Document 1687043

by user

Category: Documents





Document 1687043
Harvard educator and administrator Francis
F. Fisher was named to a five-year appointment as the college's Henry R. Luce Professor of Ethics and the Professions in
April. Fisher is director of Harvard's
Office of Career Services and Off-Campus
Learning and an associate lecturer in the
John F. Kennedy School of Government. He
is also an ex-officio member of Harvard's
faculty of arts and sciences and is a
consultant for the Agency for International
Development in Washington, D.C. A former
partner in a Chicago law firm, he has also
held several high-level administrative
posts in the fields of foreign aid and
urban affairs. He received an A.B. from
Harvard in 1948 and an LL.B. from the
Harvard Law School in 1951. His appointment is the culmination of a search begun
last fall by an ad hoc student-faculty
committee. Haverford was awarded a
$225,000 grant from the Henry Luce Foundation in June 1976 to support a program
focusing on ethical issues in four professions: law, medicine, business and
The Haverford and Bryn Mawr cooperation
committees, comprised of faculty, administrators and students from both colleges,
have reached preliminary agreement on a
still incomplete proposal for two-college
cooperation. The agreement is now subject to modification and approval by the
faculties of both colleges, which were
scheduled to consider the proposal during
meetings in late April and early May.
In December 1976 the board of managers
recommended formation of the joint committee to study the issues of coeducation
and cooperation raised by the board's
special ad hoc committee, and this committee has been meeting regularly since
February. The most important feature of
the committee's proposal is in its provisions allowing students from Haverford
and Bryn Mawr to major in departments at
either school.
Under the plan, cross-majoring would be
possible in a variety of circumstances:
1) Each college would continue to have
some majors and progrrams that do not
exist at the other, and these majors and
programs would be open equally to students
of both colleges. 2) As new federated
majors and programs are developed, staffed
by faculty from both colleges, they would
be open equally to students from Haverfora
and Bryn Mawr. 3) Finally, after departments with counterparts at each college
have reached agreement on their mode of
cooperation, their programs would be open
equally to students from both colleges.
These agreements are to be reached by no
later than March 1978. Counterpart department cooperation would be aimed at
strengthening and enriching the major at
each college by broadening the range of
the discipline, eliminating unnecessary
duplication of effort and increasing the
diversity of approach to the subject
matter. Departments may choose from
several modes of cooperation in planning
their programs but would be expected to
submit their proposals for cooperation by
Nov. 15, 1977.
The cooperation committees also agreed
that the two colleges should fully consult
each other about policy decisions that
would have a significant effect on the
other college. While consultation should
seek agreement rather than mere notification, each institution would retain the
authority to make its own final decisions
with no final veto power over the considered proposals of the other college.
The proposal, which was issued on April
6, stated, "The central objective of
this plan is the strengthening of the
academic programs offered at both colleges
so as to provide greater diversity of
intellectual pursuits while also maintaining the distinctiveness and enhancing
the excellence of each college." The
statement also included proposals for
cooperation in the freshman year, and
notes on agreements reached by Haverford's
and Bryn Mawr's admissions directors.
These agreements include publishing a
joint brochure this summer, organizing
additional joint alumni/alumnae recruiting
efforts and joint Haverford-Bryn Mawr
student-recruitment efforts.
Stephen G. Cary '37, vice president for
finance and development, was named acting
president by the board of managers in
April. He will assume office on June 30,
when the resignation of John R. Coleman
takes effect. Cary served with the American Friends Service Committee (AFSC) for
23 years and was associate executive
director of the AFSC from 1960 to 1969.
He was a member of Haverford's Board of
Managers from 1955 to 1969, serving for
several years as that group's vice chairman. He joined Haverford's administration in 1969 as vice president for
development and became vice president for
finance and development in 1974.
On April 26, the Haverford College faculty
approved by consensus a set of recommendations to provide machinery for attaining
higher levels of minority representation
on the faculty. A similar agreement was
reached concerning administrative hiring
procedures. The agreements insure that
the college will "cast the widest net" to
attract minority and women candidates for
faculty and staff vacancies and that the
college will go to greater lengths than
it presently does to identify qualified
minority applicants. The agreements do
not, however, diminish the faculty's role,
through the Academic Council, in authorizini, particular faculty searches or in
recommending faculty appointments. Neither
do they in any way alter the college's
academic standards.
The recommendations were finalized after
a series of meetings between a faculty
subcommittee and the Minority Coalition,
an organization of minority student groups
including the Black Students League and
Puerto Rican Students at Haverford.
Last fall the Minority Coalition presented a list of concerns to the faculty.
The students' major one centered upon the
low representation of minority groups
within the administration, faculty and
student body. They also said the curriculum did not adequately reflect minority
(continued on page 23)
Publication j33G-.°
Volume 75, Number 1
2 UPDATE: Last-minute news from Haverford at
press time.
4 THE PROCESS WAS GOOD: The Bicentennial
year raised new and challenging questions for
Haverford, but the educational process continued in
distinction. Horizons reviews the most significant
happenings of 1975-76.
major criticism of Haverford's Saturday Program is
that it's too short. Here's the story of a student-run
activity that has won many advocates in Philadelphia-area high schools.
13 WE ARE TRYING HARDER: Alumni of Haverford
and Dartmouth are taking the 1977 Annual Giving
participation challenge seriously.
14 OUTSIDE THE CLASSROOM: Tom Lent '78 and
Dave Behrman '77 have explored careers in photography and journalism while studying liberal arts.
Extracurricular activities, they claim, are the key.
17 PERSPECTIVE: What do alumni find when they
return to Haverford? — "That this is still and always
the college which formed us," writes James H.
Bready '39.
18 ACADEMIC FOCUS: Highlights of the college's
recent academic life.
and events.
News of the campus, people
-20 ALUMNI NEWS: Class happenings, marriages and
22 HAVER FORD AWARD: Stephen Thiermann '39
and John T. Hough '68 are profiled.
Editor: Diana Harrison
Assistant Editor: Virgil Renzulli
Philosophy professor Paul Desjardins enlists students for a work
session at his nearby home. It was
one of the things that intrigued the
editors of Change magazine about
the philosophy department at
Haverford. See story on page 4.
Haverford College Publication, Vol. 75, No. 1, Spring 1977, Issued quarterly by Haverford College, Haverford, Pa. 19041. Second-class postage paid at Haverford, Pa. 19041.
A Backwards Glance
In August 1976 Haverford professor Richard Bernstein received a letter from the national higher education trade
publication, Change. Bernstein, it stated, had been nominated one of the most outstanding teachers of undergraduate
philosophy in the country by the American Philosophical
A short time later the magazine's editors approached Bernstein about doing an in-depth article on how he taught. Bernstein replied: "I can't tell you. Why don't you visit the college
and watch how the whole department does it? That's the real
The magazine's Washington editor did just that in the fall,
and the result was an article titled "Classical to the Core:
The Haverford Approach." The writer summed up the department's orientation in a quote from Prof. Douglas Steere:
"Philosophy at Haverford is not meant to breed professional
philosophers as such but rather to quicken the philosophical impulse in men who would go into the ministry, into
politics, into law, into writing, into business, and especially
into medicine." Possibly it was as good a statement as any
about the Haverford approach to academics in general.
Not surprisingly, the severest critics of the first draft of
the piece, which was labeled "outrageously" flattering,
were the philosophers themselves. "We're not gods," department chairman Bernstein had exclaimed. But after
Bernstein and his compatriots had gone over the text with
an eye towards balance, the writer probably found himself
only more impressed, this time by the academic rigor of the
review process.
Beyond the confines of the philosophy department, the
Change editor would have heard even more intense, college-wide debate over expansion and the deficit budget,
coeducation, cooperation with Bryn Mawr, and diversity at
Haverford. He'd have observed, too, that the college community as a whole approached its problems with the goal of
reaching consensus about the best solutions. The process of
decision-making, some would explain to him, was often as
important as the final outcome. It seemed to protect the
daily business of educating students from disruption.
Thus, if the writer had remained on campus the rest of
1976, he could not have reported any student-faculty protests over the issues. He'd probably have remarked instead
that the educational process had continued during 1975-76
and in distinction.
No matter how difficult the year had been for Haverfordians, President John R. Coleman's words, "The process was
stop.d—painful but good," seemed generally applicable.
The Essentials Remain
During 1975- 76, according to a February 1977 issue of the
Chronicle of Higher Education, colleges and universities nationwide—from Harvard fo Stanford—were reappraising
their undergraduate curriculums. Liberal arts schools feared
that students were selecting depth, and not getting enough
breadth in their academic programs.
The Haverford faculty had already confronted the problem in 1974, resolving it by identifying seven dimensions of
a liberal arts education within which students had to study a
requisite number of courses for the bachelor's degree.
In 1976-77 the national trend among educational institutions, notably graduate business and professional schools,
increasingly seemed to be the inclusion of courses on professional ethics in their curriculums. In this area Haverford
again appeared ahead of the game—especially at the undergraduate level. During 1975-76 the college proposed establishment of a Professorship of Ethics and the Professions
to focus community attention on ethical issues facing practitioners in law, medicine, business and education.
The program was a natural for the small, Quaker-founded
liberal arts college. Guided by a new professor, Haverford
students might study such questions as confidentiality in
doctor-patient relationships and conflicts of interest in the
In the spring of 1976 the Henry Luce Foundation announced that it would fund Haverford's proposed professorship with a grant of $225,000. In addition to supporting a
faculty member hired on a five-year appointment, the grant
would also provide resources to bring leading figures in
various professions to campus to discuss the most perplexing ethical issues in their work.
Haverford traditionally had sought to expose its students
to men and women who, in addition to being leaders in
their fields, espoused strong.ethical concerns. That was still
very evident in 1975-76. The 1976 Commencement speaker,
for example, was U.S. Senator Charles M. Mathias Jr. '44, a
strong advocate of campaign-finance reform, a man frequently labeled "the conscience of the Senate."
Others visited the campus that year, including the well
known black poetess Gwendolyn Brooks and the world
famous sociologist, Jurgen Habermas. It was no small feather in Haverford's cap that Habermas, at the request of the
college's sociology department, ultimately took a leave from
his directorship of the Max Planck Institute in West Germany to teach at Haverford during the fall of 1976.
When interviewed later by the NEWS, he stated: "The
Haverford community is an experience. The people are so
considerate. That's quite different from plunging into a
large university."
Another visitor was James E. Dahlberg, a biochemist from
the University of Wisconsin. In 1974 he was cited by the Eli
Lilly Company as one of the most promising young scientists
in the U.S. The honor came just 12 years after his graduation from Haverford.
While Dahlberg's achievements spoke well of Haverford
alumni, what of the current student body? Was it comparable to its forebears?
The evidence in 1975-76 said "yes" and in big ways. The
case of David Gastfriend '76 was a dramatic example.
Through Haverford's Academic Flexibility Program, Gastfriend arranged to spend the second semester of his junior
year at the Fels Research Institute at Temple's medical
school. He had proposed and won approval from the Committee on Student Standing and Programs for a project to
investigate the cytosolic binding and nuclear translocation
of glucocortic receptor components in rat kidney. In essence, the Haverford student wanted to learn more about
hormone regulation in mammalian tissues—and relatedly,
the identification of cancer cells.
The college was delighted at the opportunity Gastfriend
had unearthed for himself. Weekdays, the student could
work as a full-fledged member of the laboratory of Dr.
Gerald Litwack, a researcher in steroid biochemistry, and
alongside a noted Australian scientist. Most heartwarming,
though, was Litwack's final assessment of Gastfriend's work:
"Nothing short of brilliant."
Carlos Picon '76 was another student whose achievements
seemed to indicate that a Haverford education was among
the finest to be had anywhere. Because of his brilliant rec-
ord, the college helped him obtain the financial resources
he needed to attend Merton College, Oxford, after graduation. After only three months there, he was awarded a full,
two-year scholarship. Picon was one of only two recipients
of the award, out of 200 applicants. Moreover, he was also a
foreigner, a fact that would have weighed heavily against
him in Oxford's eyes.
Oxford was not sorry, however. A Bryn Mawr professor of
classical and near eastern archaeology, for whom Picon had
done an honors paper his senior year, got that firsthand. Picon,
she was told by an Oxonian at a professional conference in
New York, was "highly regarded" by his Oxford colleagues.
Gastfriend and Picon admittedly were isolated cases, but
there were other indicators of excellence among today's
students. Of the 55 members of the Class of 1976 who applied to law school, all 55 were accepted. Similarly,. all but
one of the 21 who applied to medical school got in.
Haverford also, once again, garnered perhaps more than
its share of Watson traveling fellowships. Three of its four
nominees won them: David Crommett, Andrew Silk and
Ronald Jenkins. The three upped Haverford's total to 11 Fellows, out of 16 nominees, in four years of competition with
34 other colleges and universities.
The faculty's achievements in 1975-76 were obviOusly no
less impressive than the students'. While Change was interviewing the philosophy department, several nationally
known critics were reviewing the new book, "Celine," by
Haverford French professor Patrick McCarthy. It was a biography of the paradoxical 20th-century French novelist and
Nazi collaborator, Louis Ferdinand Celine. The verdict in
both the New York Times and the New Yorker was decidecily
thumbs up.
One of the most provocative pieces of faculty research
was that of Haverford psychology professor Douglas Heath.
The national wire services found it noteworthy that, according to Heath, test scores are not the best predictor of adult
Interestingly, Heath's conclusions were based on a 17-year
study of Haverford students, as they aged from 17 to 34. Not
picked up by the media was Heath's conclusion that the
most enduring effect of a Haverford education was its
molding of student character rather than its refining of intellectual skills.
Passing the Bicentennial
Several other faculty looked to the Bicentennial as a
source of academic inspiration. It seemed entirely appropriate for the first Quaker college in America to commemorate
the nation's 200th birthday. Music professor John Davison
composed a one-movement quintet called "Celebration" in
honor of the occasion. Chamber music director Sylvia
Glickman, after scanning the stacks of the Library of Con-
gress, unearthed some of America's musical past in the
works of relative unknowns like Alexander Reinagle, Dudley
Buck, and—to her own astonishment—Ben Franklin. The
1976 summer chamber music program showcased the fruits
of her efforts in four evening concerts of a decidedly American flavor.
The Haverford library staff in the meantime was participating in a 12-college exhibit mounted in the Penn Mutual
Building in Philadelphia. Titled "Learning, Revolution and
Democracy," it traced the development and history of 12
Philadelphia-area colleges and universities, including
Swarthmore and Bryn Mawr.
Public attendance was disappointing, but Haverford's
exhibit, "Training for Service," was cited as "the most
thoughtfully designed one" of the show. Objects in the display case highlighted the lives of eight well-known Haverford alumni, among them the late Christopher Morley '10
and artist Maxfield Parrish '92.
Their memorabilia may have elicited a nostalgic sigte_or
two from older alumni. At the same time, though, the fntire campus community mourned the more recent deaths of
several other Haverfordians: humanities bibliographer Else
Goldeberger; security guard Michael Senn and kitchen worker John Latney; Gerald Rorer '28, a former member of
Haverford's board of managers; Dr. Arthur Hopkins '05, also
a past board member and former president of the alumni
association; and Edwin D. Wolf '59, a 37-year-old attorney
who died only six weeks after receiving a 1975 Haverford
A long-time friend of the college, Miriam Thrall, died in
October 1976 at the age of 93. The petite, but spunky woman had not only been instrumental in establishing Haverford's Margaret Gest Center for the Cross-Cultural Study of
Religion but had expressed her generosity towards the college in numerous other ways.
Many at the college would also regret the departure of
Bud Roberts who retired from full-time work at the age of
70 after 30 years at Haverford.
In 1972 Haverfordians had mourned the death of William
Docherty Jr., former coach and physical education professor. On Alumni Day, May 22nd, friends and relatives of
Docherty gathered again to dedicate the newly landscaped,
Walton Road fountain patio to his memory.
An Athletic Renaissance
Perhaps no one more than Docherty would have been so
elated by the state of Haverford athletics in 1975-76. What
some Haverfordians hesitated to call an "athletic renaissance" in the fall of 1975 just couldn't be denied any longer. Significantly, from 1975 up through the beginnings of
1977, the most consistently good publicity showered on
Haverford materialized from the success of its intercollegiate sports teams and the calibre of men playing on them.
Moreover, the underlying message was always the same:
small college, with uncompromisingly high academic standards and no athletic scholarships, fields winning teams of
Athletic director Dana Swan's memo to President Coleman reviewing the 1975-76 year revealed the following details: Varsity and jayvee teams together compiled a record
of 91 wins, 83 losses and 4 ties. The highlights were: an outstanding soccer team in 1975 leading to a superb Ford
showing in 1976, two Middle Atlantic Conference division
titles and a berth in the NCAA Division III tournament, not
to mention wins over big teams like Navy, Villanova and
LaSalle; a cricket team with a record of 6 wins, 2 draws and
"ecstasy"; a 6-4 lacrosse record, the team's first winning
season; and a 13-3 tennis season with the naming of Peter
Steenbergen '77 as Haverford's first All-American in the
It became obvious as the college entered 1976-77 that
athletics were playing a growing role in fueling community
spirit. After the 1976 soccer team had won widespread acclaim, the basketball team took center stage—with AllAmerican Dick Voith '77 in the spotlight. As NEWS reporter
Dave Barrett '78 expressed it: "To put it simply, this is the
year for Haverford basketball."
Barrett's words were prophetic. In its best season in history, the Ford hoopsters compiled 18 wins against only 8
losses during regular-season play, tied with Johns Hopkins
for second place in the Middle Atlantic Conference southeast section, then beat that school for a berth in the MAC
playoffs. In the first round of the playoffs, Haverford upset
nationally ranked Franklin & Marshall, 70-68, on a lastsecond shot by Voith.
There was glory even in Haverford's defeat at the hands
of a powerful Widener team in the second round. In fact,
that game on Feb. 27, 1977 might well remain one that
members of the two-college community would remember
the rest of their lives. It was an event that fairly well summed
up what had happened to the spirit of Haverford athletics in
the past few years.
On the scoreboard Widener College had dealt Haverford
a crushing 89-44 defeat leaving the varsity squad only one
victory short of its first berth ever in the NCAA Mid-Atlantic
Regional Tournament. Yet, that same game led two Haverford freshmen to proclaim afterwards in the "Opinion"
pages of the NEWS, "We won at Widener." Quixotic? To be
sure, unless one also read another letter in the NEWS, written by a Haverford secretary, Lillian Ferris.
As Mrs. Ferris described her impressions of the game: "A
stranger entering the scene might have thought Haverford
demolished Widener. Not so. The Haverford-Bryn Mawr
fans suffered through a 40-plus point defeat along with the
players, then proceeded to blow the roof off Widener's gym
at season's end. And if the wild cheers, applause and
stomping didn't tell the team how their 'caring community'
felt about them and their past performances—then it don't
snow in Philadelphia."
The Renaissance was in full bloom.
Spring of Discontent
4136 minority students on Haverford's intercollegiate
letics squads probably felt less sanguine about their status
in the college community than their white teammates. Five
years had passed since the Black Boycott. Then, black students had placed a moratorium on their participation in all
college activities, except classes and campus jobs, in protest
of a campus environment they perceived as inimical to
their academic and social development.
Now, in the spring of 1976, signs of discontent began to
resurface. A campus coalition of Asian students and members of the Black Students League and Puerto Rican Students at Haverford claimed that the college should be offering more academic and social opportunities which spoke
directly to the needs of minority students.
Among other things, the coalition proposed to the administration, the college should replace a part-time minority-student admissions recruiter with a full-time one, and
hire additional minority faculty and counselors. In the fall
the coalition submitted additional proposals, this time to
the faculty's Educational Policy Committee asking for a
thorough re-evaluation of the curriculum in terms of its
success in addressing minority concerns.
The EPC reacted by surveying academic departments to
determine the number of courses which currently treated
minority issues and perspectives. Its findings released in a
February 1977 summary, "Minorities and the Curriculum: A
Progress Report," acknowledged the following: "It was
clear ... that there is ... some unevenness in the extent to
which minority concerns are viewed by faculty as having
significant claim on scarce resources."
The report added, however, that despite this unevenness
minority issues did play a role in "a substantial number" of
courses in many departments. And some faculty members
felt strongly that categorization of course offerings along
racial and cultural dimensions would be totally inappropriate. Still, the EPC advised the faculty that minority issues
merited "considerable emphasis in the normal process of
curricular innovation."
The months ahead would show just how far the college
could, in fact, go.
Moment of Truth
If the Haverford community seemed initially unresponsive
to the appeals of the coalition that April, it was largely because almost everyone's attention was riveted on discussion
of the impending board decision on expansion, and its potential impact on the newly approved 1976-77 budget. The
administration was also gearing up to kick off the biggest
fund-raising drive in the college's history, a capital campaign to attract $20 million in gifts by 1980.
In a sense the moment of truth had come. It was time for
the "pause for review" of expansion mandated by the
board of managers at the time of its 1974 decision to increase enrollment to a maximum of 1,000 students. The student body had grown to 850. Now the college had to decide whether the economic benefits were real rather than
illusory and what the non-economic effects had been.
The issue was highly controversial, but consensus decision-making at Haverford was as much in force in 1976 as it
had been 143 years ago. Everyone—students, faculty, administration, even an outside expert, noted education specialist
George Weathersby who evaluated the expansion model at
students' request—participated in the review process.
Finally, with the results of departmental impact studies in
hand, the board's Expansion Monitoring Committee sent its
recommendation to the managers on April 30th. The committee ultimately concluded that "Any educational or quality of life disadvantages arising out of the addition of up to
150 more students will be small and will be preferable to
the risks associated with stopping growth at 850 with a projected surplus of only 1 percent in the budget."
lower during 1975-76 than the year before. An intensive
study of the current heating system was made to pave the
way for implementation of a total energy conservation program that might ultimately save the college $40,000 annually
in fuel costs.
With the shortfall of students, though, dreams of a surplus
crumbled under the harsh reality of what was now a projected 1976-77 deficit of more than $70,000—less than 1 percent of the budget, but still a disappointment.
Campaigning for the Future
News from other fiscal fronts was more encouraging. The '
purchase of Haverford Park Apartments looked increasingly
like a financial success. The apartments were providing student housing at approximately half the cost per bed of new
construction. What's more, the acquisition was returning a
rate of investment at least as good as other college vegitures.
The rest of the plant was in good shape, too. W-ve grounds
were as lovely as ever. A number of improvements to the
facilities were made, among them a new office for the
NEWS in the basement of the dining center and installation
of exterior lighting fixtures near the entrance to the dining
At its May 7th meeting the board adopted a policy to
continue expanding to 1,000, but set no target date for
reaching that goal. How soon the goal would be achieved
was an unanswerable question in the face of a shrinking
national pool of qualified males.
Up until 1976 Haverford had met all its enrollment goals
by increasing the size of its freshman classes. Between 1963
and 1975, entering classes had grown 77 percent in size, far
outstripping competitors such as Swarthmore, Amherst or
Williams. College efforts to attract more students—through
revamping recruitment publications, developing a network of
alumni recruiters and coordinating school visits with Bryn
Mawr—had apparently paid off.
In the spring of 1976, however, prospects for the 260member class of 1980 specified under the 1974 expansion
plan began to dim. The next September only 211 freshmen
arrived on campus, and the college's average enrollment
dropped from 848 in 1975-76 to 833 in 1976-77.
The shortfall only strengthened admissions director
William Ambler's conviction that with Haverford's current
admissions standards, it might be impossible to reach and
maintain a student enrollment of 1,000 men. A February 1977
report in the Chronicle of Higher Education only confirmed
those fears. Higher education as a whole, it observed, had
experienced its first no-growth academic year since 1951.
Total enrollment nationwide for the fall of 1976 was down
0.7 percent from 1975. Of interest to many would be the
fact that while the enrollment of women gained 3.4 percent,
the enrollment of men lost 4.0 percent.
Haverford's opening enrollment in 1976 was over two
dozen students short of the expansion goal of 870. This
troubled the board which, in March, had approved the college's first balanced budget in 10 years, a 1976-77 budget
projecting a $7,055 surplus. The surplus had been based on
Haverford's ability to meet the enrollment goal as well as a
$485 increase in room, board, tuition and other fees combined.
Up to that point the college had managed to reduce dramatically its operating deficit from a shocking 1973-74 sum
of over half a million dollars to $202,676 in 1975-76. The
campus community as a whole had worked conscientiously
to cut costs. Consumption of heating oil was 18.5 percent
The James P. Magill Library had augmented its holdings
during the year with a number of impressive new items:
photographs and books donated by retired Yale law professor, photographer and journalist Fred RodeIl '26, including
personal correspondence with Justice William 0. Douglas; a
gift from Main Line resident Stuart Dinwoodie of over 1,000
first editions of 20th-century American and English literature; and a handsome collection of the woodcuts of Winslow Homer donated by J. Don Miller '36.
Annual gifts to the college had continued to net muchneeded funds for the operating budget. The 1976 Annual
Giving Campaign, spearheaded by chairman David Wilson
'33, vice chairman Omar Baily '49 and almost 300 volunteers,
helped strengthen Haverford with gifts totalling $530,326,
the highest total in the college's history.
Undoubtedly Haverford's most ambitious philanthropic
venture of the decade, though, would be its $20-million
capital fund-raising drive. It was also, in the words of board
chairman John C. Whitehead '43, "the most necessary."
Whitehead officially launched the campaign amidst the
fanfare of the noonday Awards Luncheon on Alumni Day,
May 22, 1976. Most alumni knew of the impending "Cam,paign for Haverford" to reinvigorate the college's endowment. What probably came as an overwhelming surprise
was the news that three Haverfordians already planned to
support the campaign with gifts totalling at least $5 million:
John H. Bush '45 with a $1-million trust for the college's
benefit and J. Howard Marshall '26 and wife, Bettye, with a
gift of at least $4 million in the coming years.
Thus Haverford opened its historic campaign with a quarter of the goal already pledged, and by the fall of 1976, its
first campaign goal was realized. A generous gift of $50,000
from Robert MacCrate '41 was earmarked to support completion of the music department auditorium in the remodeled Union Building.
The auspicious start of Haverford's fund drive didn't erase
its short-term financial problems, however. The college still
had to solve them if it wished to enter the next decade in
good fiscal health. And several factors in particular would
not make reducing the deficit any easier.
Nationally, the average amount spent annually by colleges
and universities to educate one full-time student had in-
creased 42 percent in the last 10 years and was projected to
increase another 32 percent in the next 10. Inflation had
taken $6.60 of every $100 spent to operate colleges during
the past year, according to the Higher Education Price
Many colleges had responded by raising tuition. But Haverford's tuition was already high: $3,455 in 1975-76 projected to increase to $4,330 in 1977-78. It could only go so
far before pricing itself out of the market entirely.
The uncertain admissions picture nationally had begun to
concern the Haverford faculty in the spring of 1976. At the
time of the expansion decision, the faculty felt compelled to
launch its own study of Haverford's enrollment situation. Its
first step was appointment of a Committee on Admissions
Policy to investigate alternatives to Haverford's current allmale admissions requirement, and to look specifically at the
admission of women.
Admitting women, many conceded, would further the coeducational atmosphere at Haverford to the greater satisfaction of many faculty and students on campus. Morally, it
seemed entirely appropriate to some for a Quaker college
to drop an admissions policy which discriminated on the
basis of sex. Practically, opening up the college to this new
constituency also meant increasing the potential pool of
applicants without compromising selectivity. Uppermost in
everyone's minds, though, was how such a move would affect the cooperative relationship with Bryn Mawr.
The Two-College Approach
Cooperation with Bryn Mawr was strong and growing
stronger in some areas. The two-college approach to academic survival did, in fact, look cost-effective in several instances. One dramatic example of the benefits was certainly
the Cooperative Library Program, initiated in 1972 under a
grant from the Mellon Foundation and matching gifts from
annual giving.
A December 1976 progress report submitted to the foundation was glowing. Joint purchasing of books had cut duplicate acquisitions by almost 70 percent, which meant that
both institutions could increase their total holdings annually.
Together, for instance, Haverford and Bryn Mawr bought
an outstanding bibliographic collection of microfilm titled
"The History of Women"—the only such collection in the
Philadelphia area. "By the end of the year,” the two college
librarians had predicted, "the Haverford-Bryn Mawr Cooperative Library Program will be a permanent feature."
Still, the two-college community confronted some knotty
p6blems originating from their efforts to work together
while yet striving to remain distinctive. One minor one was
the meal imbalance. More Bryn Mawr students seemed to
be eating at Haverford than vice versa, and Haverford had
to foot the bill for the extra meals in its dining center. A
more serious problem, was the imbalance in course crossregistrations. In the spring of 1976 some 350 more Haverford
students were taking courses at Bryn Mawr, compared to
the Bryn Mawrters attending classes at Haverford.
The obvious question was why such an imbalance. One
answer possibly lay in the fact that Bryn Mawr, with its faculty twice the size of Haverford's, offered more courses.
Another reason probably related to the Bryn Mawr faculty's
reservations about adopting a policy of cross-majoring, suggested by the Haverford faculty. In May 1975 the Haverford
faculty had adopted a policy permitting a student to major
in any academic department of Bryn Mawr if he so chose.
The Bryn Mawr faculty, however, had not approved a reciprocal arrangement. That fact undoubtedly affected the enroll-
ment of Bryn Mawr women in upper-level Haverford courses,
necessarily limiting the degree of coeducation in the classroom.
The whole cross-majoring issue was thorny at best. A
NEWS editorial on March 19, 1976 may have hit the nail on
the head when it stated: "Cross-majoring is a difficult issue
which confronts head-on the basic question of where Bryn
Mawr and Haverford want to stand with respect to each
other. It is a question which must not only address the desires and needs of the two communities at present but also
the effect any particular answer will have on the collective
as well as independent futures of the two colleges."
It was, as many people on both campuses would agree,
an issue whose resolution was sure to shape the future of
Today's Questions
As the college opened in the fall of 1976, the chief subject of debate would be the admission of women vis a vis
Haverford's unique cooperative relationship with Bryn
Mawr. Once again, discussion would take place among all
of the college's constituencies. It would be considered. It
would be heated. Above all, it would be long, intense, evaluated and re-evaluated again and again, from many different points of view.
On December 10th a decision would be made. The board
of managers would opt in favor of more vigorous cooperation with Bryn Mawr and the admission of women transfers
to Haverford. The move would answer some questions, and
raise others. Would Haverford be able to expand its enrollment? How many women would elect to transfer to Haverford as sophomores, juniors and seniors? In reality, how far
could Haverford and Bryn Mawr go in cooperation without
losing their individual identities?
The questions might change, but the process of answering
them would remain the same—as Coleman had described it,
"painful, but good." At worst, Haverfordians would remember the pain of 1976 rather than the process. At best, they
would place events in perspective as did one Haverford senior on the eve of his graduation.
Writing in the NEWS about the trials of cross-majoring in
a two-college community seeking to define itself, Bill Guthe
'76 concluded: "There is an honesty in allowing yourself
and the school to have ideals and to acknowledge faults...
"This honesty is hard to come by anywhere, but it can
and does happen at Haverford. The misunderstandings and
problems are as much a part of the education as all the
books in Western Civ."
Tim Poindexter '80 enumerates the fundamentals of photography during a Saturday Program class in Hall building. Poindexter will replace
Mike Hicks '77 as director of the student-run activity next year.
Reaching Out to the Community
In the late 1960's biology professor Melvin Santer and a group of Haverford students founded a community service organization called the "Saturday Program." Today, some ten year later, the project not
only ranks as one of the longest-lived student-run activities at Haverford but functions as an effective
tool in motivating high school students.
he final class of the morning is over.
Several dozen students file down the
steps of the Hall Building and head toward the Dining Center. At first glance
nothing seems unusual, but this isn't a
typical Haverford class. The first clue to
the unusual make-up of the group is that
all the students are black; the second
clue, that it's Saturday morning and the
normal class week is over.
A few of the students are from Haverford and Bryn Mawr, but the rest have
never attended college. They are students
from three big schools in Philadelphia Edison, Overbrook and Kensington high
schools. On approximately 20 Saturdays
during the academic year, they leave their
crowded city schools for a taste of something different — Haverford's individualized academic environment and its
wooded suburban campus.
The project is called the "Saturday Program" and is completely run by student
volunteers from Haverford and Bryn
Mawr, who serve as tutors, counselors
and administrators.
Inner-city students, especially those
who are members of minority groups, frequently feel that higher education is
beyond their grasp. Those who do go to
college may have difficulty in adjusting to
their new environment, often because it's
oriented towards white middle-class
In "the Saturday Program students are
fxpos-61 to new people and ideas, and to
'various aspects of college life. They are
encouraged to go to college, and minority
students are familiarized with the adjustments they'll face at middle-classoriented institutions.
One measure of the program's success
is that it has lasted ten years, making it one
of the oldest student-run projects on
campus. But a statistic of greater importance is that more than 90 percent of Saturday Program students go on to college.
"The program doesn't seek to solve any
problems," explained Michael Hicks '78,
director of the project. "The students who
are in the program belong to 'Upward
Bound' or other motivational programs in
their high schools.
Overbrook High School student Betty Williams offers her own insights into a Saturday Program course.
"We try to provide courses of an enrichment or supplementary nature. For
example, we teach black studies and
photography, neither of which is taught
in the high schools. In a standard course
such as Spanish, we try to find reading
selections that the students will find interesting."
The students apparently find the entire
program interesting. Most of last year's
participants rated it highly.
Kenneth Brown, an Edison High School
graduate now attending Indiana (Pa.) University, said the Saturday Program helped
shape his college major. He especially
enjoyed the seminars because they provided him with a greater opportunity for
independent thinking than he had experienced in high school.
Kensington High School graduate
Wanda Rush now attends Bloomsburg
State College, and she credits the Saturday Program with giving her an idea of
what to expect in college.
Students praised the individual attention they received and the relaxed, unpressured atmosphere at Haverford. They
said the program aroused their interest in
college and that much of what they
learned here could be applied in their
high school classes.
The primary criticism of the program
was that it only lasts 20 weeks.
INVOLVEMENT. Of course, high school
students are usually involved in the program only during their junior or senior
years, and Haverford's volunteer tutors
end their participation when they leave
the college. The high schools' guidance
counselors, however, continue their involvement in the program.
One person, who has been associated
with the project since its inception, is
Bessie Session, a counselor at Overbrook
High School.
more than just study. When classes end,
they have lunch at the Dining Center,
then play pool or ping pong or go to the
library or the Black Cultural Center.
"The program has been exceptionally
successful," said Mrs. Session, "because
students deal with their peers — rather
than adults — and identify with them. It
helps students to see a college environment and to see a college so near the city,
yet so far in terms of the grass and trees and
the beautiful duck pond at Haverford.
"They make particularly good use of
Haverford's library and gym," said Hicks,
"and when they eat lunch in the Dining
Center, they mix in with the other students, rather than staying in their own
"Our students are chosen on a selfselection basis. We let them know that the
program exists, what it involves and how it
can help them. For the most part, it's first
come first served. After a few weeks, word
of the program is passed around the
school and a waiting list usually
Last year the enrollment reached a record 60 students, and the student-teacher
ratio was as high as 17 to 1 in several
classes. At the start of the current academic year, Hicks cut the enrollment back
to 45 to better reflect the Haverford ideal
of individual attention.
However, by mid year the enrollment
was up to 55 and Hicks had to recruit additional student counselors to maintain a
good student-teacher ratio.
Courses in philosophy and French were
added to the program this year and the
college advising sessions were expanded.
College advising is particularly important
because high school counseling staffs are
overburdened. The other classes offered
are biology, black studies, chemistry,
mathematics, photography, psychology,
Spanish and sociology.
Since college life involves more than
academics, Saturday Program students do
The project also sponsors a special
spring weekend for the students. They
stay on campus overnight, an opportunity
to observe college students at a rigorous
academic institution in a relaxed social
There is a dinner and a party for them,
and they are invited to all the regular
campus activities. Last year's activities included a baseball game, track meet, jazz
concert, a tour of the Woolman nature
walk and an informal gathering at the
Black Cultural Center.
The students may grow fond of the college, but according to Hicks, no attempt
is made to sell them on Haverford. Saturday Program graduates attend a variety of
schools from state colleges to Penn, Smith
and Vassar.
The program's major project has been
finding a continuing source of funding,
which is used primarily for books, meals
and a bus to transport the students between the city and the college. This year
the project is being supported by a grant
from the Philadelphia Foundation.
PROBLEM. Another, but less serious
problem is finding and training student
administrators to replace graduating
seniors. Hicks, a junior political science
major, wanted an extra year to break in
Saturday Program students enjoy a leisurely lunch in Haverford's dining center following a busy
morning of classes.
a new program director. He began
searching for a successor early this year
and has found one in Timothy Poindexter,
who currently serves as a Saturday Program counselor.
There are about 17 Saturday Program
counselor-tutors from the Black Students
League and the Puerto Rican student organization at Haverford and from the
Sisterhood, a black student group at Bryn
Mawr. The-program has introduced some
students to community service and provided others with an opportunity for
continued service.
"I've always been involved in urban education," said Linda Hill, a seniofysycHology major from Bryn Mawr. "I diet have
the time to go into the city to tui-or any
more, and when I heard about the Saturday Program at Haverford, I decided to
She covers a selected topic each week
in her psychology class. Usually she tries
to stimulate student interaction by
picking a controversial subject like intelligence testing and racial differences or
the practical application of the behaviorist theories of B. F. Skinner.
Though she hasn't tutored in the program long, Miss Hill has observed one of
its positive characteristics — the students
returning week after week.
"College students can become isolated," said Hicks, who graduated from an
urban high school in Harrisburg, Pa.
"Black students who come to so-called
`elite' colleges may forget the people
back in the community. The Saturday Program was founded by Dr. Santer [professor of biology at Haverford] and students
from the Black Students League so that
they could make a contribution to the
"On Saturdays the counselors have to
get up around 8. They may have been up
late the night before, and they may not
look too good, but usually everybody is
there. I participate because I find it fulfilling. It gives me a chance to do community work and help some people who
may not be as fortunate as me."
When the academic week ends,
Michael Hicks and the other members of
the Saturday Program staff step out of
their roles as students to become tutors,
counselors and administrators. How they
spend their Saturday mornings is an important reflection on Haverford as an
institution. For as Haverford's Statement
of Purpose reads, "... the College seeks
to be measured, above all, by the uses to
which its students, graduates and faculty
put their knowledge, their humanity,
their initiative and their individuality."
Some people say the HaverfordDartmouth annual giving contest is too gimmicky. Nonetheless, alumni of both colleges
take it seriously.
s the Dartmouth Goliath taking any
notice of Haverford's Little David?"—
It was the question uppermost in Haverford annual giving director Charles Perry's mind when he wrote his Big Green
counterpot, Charles Breed, in April.
Haverford's percentage of alumni participation in 1977 Annual Giving seemed
to be rising at a rate that would warm the
cockles of even the most skeptical fundraiser's heart. On April 7th it had.rocketed
to 36.6 percent from the 19.5 percent level
of March 1st. Dartmouth was only 23 percent, but its main drive had only just begun. Four days later Breed informed Perry
that Dartmouth was running almost 1,700
donors (25%) ahead of last year!
Obviously, the Quakers had a long way
to go before they could reassure the Hanoverians that they were still only Number
2. Dartmouth was not about to take defeat
either, not if Alan Epstein had anything to
say about it anyway.
In a March 23rd letter to other Dartmouth '47 classmates, Epstein revealed: "I
am having ... a running dialogue and battle with my good friend Ellis Singer, Haverford '49. When this year's drive is completed, I would like to be able to call him
and say, 'Congratulations to your daughter, Jana, upon her graduation from Dartmouth. And by the way we are once again
Number 1 in participation in the na.tion."
What confounded Perry was the absolute certainty of his Dartmouth acquaintances that the current participation figures only reflected a tortoise-hare syndrome. Take the letter from the Dartmouth father of Haverfordian Rob Lyle
'74. The senior Lyle was so confident of his
alma mater's ultimate success that he expressed his condolences in a donation to
Haverford annual giving. "It's no great
strain," he noted of what presumably was
a conflict of loyalties. "I fully suspect that
the Green will move ahead."
How, in the meantime, were Haverfordians reacting to all of this? Well, a
number of individuals felt the whole contest was un-Quakerly in the extreme. Yet,
the majority of even the most critical supported 1977 Annual Giving. Obviously
there are much more compelling reasons
for helping Haverford than beating
But Haverfordians generally were rising
to the challenge—so far at any rate. Alumni from the classes of 1911, 1959, 1965 and
1966 stepped forward to give to Haverford
for the first time in their lives! Between
mid-February and mid-March some 640
alumni contributed, compared with
about 300 who gave last year during the
same period. In addition, alumni response to the annual telethons was quite
The March 27th telethon manned by
students, for example, netted an astonishing $7,263 in specified pledges, breaking
the previous record by almost 100 percent! Dartmouth's reaction to that news
was instantaneous: a student telethon of
its own—the first such venture in the
school's history and an event chaired by
none other than Liz Epstein, the daughter
of the Dartmouth alumnus!
Of course, no one at Haverford could
be sure how much the Dartmouth challenge actually had to do with the overwhelming success of the telethons. At
least one alumnus, however, made no
bones about his motivation for giving:
"Here are fifty BIG ONES to send the Indians back to the reservation . . ."
Charles Perry could only reply: "It's
bound to happen if we don't let down
My Work: All of the photographs here were
taken by Tom Lent '78 at the 1976 Democratic
National Convention for the NEWS (upper two)
or on assignment for a fine arts class (lower
two). (Upper left) The Carters and the
Mondales listen intently to a reporter at the
July 15th press conference at which Carter endorsed Mondale as his vice presidential
choice. (Upper right) Crippled Vietnam
veteran, former Marine sergeant Ron Kovic,
receives an embrace after his impassioned
speech on amnesty. (Lower left) Two Italian
gentlemen enjoy the leisurely ambience of
Philadelphia's Washington Square Park. (Lower
right) A South Philadelphian takes time out to
muse at the passersby heading for the Italian
The beauty of a liberal arts education is that a student doesn't
have to specialize before he's
ready. Still, a liberal arts student
who wants to receive some specific career-oriented training
may well be able to do so in one
of the many optional activities at
ast summer, when 10,000 journalists
and photographers descended upon
New York City to cover the Democratic
National Convention, David Behrman '77
and Tom Lent '78 were among them, representing the Haverford-Bryn Mawr
They got their press credentials by
merely requesting them from the Democratic National Committee. But once in
New York, they soon learned that there
were two distinct classes of journalists.
Representatives of daily newspapers,
the wire services, radio and TV networks,
and celebrities like Norman Mailer
were considered the "working press" and
had a fair amount of access to the convention floor. As members of the "special
press" — reporters from college and
weekly newspapers and small radio stations — Behrman and Lent were permitted on the floor only 20 minutes during a
four- or five-hour session.
Despite this major frustration, the experience was interesting and exciting.
Lent, a photographer, enjoyed "working in the same arena as the journalists
and photographers who were working for
a daily deadline to see how effective and sometimes ineffective — they were."
"The convention struck me as a celebrity show," Lent said. "It was so smoothly
run, it both impressed me and scared me.
Every event was very tightly controlled."
For Behrman, a News contributing
editor, the convention was an event so
enormous that no one person could
comprehend everything that was going
"Thinking back," he said, "I get an impression of a lot of business being conducted — all things being important in
themselves and becoming even more important when combined together.
"It was less a political event than a
gathering and a party — party with a small
`p.' There was no real doubt about the
political outcome. Carter was in. The
choice of a vice president was purely
Carter's. Because of that, one tended to
look for detail and color rather than political substance — except for guessing who
the vice president would be."
The convention was a special event for
Lent and Behrman, but it was also part of
a continuing learning experience that has
taken place outside the classroom. While
it is generally accepted that a broad liberal
arts education prepares students to pursue a variety of careers, it is easy to overlook the important role that extracurricular activities play in career development.
The Haverford-Bryn Mawr News has
given David Behrman the opportunity to
acquire a new skill and Tom Lent the
chance to practice and polish an existing
"I began with a box camera at the age of
10," said Lent. "It was a little $4 camera
from Sears, and it was one of my first
major purchases. My father always took
hundreds of pictures on our family vacations. So, I was probably following after
FILMS. By the time he was in junior high
school, he was making films. He didn't become serious about photography,
though, until high school, when the
school paper needed a photographer.
Lent soon found himself photographer
and business manager for the school
newspaper and yearbook.
"I got involved in the Haverford-Bryn
Mawr News during the spring semester
Behrman '77
of my freshman year, covering the
Students' Council as a reporter," he said.
"There were a lot of big issues that year expansion of the dorm-exchange program, people wanting to boycott lettuce
in the dining center, the debate over HPA
[Haverford Park Apartments]."
According to Lent, some members of
the News staff are preparing themselves
for careers in journalism. But most, like
him, work on the paper because they enjoy it and because it's an interesting way
to meet people and find out what's happening on campus. For Tom, it's also a way
to practice his "first love"—photography.
Lent is currently a staff photographer
and an administrative assistant on the
News. However, job titles are far from sacrosanct, and staff members usually perform a variety of jobs to keep the paper
running smoothly.
"Things have been hectic at the News
this year," Lent explained. "The staff has
been under academic pressure and pressure from the debate on coeducation. The
News has also been larger this year. We
published a 24-page issue for the first
time, and we've been averaging 16- and
20-page editions. A 20-page paper used to
be a big event."
Lent's most interesting assignments
were covering Swarthmore Day 1975 and
the student protests during the visit of
Princess Pahlevi, sister of the Shah of Iran,
who came to Bryn Mawr in 1975. He especially enjoyed acting as photographerescort for R. Buckminster Fuller, when he
visited Haverford last year.
David Behrman's story is quite different
from Lent's. Behrman had done no journalistic writing before coming to Haverford and, in fact, disliked writing in general. His first year here he wouldn't
volunteer to write anything that wasn't
required in one of his classes.
Then, during his sophomore year,
Behrman was exposed to the News
through a friend on the staff and gradually
became intrigued by the challenge of
writing for a deadline. So, he tried writing
an article, enjoyed it and has worked on
the News ever since.
He currently serves as a contributing
editor, writing a bi-weekly column.
"I enjoy having the ability to comment
on events as they occur," said Behrman.
"I've written a lot of stories on the school
budget and those were somewhat rewarding because financial things are difficult to explain. You have to choose the
right word to explain something that
might otherwise seem complicated or
CAMPUS. "I've also gotten to know the
campus very, very well — how things are
run and who runs them. I've learned to
write, maybe not better, but faster. I
compose at the typewriter, and whit
may need some touching up, it's basi
This skill has carried over into his academic work. He also has found it particularly helpful in writing essays for applications to law school.
Although he has considered becoming
a professional newspaperman, Behrman
doubts he could sustain his interest in
journalism over a period of years and has
eliminated it in favor of business or law.
"To an extent, Haverford helped me
define the future," said Behrman, an economics major. "I wasn't forced to pick a
certain track, such as business, before I
was ready. I could experiment with courses, the News and student government to
see what interested me.
"I've applied to both graduate business
school and law school, but I may work a
year or two before making a decision."
Like Behrman, Tom Lent is an economics major and also plans to work, as well as
travel, before committing himself to
graduate study. He is interested in the
economic aspects of unemployment and
the environment and will work with an
environmental group in Washington,
D.C. next summer.
"I plan to have a lot of jobs in my life,"
said Lent, "and I want to be a professional
photographer at some point. The idea of
having many occupations goes back
quite a few years with me. Sometimes, I
want the security of knowing my future,
but that concern has diminished since
entering college. I've found that I want
variety in my life, and I attribute some of
that feeling to my experiences at Haverford.
"My life has changed a lot since I've
been here. My whole approach to life and
to people has improved. I didn't come to
Haverford to become a Quaker, but I've
always respected the Quaker approach to
life. I respect the way the college operates and the people in it."
Lent '78
"Now that Haverford and Bryn
Mawr have arrived at a truce in
the matter of who is eligible for
admission where and also when,
class delegates to the 1976
Alumni Council meeting can
mop their foreheads, sigh, and
go back to being maximum
males." Thus begins James H.
Bready's '39 sprightly letter to
classmates reporting on the
state of Haverford as he observed it during the annual
Alumni Council meeting last
fall. Here's what else his letter
had to say.
hat weekend, the atmosphere on
campus was heavy with a sense of impending showdown. The imminence of
the Board of Managers meeting [Dec.
10th l that would vote whether to, or
whether not to, was unsettling for those of
us whose reflexes are conditioned to fund
pitches and recruitment pep talks.
At lunch, at dinner, somebody would
stand and start explaining that the issue
was not coeducation, Haverford being already thoroughly coeducational, but the
formal admission of women as Haverford
students. The somebody was a dean here,
a professor there, an undergraduate who
would've gotten an A in the required
public speaking course that was part of
rhinie English long ago.
The Alumni Council class reps, from all
across the country, seemed preponderantly for keeping Haverford Haverford
and Bryn Mawr Bryn Mawr, although a
line like that, uttered glass in hand, might
nave let' to charges of quadruple entendre: 'Even more, however, we old
pobps were pacifists. When the question
came fully and formally onto the floor at
Saturday morning's Council business session, a motion was made, and passed with
enthusiasm, to support the college and
the people running it, whatever the Board
of Managers might decide.
On December 10, the board voted to
admit women but only as transfer students to the upper three classes. The
nation, left in suspense until Sunday the
12th, then learned the outcome from a
quiet, sober, inside-page story in the New
York Times, with only one reference to
the college of the second part as "Bry
nMr wa," and only half a dozen lines of
type upside down.
So, for the time being, alumni recruiters need not venture into the girls' locker
room at public and private high schools.
On other fronts — whether women
sophomores, juniors and seniors will be
numerous enough to bring Haverford enrollment up to the stated objective, 1,000;
whether Bryn Mawr will still be able to
attract bright-bulb freshmen, and keep
them four years; whether anybody anywhere is going to have the money for
private-college tuition, board and room
fees in the 1980's — answers were left
open. This was, it developed, the fourth
effort so far to bring about formal, "samebasis" coeducation at Haverford, and
some proponents asserted during Alumni
Council weekend that, if needed, a fifth
attempt would follow.
RELIEF. It was with not just interest but
relief that, Friday afternoon, delegates
shifted their gaze to plans for a Haverford
retirement community near the college.
Philadelphia-alumni architects have done
a rendering for some 225 apartments, plus
medical and other amenities, to cost on
the order of $12.5 million. The community
is modeled on three recently built retirement communities in the Philadelphia
suburbs. But this one would have unique
extras: ready access to center city, and
especially, proximity to the whole calendar of college games and meets, plays and
concerts, lectures and admissions armageddons.
Haverford affiliation would not be required, but alumni would be offered
first crack at it. A scale of putative buy-in
and monthly-maintenance costs was presented; the persistent hand of a rear-row
questioner, seeking information as to
scholarships, was ignored.
As in the past, a high point of the weekend was Friday morning in class. Witness
has to be individual; this is to aver that
the undergraduates who said, "Go to Astronomy 101 and hear Bruce Partridge
lecture," were right. Professor Partridge's
topic was the process of star formation (its
relative swiftness is now confirmed by
actual observation) and the stabilizing
forces which, once a star has formed,
keep it in business for eons. Professor
Partridge, in corduroys sans necktie,
quiet, lucid, relaxed, was brilliant. His
class was in Sharpless; Russian 101, a
second-year course, was in Lyman
Beecher Hall Building. (Every Haverford
building is different inside by now. Nothing is sacred. No, emend that — the team
photos still hang there, indoors on either
side of the main entrance to the old gym.)
Russian 101 consisted of a young male
Bryn Mawr instructor named Pahomov,
forbiddingly fluent; six Bryn Mawrters
(the way you tell an old grad is by his invincible tendency to speak of college
women as college girls), two Haverfordians and one very lost alumnus. When
there is no test and never, never a paper,
though, how pleasant a classroom hour
can be.
Something, not everything, should be
said about life in a coed dormitory. This
one was Jones Hall, one of the three new
dorms a few yards beyond the Union. The
overnight presence of an old man only
brought out the hospitality in students.
For his part, he was undisturbed by messy
rooms, by lights left on in empty rooms,
by carefree young women who use the
same bathroom as the young and old men
WORDS. Toward midnight, when the
noise dies down and individual utterances
become distinguishable, how rejuvenating to hear the old, fond words, "That's
bullshit!" spoken in the soprano register.
Rufus Matthew Jones, thee shouldst be
with us in this hour, but not necessarily in
thee's namesake building.
The weekend included other ceremonies. To wit the one dinner standaround, swapping lies with hairless wonders from other classes in the latter 1930's.
The interim stop-in, now that Haverford
has a public relations office (in the basement of Founders, where the Coop used
to be), and hello to the director, who is 27,
bright, athletic, good-looking and very female. The post-dinner sitaround in Jack
Coleman's living room, as that master of
humor and eloquence makes us all feel
better by saying that, almost a decade
after he took office at Haverford, he
would no longer qualify for its presidency, as standards continue their ruthless
advance. Everybody agreed that the present student body, peerless though it may
be by every known test score, falls far
short of us elders in the ability to bust out
laughing: to stare back at the world and
shrug and smile.
The world wants us to make our checks
out to institutions other than Haverford
College. Beeswax. The world expects us
to do nothing while some ridiculous
multiversity somewhere, some other lesser college, makes off with the teenage
smartass who lives across the street or who
worked in the office last summer. Not on
your tintype, world.
The feeling is strong, during a longafterward look at Haverford, that this is
still and always the college which formed
us. And we ought to do something in return for it.
—Jim Bready '39
James H. Bready '39 is a newsman (now in
his fourth decade at the Baltimoresunpapers) and baseball historian. A history
major at Haverford, he later received an
M.A. in modern European history from
Representatives from the Board of Managers, faculty, student body, administration and staff have been named to the
Presidential Search Committee. Representing the board are chairman John C.
Whitehead '43 (ex officio), Jonathan E.
Rhoads '28, Robert P. Roche '47 and Maxwell Dane, who will serve as chairman.
French professor Marcel Gutwirth, philosophy professor Richard Bernstein and
chemistry professor Robert M. Gavin will
represent the faculty, while associate history professor Linda Gerstein and psychology professor Sidney Perloe will serve
as alternates. Other representatives are
dean David Potter '56, administration;
Samuel Foley Jr. '73, alumni; James H.
Johnson '78 and Marin Scordato '79, students; Suzanne K. Newhall, staff association; and director of alumni relations
John W. Gould '61, executive secretary.
United Press International recently ran a
story that circulated nationwide about the
conclusions of almost two decades of research done by Haverford psychology
professor Douglas Heath. Heath maintains that test scores are not the best measure of what it takes for success as an
adult. Instead, according to Heath, intellectual curiosity, logical thinking, ability
to analyze problems and learn from experience, and ability to get along with
others are more meaningful indicators although these traits are hard to measure.
Heath's findings are based on a 17-year
study of success traits in several hundred
young men, as they aged from 17 to 34.
The UPI story appeared after Heath reported on his study at the annual meeting
of the Educational Records Bureau.
CHAIR ... French professor Marcel Gutwirth (photo) was named to a five-year
term as the college's William R. Kenan Jr.
Professor in January. The professorship,
which honors instructors for their commitment to teaching and scholarship, is
supported by a grant of $750,000 from the
William R. Kenan Jr. Charitable Fund of
New York City. Gutwirth, who is currently
vice chairman of Haverford's Presidential
Search Committee, has taught at the college since 1948. He succeeds chemistry
professor Colin F. MacKay, who was
named the college's first Kenan professor
in 1972.
The first complete biography of Christopher Morley '10 was published recently
by Watermill Publishers in New York. The
book is entitled "Three Hours for Lunch:
The Life and Times of Christopher Morley" and was written by Helen McK.
Oakley. Morley (1890-1957), the son of a
Haverford mathematics teacher, wrote 64
books and was a founder and editor of tle
Saturday Review of Literature. He was also
one of the five original members of the
board of the Book-of-the-Month Club.
Haverford pianist-in-residence Sylvia
Glickman (photo) gave her first solo concert in New York's Carnegie Recital Hall
on March 31. Her program included
music of revolutionary-period American
composer Alexander Reinagle as well as
Beethoven's Sonata Op. 109, Aaron Copland's Piano Variations and Robert
Schumann's Davidsbundlertanze Op. 6.
She found the unpublished Reinagle
manuscripts while doing research in the
Library of Congress.
George Harpham, the newest member of
the de Pasquale String Quartet, made his
debut in a January concert, which featured a program of Beethoven string
quartets. Harpham, a member of the
Philadelphia Orchestra, studied music in
Washington, D.C. and in Philadelphia at
the Curtis Institute of Music. A review of
the concert by the News of Delaware
County praised the de Pasquale String
Quartet for making three "excellent gestures ... the first was the introduction of
cellist George Harpham, who proved
himself to be a supreme addition to the
group. The second was to offer its large
audience its best performance ever reviewed by this critic. And thirdly, by programming three Beethoven quartets—
early, middle and late—it gave something
of a musical lecture on the seminal development of the string quartet ..."
❑ STUDENT PUBLISHES ARTICLE ... Michael Hicks '78 is the author of an essay
entitled "Myth of the South" which appeared in the January/February issue of
The Black Collegian Magazine. Hicks, a
political science major, is director of
Haverford's Saturday Program, a studentrun tutorial program for inner-city high
school students. (See story on page 10.)
❑ U.N. CLUB SCORES VICTORY ... Michael Ford '78, Jeffrey Stolz '79, Michael
Harris '79 and John Ryan '80 each won awards for best delegates at a Model
United Nations Conference held at the
University of Pennsylvania last November.
Ford was honored for his participation on
the Security Council, Stolz for the Economic-Social Committee, Harris for the
Political Security Committee and Ryan for
the Legal Committee. The Bryn MawrHaverford U.N. Club, formed two years
ago, competed against 26 schools, each
representing one or more nations. Haverford accumulated more awar4than any
other school in the tournament. The club,
which won the best delegation award at
last year's national conference, will compete again in the national conference
scheduled to be held in New York City at
the end of the academic year.
Partridge of the astronomy department
has been promoted to the rank of full professor effective Jan. 1, 1977. Partridge,
who is director of the Strawbridge Memorial Observatory and chairman of the
Administrative Advisory Committee, has
taught at Haverford since 1970. Prior to
that, he taught at Princeton University.
❑ LIBRARY RECEIVES HOMER COLLECTION ... J. Don Miller '36 recently gave
the college his collection of woodcuts by
artist Winslow Homer (1836-1910). The
more than 800 reproductions, used as
illustrations in books and magazines, represent an almost complete collection of
Homer's woodcuts. Associate librarian
David Fraser said the collection will be
housed in the Philips Wing. Many of the
magazines and books have historical as
well as artistic value. Homer made many
woodcuts of women and many more with
outdoor themes such as hunting and fishing.
❑ RODELL PAPERS DISPLAYED ... An exhibit of the recently acquired papers of
Fred Rodell '26 is on display in the
James P. Magill Library this spring. Rodell
taught at Yale University Law School for
more than 40 years. The papers acquired
by the library consist of several hundred
letters from U.S. Supreme Court members
as well as photographs dedicated to
Rodell and books written by former students that were inscribed to him. He has
published scores of articles in various law
reviews and journals of opinion and several books, including "Her Infinite
Variety'" and "Woe Unto You Lawyers."
Rodell was awarded an honorary doctor
of laws degree by Haverford in 1973.
BOARD ... Three faculty members, two
administrators and two students have
been named to the joint Haverford-Bryn
Mawr committee which was proposed by
the Board of Managers on Dec. 10, 1976.
The purpose of the committee is to study
the issues raised by the Dec. 10th report of
the board's Special Ad Hoc Committee on
Admissions. Those named to the joint
committee are: chemistry professor Robert Gavin Jr., a member of the Committee
on General Programs; history professor
Linda Gerstein, a faculty representative to
the Board of Managers and chairman of
the Committee on General Programs;
associate political science professor Sara
Shumer, chairman of the Committee on
Student Standing and Programs; acting
provost and political science professor
Harvey Glickman; vice president for finance and development Stephen G.
Cary; and students John Applegate '78
and David Hamilton '79.
0 MINORITY COALITION AIRS PROBLEMS ... A coalition of campus minoritystudent groups has expressed concern
that Haverford has failed to improve educational opportunities for minority students. While appreciating Haverford's excellence, they say they feel unable to
share fully in the benefits of the college.
The coalition stated its position last fall to
the administration and the faculty, including the Educational Policy Committee.
The EPC initiated a survey of academic departments to determine the ways in which
minority issues are being treated in their
courses. Minority students have recommended,That Haverford hire a full-time
minority recruiter, provide counseling
services for minority and working-class
students, recruit more faculty representative of minority groups, and re-evaluate
and restructure the curriculum to better
address the concerns of minority and
working-class students. According to the
coalition, the long-range goal of the college should be a student body representative of the U.S. population in -race and
class composition.
college honored the late Miriam M. H.
Thrall (photo) last December by dedicating the art gallery-lounge area of the
Margaret Gest Center for the Cross-Cultural Study of Religion in her memory.
Miss Thrall died on Oct. 16, 1976 at the
age of 93. Through her generosity, the
annex of Founders Hall was renovated
and refurbished in 1971 to provide a facility for an educational program endowed
by her close friend, the late Margaret
Gest. The dedication ceremony took
place in the Gest Center, following a
Quaker meeting for worship. A teacher
and author, Miss Thrall also donated to
the college a $7,000 Gest Center Travel
Scholarship in honor of Miss Gest. The
scholarship was given to enable a Haverford student to study "the social, economic and educational position and future prospects of youth in one or more
countries in Latin America or Asia."
The New Gulph Child Care Center has initiated a program to provide low-cost,
high-quality care for the children of
Haverford and Bryn Mawr students, faculty and staff. The center, managed by an independent board of managers, is located
in Rosemont, a short distance from the
Bryn Mawr campus. The program, which
includes music, art and dramatic activities,
is staffed full-time by trained teachers,
augmented by part-time student assistants from Haverford and Bryn Mawr.
Although space is limited, the program is
available to children aged three months
to six years, including children from the
community at large. More information
can be obtained by calling Ann Coren at
Gould '61
Miriam Thrall
Haverford's Central Services Department has acquired a Xerox 9200 total duplicating system, which is expected to substantially reduce the college's reproduction costs. Business administrator Stephen
Wolf said the new system is more efficient
and versatile than the Xerox 7000 model
and makes better copies than the Gestetner, both of which it replaced. The college, which is currently making between
175,000 and 200,000 photocopies a month,
used to spend thousands of dollars a year
for commercial duplication services. The
new Xerox system gives the college the
same production capacity as commercial
services at about half the per-copy cost.
Central Services is also using the new
equipment to do work for Bryn Mawr
Haverford Horizons, Vol. 74, No. 1, won
honorable mention recognition in the
1976 School and College Publications
Contest. The publication was entered in
the category of alumni magazines of colleges with enrollment under 4,000. The
contest, which was sponsored by Nation's
Schools Report, concentrated on how
well each publication reached its intended audience. Some 1,500 entries
were submitted from 286 colleges, 246
schools and school districts, and 25 state
education departments and school board
John W. Gould '61 (photo) has been
named associate director of the college's
$20-million fund-raising drive, launched
last spring. Gould, who recently became
executive secretary of the presidential
search committee, will continue in his
current duties as director of alumni relations and lecturer in the college's history
O CLASS OF 1976 SURVEYED .. . The Career Planning Office surveyed 173 members of the class of 1976 and found that
more than 50% of those who responded
to a questionnaire (84% of the class) are
pursuing graduate study. Although some
graduates reported that they were both
employed and attending school, they
were arbitrarily assigned to what was designated as their full-time occupation. Of
the 91 engaged in graduate study, 27 are in
medical school, 21 in law school and 21 in
arts and sciences. Seventy graduates, or
40.5% of those answering the survey, are
employed, a large number of them in
education and business. Some of the
other occupations listed included government, science, social service, Peace
Corps and VISTA volunteer work, photography, communications, construction
and carpentry work, writer-taxi driver,
microclimatogist and boatyard foreman.
Eight graduates reported that they were
seeking employment, and four others said
they were travelling or involved in an activity other than work or school.
O FIVE NAMED ALL-STARS. . . Five members of Haverford's Middle Atlantic Conference Southern Division championship
soccer team were named to the MAC
Southern Division All-Star Team following the 1976 season. Senior co-caption
Timur Galen and juniors Philip and
Matthew Zipin and Brian Shuman earned
first-team honors. Junior David Cowhey
was a second squad selection at fullback.
Galen and Shuman were mid-fielders,
while Matthew Zipin played defensive
"sweeper." Philip Zipin, a center forward,
scored 18 goals during the season, the
most by a Haverford player in ten years.
Both he and his brother were named to
the all-star team for the second consecutive year.
The Haverford Award:
Stephen Thiermann '39
funds for casework, find jobs for offenders, and provide education for them in the
Thiermann in 1939.. .
orld War II had a profound effect
on Stephen Thiermann '39, changing the course of his career from law to
public service.
"The experience of the war taught me
that the most important item on the human agenda is peace," Thiermann explained. "I felt I could work at that more
effectively in the American Friends Service Committee (AFSC) than as a lawyer."
Thiermann also credits Haverford for
motivating him to pursue a career in public service. Haverford introduced him to
Quakerism and the AFSC, and some of his
experiences here proved useful during
the 20 years he spent as secretary of the
AFSC's Northern California Regional
During his tenure in northern California, the regional office started a number of innovative community projects for
Blacks, Indians, Chicanos and petty criminal offenders. Several programs became
self-supporting and are still in existence.
When Thiermann arrived in San Francisco in 1947, a study had just been completed showing that many petty offenders
were repeat offenders.
"These people were given $5 when they
left jail but no help in finding a job or
housing," he said. "We formed a service
league of community leaders to raise
These are two more profiles in the
series of biographical sketches highlighting recipients of Haverford
Awards. Up to four of these awards are
presented annually to Haverford graduates who best reflect the uses to
which the college's alumni put their
knowledge, humanity, initiative and
The project proved successful and is still
in operation 25 years later. The idea for
adding educational opportunities to the
program was based on an experience
Thiermann had at Haverford. He tutored
in an evening program for members of
Haverford's maintenance staff and knew
how important those classes were to the
staff members.
Between 1955 and 1960 about 10,000
American Indians were virtually stranded
in the Oakland, California area because of
a government relocation project. To assist
them, the AFSC founded the Intertribal
Friendship House. The organization provided Indians with caseworkers and
helped find them housing. The Friendship
House, now run by Indians, continues to
provide important services for Indians
and helps strengthen their sense of identity.
Decent housing is frequently a problem
for underprivileged people. Thiermann's
first exposure to a self-help housing project occurred during his college years. He
worked in an AFSC summer camp in a
mining town. The AFSC had bought some
land for a low-cost housing project and
the miners provided their labor as a form
of equity. This so-called "Sweat Equity"
system was the basis for an AFSC housing
project started in northern California
years later.
"You can't live in California and not be
aware of the migrant labor problem," said
Thiermann. "There are about 100,000 migrant laborers in California, and many
have settled in tar paper shacks. Several
colleagues and I founded a self-help
housing project.
"With the help of a small foundation,
we worked with 10 or 12 families. It was a
struggle. They didn't trust the AFSC at
individuality. The second 1976 winner
will be featured in the summer issue of
Horizons. Additional information and
nomination forms are available by
writing to: Haverford Award Panel,
Haverford College, Haverford, Pa.
first, but together we built 10 or 12 houses.
Then, the program caught. Self-help
Enterprises was founded and has since
built hundreds of houses."
Through the years Thiermann remained interested in international affairs
and world peace. In 1967 he went to
Geneva, Switzerland to become director
of the Quaker International Conference
and Seminar Program in Europe.
The week-long conferences Inhere for
diplomats from Westerri-,eand Eastern
European countries and werg directed at
detente. Thiermann, who was named codirector of the AFSC's new International
Division last year, believes his career
would have gone in a different direction
had he not attended Haverford. By exposing him to Quaker tradition and the
American Friends Service Committee,
Haverford turned his life around.
An English major, he was a member of
the Students' Council, the News staff and
the football team. After graduating in
1939, he received a law degree from the
University of Wisconsin in 1942 and a Certificate of Social Welfare from the University of California in 1956.
During World War II he performed
alternative service in two mental institutions and later served on the legal staff of
the National Mental Health Foundation,
now the National Association for Mental
In October 1975 he was presented th
Haverford Award for more than a quarte
century of distinguished and dedicatee
service to Friends' projects.
and in 1976
(continued from page 3)
interests and concerns. They were specific, though, that the college should not
take any moves to address these concerns
that would lower Haverford's academic
standards--either for students or faculty.
These were virtually the same issues
that prompted minority student action in
Last month, April 14th, the minority
students presented a set of specific proposals to the faculty and administration.
A week later, to underscore their position,
they engaged in a two-day fast and peaceful sit-in at Roberts Hall. The demonstration was well organized and did not interfere with the normal operation of the
college, although, by design, it did
attract considerable media coverage in
the Philadelphia area.
In a memo summarizing the action, vice
president Stephen Cary '37 said: "During
the past three weeks, minority students at
Haverford have called forcefully to the
attention of the college the fact that it
has not yet succeeded in doing what it
promised to do in 1972--establishing a
climate in which a diversity of cultural
and ethnic and racial backgrounds can
make their full contribution to the richness of the educational process and in
which people with such backgrounds can
share fully in campus life.
"...demonstrators have made clear that
their aim is to help create a better
Haverford, not tear down the present one,
and that the better Haverford they seek is
I one wh,re the college's standards of
aca6emic excellence are fully maintained."
In essence, the April 1977 agreements
provide mechanisms needed to bring qualified minority teachers, administrators and
students to Haverford,
In specific, the college agreed to develop a five-year timetable for adding minori
ties to the faculty. The goal will be
minority representation in both regular and
temporary faculty positions in numbers com-
mensurate with the need to achieve a "significant presence"--8 to 10 full-time
equivalents given the present size of the
A College Committee on Faculty Appointments, which will report to the Academic
council, will be formed to help realize
this goal. The committee will consist of
one faculty member from each of Haverford's
academic divisions (physical sciences,
social sciences and humanities); a faculty
representative from the Educational Policy
Committee; two students elected from the
minority students coalition; and two other
students elected by the student body. In
addition, the president, provost and director of minority affairs (a new post) will
serve as ex officio members of the
Under the recommendations accepted by
the faculty and the coalition, vacancies
in the faculty will not be filled automatically. The desirability of filling or
continuing a vacant, but currently extant
position, will be weighed by the new committee against its potential for bringing
greater diversity to the campus.
In the rehiring and promotion decisions
affecting new faculty, contribution to
diversity will be added to the three traditional criteria of evaluation: scholarship, teaching and community service.
The Students Association elected new
officers in February. Jeffrey Genzer '78
of Westfield, N.J. was elected president;
Trueman Sharp '78 of New Orleans, La.,
first vice president; Paul Hoffstein '79 of
Great Neck, N.Y., second vice president;
Reid LaClair '78 of New Kensington, Pa.,
treasurer; and Robert Waldman '78 of
Baltimore, Md., secretary. A total of 720
students, or 74 percent of those eligible,
voted in the presidential election--five
percent more than last year.
Varsity basketball coach Tony Zanin suggests some changes in strategy during a half-time break. This past winter the Fords completed their best season in
history, which included having one player selected as an All-American. See story on page 4.
Haverford College Publication
Fly UP