughter,
Heather Suzanne, their third child, Mar.
Mr. and Mrs. Landon D. Fox (Gayle
White, '62), a daughter, Lana Gayle,
their second child, Feb. 26, 1969.
Mr. and Mrs. Rex Stafford, '64 (Joyce
Hooper, x'65), a son, Christopher Parker,
their second child, Jan. 8, 1969.
Mr. and Mrs. Jack D. Damron (Linda
Vansant, '65), a daughter, Jami Eileen,
Jan. 8, 1969.
Lt. and Mrs. George S. Viney (Sue
Foreman, '66), a son, Mark Andrew,
Aug. 18, 1968.
Mr. and Mrs. R. Kirk McNair, '67, a
daughter, Julia Lynne, Mar. 15, 1969.
Mr. and Mrs. Patrick C. O'Bryan, '67,
identical twin sons, Patrick Douglas and
Michael Todd, Mar. 9, 1969.
Eva McConnell, Prep. '25, died Feb.
22, 1969, at Blount Memorial Hospital in
Maryville. She had been employed by
ALCOA for 27 years. Services were held
in Maryville on Feb. 25, 1969.
Elizabeth Bassel Belt, '23, died Mar.
14, 1969, in Pasadena, California fol-
lowing a long illness. Survivors include
a sister, Dorothy Bassel McKeehan, '31,
and brother, John Burr Bassel, '24.
Dr. L. Quentin Myers, '42, died Apr. 6,
1969, in Blount Memorial Hospital in
Maryville after a lingering illness. Dr.
Myers began his opthalmological practice
in Maryville in 1961. He had previously
served in the Navy at Bethesda Naval
Hospital in Maryland. Survivors include
his wife, Elizabeth Huddleston Myers,
'42, four daughters, and a brother, Dr.
Paul T. Myers, '50. Services were held in
Maryville on Apr. 8, 1969.
Mobley Is Princess
In D. C. Festival
Miss Julie M. Mobley
Miss Julie M. Mobley, Maryville Col-
lege freshman from Fairfax, Va., repre-
sented the State of Mississippi as its
Princess in the annual Cherry Blossom
Festival held in Washington, D. C. the
second week in April. She was selected
by the Mississippi State Society of Wash-
ington, D. C.
Miss Mobley resides in Fairfax, Va.,
with her parents, Mr. and Mrs. Leonard
Mobley. Mr. Mobley, a native of Rolling
Fork, Miss., is an official of the United
States Department of Commerce and
currently is serving as City Councilman
Miss Mobley is majoring in art at
Maryville College. She is a cheerleader
and a member of the Theta Epsilon
Two $50,000 Foundation Gifts
Lifts Category to Ail-Time High
Two foundation gifts of $50,000 each
have increased the total amount of gifts
and pledges to the 150 Fund to over
$1,400,000. The foundations wished to
remain anonymous. This brings the to-
tal amount of foundation and corporate
support to $331,950 which is an all-time
high for Maryville College.
With money pledged to date, this will
permit the College to go ahead and
build the new health and physical edu-
cation building. Bids are being received
now, and ground should be broken in
early May. The expected cost of the
building is $1,500,000. It will be the
largest building on the campus when
completed. It is to be located on the old
intramural field which will put it in
proximity to the football field and base-
ball field. The house formerly occupied
by Dr. Frank D. McClelland is being
razed to make way for the new facility.
Alumni and friends who have still
not made a pledge to the 150 Fund are
encouraged to do so. With such a heavy
commitment to the health and physical
education building, necessary monies to
meet current operating expenses over
the next three years will still be need-
ed. You will recall that the College
asked everyone to make a three-year
commitment, payable in 1968, '69, and
'70. This was done in lieu of asking for
an annual gift. Each class has been
asked to make a birthday gift to the
College during the Sesquicentennial
Celebration. All pledges received will
be compiled and reported as the class
gift at the various class reunion dinners
which have been scheduled throughout
the Sesquicentennial year.
Terry Collins Is 5th MC Student
Chosen for a Summer in Africa
Terry L. Collins, Maryville College
sophomore, has been chosen by Operation
Crossroads Africa to spend the summer
in Africa. Terry is the son of Mrs. Ina
M. Collins of Chattanooga, Tenn.
Terry will leave on June 17 for an
orientation session at Rutgers University
in New Brunswick, N. J., and will com-
plete this session on June 23. He will
depart from New York City for Sierra
Leone, in West Africa, on June 27 and
will return to the United States on Au-
Terry, who is an art major at the
College, in expressing his thoughts of
going to Africa, stated, "I hope to
absorb a lot about African art while I'm
working in Africa and to give my art
experience in exchange for another. Most
of all, I want to understand how and
why the Africans express themselves the
way they do through their art and hope
that they will understand how and why
I express myself as a Black American
Terry is very active in school activ-
ities. Besides his devotion to art, he
participates in the College Choir and
is rehearsing for the "Creation" which
will be presented on Thursday, May 8,
at the College, under the direction of
Dr. Harry H. Harter, Professor of Music
and Chairman of the Department of
Terry L. Collins
Several of Terry's paintings were
recently displayed at the Hunter Gallery
of Art in Chattanooga, Tenn., along with
an exhibit of paintings by three members
of the faculty of Fisk University.
Terry will be the fourth student from
Maryville College to participate in Oper-
ation Crossroads Africa in the past five
years. Other participants have been
John Noel, from New York City, in 1967;
Carol Pusey, from Pittsburgh, Pa., in
1967, who is now a graduate student at
MC Gets Increased
Title III Grant For
Maryville College has been given a
grant of $170,445 from the Federal Divi-
sion of College Support, Department of
Health, Education and Welfare, under
Title III of the Higher Education Act of
1965, President Joseph J. Copeland an-
nounced recently. This money is allo-
cated to developing institutions and
recognizes those small colleges and uni-
versities that are trying to move closer
to the mainstream of higher education.
In announcing the grant, Dr. Cope-
land said, "This is the fourth year in a
row we have received aid under Title
III. Our grant this year represents a
$32,000 increase. It will enable us to
continue our faculty and curriculum de-
velopment, as well as participate in the
Cooperative College Development Pro-
gram. This latter program is designed to
improve the quality of our College's de-
Next year the College will be able to
release four of its younger faculty mem-
bers for a year's leave of absence to do
advance work on their Ph.D. degrees.
During their absence, the federal grant
will pay for their replacements in the
classroom. These replacements are Na-
tional Teaching Fellows and must have
their master's degree.
In expressing his appreciation for the
grant, Dr. Copeland said, "This grant is
evidence of the fact that Maryville Col-
lege continues to be recognized as a fine
liberal arts college. It will enable us to
strengthen our faculty by providing
more Ph.D. recipients, continue to move
forward with our changes in curricu-
lum, and strengthen our total develop-
the University of Tennessee and who
plans to return to the continent of Afri-
ca; and Diana Lynn Drake, 1968, senior,
from Buffalo, N. Y.
Operation Crossroads Africa was con-
csived by Dr. James H. Robinson, from
Knoxville, Tenn., who envisioned expos-
ing young American college students to
the continent of Africa. In the summer
of 1958, a pilot program was carried out
in five countries of West Africa, with
75 participants. The group represented
41 colleges and universities and a cross-
section of races and religions. Since
that time, nearly 2,000 young men and
women have participated in 135 projects
in 28 countries.
MC Produced TV
Programs Are Now
Shown in Roanoke
"Focus: Maryville College" will begin
broadcasting from WBRA-TV, Channel
15, in Roanoke, Va. beginning on Friday,
May 2, at 9:30 p. m., announced Maryville
College Communications Coordinator
Arthur F. Dees.
"Focus: Maryville College" will pre-
sent a variety of programs dealing with
the total college life such as panel dis-
cussions of today's issues and will fea-
ture distinguished guests and college
students, along with faculty and staff
members. There will also be musical
recitals, original drama and many other
forms which will help to describe the
many facets of life at Maryville College.
Many of the television programs will
be in color.
The "Focus" series is now viewed
weekly on WSJK-TV, Channel 2, in
Knoxville; and daily on WDEF-TV,
Channel 12, in Chattanooga, Tenn. Many
programs are being telecast as specials
on WBIR-TV, Channel 10, in Knoxville;
WJHL-TV, Channel 11, in Johnson City,
Tenn.; and WSTV-TV, Channel 30, in
Atlanta, Ga. The programs used for
this series are produced by the Mary-
ville College Communications Service
through the facilities of WSJK-TV and
WBIR-TV in Knoxville.
In arranging with WBRA-TV to begin
telecasting the "Focus" series, Mr. Dees
stated, "This is part of the Maryville
College Communications Service plan
to expand the effectiveness and the ben-
efits of Maryville College as an educa-
tional institution. Maryville College
views the television medium as an oppor-
tunity to produce programs that will
reflect the quality of liberal arts educa-
tion which a student receives at the
College as well as enhance the image of
Maryville College throughout the area.
(Continued from Page 4)
Select Gillespie to
Live with French Family
During her last three weeks in France,
Lynn and her group will invite members
of their host families to join them for
an extensive travel period throughout
France. Seeing the host nation through
the eyes of its nationals is a special
feature of Experiment programs.
Honaker Club Sponsors Spring
Football Game May 24th at MC
The Scots annual Red and White
spring football game, to be played at
8:00 p.m. Saturday, May 24, at Honaker
Field, will take on added color this year
under the sponsorship of the Honaker
Advance tickets will be available at
businesses throughout the Maryville-
Alcoa area. All tickets, except for Mary-
ville College students, will be $1.00. For
Maryville College students, the tickets
will be 500, but must be accompanisd
by the student activity card.
Spring football drills begin Monday,
May 5, and the Red and White game
will climax the sessions. The squads
will be selected Wednesday prior to the
It will pit the best Scot offensive per-
formers against the best defensive per-
formers. Head Coach Howard J. (Monk)
Tomlinson and his No. 1 assistant, Lau-
ren F. Kardatzke, will turn over the
reins of coaching the squads during the
game to other assistants and observe
the action from the press box.
As spring practice begins, 43 men will
return from last year's team which
closed the season with three victories
out of the last four games, a record high
in victories since 1964.
Two former Scot gridders are expect-
ed to return from the service. They are
Steve Worrell, six foot, 205-lb. former
starting defensive guard from Ard-
more, Pa., and Carl Gehman, five foot
ten inches, 185-lb., former starting of-
fensive guard from Quakertown, Pa.
Coach Tomlinton said, "We lose only
two of our players through graduation.
This is the finest group of holdover
players we have had in many seasons.
If they come back next fall with the
same cpirit they showed in our last four
games last season we ought to show a
great deal of improvement."
Scot Trackmen Lose 2 Close Meets
To End Season With 3-3 Record
Members of the 1969 Scots Track team are, front row (left to right) Steve Collier, freshman. Pigeon
Forge, Tenn.; Gary Mace, freshman, Burlington, Vt.; Jim Cannon, sophomore, Sevierville, Tenn.; David
Garner, junior, Maryville, Tenn.; Bob Ciccotti, junior, Verona, N.J.; Harry Robertshaw, freshman, Holden,
Mass.; Chip Pusey, freshman, Allison Park, Pa.; Henry Hastings, freshman, Ho-Ho-Kus, N. J.; and Coach
Howard (Monk) Tomlinson, Second row. Rick Snyder, freshman, Nazareth, Pa.; Bruce Semple, senior,
Glenolden, Pa.; John Leibrock, sophomore, Newport, Tenn.; Don Hickman, junior, Kingsport, Tenn.; Dub
Osborne, junior, Kingsport, Tenn.; John Powell, freshman, Columbia, S.C.; Steve Zerwas, sophomore,
Iowa City, Iowa; David Wiley, junior, Heiskell, Tenn.; and Robert Cooper, sophomore, Wilmington, Del.
Those not present when picture was taken were Randall Calhoun, freshman, Millington, Tenn.; John
Klein, sophomore, N. Olmstead, Ohio; Dennis Shockley, junior, Roanoke, Va.; and Lynn Dildine,
sophomore, Ashley, Ohio.
Mrs. Schoen Plays
Texas and Alabama
Mrs. Victor R. (Sallie) Schoen, Assis-
tant Professor of Music at Maryville Col-
lege, has again been chosen to play Mrs.
Dwight (Nancy) Van de Vate's latest
composition "Concerto for Piano and
Orchestra" at the Southern Composer's
League Convention at the University of
Alabama, on Friday, April 25. The con-
vention continues through Tuesday, April
Franklin Choset, who conducts the
Lynchburg, Va. Symphony and is former
conductor of the Oak Ridge, Tenn. Sym-
phony Orchestra, will be guest conductor
of the University of Alabama Symphony
Mrs. Schoen performed as piano solo-
ist with the University of Houston Sym-
phony Orchestra premiering this musical
score last February. She was invited to
Houston in connection with the three-
day Composer's Symposium at which
time the noted American composer Aaron
Copland was lecturer and guest artist.
"Concerto for Piano and Orchestra"
was written by Mrs. Van de Vate in three
movements as her doctoral dissertation
at Florida State University.
Mm. Lili Chookasian
Saturday night, May 2, 1970, will be a gala night for Maryville College alumni'
students, faculty and staff members, and friends, for that is the night that Richard
Yardumian, the internationally known Philadelphia composer, will have his Ora-
torio, based on the story of Abraham and especially written for the Maryville Col-
lege Sesquicentennial Celebration, World Premiered from the stage of the Samuel
Tyndale Wilson Chapel Auditorium.
American oratorios, such as the one Yardumian is writing for the College, are
now being written by composers with such stature as Mr. Yardumian and Dave
Brubeck. Mr. Brubeck's "Light in the Wilderness" was written in 1968.
Lili Chookasian, the world renowned Metropolitan Opera contralto has been
contracted to sing part of the Oratorio. There are other world famous opera stars
The choir will be selected from the roster of former Maryville College Choir
members, along with the 1969-70 student College Choir.
The Oratorio will be unique in that it will employ the use of a moving art film
in the performance by the late French artist Andre Girard, who captivated Mary-
ville audiences here two years ago, and who collaborated with Mr. Yardumian in the
vision of this unprecedented molding of the audio-visual art forms so that the Ora-
torio will become a work to see as well as hear.
Lili Chookasian is the possessor of a voice which is most frequently described
as "opulent," "sumptuous," and "satisfying."
Mme. Chookasian is, in the words of the Chicago Tribune, "a true contralto —
an authentic member of a tribe so rare as to be almost omnipresent: she has ap-
peared in concert, opera and recital from Rio de Janeiro to Soviet Armenia, and on
records she is frequently heard as soloist with the orchestras of New York, Boston
She made her Metropolitan Opera debut as La Cieca in Ponchielli's La Giocon-
da in 1962. Since then, she has sung consistently at the Metropolitan in new as well
as standard operas. She created the role of Maharani in Menotti's The Last Savage,
and has been heard in Tchaikovsky's Eugen Onegin, Verdi's Ballo in Maschera and
Falstaff, Wagner's Das Rheingold and Der Fliegande Hollander, and Britten's Peter
As a distinguished recitalist and soloist with major orchestras, the Chicago-born
artist has risen steadily to the top of her field. She regularly appears with the New
York Philharmonic, the Philadelphia Orchestra and the Boston Symphony Orches-
Mme. Chookasian was a teacher of Karen Roewade, Maryville College Affiliate
Artist, who has performed, taught, talked and explained her version of music so
wonderfully on her visits to the campus over the past two years.
Advance ticket sales are now under way for the World Premiere performance
which will be given on Saturday night, May 2, 1970, at 8:15 p.m. in the Samuel Tyn-
dale Wilson Chapel Auditorium at Maryville College.
Reservations may be made by writing or phoning 982-5531, Don R. Brakebill,
'53, Minister of Music, First Baptist Church, Maryville, Tenn., 37801, or by phoning
982-4720 or writing Maryville College Ticket Office, Maryville, Tenn., 37801. Tickets
range in price from $2.75 to $6.50.
Reserved seats have been sectioned off in the Chapel Auditorium as follows:
the first 10 rows middle section downstairs, $6.50 each; the next 7 rows $5.00 each;
the back 8 rows $3.50 each. The middle balcony section: first 3 rows $5.00 each; and
the back 6 rows $3.50 each. The side sections downstairs and balcony will be $2.75
MARYVILLE COLLEGE /MARYVILLE, TENNESSEE 37801
J. Richard Herring, Editor
Published in May, June, August, October,
November, December, 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