Goucher College - Donnybrook Fair Yearbook (Baltimore, MD)

Text from Pages 1 - 204 of the 1971 volume:

1971 II' Donnybrook Fa Vlada Tolley Joseph Morton Ire Joseph Mart Githens Ianne m M Philip McLewin id Sanders Dav Adrian Montoro Elaine Koppleman Rolf Muuss Beverly Broumel Rodney Umlas Martha Siegel e t o 0 El 8 g r o e G Jean Bradford Mat Schulte Bob Gallow Members of the Harrisburg Six 20 William Murry CHAPLAIN 1967-1970 Wk 'whriNmX xnyekiim Mildred Covey Martha Nichols Rhoda Dorsey Evelyn Schroedel Muriel Nelson Marvin Perry 26 Dorothy Stimson m 2913? .7 mime ameb mm mm ammuneanuaemu Exismunaannuman Hum 1 ms. Exismm aim mm mm mm Being I mum um: Tm mmum: rumn-m um THF mLNLM um mr MUM! s m:- mk'm 1w mmnm m wwmh MN. m THF QliNltAl UUY 0F NORM h PHIL 250 603mm Francine Julie Sommer American Studies Amy Einbinder Leiven Dramatic Arts Elisabeth Ann Hoffman Psychology Nancy Knowlton Stevens Education Lisa Lillian Mann Religion Margaret Isabelle Betts English Nancy Beirne Brown American Studies Sarah Henderson Wiehe Music 31 Amy Rosemarie Shapiro Political Science i mm 35 Ellen Welden Evans Music Carol Ann Hewitt PsychologykSociology Sharon Ruth Freiberg Sociology Anne Carol Lown History Carol Ann Harvey Psychology Barbara Lynn Toomey Biological Sciences Sally Cold Zulver Sociology Sarah Tansill Ritchie English Lynn Eden Smith French Margaret Anne Cray International Relations Laura Jane Davie Economics Linda Jane McIntosh Biological Sciences Psych0l0gy Peggy Jean Danneman Biological ScienceFPsychology w; I , . : V m Jane Arlene Duff Music Frances Murray Claytor EnglisPPhilosophy Victoria Pennie Lawler Economics Elizabeth Weiner Teitel EnglishiDramatic Arts SheHy Elizabeth Nelson Biological Sciences Stacey Adams Harrington History Marjorie Lynne Hoachlander Biological Sciences 37 m.gmmkm Kathryn Cole Ambler English French Anita Louise Stockwicz Rachel Kaltenbach Education Reva Azneer Pearlstein Psychology Carol Barbara Misialek Economics Nancy Carol Eisenberg Chemistry Stella Catherine Miller Biological Sciences Deborah Ann Brenner Visual Arts Laurel Bennet Swett Music Carol Ann Ahlum American Studies Christine Anne YakaitiS Political Science Diana Susan Lewis Chemistry Nancy Ellen Abrams Psychology Ellen Kirsten Johnson Music Lynda Faye Wertheim History Monique Deborah Jones Biological Sciences Lynne Iris Heneson Sociology rt: Wk Joan Marie Pandolfo Cortez Sociology Marion Marcelle Jacks French Patricia Jeanine Jacobs Psycholo; English Philosophy Leslie Conover Wilson SociologPAnthrOpology Nancy Lee Dunn Laura Ruth Rosenfeld VisualArts English Margaret Wadsworth Henderson 43 Claudia Van Duser Visual Arts Jane Susan Davagian History Ruth Posey Pincoffs SocioloquAnthropology Barbara Jeanne Nyere History Martha Ann Chigas Sociology Jane Ellen Stafford Education Karla Marie Hammond English Carol Sue Meth English 50 Bl Linings large . ADMINISTRATIVE COLLEGE POLICIES Liquor and Illegal Drugs A student may not keep or consume liquor tthis includes miniaturesl in a College building. She may not keep or use illegal drugs of any type at any time. Goucher is subject to the Maryland State Law which states that any individual under 21 drinking in any establishment authorizing the sale of alcoholic bev- erages is subject to fine or imprisonment. Bor- rowing or using false identification constitutes a felony and is forbidden. Goucher College will not be party to disregard of the Federal and State laws concerning the illegal use of drugs. Any student known to have marijuana or other illegal drugs on the campus will be subject to immediate probation. A repeated offense will bring serious disciplinary action. Students engaging in the sale of illegal drugs will be reported to appro- priate government authorities and if convicted will be required to withdraw from the College. In addition to these disciplinary actions all facilities of the college will continue counseling and educa- tion concerning the illegal use Of drugs. 52 IIBIIIIBIIIIBIIIIIIHHIIIH Hum IIHIIHHHIIEM II Rudy Lentulay Jack Donaldson Walter Morris Margaret G roton Dorothy Bernstein Elliott Galkin 56 Kay Munns $1M? 1299 Beulah Tatum Eva Cossman 57 Hilton Brown Peter Collier Cecille Gold Mary Rose Isabel Sawhill William Hedges Olive Quinn Wolfgang Thormann Barbara Long Alice Rossi Noel J. J. Farley Richard Stroh James McClendon Jeffery Lecturer in Religion '9?'!2: Jerome Cooperman Chester Natunewicz Donald Risley Daniel Abrams George Woodhead William Leons David Horn Kenneth Walker Virginia Ermer iel Robert Schm Dora Horchler Jane Morrell James Webb Hilda Fisher Thoman McCullough Geraldine Coon Sergio Rigol Anna Nichols Dorothy Ruyak Patricia Craddock Patricia Hogan John Foerster Fontaine Belford Kent Lancaster William Mueller Mary Hesky a :3; 539. Cu;w 52:. :m 3. f 533; 32m 55?. . 4. D. I ran... ..rs 332m $39, : .325 $301 , , ?ixiiwawtkuhuww You were consumed with passion. lwas? You werenYt? Uh. You were. OK. But were you? You were. I was? You weren't? Wait a minute. OK. You know the old saying. Yeah. Well, ifs decided. It is? It isn't? It is. Oh. IVs semantic. Probably. me x : Goucher College, Commencement Remarks May 30, 1971 Honorable colleagues, gathered friends, members of the graduating class of 1971: This faculty, which has gracefully counted me among its Visitors this year, now meets for a last time to salute your class before you go, and you have chosen me to fire our parting shot at you. Unlike others who speak today, we teachers need not tell you what you need to know, for we have collec- tively had four years times 226 class members, or 904 student-years, to do just that. You have had us all, and by now you know us better, perhaps, than we know ourselves--certainly better than some of us know one another. What more could we say to you than we have said, in classroom, lab, and studio? You have sat, sometimes literally, at our feet, laughed at our jokes tor else at us for telling theml, read our com- ments as if they mattered, imitated our skills until you excelled them, thought our thoughts until you could write them as your own. You have done us the honor of being our students, and for this we must say sim- ply, thanks. Is there anything else we must do? Per- haps there is. For your class has lived through one of the most tumultuous times in the history of college education in America, the years 1967 to 171. Do you remember 67? The Beatles new album was Sergeant Pepper; Light My Fire was on the top twenty for months; Lyndon Johnson sent another hundred thousand men to win the war quite soon. And Berkeley and Watts were only the oddities of those curious Californians. But you have lived through the college generation which followed that, a generation in which old ways no longer seemed adequate to the world, but new ways had not yet been found. 82 For earlier college generations, the char- acteristic student question was HWhat am I going to do? ethe question of profession or vocation. Doctor? lawyer? merchant chief? For the generation just before yours, the question became What am l? ethe question of identity, whose watchwords were socialization and alienation and exis- tential Angst. But in your generation neither of these seemed quite askable; they were drowned by another, more powerful ques- tion: 1'What kind of world- do I want, and who are my true allies in the struggle for such a world? ethe question of communi- ty, whose watchwords are war and peace, love and hate, and perhaps lsoul' and lbodyf Remembering the generation of your student existence, I think I see what we teachers must do as we face you this last time. We must apologize. We must beg your pardon, Class of 1971, for not helping you to answer truly the questions about community. We haveean excuse, of course. We did not teach because we did not know. Armies, they say, always prepare to fight the last war, never the next one. Professors offer students the education we wish we had had, the one which would have fitted us to live our lives. We have not know very much about community, because we have been absorbed with the individual. Individ- ualism has been our latent creed, our deepest c0nvi'ction. Secretly we rejoiced when we heard you younger ones speak of Hdoing your own thing, for we had always yearned only to do our thing, to leave alone and be left alone by others. In Manhattan lies the marble plaque which bears our slogan: I believe in the supreme worth of the individual, signed, John D. Rockefeller. And yet you knew somehow that that was not enough. With your lips and pens you repeated our individualism, but in your music and your dance you celebrated com- munity dimly sensed. Woodstock, or perhaps the Mobilization in Washington, said something about you that we had not said and could not sayathat life together is life, that neither alienation availeth any- thing, nor socialization, but one body, and that that body is ourselves. So we part, and if individualism is true, that's all there is, Singly you have come, and singly go. But if somehow community is truer still, we cannot be so easily separat- ed, and we shalI not be alone. Yet to say how that can be is yours to find: we did not tell you so. James Wm. McClendon, Jr. Jeffery Lecturer in Religion 83 the beloved country, for the unborn child that is inheritor of our fear Let him not love the earth too deeply. Let him not laugh too gladly when the water runs through his fingers, Nor stand too silent when the setting sun makes red the veld with fire. Let him not be too moved when the birds of his land are singing, Nor give too much of his heart to a mountain or a valley. For fear will rob him of all if he gives too much. GOUCHER N.?Q. TLN'R-M Sflvuo ?Aus Ht-A- FMv ypup b97775 A04- GAH3 ?W' V 'K' XTZ'QtaA 'PLOHS'N US-g. 11..., 4 oh 7AA ' ng MW 3737 luau- ..- '- 17' .4' - VN' IWEEKLY January Term 1971 BERMUDA Goucher College teaches how-to-do-it Would you let this girl fix Repairmen have a bad habit of not showing up but now, at last, some- thing is being done about it. To prepare its students for the day when they find themselves alone with a strangled carburetor, all-girl Goucher College in Baltimore is offering them a course called 'Chemistry and Physics Applied: Nuts and Bolts in Contem- porary Society? Dreamed up and taught by two professors from the Chemistry department, it is basically a glorified handymants course that in- clude everything from the theory and practice of cleaning silver to car en- gine tune-up. Requests to take the course were 20 times the expected en- rollment. Meeting three hours a day, five days a week for four between- term weeks the class heard lectures from experts in a particular field, such as a man from a storeis rug depart- ment, testing out what they learned by assembling clock radios, fitting base- boards and rewiring lamps. One addi- tional side benefit: faculty members with busted toasters or faulty steroes could have them mendedior mangledefree Of charge. junior Peggy Ruth learns how to change spark plugs. She managed tler to remove three out of eight before giving up happily tabovei. Her only previous tinkering expe- rience was with typewriters. Nbut I never really knew what I was doingW The car undergoing alter- ations belongs to course ine structor Dr. Barton Houseman, who contemplates the results trighti. your car? Cathy Spann built a TV set from a $100 kit with the help of Bob Dooley, a technical assistant in the science department. When Cathy first turned on the set, it smoked. She had soldered a wire in the wrong place. Later she fixed it and, very pleased with herselfi commented, HThereis something unreal about a TV that works. From left Barbara Antonazzi, Christine Lloyd and Joan Cortez use a miter box to bevel the edge of a baseboard I live in an apart- ment,H says Christine, a senior majoring in biology, and I never did anything like this before. I can always take a biology course, but how many times Can I take this?', Martha Chigas works on a lamp that needs a rewiring, switches and a plug. She once helped build a summer cottage. It was a challengeH she says, Hand proved lim not really stupid But i didnft iearn much about electrical switches, 50 now i'm having a ball fixing lampsf' For the course she also put together a metronome. 91 Lewis and Dolgoff Preservation Hall Jazz Band Jim Croce r $ , :7 1:43! W; 31x??? V z u; 255' W113 L. in n 2 o 1! , Ml: $53656?! g: QVX x X k L 'k V , ; L . xx: 1X; , NxXx Wk 106 K Ki 'iza-exs: axE W ., $92 They are playing a game. They are playing at not playing a game. IfI show them I see they are, I shall break the rules and they will punish me. I must play their game, of not seeing I see the game. College Assembly lf 1 had been anything else, I would have been my television. It had a stark moral advantage over me: 1 could either like it or dislike it but it never had to make that judgment about me. As far as l was concerned, its existence was defined by a remotely simple arithmeticf base; it was either on or off, although 1 always suspected that even when we clicked the screen off, it lay chattering behind its blank wall, playing with itself as obliquely as it played with us. The television was never self-conscious, it did not grow or change, it never met a challenge, never confronted a dilemma. Programs began and resolved themselves, there was ex- actly one-half hour of news twice a day, it was continu- ous, integrated. l envied its omnipotence. l have always been vulnerable to such peculiarly 0b- structive fetishes and fortunately I managed to flush that one down the toilet one day somewhere. But I was uncomfortable for a long while after 1 turned off my set for the last few times. I think it was because of a sensa- tion I have only gradually become aware of, that some- where, lurking about inside me in a quite unpresump- tuous manner, was a similar feeling of omnipotence; the H6 feeling that l was an integrated, timeless, unchanging being with a universal power to comprehend. l uncon- sciously imagined myself to be very much like what I had thought my television was. 1 often chew my gums out; 1 am doing it now won- dering why I feel that the only appropriate thing to do in these pages is to explain why Goucher tastes so bad to so many in our class. Didnlt it? And how many people do you know that can spit out yes to redoing their four years here? Yes, too much of a highly un- seasoned environment can lead the mind to convulsions t1 once bit the end of my tongue off at the onset of the fourth in a consecutive series of lectures on the theory of theoryl, too much outraged intellectual pleading can release the desire for simplicity, and, I suppose as far as this class is concerned, too much change can lead to breakdown. But this explanation leaves me unsatisfied, partly because I cannot assert that these conditions, ei- ther in isolation or in combination, necessarily produce negative results, and partly because the odor lingering on everyoneis breath is more septic than this explana- tion can account for. l have a feeling, and perhaps it is only a feeling, that something very serious has happened to this class which will probably affect its disposition long after Goucher has been pushed out of conscious focus. It is the deep- seated discomfort that comes from having bared oneis seemingly most adventurous intellectual commitments, acted upon them, and realized consequences so remote from what was anticipated that an audible fart in public would have required less humility. But we allow our- selves no humility; we permitted ourselves to be held accountable only to the point of discomfort, and we were arrogant. And it does not seem to me that Goucher, my seminar, or any other things can be held nearly as responsible for what should have grown into a careful mistrust of ourselves, as a distorted belief in ourselves as timeless, universal beings. We, like me when 1 am my television, had a synthetic notion of ourselves, acting as if willing were fused with knowing and under- standing. 1 am pedantic and emotional only when l have seen uncensored facts. Several years back, before a real state of conflict had come about at Goucher, many of us had, quite independently, come to the conclusion that many things were wrong at Goucher, primarily its education- al method, its attitude toward conflicting viewpoints, and secondarily its social environment. 0 do not wish to seem too harsh and maladjusted. l was, in fact, one of the rootless few who didnlt go to Goucher, I lived at Goucher, and 1 am probably one of the few who would relive Goiucher againJ For too long, our year and a half long experience had told us, Goucher had been im- peded by the traditional authoritarian approach to edu- cation. The events of the sixties had shown us that a muted, inaccessible, unaccountable governance struc- ture could produce disastrous results, and futhermore our approach to learning was not teaching us to make this very sort of relevant analysis. A middle class liber- al arts education, we screamed, was no longer relevant to contemporary society. We set out to change it. By the end of my sophomore year, a number of spe- cific evils had been isolated by the students: the absence of student participation in faculty decision making, the absence of students in departmental decision making, the absence of students in joint faculty-administrative committees, the elimination of which would have resolved the specific issues of the day: the notoriously unprincipled comprehensive examination, the time- worn in loco parentis philosophy, the partly irrelevant, largely inflexible curriculum, and the gross elimination of competent yet unpopular faculty members. 117 a! 1 u i . u 9:, The prevailing and, I think, simplistic formula for resolving these dilemmas was to put students at the top of the decision-making pyramid. Bad policy would become good policy. Over the past two years, students, aided by a large portion of the faculty that had variously come to believe in the ideas of student decision making, par- tially accomplished their goal. College Assembly lamely came about, after the students had been refused a seat on the Reappointment, Promotion, and Tenure Com- mittee as well as final authority on its decisions, which still remains in the hands of the faculty. tNot that the trustees had any intention of approving Student Orgfs alternate proposal which would have made R, P 8c T a committee of the College Assembly, but it was, ac- cording to an apologetic administration, erroneously omitted from their consideration until the last minuteJ Students gradually crept into some of the ad- ministrative faculty committees, and began un- derwriting departmental decisions. There was a lin- gering bitterness, after a tedious battle ended in compromise, but students sat back, contemplating Victo- ry, assuring themselves that because there had been energy spent and now we could make decisions, the dialectical process was coming to a close and synthesis was imminent. That we still live in an unhappy, perhaps now even less cohesive community, is a ritualized understatement. Yes, from our perspective we live in an unhappy soci- ety, one which has lately begun to undergo a period of awkward self-criticism. And we have unearthed a basic ugliness and selfishness, and a fallibility of such proportions that we are astounded. And I think that we, as students, are suffering the most from this period because we are attacking ourselves at two. levels. Not only are we accepting part of the blame, largely un- willingly, for the consequences of a precocious nation that has relied too often only on its: adolescent wisdom to guide it, but 1 think we as undergraduates are all in a period of a personal self-awareness that involves the same depressing sort of realization about our own falli- bility and ugliness. Not that I want to construct an anal- ogy, because I do not think nations necessarily display patterns of human growth. Nor do 1 want to confirm a theory of biological determinism. I am relatively cer- tain, introspectively, that my own preoccupation with my lack of Virtue is as much a function of the type and intensity of the education I received as of my age. My only interest is to account for what seems to add to our unhappy state. But I donit wish to deal with the question on either the purely societal or the personal level because Goucher is manifesting its own breakdown which is dis- tinct from either of these. I donit mean that there is a lot of overt conflict as there was two years ago; rather there is a confused, defeated and uncooperative spirit what prevades all of us. All of which has a lot to do, 1 think, with what we as students set out to do, what we were certain we would do, and what in the end we did accomplish. Superficially, there have been a few, I think, favor- able results from the past two years of conflict. The students got a good look at the way collective decision making was made among the faculty, individual depart- ments began to take a more astute look at their cur- ricula tthis was as much a natural outcome of the 4-1-4 system as a demand for self-critieist, some careful ex- perimentation produced some good results, the practice of in loco parentis, although still maintained in theory, seems to have been adequately eliminated as far as direct supervision is concerned, and students were fi- nally involved in many areas of decision making which, it seems to me, was a logical necessity in compliance with a partially democratic committee-ruled gover- nance system. But the events of the past year have illuminated many undesirable effects, and most importantly have made it clear that many of the things we had thought would Change didnit. The most adequate representation of this phenomenon was, perhaps, the College As- sembly. Ilm not quite sure how anyone dreamed that student representation in the college governing body would make a significant difference in the quality of the decisions that were made; as soon as the issue of student power was resolved, students no longer had any over- whelming common interest, and very rarely voted as a block. The traditional mayhem still prevailed: com- mittees charged with giving careful detailed consider- ation of specific points of interest continued to have their reports either ignored or accepted without ques- tion, faculty and students were both guilty of playing a part in decisions about which they had a limited knowl- edge and unfounded opinions, everyone was guilty of maintaining a lack of interest and promoting a minimum of dialogue and constructive exchange, and many of the most important decisions were still being made sur- reptitiously behind the lines. Students, however, seem to have been the most delinquent. They had the additional duty of being representatives, and few students, until the revival of Weekly, maintained an inkling of political concern. Little progress seems to have been made in the area of the integrative experience as well. As I recall, when the debate was raging 0n the subject, the students, ar- gument as well as that of the supporting faculty, was that our integrative experience was not only valuable but necessary; it was unconstructive in its current form. When the final vote came it was taken as an article of faith that in place of the comprehensive exam there would be a comprehensive yet constructive integrative exercise. As it turned out some departments developed mediocre programs, some departments refused to take the whole issue seriously, and a number of departments required no integrative experience at all. 1 heard no student that did not fulfill the requirement complain or even express the unfairness to those who did. Even among the students that were allowed to design their own projects, most of them only complained of having to do it. As far as increased tiHexibility is concerned, the re- laxation of the requirements for the major as well as the system of course prerequisites has had dismal ef- fects. l have no doubt that a system of course prere- quisites can have both positive and negative effects, but I think those of us who demanded its demise had only understood the negative aspects. 1, for one, came to understand its merits when 1 took part in a seminar the contents of which simply couldnit be discussed without an understanding of more rudimentary concepts which were included in its former set of prerequisites. As a result, I was forced, along with one other student who had taken the prerequisites, to sit idly while the other students reviewed what we had already been exposed to. l donit doubt that the others enjoyed a limited exposure to what they previously would have been denied without lengthy preparation, but they reduced their efficiency, not to mention my efficiency, and the professoris as well. I can recall no arguments against what appears to me to be an equally tiinflexibleb situation. And, as we all know, the skillfully induced removal of competent, qualified, but unpopular faculty members still takes place. I have little doubt that if students were involved in this process, it would take them a while to realize that certain faculty members should go, but that is destructive speculation. The fact is that teachers who exist on the fringe of conformity at Goucher are not welcome in practice, even if in principle, and their elimination takes place because of the worst combina- tion of authoritarianism and democratic rule. Faculty reappointments are voted on only by the department of the faculty member in question, only a portion of the faculty members who have expertise in the matter, and the Dean has managed to maintain enough leverage with faculty salaries and promotions to keep a running scorecard of those she gets rid of and those she doesnit. tlt is worth mentioning here that the Reappointment, Promotion and Tenure Committee, the committee the students fought so hard to get representation on, has re- ally very little authority in the matterl. Not to mention the lack of leadership we still suffer, which student decision making has not remedied. The students had declared they would themselves provide more adequate leadership, but once they gained their seats of power they did nothing to promote it. On the other hand, the college administration, which should play a leadership role, had been undynamic without cx- ception. The fact that it continues in its benign role is not so much the fault of the students as the faculty, which has been aware of Goucheris administrative shortcomings for some time now, is in a position to in- troduce improvements, but has lasped into lethargy for inexplicable reasons. iiPower to the people? a phrase void of explicit con- tent yet one which has powerful emotional appeal to the governed, has been, it seems to me, the most deliberate I22 appeal that students at Goucher have made. That was the guise, anyway; what it boiled down to, though, was not power to everybody but tlpower to me.,, Power to me to decide what courses I need to take, power to me to decide what courses I am able to take, power to me to decide what grading system works best for everyone, power to me to decide which faculty members are the most suitable teachers for everyone, power to me to decide the rules for everyone. Unspoken, of course, but didnit we believe that once we had power, we would correct the errors, find the solutions, produce the goods? Didnit each of us see the solution stemming from each of ourselves rather than from all the constit- uents of the community? Collective living, and we do live collectively at Goucher, involves a degree of Conformity U do not mean for its own sakei as well as a dependency or ex- pertise a do not mean agel, two characteristics which are as necessary as diversity and trust in ones own educated opinion. As I write that it sounds parental and dogmatic, but our one-sided, compartmentalized vision of certain ideas thhangef, lldemocracyf ttflexibilityfi lldiversityfi llautonomy, power to the peopleii being good; ttpresidentsfl llexamsf, ilconformity, authori- ty? lldependenceil being badl has prevented us from understanding the ways which they can both be contra- dictory and complementary. How, for example, can we 73 u a: n have democracy without a degree of conformity? tCon- versely, canit a state of strict conformity come about from a strict adherence to democratic principlele 1 do not think that the desire to act on ones impluses and look after oneis own interests in unnatural. But not only were we often incompetent to judge what was in our best interests and foresee the consequences of our ac- tions, we were unwilling to even consider the needs and measure the opinions of one another, as well as accept reasoned advice. To act as unilaterally as we did had little to do with community, teaching, learning, or any sort of collective ideal. It was merely a reflection of the belief in ourselves as infallible beings, with a timeless wisdom that each of us is certain resides only in him- self. All of us, thinking we were televisions. I do not know why this belief caused us so much trouble at Goucher at this particular time, but I do think that the fact that this class has endured a period when many of us put most of what we thought to be our creative abilities 0n the line, sensed our failures, but typically malingered when we should have analyzed, will distingusih us. It will distinguish us as the class who doesnit want to come back to Goucher the most, because we constructed an environment in which it would have been uncommonly painful to be honest with ourselves. 123 126 n.33f2nauuausf v: ,xziuufzt; HAHWMQHWW As your honorary class advisor and fellow graduating member of the class of 1971, I bring you con- gratulations and commiseration. Congratulations because we have learned a few things in the past four years. Congratulations be- cause we have made good friendships. Congratulations be- cause we have survived another institution of American educa- tion. Commiseration is also in order. Commiseration because our Goucher learning might not be what we need in our jobs next year. Commiseration because many of our Goucher friendships will dissolve. Commiseration be- cause our HCouCher Experience has not been all we know it could have been. Congratulations and commis- eration are a mixed bag, but so are graduations. I remember sit- ting in my own honors convoca- tion wondering when the sus- pended animation that is the last semester senior year would final- ly end. I was sure that the regis- trar's office would come up with some absurb trick to keep me from graduating. Perhaps I had forgotten a phys. ed. course. Did I ever pay my lab breakage fee when l was a sophomore? What if I flunked some needed course and they had quietly deleted my name from the program? Mixed with the feeling that the 134 four years couldnlt end fast enough was another equally strong attitude. I didnlt want to graduate. I wanted to stay an undergraduate and dabble hap- pily in the world of words and ideas, laboratories and theories. Since that time I have come to realize that every experience is a mixed bag. I imagine youlve felt that way many times in the last four years. Remember the honors convoca- tion walkout two years ago. Remember Cambodia, Kent State, Jackson State. Remember the ever continuing debate over parietal hours the hassle over the C.F.C. report and the subsequent half hearted compromise which was passed. Remember the year and a half debate over a grading system and the infintesimal change which resulted. Re- member that unmistakably au- thentic moment in seminar when you and your classmates danced around the maypole of knowl- edge. Remember that spring af- ternoon when honeysuckle and political science were one and the same. Mixed emotions. Goucher has had to make many difficult decisions recently and frankly I think theylve blown a few. But Goucher has even more important and difficult decisions to make in the immedi- ate future. Somehow Cliquish student groups, quibbling depart- ments, jealous committeesy anc vascilating administrative of- ficials-somehowethese groups must subordinate their self inter- ests to the common goalesur- vival as a significant college. Meanwhile, my honorary ad- visees tby the way, how do you go about choosing class ad- visors? Alan Bertaux '70, Judson Scruton l71b-commiserations l72l meanwhile, honorary adviseesy we will move on and watch with interest and, perhaps, compas- sion to see what becomes of our present mixed bag our Coucher. Robert Duncan Betty Jones Michelle Russell Fanny Lou Hamer Jeff Duncan 137 MAY DAY Florence Howe Baltimore: March 19, 1971 Lynn Alison WitOW Economics-Political Science Altomease Gwlyn Rucker Political Science Kristen Lee Gillmore Political Science Anne Throne Margolis English Rita Atlanta Ford Biological Sciences Marilyn Helene Schwartz Psychology Elizabeth Hill Robinson International Relations Joan Peabody Marks Education Nancy Alexandra Muller History Ellen Margaret Ostrowski Mathematic Mary Josephine Webb Biological Sciences Lynn Elin Anderson History Ellen Clendenin Williams History Marcia Roy McCormack English Marion Benner Ferguson Visual Arts Jane Esmon Yaffe Education Dorothy Hottensen Education Nancy Siegal Niman Psychology 146 Shelley Ann McCullough English Donna Barslow Levison Economics am Ellen Frances Lipton Political Science Mary Kathleen Howard English Lynn Schuler Murray Eronomics Diane Marie L Heureux Visual A Arlene Mary Palmer Histc French Ann Parish Bacon Psychology Deborah Lynn Janis Psychology Cynthia Ann Eyler x v $1.62 .5 xvfxxx AV X... , Peggy Alison HOHinS Psychology Ellen lshbel MCLeish French Rosemary Ripple History Kathleen Ruth Pierson Music 150 Mary Theresa Coughlin Economics Joyce Ann Warble English Marilyn Sue Payton Visual Arts Audrey Pauline Forchheimer Economirs Imogen Repplier Upton History Anne Wolfe OStrOff Psychology Ellen Sue Epstein Political Science 152 English Marsha Lynn Vinson Mathematics Evelyn Sarah Weiner Economics Lisa Ellen Siegal Janet Kerr Liebeskind English Libby Jane Colen Economics Mina Silesky Goodman English Jaye Ann Jenkins Education 154 Tobie Phyllis Sperry Education Sue Ellen Marder English Sarah Henderson Wiehe Music Peggy Miller Lamont Political Science Marjory Watts Hopper Religion H. ' I 0.0'4s. . Barbara Ann Creenberg VisuaIArts Marianne Glickman Alpert Education-Psychology Stella Catherine Miller Biological Sciences Jeanette Di Francesco Marsh Sociology Claire Marcia Kuperberg English Ellen Renee Sitomer Psychology Susan Martha Stiles Visual Arts Deborah Ann Copperman Biological Scier Pamela Ann Kosta Biological Sciences Susan Lee Chamovitz American Studies Yolanda Kathryn Serafini Education Patricia Sellen Sly Music Sandra Joyce Cohen Philosophy Karen Cathcart Leopold Russian W Elizabeth Wright Price Educaw Hilary Annis Psychology Andrea Jill Rebeck Sociolc Elizabeth McPherson Massie American Studies 160 Lynn Rosann Solomon Visual Arts Irene Carol Silberman Visual Arts Charlotte Elizabeth Trautman Education Edith Noralee Allers Mathematics Paula Meeds Ceary Visual A Ellen Sue Marcus Biological Sciences Frances Lamar Connell Religion Cathy Sterling Spann History Rebecca Sands Corrin Spanish Marjorie Knudsen Gray English 163 Lynn Sherry Propper Visual Arts Wendy Lyon Mitchell Visual Arts Christine Patricia Lloyd Biological Scien Claire Alice Stone Gerr Fay Elizabeth Lewis English Constance Sue Bahr Dramatic Arts Elizabeth Ann Grumbach Economics Rosanne Zimmerman Political Sciencv 165 Rae Ellen Frank His1 Esther Zeva Rosenman French Louise Catherine Gazzaniga Political Sciex Ellen Ann Rosenberg Political Science Harriet Madge Robinson English Paula Sokolove Krauss English Nancy SUE WilCOX EdutationiFrenEh Helen LOCh Payan Spanish Ida Little German Pamela Owen COOk American Studies Lynn FISher Troupp Religion Justine Elizabeth Wilcox Political Scien R, Toni Susan Brafa Chemistry Wendy Temira Zaloudek Economics Leslie Ann Levin Spanish Susan Werner Dubick Psychology PoIHicaI Scieme Elizabeth Anne Reilly History Dorothy Park Watson International Relations Jacqueline Lee Berger English Anne H. 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Co'rim m gory Eye and Brain wry Eye and Brain WE; and Brain; :gory Eye and Brain E90w Eye and Brain Qory Eye and Brain 30W Eye and Brain mi uvrursr ARV M- THE uvsuisv An mam Elizabeth Prestridge Political Science udith Billage Political Science-Sociology an 187 Alumnae Clubs: Cleveland; S.E. Michigan; New York Mr. 84 Mrs. Sheldon Abrahms Mrs. A.W. Ahlum M. 84 Mrs. Peter Aliminosa Mrs. Doris Allamong Mrs. Anne Ames Dr. 84 Mrs. Donald W. Benson Mr. 84 Mrs. Charles H. Belts Mn 84 Mrs. Earl C. Bloom, Jr. Dr. 84 Mrs. Marvin Blum Leon 84 Ellen Bock Mr. 84 Mrs. Ernest W. Bolte Mr. 84 Mrs. Russell M. Borus Mrs. R.S. Bosworth, Jr. William F. Brandt Dr. 84 Mrs. Frederick Brandt Mr. 84 Mrs. Sidney M, Braudy Mr. 84 Mrs. Bernard 5. Brenner Mr. 84 Mrs. Charles E. Brown Anne Wilson Bullard5821 Mr. 84 Mrs. Edward L. Butler Miss Patti Cass Dr. 84 Mrs. Jerome Chamovitz Mr. 84 Allan Chase Mr. 84 Mrs. W4 Grahm Claytor, Ir. The Choe Family Mr. 84 Mrs. Robert Conner Mrs. Herman J. 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Editorial Board Photography Judith Gevantman, Editor Terry Berg Susan Chamovitz, Business Manager Judith Billage Cheryl Sweet, Photography Editor Maggie Gaines Abbe Nathanson, Senior Pictures Nee Gaines Judi Gevantman Staff Bonnie Goldschmidt - Betsy Herman Judith Billage, Gail Niziak, Layout Karen Levine Karen Levine, House Pictures Liz Prestridge Susan Snyder, Advertising Cydney Slotoroff Heather Smith Cheryl Sweet Walter Urie 194 cover woodcut Cheryl Sweet p. 73 Arcturis VII photogram Jaromir Stephany p. 74 poem Leslie Wilson p. 76-81 photographs Walter Urie p. 85, 198, 200 Cry, the Beloved Country Alan Paton 91948 Charles Scribner1s Sons p. 89 photograph John Foerster p. 90-91 photographs Richard Swanson 91971 Time Inc. p. 97 Oxide aluminum sheeting, 1970 Cheryl Sweet p. 98 ink drawings,1970 Janicelli p. 100 Helmet Series No. 3 acrylic, 1970 Gail Niziak p. 101 Octagons acrylic, 1971 Joanne Blasenheim p. 104 acrylic, 1971 Hilton Brown p. 105 acrylic, 1971 Lynne Feinman p. 108 Fertility Goddess granite, 1970 Pamela Posey Gemini wire, 1970 Elizabeth Bonan p. 109 Acra Red-Violet acrylic, 1971 Jeanne Crouse p. 113 Knots R. D. Laing 91970 Pantheon Books p. 116-123 essay Liz Prestridge I95 iMPLOYMENTiN F ' E '4 OFFicai-RANCE , AMERlCAN . ' CANCER - SOCIETY I96 197 All is quiet, they report all is quiet. In the deserted harbour there is yet water that laps against the quays. In the dark and silent forest there is a leaf that falls. . Behind the polished panelling the white ant eats away at the wood. Nothing is ever quiet, except for fools