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Full text of "Maryville College Bulletin, November 1968"

Vol. LXVII 



Maryville, Tenn, 37801 - November, 1968 



Number 4 



Dedicate 1.3 Million Dollar Sutton Science Center 




MR. AND MRS. ALGIE SUTTON are !n front of the main entrance to the new Sutton Science Center. 
Mrs. Sutton i$ preparing to cut the ribbon officially opening the building. Dr. Joseph J. Copeland, 
President of Maryville College, obligingly assists. 





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DR. JOSEPH J. COPELAND, PRESIDENT, left; and Bill A. Fleming, Director of Development, right; display 
a plaque and portrait of Algie Sutton to be placed in the main lobby of the new Sutton Science Center. 
The portrait was presented to the college by his graduating class of 1929. 



Major Event During 
Homecoming Weekend 

One of the major events in the history 
of Maryville College took place recently 
when the new $1.3 million dollar Sutton 
Science Center was formally dedicated at 
11:30 a.m. on Saturday, October 26, 1968, 
as part of the Homecoming Weekend 
Festivities. The building had been opened 
for student use at the beginning of the 
1968 Fall Term in September. 

In the summer of 1964, during the 
Development Fund Campaign, Algie 
Sutton, of Greenville, S. C, a MC gradu- 
ate of 1929, pledged $500,000 on a match- 
ing basis with all of the Alumni of the 
college. The Alumni responded and with 
their combined pledges, along with 
grants from the ALCOA Foundation, the 
Kresge Foundation and the Federal Gov- 
ernment, the College was able to pro- 
ceed with professional counseling and the 
design of a new science building. 

Its construction had been looked for- 
ward to since June, 1959, when the then 
College President, Dr. Ralph W. Lloyd, 
MC Class of 1915, announced that new 
science facilities were the next priority 
in the College's building program. 

And now, on Saturday, October 26, 
1968, a little over nine years later, MC 
President Dr. Joseph J. Copeland, pre- 
sided over the ceremonies, that culmin- 
ated this project. The Sutton Center is 
located across the circle drive from the 
Fine Arts Center and next to Pearsons 
Hall and the Lamar Memorial Infirmary. 

The dedication address was given by 
Dr. George C. Kent, Jr., Professor of 
Zoology, Louisiana State University, and 
an alumnus of MC, Class of 1937. Dr. 

(Continued on Page 2) 




DR. A. RANDOLPH SHIELDS, (second from left) describes the lecture room of the Sutton Science Center, 
Room 113 includes a 51-seat amphitheatre type arrangement whereby any member in the room can 
command a clear view of the demonstration table in the center and also each other. 




ALUMNI, PARENTS, FRIENDS, STUDENTS view one of the two double room biology laboratories. This 
and other rooms feature the pyrex drain pipes (shown near the ceiling) installed because pyrex is 
impervious to chemical erosion. These pipes may be dismantled and cleaned. 




DR. A. RANDOLPH SHIELDS, (with back to camera) explains the use of the new-type lecture-laboratory 
room, where students can set up their experiments, leave them there, and have plenty of room for 
discussing the projects around another table, to Alumni, Parents, Students and Friends. 



Parents, Alumni Visit 
New Center Classrooms 

(Continued from Page 1) 

Kent was a recipient of a MC Alumni 
Citation in 1962. His dedicatory speech 
is printed in its entirety on the next two 
pages. 

The Invocation was given by Dr. James 
N. Proffitt, MC Class of 1938, and a 
member of the College Board of Direc- 
tors. 

Bruce P. Semple, MC Class of 1969 
and President of the Student Body; Dr. 
A. Randolph Shields, MC Class of 1934, 
Chairman of the Biology Department; 
and the Rev. Robert A. Larson, MC Class 
of 1951, President of the Alumni Associ- 
ation, brought official greetings from 
the students, faculty and alumni. 

Ben F. McMurry, Jr., of Barber and 
McMurry, Architects and Charles M. 
Emory, Jr., of Emory and Richards 
Contractors, presented the building to 
the College. Acceptance for the College 
was by Dr. Boyd L. Daniels, Dean of the 
College and Dr. David P. Young, Chair- 
man of the Chemistry Department, repre- 
senting the Science Faculty. Dr. Joe C. 
Gamble, MC Class of 1926, Chairman of 
the College Board of Directors, dedicated 
the building. 

A special presentation of a porti-ait of 
Algie Sutton and a plaque was presented 
by Mr. Sutton's classmates of 1929. Mrs. 
Algie Sutton, assisted by Mr. Sutton and 
Dr. Copeland, cut the ribbon, signifying 
the official opening of the building. 

Mr. Sutton worked his way through 
Maryville College during the "Great De- 
pression" earning 15c per hour. After 
graduating in 1929, he taught school for 
four years before entering the insurance 
field. Mr. Sutton retired from the Com- 
bined Insurance Company of America 
after twenty-three years of service. 

During the Phase I of the Sesquicen- 
tennial Development Campaign in 1964, 
he gave $500,000 toward the construction 
of the science center. Mr. Sutton is a 
member of the College Board of direc- 
tors, and also General Chairman of Phase 
II of the Sesquicentennial Development 
Campaign in 1968, during which he gave 
an additional $250,000. 

Mr. Sutton served as a deacon and 
elder in Chadbourn (N. C.) Presbyterian 
Church. He is a member of the Masonic 
Lodge and is on the Board of Trustees of 
Miracle Hill School, Greenville, S. C. 

He and his wife, Elizabeth, have three 
daughters and three grandchildren. All 
three daughters and their children were 
present for the dedication along with 
several brothers and members of their 
families and their guests. 



Page Two 



Dr. Kent, ^37 Alumnus, Dedicates New Center 



President Copeland, Mr. and Mrs. Sutton, 
Honored Guests, Ladies and Gentlemen: 

I have a confession to make. I have 
never before participated in the dedica- 
tion of an academic building. If there is 
any question in your mind about this as I 
commence, I think my status as a novice 
will have become evident before I am 
through. 

However — and I say this very earn- 
estly — no similar event could occasion 
within me such personal pride because, 
in dedicating this beautiful facility, my 
alma mater takes a giant step forward. 

I was among the many fortunate young 
people who received their initial science 
training in old Fayerweather Hall. I 
served as a janitor on the second floor of 
Fayerweather for one year; and I also 
spent much of my spare time there, read- 
ing the books that belonged to my res- 
pected professor. Dr. Susan Green 
(Black). So I have fond memories of 
Fayerweather. It seems quite natural, 
therefore, that when I was extended the 
privilege of participating in these exer- 
cises my thoughts reverted to this older 
science hall. I began to wonder about 
the state of our knowledge of the natu- 
ral sciences at the time Fayerweather 
was new compared with the state of our 
knowledge today. I would like to share 
with you a very few of these contrasts. 

There is a short prologue and there are 
a few concluding remarks. Considerable 
experience with audiences has taught me 
it is easier for an audience to achieve 
empathy with a speaker if they know 
approximately where he is, mileagewise. 
For this reason I want you to know that 
my remarks, like all of Gaul, are divisible 
into three parts. And now to Part 1, the 
prologue: 

A minute ago I said I would contrast 
"the state of our knowledge" of nature 
on these two occasions. This was an in- 
ept selection of words. I should have 
said I would contrast our insight into 
natural phenomena at the time Fayer- 
weather was built, with our insight to- 
day. The word knowledge signifies, ac- 
cording to Webster, "a clear perception 
of fact or truth." I think it is safe to say 
that we have only a reasoned guess of 
what is fact in many areas of science, 
and an even less reliable conception of 
truth. The knowledge of one generation 
becomes the fiction of a later generation, 
and no one can say what is really known. 

Man recognizes several degrees of 
knowledge. One degree is what he calls 
"immediate knowledge." This is know- 




Dr. George C. Kent, Jr. 

ledge he takes pride in calling "fact." 
It is knowledge acquired by the senses. 
The words, "immediate knowledge," con- 
stitute a signal denoting that he has ex- 
perienced some specific sensory input 
from the environment. He has seen, 
heard, felt of, tasted, or otherwise de- 
tected through his sense organs some- 
thing that bears some association to 
something else he previously saw, heard, 
felt of, and so forth. Using the words, 
"immediate knowledge" in this context, 
I think we probably do not have today a 
great deal more immediate knowledge of 
prime significance concerning nature 
than we had when Fayerweather was 
built. I think it is safe to say that ad- 
vances represent primarily refinements 
of the immediate knowledge we previ- 
ously had. These refinements can be 
attributed to the development of sophis- 
ticated instruments that magnify our 
senses. 

A second category of knowledge has 
been erected to symbolize concepts ar- 
rived at through the intellectual pro- 
cesses of abstraction and comparison. To 
these concepts man has applied the term, 
"abstractive knowledge." Abstractive 
knowledge comes from putting two and 
two together in the mind (and in the 
mind only), and getting four; or, it comes 
from exposing a sensitive photographic 
plate to an exploding atom and observing 
that an electrical charge has left a trace 
on the plate. We certainly have a great 
deal more abstractive knowledge today 
than we had in 1900. And so we have a- 
chieved much greater insight into the 
apparent nature of things from electrons 
to nebulae. I stress the words apparent 
nature of things because I, for one, have 



been fooled on occasion. Pragmatists 
will say I am too conservative since I 
refuse to accept overwhelming evidence 
as proof. I can only reply, "It takes all 
kinds of people to make the world." 

With reference to our knowledge of 
natural phenomena today compared with 
the year 1900 I would summarize it this 
way: More of the population is a lot 
less superstitious than they were in 1900! 
With respect to abstractive knowledge 
the voice of history is loud and clear: 
Things we were sure of a few years ago 
are, today, explained in quite different 
terms. Some of the things we thought 
we knew are considered false now. Suc- 
ceeding generations, at least in the 
western world, and since the renaissance, 
have consistently categorized themselves 
as "sophisticated," and have labeled 
earlier generations "naive." The genera- 
tions to follow will be no different. 

Rather than talk about knowledge, 
therefore, I prefer to talk about insight. 
Webster defines insight as "discernment 
and understanding". Discernment and 
understanding change as our experiences 
change. I think of insight as referring 
to our estimate, and only an estimate, of 
the nature of something, the estimate 
being based on all presently available 
data. I think we have gained much in- 
sight into the nature of the material 
universe since Fayerweather was con- 
structed. 

I dare not venture any deeper into the 
connotations of the words knowledge, 
fact, truth, and insight. Discussion of 
these must be left to authorities in 
semantics. I did feel it necessary to 
make an unusual affirmation for a 
scientist: that is, an affirmation of 
lack of faith in both immediate know- 
ledge and, more especially, in abstractive 
knowledge. And with this affirmation I 
complete Part 1. 

Now, I would like to take a brief look 
at the insight we had into the nature of 
the universe at the turn of the century. 
At that time it was accepted as fact that 
the entire universe is filled with an in- 
compressible elastic body called ether. 
The President of the Mechancial and 
Physical Section of the British Associa- 
tion of Sciences said, at an annual meet- 
ing at that time, "People who think a 
little, but not too much, sometimes ask 
me, 'Why do you believe in the ether?' 
I ask them, 'What becomes of light for 
the eight minutes after it has left the 
sun, and before it reaches the earth?' 
When they consider that, they observe 
(Continued on Page 4) 



Page Three 



^^New Facility Is Giant Step For Alma Mater^^ 



(Continued From Page 3) 

how necessary the ether is!" 
You will note the absolute faith this 
scientist had in his abstractive know- 
ledge. If he could not conceive of any al- 
ternative to ether, then there must not 
be any! 

As further evidence of the acceptance 
of ether as a fact, it was written in 1900, 
"Whatever difficulties we may have in 
forming a consistent idea of the ether, 
there can be no doubt that the interplan- 
etary spaces are not empty but are oc- 
cupied by a material substance which is 
certainly the largest, and probably the 
most uniform body of which we have any 
knowledge. Its discovery may be looked 
upon as the most important feat of our 
century." 

Well, seven years after Fayerweather 
was occupied Einstein's Special Theory 
of Relativity destroyed the ether as a 
human concept. And that is the status 
of our insight at the present time. We 
now conclude that interstellar space is a 
vast ocean of nothing other than cosmic 
dust and radiation. Perhaps one gener- 
ation or the other was correct; perhaps 
they both were correct. More likely, no 
generation has as yet reached a state of 
infallible knowledge of the nature of the 
interplanetary voids. 

Now, I would like to turn our thoughts 
from planets to atoms. Until the time 
Fayerweather was first on the drawing 
boards, the atom was considered the 
smallest particle in which matter exists. 
Some of you may recall the old poem. I 

think it went like this "An atom is a 

tiny thing, that you will never see. Its 
smaller than a bedbug and it's smaller 
than a flea.".... Just about the time the 
first classes were meeting in Fayer- 
weather, it was discovered that bombard- 
ing an atom results in negatively charged 
particles being torn from it. 

It was about at this time that the De- 
partment of Natural Sciences on the 
campus was split into three Academic 
Units: A Department of Chemistry under 
Albert Gileman, a Department of Biology 
under John Ritchie, and a Department of 
Mathematics and Physics under the Rev. 
Elmer B. Waller. I don't suppose there 
was any relationship between the split- 
ting of the atom and the splitting of the 
Departments. It is my guess that the 
chemists felt they could make greater 
progress independently, and that the 
mathematicians and physicists were 
happy to be separated from the unmath- 
ematical biologists. It was not until 
twenty-five years later, however that 
Physics was separated from Mathemat- 
ics. At that time (1925) the beloved 



Daddy Knapp continued as head of Math- 
ematics. 

Despite the insight that had been 
achieved by observing the emmission of 
electrons from atoms, the atom continued 
to be considered immutable. That is, it 
was taught that one element could not be 
converted into another, as the alchemists 
had for so long been trying to do. And 
Fayerweather was more than twenty 
years old before Dr. Rutherford (1919) 
first smashed the atom and converted 
one element into two entirely different 
elements. What he actually did, was to 
knock the H out of Nitrogen. 

Now, before you accuse me of vulgar- 
ity, hear me out. Nitrogen (signified by 
symbol N) has an atomic weight of 14. 
That is, it has 7 protons and 7 electrons. 
Helium (He) has an atomic weight of 
4 (2 protons, 2 electrons). Rutherford 
bombarded nitrogen with helium and got 
an unstable intermediate of 9 protons 
and 9 electrons. This unstable inter- 
mediate then split to form two entirely 
different atoms, an isotope of oxygen 
(with an atomic weight of 17), and a 
hydrogen nucleus (symbol is H), with an 
atomic weight of 1. Thus, Rutherford 
knocked the hydrogen out of nitrogen 
and produced oxygen. This was the first 
known instance in which man induced 
atomic fission. 

At the time Fayerweather was occu- 
pied the two most important phenomena 
studied in natural sciences were matter 
and energy. Matter, it was held, having 
once been created can never be destroyed. 
Energy was envisioned as a property 
of matter. It was nearly ten years after 
Fayerweather was occupied that Einstein 
propounded his now famous equation, 
E = Mc°. This is known as Einstein's 
General Theory of Relativity. E = McM 
Energy is equatable with mass! Energy 
can be converted into mass, thus creat- 
ing matter. Matter can be dissociated 
into energy, thus destroying matter in 
material form! 

This equation permits the interpreta- 
tion of the creation of the natural uni- 
verse from primordial energy, and from 
nothing else. Thus, the most heralded 
scientific insight of the 20th century, 
far from discrediting the concept of a 
Supreme Intelligence, brought us closer— 
perhaps as close as humanity shall ever 
get-to insight into the awesome spirit of 
that Intelligence. The old testament in- 
sight, "In the beginning was the word, 
and the word was with God, and the word 
was God".. ..this insight takes on new 
dimensions; yet it remains totally unim- 
peachable and as mysterious as ever. 



Now I would like to look briefly at the 
status of the Life Sciences in 1900. Bi- 
ology had just about completed the initial 
stages that all young sciences pass 
through, the collection and cataloguing 
of data. Taxonomy had named all known 
organisms in accordance with a plan 
devised by the Frenchman, Linne'. And 
these organisms had been arranged in 
what still seems in its broad implications 
to be a fairly acceptable phylogenetic 
series. The major groups of plants and 
animals, from liverworts to electric eels 
and from bacteria to bats, had been pret- 
ty well described as to their detailed in- 
ternal anatomy. Many organisms that 
cause infectious disease had been describ- 
ed. The histologists had catalogued and 
described the tissues and major constit- 
uents of the cell as far as these could be 
demonstrated by available staining tech- 
niques, and with visible light. And 
Roentgen, using the new fangled cathode 
ray tube, had proudly displayed a photo 
of the bones of a living human hand. 
And with these accomplishments anat- 
omy had gone about as far as it could 
with available instruments, except for 
details. The viruses were unknown be- 
cause they could not be seen. 

Some rather valid information about 
the physiology of organisms had been 
achieved by 1900. It was clear that the 
cell was using oxygen for the release of 
the energy stored in foodstuffs, but the 
mechanism whereby the energy was re- 
leased was not understood. This was 
partly a result of the failure of the phys- 
iologists to pay attention. An astute 
observation had been published in the 
PROCEEDINGS OF THE ROYAL SO- 
CIETY OF LONDON way back in 1886. 
It was reported that a certain class of 
pigments had been found in the cells of 
all animals from starfish to man, that 
the pigments were the same in all ani- 
mals, and these pigments appeared to be 
capable of oxidation and reduction. In 
other words, they might well be assoc- 
iated with the use of oxygen in the cell; 
and, as such, were well worth further 
study. Unfortunately, like the work of 
Gregor Mendel, this publication was 
forgotten. And it was not until forty 
years later that these pigments were 
rediscovered by biochemists and their 
function determined. It is now clear that 
these pigments, known as cytochromes, 
play the leading and final role of extract- 
ing the sun's energy from glucose, while 
splitting a fragment of the glucose 
molecule into carbon dioxide and water. 
The energy so extracted is packaged in 
a highly explosive little molecule with 
(Continued on Page 9) 



Page Four 



Science 



at 



M(ityvillc College 



MARYVILLE, TENNESSEE 




SUTTON SCIENCE CENTER 



The new $1.3 million Sutton Science Center is 
occupied by the departments of biology, chemistry, 
physics, mathematics, and psychology. Opened in the 
fall of 1968, the two-story Center contains several 
special features including a 51-seat amphitheatre-type 
lecture room with every seat commanding a clear view 
of the demonstration area, a science library serving 
both teaching and research functions of the Center, 
and an audio-tutorial room which pennits students to 
listen to taped lectures on various subjects which they 



may have missed or want to hear again. The 50,000 
square-foot, rectangular structure is fully air-condi- 
tioned. At the rear of the building is a $42,000 hemi- 
spherical greenhouse. 

The Center was designed to dovetail with the 
College's new curriculum which provides added time 
for individual study at the undergraduate level. The 
numerous well equipped laboratory areas provide an 
outstanding opportunity for independent study and 
research. 



Majors in Biology, Chemistry, Mat 



BIOLOGY 



The modem facilities in the new Science 
Center affords the Department of Biology an 
opportunity to extend the whole horizon of 
teaching. 

Students have their own individual study 
carrel in a large Biology Laboratory which 
gives easy access to experiments without inter- 
ruptions. This promotes better independent 
study and undergraduate research. 

Space and facilities are available for the 
installation of a source of gamma radiation for 
all fields of study in science, especially in 
biology on life activities. Space and facilities 
are also available for controlled environmental 
research. 



CHEMISTRY 

One of the main features in the chemistry 
laboratory is the study-laboratory desk com- 
binations for seniors. There is an individual 
station for each student at which he can study 
and experiment. This arrangement is ideally 
suited for independent study and research. 

Modern, up-to-date ventilation facilities, 
which remove toxic and unwanted vapors 
from the area of experimentation, create a 
much safer environment in which to work. 

Because of the additional space in the 
labs, all instruments are set up in operating 
condition in separate locations and can be left 
up for future use. 



MATHE 

Mathematics, the 
being in the new Scier 
relationship to other ( 
ing. 

The program is des 
of students in science 
who plan to teach on 
ondary school level. 

Mathematics hope; 
awareness of the role 
society, to enhance i 
abstract and logical n 
appreciation and und 
and structure in math 
the computational an 
quired in related area 






Helen Barr, Kingsport, Term, senior, works on 
her Independent Study project in one of the 
individual study carrels in the Biology Depart- 
ment. The carrel is her own designated work- 
ing area. 



Two senior chemistry majors. Bill Cox (left) 
of Youngstown, Ohio, and George Brown 
(right) of Harriman, Tenn., purify a liquid by 
distilling it in a vacuum. 



Robert C. Clark, Inst 
introduces his class tc 
sis." The course inch 
set theory, trigonomet 
to analytic geometry. 



Dr. A. Randolph Shields 

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. 



Robert C. Ramger 

Assistant Professor of Biology 
B.S., Maryville College; M.S., 
Tennessee , 1962; University 
1964-1965. 



University of 
of Minnesota, 



Frank O. Brunell 

Instructor in Biology 

B.A., Indiana University; M.S., University of 
Pennsylvania, 1966. 



Dr. David P. Young 

Associate Professor and Chairman of the De- 
partment of Chemistry 

B.A., Park College, Ph.D., University of Kan- 
sas, 1963. 



Dr. Paul J. Ogrcn 

Assistant Professor of Chemistry 
B.A., Earlham College; Ph.D., 
Wisconsin, 1968. 



University of 



William H. Dent 

Assistant Professor of I 
B.A., Maryville Coll 
Kentucky, 1963; Uni\ 
1967-1968. 

Robert C. Clark 

Instructor in Mathemati 
B.S., Maryville ColU 
Tennessee, 1966. 

John W. Nichols 

Instructor in Mathematii 
B.S., Maryville Colh 
Tennessee, 1967. 



lematics, Physics and Psychology 



lATICS 

;uage of science, by 
Center gives it a real 
iplines in the build- 

ed to meet the needs 
sonomics, and those 
3 elementary or sec- 
give the student an 
mathematics in our 
student's ability in 
ming, to develop an 
:anding of the form 
itics, and to provide 
iperational skills re- 
learning. 




,ih^ 



'or in Mathetnatics, 

lathematical Analtj- 

ulgebra, functions, 

2nd an introduction 



lematics 

M.S., University of 
ty of Tennessee, 



M.A., University of 



M.S., University of 



PHYSICS 

Physics is concerned with fundamental 
principles of all natural phenomena and is 
therefore basic to all natural sciences. The 
department provides services to other natural 
sciences as well as a major program in physics. 

The isotope laboratory in the new Science 
Center is available for use by physics students 
as well as students of biology and chemistry. 

It is the goal of the staff to make available 
to our students the best modem equipment to 
prepare them for graduate research. This 
equipment includes such items as scintillation 
specrometer, an analog computer, and the 
latest in electrometers. 

There is also available for use an elec- 
tronics shop and a mechanical shop. 




Junior students, Edward Hawkey (left) of Mt. 
Holly, N. }., and Wayne Blocker (right) of 
Dade City, Fla., check the scintillation gamma 
spectrometer. 



Thomas I. Hicks 

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. 



Dr. Norman D. Love 

Assistant Professor of Mathematics and Physics 
A.B., Albion College; M.A., Western Michigan 
University, 1962; Ph.D., Michigan State Uni- 
versity, 1967. 



PSYCHOLOGY 

Laboratory facilities are now equipped to 
do research. There are individual rooms for 
independent study and faculty research. The 
experimental laboratory with 10 cubicles for 
class experiments allows the students to work 
in pairs. 

There are special areas for students to set 
up their own experiments. The research test- 
ing room is provided with a one-way screen 
for viewing the subjects. The room is sound- 
proof. 

The expanded animal quarters are shared 
by both Biology and Psychology Departments, 
and includes gerbils, mice, rats, and chickens. 

There is an area for photographing live 
experiments using the different animals. 




Sally Green, senior from Windsor Locks, 
Conn., speaks into the tape recorder that is 
wired to the physiograph which measures 
various physiological changes going on in the 
body. Dr. Waters (left), and Dr. Wahler 
(right), assist. 

Dr. Jerry E. Waters 

Associate Professor and Chairman of the Depart- 
ment of Psychology 

B.A., Maryville College; M.A., 1960, and Ph.D., 

1964, University of Kentucky. 

Dr. Carole C. Wahler 

Assistant Professor of Psychology 

B.S., University of Washington; Ph.D., ibid., 
1968. 

David A. Stingle 

Instructor in Psychology 

B.S., Washington State University, M.A., Kent 
State University, 1967. 



COMPUTER PROGRAM 



GREENHOUSE 



With the beginning of a computer pro- 
gram in the new Science Center, any science 
course may assign problems in which the 
student will need the assistance of the com- 
puter to solve. 

The Psychology Department makes use of 
the computer in statistical testing. The Physics 
Department could solve very complicated 
nuclear problems. 

A credited course is now being offered in 
Basic Computer Programming. Students are 
also given non-credit training on how to pro- 
gram the computer. 



The hemispherical greenhouse just behind 
the Sutton Science Center is the first of its 
kind. The 40-foot diameter building was de- 
signed to meet the suggestions of the science 
faculty. There is a headhouse in the center 
with five separate compartments extending 
from it. The five compartments each contain 
different humidity and temperature ranges to 
comply with different temperate zones throug- 
out the country. Each compartment has a 
gravel floor for easier drainage. This also 
permits plants to be set right into the floor 
and not on shelves. 




Questions and answers by teletype fed into a 
computer are watched closely by Scott Wood 
(seated), Lawrence, N.Y. senior; Dr. Norman 
D. Love, Director of Computer Programtning; 
Hope Sliields, Maryville senior; Ken Wood, 
Lawrence, N.Y. sophomore; and Gordon Tin- 
ley, Baltimore, Md. junior (standing left to 
right). 




The design lends itself to research in the 
factors of 'climate, specifically temperature 
and humidity on the growth of plants. It 
permits us to create habitats for species of 
plants and small animals, which are not native 
to this part of the country. 




'^MC Youth Architects of Enlightened Tomorrow^^ 



(Continued from Page 4) 

the initials ATP. 

Vitamins were unknown when Fayer- 
weather opened and the word, hormone, 
was not coined until seven years later. 
It was known that a thyroid gland ex- 
isted in all vertebrates from fish to man. 
And it was recognized that this gland 
contains hundreds of times more iodine 
than any other vertebrate tissue. But 
mostly, the biologist and the physician 
thought of the thyroid as a kind of blood 
purifier, a place where iodine — admitted- 
ly a poison under some conditions — 
could be promptly removed from the 
circulation. It was not until 1926 that it 
became apparent that the iodine in the 
gland was being linked with an amino 
acid to form the thyroid hormone — two 
thyroid hormones, in fact. As of this 
very date we do not know the precise 
site within the living cell where this 
hormone, or any other hormone, exerts 
its initial effect. 

It is doubtful if even one horseless 
carriage brought anyone to the dedica- 
tion ceremonies, because the first patent 
on a gas buggy was issued in 1890; and 
the first auto for the masses — the future 
tin lizzie — came in 1908. No airplanes 
droned overhead, because the Wright 
Brothers didn't fly (right over there be- 
yond these mountains) until 1903. 

Since Fayerweather was built the 
American people have fought two wars to 
preserve the right of everyone — of all 
races, all religions, all nationalities, all 
political beliefs — to have their turn on 
the speaker's platform, and to be ac- 
corded the freedom of speaking, and the 
courtesy of being heard. They fought 
two more wars, the second of which we 
are still engaged in, and which were 
deemed necessary — rightly or wrongly — 
as preventive measures for the preser- 
vation of American liberty. 

These changes have altered the socio- 
logical face of the world. In addition, 
we have seen a depression, as Vannevar 
Bush wrote recently, ". . . such that the 
repetition of it would today shake the 
foundation of the Republic." This has 
contributed to altering the economic face 
of the world. And, we have seen our 
own country thrust into the role of a 
major political power with weapons capa- 
ble of destroying all the nations of the 
world; yet, because of the fear of un- 
leashing this awful power, we can no 
longer guarantee to protect our own 
citizens when they are outside of our 
borders. This has altered the political 
philosophy of a large segment of the 
world. 



It is in this context that we approach 
the dedication of Sutton Science Center. 
And, it is in this context that those of 
us who are responsible scientist-educa- 
tors must ask, "What is the role of the 
sciences and, therefore, of this beautiful 
new building, in the liberal arts college?" 
And that brings me to Part III, which I 
promise, will be brief. 

It seems to me that an important role 
of a liberal arts college is to provide an 
atmosphere wherein youth may gain per- 
spective. If the liberal arts college can- 
not provide this atmosphere, I know of 
no other educational institution, or com- 
plex of institutions, that can do so. One 
avenue to achieving prospective is to 
have the facts — as many facts as possi- 
ble. Man has an unquenchable desire to 
know. This desire is a powerful force. 
It drives men to the oceans' depths and 
into interplanetary space. And so, within 
these halls will be imparted the insights 
achieved in the sciences — both the facts, 
and the deductions. And these will con- 
tribute to perspective. But are these 
enough ? Is it sufficient to impart only 
the facts and deductions? What about 
the inferences? And, particularly, what 
about the inferences that might apply 
to human relationships? 

Living matter is a unique state. There 
is nothing like it. It is organized into 
cells, tissues, organisms, species, and 
communities, all of which interact. One 
of the chief differences between living 
and nonliving matter is the extreme de- 
gree of organization of the living and 
the random dispersal, or disorder, of the 
nonliving. Living matter takes into it- 
self the randomly dispersed matter of its 
environment and rearranges this matter 
into a high degree of orderliness. And so 
long as the organism lives, internal order 
is maintained. Only when life ceases does 
internal disorder appear, as the com- 
ponents of what was once a living system 
tend toward random dispersal. Our gen- 
eralization ? Life creates order from dis- 
order. And randomness and disorder in- 
ternal to the organism are absolutely 
incompatible with continued existence of 
life. The effect of orderliness in nature 
is to provide a matrix wherein gradual 
change can — and must — occur, without 
the destruction of the organism. Is there 
not an inference to be drawn from na- 
ture, by one of nature's own creations, 
human society? 

Let's look for another inference. Living 
matter is unique in its capacity to ac- 
tively remove energy from the environ- 
ment. Energy is not just soaked up. It 
doesn't cross the cell membrane by os- 
mosis. It is actively acquired through the 



expenditure of energy. Of course, the 
initial energy of a living organism is a 
contribution of the previous generation, 
in the form of sperm, egg, seed, or spore. 
When living matter ceases to expend 
some of its intrinsic energy for the 
purpose of satisfying its total energy 
needs, death is inevitable. In other words, 
to continue to exist a cell, organism, 
species, or an ecological community of 
diverse organisms must put forth in- 
dividual and collective effort. Is there 
not an inference to be drawn here that 
might be useful in human society? 

One final question: The most basic 
phenomenon of the biological species is 
the struggle to survive. Individuals in 
what we call "social species" sacrifice 
themselves for the good of the species as 
a whole, as among the ants, for example. 
Instances of human sacrifice come read- 
ily to mind. But I know of no record of 
any species which actively participated 
in hastening its own demise. Is there not 
an inference to be drawn from the sur- 
vival behavior of other species? 

I would like to close by reciting a short 
Zen epigraph which speaks, in eloquently 
simple terms, about perspective, without 
mentioning the word: 
To a man who knows nothing 
Mountains are mountains 
Water is water and 
Trees are trees. 

When he has studied and knows a little 
Mountains are no longer mountains 
Water is no longer water and 
Trees are no longer trees. 
When he has thoroughly understood 
Mountains are again mountains 
Water is water and 
Trees are trees. 

Armed with facts, nourished by in- 
sight, guided by perspective, and en- 
dowed with abiding faith, the youth who 
graduates from this hall will, with God's 
help, be among the architects of a more 
enlightened tomorrow. 



MC Choir Concert 
Album Still Available 

There is a limited supply still 
available of a two-record album pre- 
pared by the Maryville College Choir. 
The LP album is a recording of the 
Choir's concert at Carnegie Hall and 
Bernstein's Chichester Psalms, per- 
formed at Maryville. The album sells 
for $9 each plus 60(- for packaging 
and mailing. Your order may be ad- 
dressed to Dr. Harry H. Harter, Box 
2828, Maryville College, Maryville, 
Tennessee 37801. 



Page Nine 



Parents, Alumni, Students Enjoy Homecoming 





MR. AND MRS. NORMAN S. VAUGHAN, '29 (Eliza J. Sherrill, '29) from Cleveland, Tenn., and an un- 
identified alumnus register for the big Homecoming Weekend October 25, 26, 27 in the College Theatre 
Colonnade prior to all the great events planned for the occasion. 




ALUMNI, PARENTS, AND FRIENDS register in the College Theatre Colonnade on Homecoming Weekend. 
On hand to welcome the visitors were student guides and members of the Women's Student Govern- 
ment Association. The WSGA girls sold "Mums" and many of the ladies wore them to the Home- 
coming football game. 







HOMECOMING QUEEN BRENDA LAIPPLY, Mansfield, Ohio, (center) is flanked by her court (from left 
to right) Sally Green, Windsor Locks, Conn.; Jean Hobson, Staunton, Va.; Mary Jane Schussler, Houston, 
Pa.; and Sue Carr, Medford, Mass. All are seniors selected by a campus-wide student election. 



Dedication, Barbecue, 
Game Are Highlights 

The Second Annual Parent's Weekend 
was incorporated into the traditional 
Homecoming Program as Parents, 
Alumni, Students, Faculty and Staff saw 
more major, numerous, surprising and 
satisfying events. 

The biggest event was the dedication 
of the $1.3 million Sutton Science Center 
by school officials, students, faculty, con- 
tractors, architects and the entire Algie 
Sutton family, for whom the building was 
named. 

It was surprising to look at the Science 
Center and see a beautiful green lawn 
extending to Anderson Hall. There is a 
new walkway from the Science Center 
to Pearsons Hall, but NO Baldwin Hall. 
It has been razed to make room for the 
proposed site of the new library. The 
present library is to be renovated into 
a student center. 

Among the outstanding events of 
Homecoming Weekend was the Ramsey 
Lewis Trio. The concert was held on 
Friday night. The group brought the real 
sounds of jazz to Maryville. With Lewis 
at the piano, Cleveland Eaton on the 
drums and Maurice White on bass, they 
provided a much more varied program as 
compared to the records which they have 
cut. 

Friday was a very full day for all as 
registration of Alumni and Parents took 
place in the Theatre Colonnade from 
noon until 5:00 p.m. Informal open house 
also was being held in the classrooms and 
dormitories for the Parents to see how 
the students lived and studied, while the 
Alumni saw all the changes and com- 
pared them with the days when they were 
part of the student body. 

The Pearson Hall dining room was the 
next stop for the Parents, Alumni and 
students to pay a visit with Miss Mar- 
garet Ware and taste some of her 
imaginative, delightful dishes for which 
she is noted. 

For the sports minded, there was a Pep 
Rally around a huge bonfire, after the 
Ramsey Lewis Trio Concert, on the base- 
ball field for the Scot gridders. It must 
have boosted the team's morale. 

The next day Maryville won over 
Franklin College, thus whetting the 
Scots' appetite for victory. They pro- 
ceeded to win the following Saturday, 
lose by only one point the next and win 
the final game of the season, ending up 
with a record of 3 wins and six losses, 
the best seasonal record since 1964. 

The 1937 Scot football team was hon- 



Page Ten 




SCOTS OFFENSIVE FOOTBALL LINE gives David Garner, (No 14) quarterback from Maryville, Tenn., 
plenty of time to throw three touchdowr> passes in the Scots 28-13 victory over the Franklin (Ind.) 
College Grizzlies in their first victory in 1 1 starts and before a big Homecoming crowd. 




THE 1968 SCOT FOOTBALL TEAM which won three of its last four games after starting the season 
with five losses in a row. The MC football future turns towards optimism as only three seniors are on 
the team and the fighting, aggressive squad returns. 




HOWARD J. (MONK) TOMLINSON, Scots Head Football Coach, (third from left) must see those 3 
victories as his assistants look on (from left to right) Donald W. Elia, '69; Lauren F. Kardatzke, Tomlin- 
son, R. Michael Dalton, '66; John W. Forgety, '69 and Donald W. Storey, '67. 



Sunday Vespers End 
Homecoming Events 

(Continued from Page 10) 

oree for the day at the Homecoming 
game. This team rolled up an impressive 
5 wins, 2 losses and 1 tie. Between the 
opening loss to Chattanooga and the clos- 
ing loss to East Tennessee State, they 
rolled over Tusculum, Hiwassee, Milligan, 
Cumberland, and King and had a score- 
less tie with Lenoir Rhyne. During that 
winning streak, they scored 97 points to 
their opponents 13. 

After the Annual Barbecue, the Hon- 
aker Club met in Bartlett Hall to elect 
new officers. They are: James C. Ren- 
fro, '38, president; Jerry D. King, '54, 
vice-president; Robert M. Navratil, '54, 
re-elected secretary; Clifford H. "Bo" 
Henry, '50, treasurer, and James T. Gif- 
fin, president-elect, all of Maryville. 
Members of the board are Dr. Robert D. 
Proffitt, '51, immediate past-president; 
James C. Hill, and Conner Banks, '31, 
all of Maryville, and R. Arnold Kramer, 
'40, of Knoxville. 

The homecoming queen and her court 
were announced Friday night at the con- 
cert and were featured in the Saturday 
morning parade. They were presented to 
the public at the Homecoming Game and 
reigned over the Homecoming Dance on 
Saturday night. 

The Homecoming Parade, one of the 
big events of Saturday, consisted of the 
traditional march from the campus 
through town. Led by the colorful High- 
land Scots marching band, followed by 
beautiful co-eds, outstandingly pretty 
floats, and even "Porky and His Simple 
Seven" jazz band, the parade helped to 
create an air of excitement throughout 
the college community. 

The open-house visits in the class 
rooms proved very interesting especially 
in Sutton Science Center where a com- 
puter programming course is being of- 
fered. The Science Department is using 
the computer to store and compute the 
grades for the freshman science courses 
and psychology students are using the 
computer for statistical studies in their 
independent study projects. There were 
demonstrations on some games which had 
been programmed for play, such as Tic- 
Tac-Toe and Heads and Tails. 

The Homecoming Dance on Saturday 
Night was a most appropriate ending to 
a truly eventful day. 
Johnny Stiefel and "The Chimes" pro- 
vided the music for the dance. 

Sunday night Vespers, led by the Rev. 
W. Harold Hunter, '49, of the Fourth 
Presbyterian Church of Knoxville, of- 
ficially closed the Homecoming Weekend 
activities. 



Page Eleven 



Alumni Participation in 
"150 Fund*^ Increases 



SESQUICENTENNIAL NEWS 



As of the end of October, alumni participation in the "150 
Fund" has increased, but it is still behind the 1964 campaign. 
For comparison, the following figures are given: 
COMPARISON OF TWO 
DEVELOPMENT FUND CAMPAIGNS 

1964 1968 

Number of Alumni Solicited 5,600 5,870 

Number of Alumni Pledges 2,201 636 

Amount of Money Pledged $173,365 $117,402 

Average Pledge 78.76 184.59 

Percent of Participation 39% 11% 

It is noted that while alumni participation is down, the 
amount of the average pledge is up substantially. The box 
score below shows the ranking of each class. Only one class, 
1909, has exceeded the 39% participation figure of 1964, and 
they barely did with 40%. Only three have exceeded 30%. 

Another mailing to all alumni who have not responded was 
made in November. Alumni are encouraged to help put 
their class over the top (39%) by making their pledge now. 
Remember the pledge is for three years and is fully tax de- 
ductible. 

Class # In Class # Pledges % Part. Aver. 

1893-1905 16 2 13 75.00 

1906 14 2 14 57.50 

1908 8 2 25 129.00 

1909 15 6 40 87.50 

1910 10 _ — _ 

1911 11 1 9 150.00 

1912 15 5 33 120.00 

1913 15 4 27 93.75 

1914 21 6 29 81.67 

1915 17 4 24 168.75 

1916 30 8 27 87.50 

1917 20 5 25 217.80 

1918 26 10 38 1,224.10 

1919 27 2 7 770.00 

1920 51 9 18 240.28 

1921 44 11 25 426.14 

1922 48 11 23 80.09 

1923 65 8 12 946.88 

1924 63 9 14 306.94 

1925 79 8 10 249.75 

1926 73 8 11 1,103.75 

1927 88 15 17 979.67 

1928 82 16 20 535.75 

1929 105 18 17 895.56 

1930 86 9 10 938.33 

1931 91 15 16 997.06 

1932 108 10 10 175.90 

1933 118 13 11 157.92 

1934 122 18 15 222.56 

1935 127 13 10 145.77 

1936 157 14 9 407.14 

1937 131 11 8 358.36 



Class 


# In Class 


# Pledges 


% Part. 


Aver. 


1938 


152 


13 


9 


175.23 


1939 


120 


19 


16 


183.16 


1940 


155 


16 


10 


164.03 


1941 


144 


17 


12 


221.18 


1942 


112 


12 


11 


559.17 


1943 


158 


16 


10 


149.38 


1944 


114 


10 


9 


201.50 


1945 


108 


6 


6 


72.50 


1946 


122 


8 


7 


105.00 


1947 


116 


12 


10 


244.38 


1948 


132 


17 


13 


247.79 


1949 


151 


15 


10 


119.33 


1950 


212 


22 


10 


128.07 


1951 


176 


14 


8 


238.75 


1952 


163 


12 


7 


161.25 


1953 


68 


11 


7 


195.00 


1954 


127 


10 


8 


166.75 


1955 


116 


7 


6 


77.50 


1956 


137 


17 


12 


108.24 


1957 


127 


19 


15 


157.37 


1958 


134 


12 


9 


75.42 


1959 


127 


13 


10 


67.08 


1960 


116 


14 


12 


160.00 


1961 


133 


9 


7 


67.30 


1962 


176 


5 


3 


59.14 


1963 


124 


9 


7 


51.66 


1964 


113 


9 


8 


55.83 


1965 


154 


11 


7 


49.77 


1966 


124 


5 


4 


132.00 


1967 


148 


7 


5 


56.43 



"Golden Scots" Lead Way 
In Campaign Participation 

As in the last campaign, those classes who are members of 
the "Golden Scots" (fifty years since graduation) lead the way 
in this campaign. The box figures below show the standings of 
the top ten classes who have eight or more members still liv- 
ing. The class of 1919 will be taken into the Golden Scots next 
spring and the class of 1920 will be honored in 1970. 





TOP TEN 


CLASSES IN 


ALUMNI 


PARTICIPATION 




Class 


No. 


in Class 


Pledges 


% 


Class 


No 


in Class 


Pledges % 


1 


1920 




53 


35 


66 


1909 




15 


6 40 


2 


1906 




14 


9 


64 


1918 




26 


10 38 


3 


1911 




11 


7 


64 


1912 




15 


5 33 


4 


1914 




21 


12 


57 


1914 




21 


6 29 


5 


1916 




30 


17 


57 


1913 




15 


4 27 




Class 


No. 


in Class 


Pledges 


% 


Class 


No 


in Class 


Pledges % 


6 


1918 




26 


14 


54 


1916 




30 


8 27 


7 


1917 




23 


12 


53 


1908 




8 


2 25 


8 


1912 




16 


8 


50 


1917 




20 


5 25 


9 


1915 




21 


10 


48 


1915 




17 


4 24 


10 


1919 




27 


13 


48 


1920 




51 


9 18 




MARYVILLE COLLEGE /MARYVILLE, TENNESSEE 37801 



6s:. X 



3r.N3/\v ysnif) fix 



Page Twelve 



Bulletin of 
MARYVILLE COLLEGE 



Vol. LXVll November, 1968 Number 4 



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 
10. 1919.