Duke University - Chanticleer Yearbook (Durham, NC)

Page 25 text:

viction that the Liberal Arts curriculum is the best yet developed both to ac- quaint students with the heritage of Western culture and to instill in them those disciplined habits of mind which can, and should, enable most persons subjected to it to come to grips with the problems which they will encounter in that portion of their lives that comes after College. . . . The present members of this College, whether students or administrators, have inherited from generations of Mary Grace Wilson, A.M. Dean of Undergraduate Women past Students and from the two dis- tinguished women who guided them — Dean Alice Baldwin and Dean Flor- ence Brinkley, a College with a fine tradition of excellence and intellectual leadership within the University. It is my present concern that this tradition shall both continue and be reinforced — that this College shall continue to be — not predominantly a geographical expression — but an open community of mind and spirit. . . . We shall continue to work on pro- grams of various kinds designed to enlarge the horizons of students living on this campus — perhaps in the form of resident scholars brought to live among us for a time; perhaps in the form, .so successfully employed in the past, of sponsoring symposia of interest to various an d sundry disciplines; per- haps in the form of student exchanges of one sort or another; perhaps in the form of other programs designed to bring .students into closer contact with people of other nations; perhaps in still other forms. . . . Holding fast to existing programs of proven value, then, we shall none- theless look for new ways of furthering our principal objectives, of realizing our intellectual potential. For we are a College in transition from the excellence that has been, and is, to the excellence that may be, if we — faculty, students. Administration — have the insight and will to achieve it. We are, after all, a Communily of Scholars. Lillian A. Lee, M.A. Assistant Dean of Undergraduate Women 21

Page 24 text:

woman ' s college M. Maroarkt Bail, Ph.D., Dr. iur. Dean of the Woman ' s College Following are excerpts from an ad- dress by Dean M. Margaret Ball at the Honors Clonvocalion, September 30, 196.3. The Woman ' s College was estab- lished to facilitate the education of those students at Duke University who happened to be women — not to draw them out of the larger University community, but to give them the op- portunity to develop their several talents both within the smaller com- munity which is the College and within the larger one represented by the University. The College was created not with the thought of developing a different kind of education for women than for men, but of safeguarding equal access with men students to the University ' s best minds, while providing facilities designed to promote both the Intel- m El.I.KN H. llnc:KABKE, M.A. Dean of Undergraduate Instruction Jane Phii.pott, Ph.D. Associate Dean of Undergraduate Instruction lectual growth and the capacity for leadership of the women members of Duke ' s academic society. . . . As a center of extracurricular educa- tion, the Woman ' s College is, and should remain a place where Duke women, with or without the presence or concurrence of their peers at the other end of the bus line, may con- sider and take positions on matters of interest and importance either to themselves or to society at large — not with the thought that Duke women have the answer to all of society ' s problems, but that as women and schol- ars, they have a valid interest in both the problems and their solution. As an intellectual community, the Woman ' s College has operated, and will continue to operate on the assump- tion that the best road to education for most undergraduate women is through the study of the Liberal Arts. Not because knowledge of the Liberal Arts is a special responsibility of women in an age in which the nation ' s culture tends to be left more and more in their hands as potential or actual wives and mothers, but in the con- 20

Page 26 text:

humanities I I pf CLASSICAL SI I DIES: liuhui S. Il,.g,,.s. Ph.D., F.A.A.R., Chairman. The major in Greek is concerned with the literature and history of Ancient Greece. In the second year, the student is introduced to Herodotus and Xenophon. Third year courses increase the student ' s knowledge of Greek language and literature. The student is familiarized with Greek dramatic poetry in the fourth year. The major program of the Department of Latin and Roman Studies involves the study of the works of Latin authors, leading to an intimate acquaintance with several great literary monuments — in prose and poetry — and their authors. GERMAN: Herman Salinger, Ph.D., Chairman. A German major is required to take eight semester courses in the Department. In the early stages of study, the first two years, language laboratory facilities are of assistance. The major is also asked to elect courses in the other humanities, as the Department aims to place language a nd literature study within the framework of German civilization and European culture generally. ART: Earl G. .Mueller, Ph.D., Chairman. The art major will elect either art history or de- sign for concentrated study. In design, he will follow a prescribed sequence of courses designed to lead him from basic problems in design and drawing to the art of painting and graph- ics. In the history of art, he will effect a chrono- logical spread of area courses and select one area for concentration. ENGLISH: Arlin Turner, Ph.D., Chairman. The English Department has a varied pro- gram of offerings; the major is required to satisfy a pattern of distribution rather than to take specific courses. He may follow his preferences within a wide range of English and American literature and may also take two or more courses in some restricted area — Elizabethan drama, 19th century Eng- lish literature, contemporary fiction, poetry, and drama, etc. HISTORY: Richard L. Watson, Jr., Ph.D. Chairman. The History Department offers an unusually wide range of subjects. The fields are: American (including Diplomatic, Co- lonial, 19th Century, 20th Century, the South, Civil War and Reconstruction, and Intellectual history). Western European (in- cluding Ancient and Medieval, the Renais- sance, the French Revolution, 19th and 20th Century), English History and the British Commonwealth, Russian, Latin American, Indian and Pakistani, and Far Eastern, as well as Military and Naval history.