Barnard College - Mortarboard Yearbook (New York, NY)

Text from Pages 1 - 278 of the 1973 volume:

O LIBRARIES £ COLUMBIANA o ADDED TO CENTRAL CATALOGING RECORDS £T THE LIBRARIES COLUMBIANA WggTQgff BQffp c 1973 Undergraduate Association of Barnard College. All rights reserved, reproduction in whole or in part without permission is prohibited. J9?3 C P I Maybe the satisfaction of the moment and the hope for the future, along with a sense of personal integrity is all we have a right to ask for. 1 V 3 6 Tae K. Kim 10 Marcy Gail Roth Jodie Beth Calos Anna Fredericka Elins Elizabeth L. Koob 15 Pamela B. Stein Frankie L. Moorhead 27 Janet Susan Rose J 36 Anne Goldman Marion Jean Bonney Marcie Lee Pollack J 43 Laura Rissa Kreitzer Pamela Hope Bennett Alison Hope Bart 49 Dorothea Robin Haines Barbara K. Feinstein Renee Getzler Linda J. Roeper 51 Dicki L. Ellis Jean Joy Bloch 53 Jerrilynn Denise Dodds 55 Gracelaw I. Simmons Dace Anna Vijums 57 Judith L. Goldstein 62 Natalie M. Danysh 63 Barbara Elaine Cammer Marilyn R. Weinstein 67 Millicent I. Lim 71 73 77 Rickie L. J. Singer Patricia Levin Grossman I I 82 Crystal G. Marcus Jane Louise Eisen Martica F. Sawin 85 90 Irene S. Klingenstein 92 Fredda Ivy Fiedler H ermine M. Schwartz 95 97 99 Elizabeth A. Fitting Guerrero Karen Kaufman Hammer Nandita Dhar 101 103 104 Kathleen Code Zucker Catherine Ann Sabino Beverly A. Savage Kim S. Haley 107 108 109 Janna Carol Roop UO Davida Ellen Scharf Anne Marie McGuire Ellen Joan Kaplan ill Linda Chang Debra S. Turkat Ruth Weinberger 113 Christine L. Edwards 119 Melanie Jane Schwartz Elizabeth N. Nicholas 120 Susan Lucille Boehm Lila Rosen Garten 121 Anne Marie Charles 123 Lydia R. Silva Fredda Ackerman 126 Judith Rose Beerman Barbara M. Goodstein 128 Olga Fedyk Acampora 129 Anita Norich Barbara Ann Laboard Jennifer H. Jebens Frances J. Gonzalez 135 Jane Tobey Aurora Cruz Jose 136 137 140 Marjorie Bernstein 141 Barbara Ann Soares 142 Esther Samuels Peggy Kao Mary Ann Crowe Lydia Irene Wowk 145 Alexandra Bereday 146 Amy R. Ignatin Marilyn A. Harris Patricia Ann Zybert Cheryl Evelyn Quick Polly J. Fahnestock Lois Ann Jackson Deborah Merkin 151 Debra Lee Borut Mary Gerard Goetz _ V w 157 Maria A. Fisch 158 Susan Berliner Shellie H. Levine 160 Sharon Hochweiss 162 163 Dedication from Mortarboard 1934 To the base, noble, ugly, beautiful city of whose great life our little lives at Barnard have been a part; classroom of human nature, library of the ways of the world, laboratory of the modern experiment; mighty complex of forces which have moulded us, and which we in turn must mould as best we can; to the City of New York, Alma Mater of our Alma Mater, we dedicate this volume. To the Faculty IV Hear me, ye Ph.D. ' s and things Who on Commencement Day Demand the right of way Adown the middle aisle- Endure a little while To list the simple lay a student sings. II We love to boast about your fame, As if you all were Platoes, To friends of ours who chance to go To colleges that we all know Have trees and fields and streams to show, But where the faculties they grow Are very small potatoes. Ill We like the calm, brave way you stand And not even stutter, Nor Halt, nor hesitate, in spite Of girls and girls, who notes in hand, Put down in damning black and white The slightest word you utter. We own ' tis true enough we ' d love To give what is your due, A gentle slam or two, But ' tis a fact of common observation In temper you ' re not like the dove And so we really must use moderation. We scorn to write initials down When full names fill our mind, No coward tricks like these will ere Our lordly spirits bind. So, tho ' we do not flaunt your faults Before the public gaze Remember that in some respects You might amend your ways. VI You must admit that we Have never shown aversion To furnish cheerfully Some innocent diversion Oh think not it bereaves Life of all compensations To know that in your sleeves, You laughed at our translations. VII 166 So just remember, gentle souls, For all your erudition, You might take pattern after our Forgiving disposition. Mortarboard, 1914 If I Were Ever A Ph.D. For public functions occasionally I ' d don my gown With a delicate frown, For a mortarboard isn ' t particularly Becoming to me. On a golden chain would I wear my key— Of course— my key— And in talking with strangers of lesser degree I could not resist it— I ' d turn it and twist it Nonchalantly. And if ever a Senior should try to be Familiar with me Particularly Before underclassmen, I ' d fill her with fear By a terrible sneer For the students must learn the proper degree Of respect to be shown to the Faculty If I were ever a Ph.D.! But first, ah me! Tis necessaree To acquire that fleeting A.B., A.S. Mortarboard, 1921 Greek Games Our Barnard Greek Games are, we like to think, one of the most beautiful of college festivals. They are a pure spontaneous, local growth, developing gradually and naturally among the Barnard undergraduates. They originated in the Spring of 1903, when a few energetic members of the Class of 1905, then Sophomores, thought it would be amusing to challenge the Freshmen to an informal and private athletic contest, with a sug- gestion of the ancient Greek festivals about it, and in- cluding a competition in poetry. They even proved such very good fun that the students continued it as an an- nual festival for the Sophomore and Freshman classes. From a simple, sketchy and crude beginning, it has de- Ghosts of the Dear Departed Days veloped from year to year to its present elaborate struc- ture of costuming, setting, poetry, music, dance, and athletics. The fact that this festival of ours, like so many of those of classic Hellas, is a contest is of great impor- tance. It makes the occasion far more alive and thrilling than any mere pageant, however beautiful, could be. The spirit of striving and competition for the glory of the class keeps every student alert and on tip-toe with interest and enthusiasm. It forces the students, more- over, to invent and develop their work for themselves . . . Virginia C. Gildersleeve Mortarboard, 1921 167 A Portrait Oh, you have often seen her, Either in or out of class. She ' s quite a well-known figure, And comes— shall we say— en masse? Bobbed hair ' s her crowning glory, And no other crown she knows In walking ' cross the campus Whilst the wintry breezes blow. Her ears are not to hear with, Neither are they to be seen, But merely serve as hangers For her earrings— black or green. She leaves her coat unbuttoned, Yet she never seems to freeze, For added testimony, We refer you to her knees. She gladly dons her arctics If the sky is merely grey And lets them flap around her In the true D ' Artagnan way. Then add a Bramley sweater And a pair of woolen socks, A gaily colored scarflet And a skirt of vivid blocks AND- You have a charming creature Who, in nineteen twenty-two, Is that outrageous flapper — But is only me and you. Mortarboard, 1923 Oh, It ' s the dorm mouse again! — Mortarboard 1914 Residence Halls When Brooks Hall opened on September 23, 1907, there was already something of a residence halls history at Barnard. Fiske Hall had been used as a student ' s resi- dence from 1898 until 1902, when it was needed for the extension of the Science Department. After that, until 1906, resident Barnard students were welcome at Whit- tier Hall, the residence for Teachers College students, and some lived in their sorority houses. During the year 1906, while Brooks Hall was being built, a temporary residence hall was established at 521 West 122nd Street, through the efforts of the alumnae . . . Meanwhile, in 1917, the Cottage Dormitory had been established at 99 Claremont Avenue, through the efforts of a special alumnae committee. The purpose of this new house was to accomodate those students who could not afford to live in Brooks Hall. It was, therefore, run on a cooperative basis, the girls doing their own house- work. In 1918, Cottage Dormitory was replaced by a new cooperative, Broadview Dormitory at 606 West 116th Street, under Miss Abbott. Here student govern- ment was even more active than in Brooks because of the greater responsibilities assumed by students. In 1919 an interesting enlargement of the residence halls was made. University-owned apartments at 29 Claremont Avenue were taken over for a new residence hall known as John Jay. When college opened in the fall of 1919 all the necessary apartments had not yet been vacated, and about eighty-five girls lived for a few months in the gym of Barnard Hall. In this trying emer- gency student government was practically military dis- cipline, but the girls proved themselves thoroughly ca- pable of handling the situation. In John Jay, also, there were peculiar problems which made student coopera- tion especially necessary. It was hard to establish a feel- ing of unity in the new hall for the girls were separated into groups of about twelve in each apartment, and all meals were served in Barnard Hall instead of in the dor- mitory itself. However, the executive committees of Broadview, John Jay, and the gym group proved ex- ceptionally dependable in those difficult days. By 1920, all dormitory students not living in Brooks Hall were together in John Jay. From 1922 on, John Jay and Brooks were both supervised by Miss Abbott, and the executive committees in each hall were alike. Fi- nally, when Hewitt Hall was completed in 1926 all the John Jay girls moved into it . . . Mortarboard, 1936 1945 Diversion This was a year when a girl waited for that letter to come, saying, I ' ll be in next week on terminal leave. It was another year crowded with engagements and mar- riages. It was a year of making dates that no longer de- pended on weekend passes, of being able to plan ahead for dances and theatre tickets. School festivities took on added glamour for there was someone with whom to share them. Wigs and Cues, Harvest Hop, Spring Dance, Junior Prom all meant that an eagerly awaited invitation was forthcoming. There were men on campus— learning about Barnard as a school, learning about Barnard girls as individuals. 1945 Mortarboard, 1947 169 When the Autumn of the third year of the Great War came around, and the bitter November blasts of 1917 were prophesying a harsh season to come, Barnard made a discovery. The College found that, right on the edge of the Hudson, in the privacy and seclusion of a country club, the Columbia Boathouse was standing, bleak and boarded up, while at its ver y door were men in khaki and blue, who, chilled and lonely, wandered along the Drive. That discovery is the reason why the Columbia Boathouse became the Barnard Canteen . . . The Barn- ard Canteen knows that they join the workers in feeling that the best reward for their endeavors is the thousands of soldiers and sailors who have found comfort and con- geniality within the hospitable doors of the Canteen— and the highest compliment they can receive is the great number of men who, back from over there, do not fail to visit the Canteen again because your place seems just like home. Mortarboard, 1920 170 Hup, two, three, four We ' re the victims of a manpower shortage. Our dates are fewer than in pre-Pearl Harbor days and when they come they have a military flavor. We read newspapers with a more avid interest now, since we all have a personal stake in the battles in the Pacific and on the Italian front. We haunt our mail- boxes for V-mail letters instead of invitations to college week-ends. We ' ve grown accustomed to a new engagement ring every week, to No, I didn ' t take that test, I was married the day before, to My husband ' s overseas and I ' m fin- ishing college. We still find it hard to believe that Columbia ' s a Navy school now, even though we ' ve been listening to mid- shipmen singing on their way home from Church Sun- day nights for almost two years. And we aren ' t quite used to meeting V-12 ' s instead of last year ' s tweed-jacket pals at the Bronze Ball. The Navy ' s taken over our coffee dances and formals. A civilian is an oddity, a soldier feels lost in the Navy yard. All the influence of a Navy Columbia on a wartime Barnard. Like everything else at Barnard our social life has been different in this year of change. Mortarboard, 1945 When any group of seniors gets together, there are certain topics of conversation that come to the fore. Eventually, the discussion centers on certain aspects of Barnard, especially the many changes it has undergone since 1969. In interviewing a dozen seniors, there were many opinions and concepts dis- cussed which were extremely interesting and which indicated a general trend towards conservatism on campus. Unfortunately, not all the sentiments expressed could be included in a cohesive interview. The four students who are quoted below, offered the most representative and typical views. ON VARIOUS ASPECTS OF BARNARD LIFE: DEBBIE: One of the most difficult things for a city col- lege to do is to offer something special to its students. It is difficult to compete with the cultural advantages of New York City, yet I think Barnard has managed to of- fer many fine alternatives for students. The speakers, films, and plays which are sponsored are quite good, and are acceptable alternatives to downtown activities. LINDA: It is true that the college does sponsor various activities but the students here don ' t seem to take advan- tage of very much. People rarely go downtown and ac- tually take full advantage of the city. I ' ve known many girls who have spent their entire four years cloistered in the University. People seem to fall into a relaxed com- placency—they ' re not really willing to leave the campus. ELLEN: I thoroughly agree. No one has time for any- thing .... or so they say. I work on a particular campus organization, and I ' m shocked by the overall apathy of the students. Not only are people unwilling to take advantage of outside activities, they ' re also unwill- ing to take an interest in campus affairs. Take a good look sometime at Barnard organizations— Mortarboard, The Bulletin, Emanon—a handful of people work on the staffs. It ' s really a shame because there is so much unused potential. CHRIS: On the whole, the campus is very disorganized. I think the main reason there is so much apathy is be- cause the student body rarely acts as a unit. There are two factions, the commuters, and the residents. Having been a commuter myself, I have experienced the situ- ation first-hand. Commuters find it difficult to partici- pate in college activities primarily because of the hours at which certain organizations meet, and secondly, be- cause commuting itself takes so much time. There should be time, these students can ' t really make the ef- fort to join and be a part of most clubs. I think that the Activities Office should make more of an effort to bring commuters and residents together. There must be some- way to bring the two together— and until that is done, the college community will continue to remain faction- alized. Right now, most commuters feel alienated from the college as a whole; they spend four years travelling back and forth and never really get to know anyone. So much of the college experience is lost on them. THE ADVANTAGES OF A WOMAN ' S COLLEGE: CHRIS: When I came to Barnard, it was because it was a college that was close to home, and one that offered a good education. When I first got here I had expected a co-ed community but was surprised to find otherwise. Now that situation has been pretty much cleared up with the almost complete cross registration this year. In regard to co-education, I think that Barnard and Colum- bia are finally ' catching up with the times ' which is a great improvement over three or four years ago. LINDA: The greatest advantage Barnard offers to its stu- dents is that it is able to function as a woman ' s college and yet not remain isolated or alienated from male edu- cation. With Columbia just across the street we were able to take advantage of either all-women classes, or co- education. And in the past year this has improved. It was important for me to come to a woman ' s college to maintain my personal identity. In a co-ed institution one can become lost, and can feel inadequate. Here at Barn- ard, I gained a sense of my own identity and importance. The worst attitude here is the one maintained by Colum- bia men— that their college and their courses are so much more difficult than those at Barnard. Now, this year, we can challenge them to some degree in their classes, on their home territory. It ' s important because Columbia and Barnard must in many ways function as a unit, and these archaic prejudices just have to go. DEBBIE: I think the classes at Barnard are more per- sonal than those at Columbia. Almost all my professors here have been fairly accessible and available for confer- ences. Columbia however, seems to function more as a University— there ' s less personal contact. LINDA: The Blue Key Ball symbolizes to me, the way the political attitude on campus has really changed. It symbolizes the attitude of frivolity and complacency that has taken over this campus. And only weeks after the election!! In 1969 I was still in shock over the events of Chicago. I was willing to work, protest, and march if need be. By 1970 there was a slight change. The Cam- bodia issue brought a big response— but it wasn ' t the same. Now after this shitty election— Nothing!!! Instead of protesting and trying to do something— we ' re dancing! We seem to gravitate to extremes, it ' s not that the Ball is bad, it ' s simply what it represents. Two years ago we were activists, now we ignore issues and are tending to become a campus isolated from political issues. We ac- cept things too peacefully— we ' ve given up. CHRIS: I agree with Linda ' s opinion that we have be- POLITICS ON CAMPUS: ELLEN: The political attitude on campus has changed considerably since 1969 ... or even 1970. Students don ' t really seem interested any more. I mean, no one is really committed to anything. During my first two years here, I felt I was a part of the college, and the political atmosphere of the times had a lot to do with it. Every- one was organized, they were ' for something. ' Today ' s freshmen and sophomores don ' t seem to care. DEBBIE: The girls that were here in 1968 have all grad- uated now taking the mystique of Barnard with them. When we came in 1969, there was a united effort to maintain ' the feeling of 1968 ' . Barnard students were in- terested in what was happening in Vietnam and Cam- bodia. The way things have changed was best expressed by this year ' s elections. Many students were involved in- dividually, but there seemed to be no united action. In ' 69 or ' 70, this tranquility could not have existed. No one would have felt obliged to accept a Nixon victory months before the election. come very passive in the last few years. Yet at best I think we were always theorists. No one was ever willing to sacrifice anything after 1968, because of the price that activists paid that year. By 1970, eveything con- sisted of empty rhetoric— no constructive action. The newer students were those who ' d been too young in 1968 and felt left out of the important action of that year. In a sense, last year ' s attempted strike was an effort on the part of those people, they wanted their chance at a revolution, and they never realized that such action must be spontaneous and grow out of itself. 1968 was a real reaction to a crisis, last year was simply a planned action that was fruitless. There is no real student move- ment at Barnard or Columbia any more because not enough people are interested, and not enough people are willing to give up their time in any political effort. We all seem to look to the past and glorify 1968. The ' 68 strike was great and all that, but it ' s over. There are important issues and crises today that have to be dealt with, and there just don ' t seem to be any really com- mitted students, no one really interested in the political scene. We just can ' t continue to hide behind the secu- rity of the college walls!! If there is any principle of the Constitution that more imperatively calls for attachment than any other it is the principle of free thought— not free thought for those who agree with us but freedom for the thought we hate. (Justice Holmes in U.S. v. Schwimmer, 1928.) On November 7, a near record popular majority voted to give President Nixon what is widely interpreted as a mandate. Opinion differs as to what mandate signifies. But, for the President, its mean- ing seems clear. In domestic affairs, the people told him to revert to the status quo ante, to discontinue the social experimentation that (regardless of the party in power) had been the hallmark of Ameri- can politics since New Deal years. The president spelled this out in an extraordinarily revealing pre-election interview: I feel very strongly that this country wants and this election will show that the American people will thrive upon a new feeling of responsiblity, a new feeling of self-discipline, rather than go back to the thoughts . . . that it was government ' s job every time there was a problem, to make people more and more dependent upon it, to give way to their whims ... This escalation of the numbers on welfare; much of it is the result simply of running down what I call the work ethic ... I do know there are some who can ' t work, and must go on welfare . . . This election [involves the question] whether we should move toward more massive handouts to people, making the people more and more depen- dent, looking to Government, or whether we say, no, it is up to you. The people are going to have to carry their share of the load. The average American is just like the child in the family. You give him some responsibility and he is going to amount to something. If, on the other hand, you make him completely dependent and pamper him and cater to him too much, you are going to make him soft, spoiled and eventually a very weak individual. The President noted the suggestion that not having to face re- election I will now be more free to advocate some massive new so- cial programs. Nothing could be further from the truth. (New York Times, Nov. 10, 1972, p. 20). In the next four years, President Nixon ' s moral crusade on the domestic front promises to be primarily negative: resistance to tax increases, veto of handouts to the underprivileged, continued ef- fort to balance the Supreme Court with strict constructionists. Court and country need men like Rehnquist and Burger and Blackmun and Powell . . . who are constitutional conservatives. The Warren Court had played a major role in the enormous move- ment toward permissiveness which led to the escalation in crime, the escalation in drugs in this country; all of this came as a result of those of us who basically have a responsibility of leadership, not recognizing that above everything else you must not weaken a people ' s character ... I think we have got to reverse that trend in the whole field of law enforcement. In short, the President is pledged to end the whole era of permissiveness, and thus restore individual responsibility and self-discipline. There will be re- form, but a different approach, a different direction — reform that will work, not reform that destroys. The President ' s declaration of all-out war on permissiveness ' au- gurs ominously for dissenters. Anger and resentment toward those who disagree with him, crack-down by word and deed, so character- istic of his first four years, will intensify. A heightened sense of re- pression is in the air. There are many illustrations of the President ' s abhorrence of dis- senters, none more glaring than his sweeping denunciation, October 176 16, 1972, of leaders of the media . . . the presidents of our univer- sities and the professors and . . . some of our top businessmen for criticizing his decision to bomb Hanoi and mine Haiphong. All had faded to understand the necessity to stand by the President of the United States when he makes a terribly difficult, potentially un- popular decision. Our system of free government imposes no such compliance. Quite the contrary. We do not lose our right, Justice Holmes wrote in 1919, to condemn either measures or men because the country is at war — a dictum even more applicable to an unde- clared, presidential war. For Richard Nixon there is no glory in what Adlai Stevenson called the gloriously discordant symphony of a free society. Yet Stevenson, not Nixon, is in accord with our political heritage. This nation was born in the crucible of revolution. Our revolutionary fa- thers were dissenters; we are the descendants of dissenters. Deeply rooted in the American psyche is the conviction that government, even though grounded in popular consent, is inherently evU and dangerous, subject to abuse, needing to be separated, checked and balanced. In questions of power, Jefferson proclaimed, let no more be heard of confidence in man, but bind him down from mis- chief by the chains of a constitution. Parchment barriers do not suffice. Needed are institutional controls. You may cover whole skins of parchment with limitations, John Randolph observed, but power alone can limit power. Interest must be pitted against interest, ambition against ambition, power against power, supplying, as James Madison put it, by opposite and rival interests, the defect of better motives. Distrust of government— the need of opposition and dissent— is reflected in our political institutions— written constitutions, bills of right, separation of powers, checks and balances, federalism, judi- cial review— all these power-hampering devices underscore distrust of power. Hamdton identified vibrations of power as the genius of our politics, vibrations of power between parties and within parties, vi- brations between various organs of the national government, be- tween state and nation. Consensus is the mark of totalitarianism, op- position and dissent the life blood of a free society. America ' s institutionalized conflicts are designed to maintain heritage and heresy in creative tension. Yet our presidents, by and large, ignoring the value of dissent to themselves and to the country, have been impatient with critics. In a 1934 exchange between F.D.R. and Felix Frankfurter, soon to leave for a visiting professorship at Oxford, the New Deal president sought advice. Response came quickly. If you do not develop an opposition in the next six months, the Harvard law teacher urged, go out and buy one. Opposition did develop, but President Roosevelt was no more receptive than other White House incumbents. At the height of Lyndon Johnson ' s misguided drive for con- sensus, James Reston wrote: All Presidents resent their critics but react to them in different ways. Franklin Roosevelt scorned them. Harry Truman denounced them. Dwight Eisenhower ignored them, and Lyndon Johnson has his own way. He confounds them by per- petuating what they condemn. It remained for Richard Nixon not only to confound his critics, but also (some may infer) to win popu- lar endorsement of his action. On this score, however, the electoral mandate of November 7 is equivocal. The Democrats still hold a solid majority in Congress. Faced during his second term with a more powerful Senate, the President may again experience, as he did in his first term, frustration of his effort to pack the Supreme Court with strict constructionists. Nor is this all. Thanks to strengthened power in Congress, a loyal opposition may breathe much-needed life into the moribund separation of powers principle, and thus hold a rein on the most disturbing aspect of the Nixon administration— unparalled executive aggrandizement on all fronts. To the vanquished Federalist critics, after his electoral triumph of 1800, Jefferson was magnanimous: If there be any among us who would wish to dissolve this Union or to change its republican form let them stand undisturbed as monuments to the safety with which error of opinion may be tolerated when reason is left free to combat it. Crucial on the eve of four more years, is Adlai Stevenson ' s per- ceptive reminder: We have always had differences of opinion which have produced all sorts of noises and confusion. But it is the kind of noise that, to the inner ear, is the sweet music of free in- stitutions. The danger is lest we grow weary in this ceaseless quest, and succumb to the peace of a dictator ' s prison. Those tempted to forfeit freedom for that kind of peace, that kind of security, that kind of law and order— sometimes a euphemism for force— may ulti- mately discover how freedom itself helps advance these precious values. Tranquility is found in dungeons, Rousseau cautioned, but this does not prove that dungeons are pleasant places in which to live. What do we gain if tranquility becomes the chief source of our misery? It is hard to believe that President Nixon ' s landslide victory at the polls carries with it any mandate to sdence his critics. Voting is only the last step in a long development. Majorities are always in flux. Tomorrow ' s majority may have a different composition and different goals. Defense of the right of minorities to dissent and op- pose thus becomes, not the antithesis of majority rule, but its very foundation. The problem is to protect individuals and minorities without thereby destroying capacity in the majority to govern. Any administration, however impressive the size of its so-called electoral mandate, must leave open the political channels by which it won popular support. Self-defeating violence is discouraged by protect- ing the integrity and unimpeded operation of the entire process by which majorities are created. Only by strict adherence to the pre- liminaries of an election— freedom of speech, press, assembly- above all, peaceful dissent and loyal opposition can the idea of gov- ernment by consent remain a reality. Alpheus Thomas Mason, professor emeritus at Princeton University, was Robb Visiting Professor of Political Science at Barnard this year. A renowned constitutional scholar, Professor Mason is the au- thor of numerous volumes on constitutional law and the Supreme Court. 1973 is a crossroads year for Barnard. Launching upon an ever closer relationship with Columbia, and ob- liged to confront the insistencies of its urban setting, Barnard is acknowledging, bravely, its ambivalent char- acter as a woman ' s college in a massive coeducational university in the city of New York. What is the effect of these stirrings on those of us who remember Barnard at an earlier and presumably more innocent moment in its history? What are our thoughts as we pause at the crossroads? Mine are not such as to render me simply nostalgic at the departure of that easier time, contrary to what my Barnard chauvinism may from time to time suggest. Nothing is clearer to those who prize its past than that Barnard has always been uncannily responsive to change. With an ease not often matched by its counter- parts among the women ' s colleges, it has regularly cho- sen to welcome change, not just confront it. Like its stu- dents, who have remained undaunted by the political and ideological oscillations of the past five years, it is alive and responsive. Intrinsic to that quality for survi- val-in-change has been Barnard ' s ability to stimulate and irritate, to mature and dwarf, its generations of faculty and students. Hi This year rounds out a personal milestone which, in a pleasant way, has been mildly traumatic, for it marks the completion of my twentieth successive year of teach- ing at Alma Mater. I find myself rejoicing at my increas- ing closeness with students and the steady regard I have for them. When campus politics mount and urban ten- sions rise, I turn to my students, and they have not failed me. Without overt acknowledgment of our recip- rocal dependency, we apparently accept the special satis- factions of the contemporary student-teacher relation- ship as a gift of the era, a by-product, perhaps, of those uneasy and occasionally brutal moments of the late 1960 ' s, which at times threatened to undo that relation- ship altogether. In the hastening air of a city in turmoil and a college struggling for its new identity, the students are my point of rest, a fulcrum of advantage. More than we may now recognize, the deeper rela- tionship between faculty and students also stems from the Women ' s Movement, that colloquy of cacophony and compassion that has hardened hard hats and si- newed the fibers of ten million women. Here, its altera- tion of the social and academic atmosphere has released false constraints between students and faculty, both men and women. The change signals a greater freedom of ex- pressiveness, an authenticity of dialogue, and an enhanc- ing, perhaps, of each other ' s powers. And it is this evolving relationship with students that afforded me psychological respite at the times when the multiple roles I have had to play as a wife, mother and female professor became dizzying. It has promised me silent understanding when I have groped to clarify my own intellectual stance in the classrooms. It even con- vinces me that, should Barnard succumb to some of the pressures to further rationalize and thus depersona- lize the educational process, there will be others— the present and the coming generation of students— who will recognize the still essential worth of a woman ' s college, who will descry within the pilloried and anachronistic cloister certain subtle advantages for the firmly serious female scholar, student and instructor. As an undergraduate I had little thought that in any important way I could serve the college. I was content to let it save me from ignorance, from mindlessness, from prejudice, from insularity, from the cultural abyss. Today ' s student is required to think differently, for, whether she knows it or not, Barnard ' s survival as a civ- ilizing and humanizing influence in the community rests upon her shoulders. Private colleges are currently wrestling with threats of imminent financial collapse, with increasingly mobile and often, therefore, intelligently irreverent faculties and student bodies, and with the unnerving debate on intellectual priorities. Public higher education, by con- trast, is a sea of calm. Faculty and administrators tangle with these issues knowing that they cannot be resolved during their lives. Their occasional despairing assump- tion of a Zen-like superiority to the passing academic pa- rade only plunges them further into the dilemmas of in- stitutional identity. College loyalty in the old terms is of course out- moded, and the terms of new loyalties, to institutions and ideas, elude us. Not elude: they are still unformed. The sociology, the psychology, the anthropology, of that quest (how these academic categories pursue me!) are all fluid, for the institutions and ideas themselves are more fluid than ever in the past. In this search the Barnard student ought now to be central. If she attempts an invocation of Barnard ' s past, it will not resemble the alumna ' s Proustian stalking of vanished sounds and smells, the sunlight on demolished tennis courts or the quiet shades of the now forgotten Jungle. There will surely be instead a bracing absence of sentimentality about it. There will be some awareness of Barnard ' s persistent modernity through its years as a woman ' s college. There will be an uncompromising faith in the equality and the mutuality of the sexes. Skeptic- ism of academic pretension and rigidity will still bind it- self here to an appreciation of the varieties of academic excellence. From whichever perspective I view it, as an alumna, as a faculty member or as a woman, I strongly suspect that only the student, now and later, can keep Barnard ' s future on course. . . . an honest liberal, which is unusual, Annette is a rare gem of dependability, and cooperativeness . . . de- Musset, Chopin afford relaxation, being a Dean ' s Lis- ter—work . . . intends to use her treasured correspond- ence with Willkie in a full length biography of him . . . . MORTARBOARD, 1947 180 Why are the vast majority of college newspaper edi- torships held by women while there are only a com- paratively small number of professional women journal- ists? Why do women who are active participants in college life frequently drop out after graduation? Fur- ther, why do women who take such pains to choose colleges and majors, and who so carefully choose the right clothes to wear, not take such pains when they choose their husbands when a poor choice often stands in the way of the furtherance of a woman ' s career and individuality. Twenty years after her graduation from Barnard, Betsy Wade urges women to consider these questions. A member of the Barnard class of ' 51, Ms. Wade received a master ' s degree from the Columbia Graduate School of Journalism in 1952. She has reconciled with tre- mendous success what are thought by many to be irre- concilable—marriage and two sons, and a career. As For- eign Copy Editor of The New York Times, Betsy Ward would be the first to admit that she leads anything but an easy and regular life. One obvious explanation for the high drop out rate of college women into the professions is the chance for success, which is less for women than for men. Women journalists encounter an additional obstacle: since there is a premium on staying in the business, Ms. Wade contends that women cannot, as women in law and medicine often do, take time off and then return to prac- tice. Many women enter the teaching profession where, it is easier for a woman to act as a woman according to the traditional feminine stereotype since the school functions into and complements the lives of her own children. While a teacher ' s vacations often coincide with those of her children, Ms. Wade said that it is often difficult for a journalist to take any two weeks off. Replying to charges of loss of femininity often lev- elled at women professionals, Ms. Wade condemns male attitudes that often fasten on Betty Friedan as the universal model of the women ' s movement. Though conceding that in journalism lots of women are defemi- nized, she asserted that they are mainly the feminists of the generation before her own. Each successive gener- ation of professional women is encountering less diffi- culty in mixing a career and marriage. Though Ms. Wade believes that a woman who wants to marry should and can find the right husband who will respect her ca- reer, she can document examples of women, particularly foreign correspondents, who cannot marry due to the vigorous demands of their jobs. Betsy Wade ' s contention that lots of laws are now on our side is a positive sign for the women ' s movement. A recent ruling (March 31, 1972) handed down by the Federal Equal Employment Opportunity Commission (EEOC) declared that such employment benefits as leave, seniority, and the like, shall be applied to dis- ability due to pregnancy or childbirth on the same terms and conditions as they are applied to other temporary disabilities. The denial of such application to female employees is a violation of Section VII of the Civil Rights Act of 1964, and can be appealed to the EEOC. Although the Federal fair-employment guidelines do not carry the full force of law, they are influential in hear- ings on job discrimination. Under a bill signed by Presi- dent Nixon earlier this year, the EEOC had the power to bring the employees and unions into Federal courts to gain compliance with its guidelines when necessary. In conclusion, Betsy Wade stressed the importance of a woman ' s attainment of self-supporting status, both materially and psychologically, if she is to be truly lib- erated. Choice of career and marriage come later after this sense of independence has been crystallized. Black is something to laugh about Black is something to cry about Black is serious Black is a feeling Black is us the beautiful people — Gylan Kain To Antoinette Dishman (1953-1970) The light of your brilliance and the energy of your being were sorely missed. You were always with us We, the Black members of the class of 1973, entered Barnard the year after THE year in Columbia Univer- sity ' s abbreviated history of upheaval. We are the largest Black class to enter Barnard, and given Barnard ' s recent reassessment of our place on this campus, we should retain this distinction for some time to come. The Sisters preceding us left an impressive legacy: Barnard Organi- zation of Soul Sisters, and Seven Hewitt, the first Black floor in Barnard ' s history. For the first time, in Septem- ber 1969, Black women had a choice. The over- whelming majority of us chose to begin as one. I think we would all agree, it was one hell of a begin- ning: By the time the first midterms arrived, we had al- ready reached the consensus that Barnard was definitely more academically demanding than our high school ex- perience. But somehow, our unity managed to obscure, and ultimately defeat our initial sense of not knowing how to cope. We soon discovered that coping meant the traditionally hard task of being a freshman on the campus, combined with the more difficult job being a Black woman in a white university. Without the aid of the spiritual and intellectual guidance of Lemoine Cal- lender, the latter adjustment would have been impos- sible ... If our class does not remember anything else, it has to be the phrase when I party, I party hardy. Even though maturity and upperclass status have altered our collective social life, our parties (how many were there, anyway?) with our Columbia brothers ' 73 remain to be equaled . . . At times, our four years together seemed nothing but a series of trials and tribulations. But the strength of our Blackness overcame crisis after crisis. Now, in 1973, col- lectively we do not resemble the Black women who came here in 1969. Attrition has stripped our ranks cer- tainly. But more importantly, our own understanding of the responsibilities and demands of conscious Blackness in this dismal white world, has become more cogent and forceful. Perhaps some of us felt lucky to be here when we arrived; there is always a certain sense of specialness inherent in tokenism. But a Black skin means the same to all white folks, and nowhere is it more apparent than at Barnard College. To those of us who have made it in this small fashion, our consensus is: We have only just begun. 183 you wander restlessly from forest to forest while the Reality is within your own dwelling. President Martha Peterson Jane Moorman Assistant to the President Joan Reid Assistant to the President Ted Stock Eleanor Mintz Director of Financial Aid Director, Barnard Fund 196 Barbara Hertz Director of Development Forrest Abbott Treasurer and Controller Virginia Shaw Secretary to the Faculty Winifred Price Office Services Mary Bane Manager of Purchasing Margaret O ' Shea Housekeeping 199 Jane Gould Director, Office of Placement and Career Planning Ersi Breunig Director of Language Labs John Lavoie Director of Food Services Harriet Mogul, M.D. College Physician Raymond Boylan Director, Office of Safety and Security 201 Nancy Jacobs Assistant Director C.A.O. 2 Claire C. Fay Director C.A.O. Suzanne Guard Administrative Assistant C.A.O. Public Relations Ann Sentilles, Sarah Johnson, Director, Catherine Conover Bob and Phyllis Zadra Direcor BHR f Blanche Lawton Director of Housing Joanne, Ed, Marc and Michael Colozzi Directors of Plimpton Lynn, James and Eric Weikart Directors 616 203 Paula Rubel Joan Vincent, Acting Chairman 209 Edward J. King, Chairman Jacqueline I. Kroschwitz Alexander R. Mazziotti Grace W. King Donald Pace Marion H. Gillim, Chairman Deborah D. Milenkovitch eeofwroes Raymond J. Saulnier Cynthia Brown Lloyd GDOCQfWQ Patricia A. Graham Catharine R. Stimpson Remington P. Patterson Anthony Henderson David A. Robertson Christine Royer Elizabeth Hardwick John A. Kouwenhoven Constance Colby Janice F. Thaddeus Anne L. Prescott Ellen Moers Kenneth Janes Elizabeth Caughran Joan ii R. Morse 219 Helen P. Bailey Leroy C. Breunig Danielle Hasse-Dubosc Patricia Terry 220 Renee Geen, Chairman Jane Grace Lynda Snead Maurice Shroder Hermine Riffaterre 221 Beverly M. Spatt Brigitte L. Bradley, Chairman Peter R. Decker Annette K. Baxter Toni Thalenberg Chilton Williamson. Chairman George Woodbridge Judith C. Zacek Stephen E. Koss Ralph Grishman Jane L. Price John Meskill, Chairman Joseph Gerard Brennan Hannah Kahn Jeanette S. Roosevelt Marion R. Philips Barbara Fitts Alice Braunwarth Polykarp Kusch tolwcqc sconce i Demetrios Caraley, Chairman Alpheus Thomas Mason Edward S. Cobb Thomas B. Perera Richard P. Youtz, Chairman Barbara Schmitter Barbara Stewart Frances F. Schachter Susan R. Sacks Sandra F. Stingle 241 John L. Mish Theodor H. Gaster 242 John B. Snook Elaine Pagels Marina Ledkowsky Richard F. Gustafson, Chairman Zoya Trifunovich Mariana Sapronow Anya Luchow Anatol K. Sapronow 243 Gladys Meyer SOHOCOQV Margarita Ucelay Maria de Orti Mirella de Servodidio, Chairman WWW Luz Castanos Marcia Welles Vilma M. Bornemann Randolph Pope Arline A. Abdalian p.99 47-27 243 Street Flushing, N.Y. 11362 Foreign Area Studies Emily Linda Abrahams Box 191, R.R. 7 Baltimore, Md. 21208 English Natalie Abrams p. 52 38 Laurel Hill Drive Valley Stream, N.Y. 11581 Music Olga Fedyk Acampora p. 128 1739 Reynolds Street Crofton, Md. 21113 Psychology Jennifer L. Adler 8 Stanley Circle Latham, N.Y. 12110 Religion Gloria Anne Albino p. 34 1419 Pacific Avenue Santa Barbara, Calif. 93105 Religion Wendy M. A I una n p.25 2 Romola Drive Kings Point, N.Y. 11024 English Uma S. T. Anand p. 35 9 Two Bridges Road Towaco, N. J. 07082 Anthropology Kathleen L. Andersen 595 W. Sierra Madre Blvd., K Sierra Madre, Calif. 91024 German and Political Science Shelley Ann Arlen p.41 1131 East 18 Street Tulsa, Okla. 74120 Anthropology Kathleen M. Armstrong 1415 Independence Blvd. Ottawa, Kans. 66067 History Nanette C. 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Edwards p. 119 579 Centre Street Newton, Mass. 02158 American Studies Jane Louise Eisen p. 85 7154 Washington Avenue University City, Mo. 63130 Biology Anna Fredericka EUns p. 13 200 North Rosemont Avenue Martinsburg, W. Va. 25401 Political Science Stephanie K. EUer 2706 North Pollard Street Arlington, Va. 22207 Philosophy Dicki L. Ellis p. 52 127 Valley Santa Fe, N.M. 87501 History Stephanie Ellman 286 West End Avenue, Apt. la New York, N.Y. 10023 Anthropology Rose Eng 82 Madison Avenue, Apt. 12A New York, N.Y. 10002 Biology Guita Eve Epstein p. 144 225 West 86 Street New York, N.Y. 10024 Biology Janette M. Erickson 8145 SW 133 Street Miami, Fla. 33156 English Nancy Michele Everett 526 West 122 Street, 3B New York, N.Y. 10027 Russian Valerie M argaret Ewing Heyhoe Woods Palisades, N.Y. 10964 Geology Marcia Eldora Faatz 4953 Saunders Settlement Rd. Lockport, N.Y. 14094 History Polly J. Fahnestock p. 148 16310 Ashworth Avenue, N. Seattle, Washington 98133 Anthropology Debra L. 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