Haverford College - Record Yearbook (Haverford, PA)

Text from Pages 1 - 168 of the 1967 volume:

HAVERFORD PRIMER iL 221fa R 3 11967 I pta I lohl ..-.. =% :€::■ 4© I ADMfSS ONS ARTS ■ ?1- mm ASTRONOMY BOREDOM BIOLOGY 1 1 CHEMISTRY ' I h ■■ ' mmm :iiF ' CLASSICS CONSTRUCTION MULFORD CONSTRUCTION CO. no ARDMORE AVE. ARDMORE Ml 2-0500 DRAMA ECONOMICS ENGINEERING ENGLfSH FOUNDERS FRENCH GERMAN GLEE CLUB HISTORY INFIRMARy INTERMURALS ANITOR l NK 10 Y KIDS LAOEFACTION MATHEMATICS MUSIC NATURE PHILOSOPHY PHYSICS POLITICAL SCfENCE 3 i; Aii PSYCHOLOGY % L .iSt M ■■ w 1HB k.T . ■H «cv ' ' |HH| M It rWM I L r Hj l ' ' ] H Hugh Borton ' s reputation as a distinguished scholar was already assured when he assumed the presidency of Haver- ford. A decade later, Borton ends his second career , as an administrator, with another set of impressive achievements. As the architect and supervisor of the College ' s expansion program, he is personally responsible for much of the progress of the last ten years. Hugh Borton has performed his job quietly and efficiently. His u nobtrusive yet powerful administrative manner will be missed. PRESIDENT RELfGfON REGISTRAR STUDY SOCIOLOGY SPANISH SWITCHBOARD SOCIAL ACTION feA f- WIILIARD, INC. NATIONAL WIILIARD MECHANICAL SHEET METAL ELECTRICAL CONTRACTORS COMPANY CONSTRUCTION GEARED FOR COMPLETELY COORDINATING PIPING PLUMBING POWER • LIGHTING AIR CONDITIONING REFRIGERATION VENTILATING HEATING with DEPENDABLE round-the-clock MAINTENANCE SERVICE WILLIARD, INC. MECHANICAL CONTRACTORS Affiliates: NATIONAL SHEET METAL COMPANY WILLIARD ELECTRICAL CONSTRUCTION CO. Germontown and Sedgley Avenues Philadelphia. Pa. BAIdwin 9-7100 Serving Haverford for Many Years FUEL OIL OIL BURNERS Domestic Industrial F. C. HAAB CO.. INC. 2100 CHESTNUT STREET Philadelphia, Pa. Service Around the Clock LO 3-0800 ARTCRAFT PRINTING COMPANY Printing with Typographic Technique 919 WALNUT STREET Philadelphia, Pa- 19107 WAInut 2-7743 McCANDLESS FUELS INC. Your Local Dealer Serving the Entire Mainline for 30 Years Oil Burner Sales Service, Maintenance Contracts Harvard Rd. and Penna. R.R. in Havertown call HI 6-5300 TENSION Students are requested to include ALL work (trial figures, scratch work, notes, etc.) in this book. !averford College Examination in. Instructor Date Nome- HONOR PLEDGE Please do not sign until examination has been completed I accept full responsibility under the Hoverford Honor System for my conduct on the examination. Signed- ADDING A DIMENSION TO STUDENT DINING You did it. Class of ' 67 ! Congratulations ! We ' re proud to have served vou and we all wish you Bonne chance ! Bonne sante! et Bon voyage! LombjrJ and JMh Streets. PhilaJclphia. Pcnnsyl-. jn.J 1Q14(. • j diMsion ol Automjtic Retailers ot Amcn.a. ln : A-RA. UNION VEHICLE E. Adrian Teaf. C.L.U., C.P.C.U. E. A. Woodring Co. Life and General Insurance Food Service Depar+nrien+ 8504 Germantown Ave. Union Hill Industrial Park Philadelphia, Pa. West Conshohocken, Pa. GE 8-4400 Phone: 825-1050 748-1050 Area Code 2 1 5 WINTER WASHING WOMBATS XENOPHOBIA THE RECORD 1967 Editors: David Stephenson, William White Faculty and Patrons Editor: Leon Torrey Advertising Editor: Francis Richards Sports Editors: Robert Gorchov, Frederick Sydlik Circulation Editor: Steven Gold Art Editor: Charles Cecil Photographers: John Czarinski, Donald Frankel, Glick Studios, Carl Grunfeld, Theodore Hetzel, Christopher Kane, Arthur Louie, Robert Manoff, David Whiting. Staff: Henry Berliss, Curtis Glick, Christian Kopff, Thomas McCafferty, Michael McCann, Evan Mawdsley, James Ritter. The Library OF Haverford College HAVERFORD. PA. PURCHASED FROM THE 1949 Campaign Fund - MO.Q2 9i y SENIORS (967 LD 2218 R 3 1967 pt.2 bJJ Q.:2.iS LOUIS COURSEV THE LIBRARY OF HAVERFORD COLLEGE HAVERFORD. PA. PURCHASED FROM THE 1949 CAMPAIGN FUND 6 ' MO. a 19 1 7 ACCESSION No. i -? £ yS CAP AL ALADJEM BILL BEARDSLEE GEORGE BELL STEVE BENNETT O TAPLEY BENNETT ALEX BLACHLY LAIRD BLACKWELL MIKE BOWDEN JACK BOWERS ANGUS BRAID MIKE BRATMAN RICK BREADY PAUL BRESLIN AL BROWN RICK BROWN BOB GATES CHUCK CECIL BARRY CHAMBERLAIN JIM CLIFFORD [.. mMJH ' JOHN COOPER PAUL DAGDIGIAN ! 1 LEON DEMAR NEIL DIDRIKSEN NATT EMERY KEN EVANS GREG FA VIS DICK FRASE HpHHH| atf 1 ■ gj PHIL FRETZ JIM FRIEDMAN A! FRED FUMIA JEFF GAMBLE TIM GANTZ JIM GARAHAN RICH GARTNER CURT GLICK STEVE GOLD PETER GOLDMARK BOB GORCHOV Ji «H STEVE GREIF CHUCK HARDY JOHN HAYWOOD 0 RUSS HESS BILL HOFFMAN AL HOLBROOK SAM HOPKINS TEM HORWITZ DAVE HOUSER TOM HOWE BARRIE HURTUBISE DAVE JACKSON V ■ —-rt JIM JANOWITZ RALPH JAXTHEIMER ' M GEOFF KABAT MIKE KAPLAN MIKE KEENAN MIKE KIMBALL BOB KLEIN DAVID KOTEEN STOfCES HALL -1963 r H IS • H A L L • FOR • I NST R.UCT ION ! N • T hi E • P LI Y.S IC A L • S CI ENCES A r D ■ M AT H E M.A T ( C 3 • [ S iNlAMED ; IN • HO NO a • OF S. EMLEN STOKES. M.D. BOB KROGSTAD STEVE LAFFEY MIKE LEADER i ' ' m, mSr DAVID LOWRY DAN MAAS JIM MACKINNON ROBBIE MANOFF ilk ROB MARTIN EVAN MAWDSLEY ■ - W. ■ ■ 4 )K- t; TOM McCAFFERTY CHRIS McCANDLESS DICK McCONAGHY DAVID McCONNELL DOUG MEIKLEJOHN HENRY MEYER PH T| Ly J Mi %s H n V ArxB i m ' fi ., a m- TIM MILLER JOHN MILLIKEN TOM MURRAY DOUG NEAL DAVE NOBURU BEN OLDMIXON DICK OULAHAN DAVID PARMACEK STURGE POORMAN -« N lOE PURVIS HARVEY RARBACK JOE REINHARDT . .. • %. ROB RIGGAN TRENTON RUEBUSH lERRY RUTTER JOHN SCHOONOVER VANCE SENEGAL DAN SERWER JESSE SIGELMAN STEVE SCHATZ BILL SCHAUMAN « ' . t Pj -, BOB SINCLAIR BOB SINGLEY GEORGE STAVIS DAVID STEPHENSON FRANK STEVENSON m fc iSS JEFF STEVENSON tm FRED SZYDLIK ► DUNCAN THOMAS E JOHN THOMPSON JOHN L. THOMPSON LARRY TINT LEON TORREY TOM TRAPNELL JACK ULLMAN DON URIE PHIL VAN NEWKIRK DAVE WATTS WILL WHITE BILL WILKE DAVE WILSON FRED WILSON HOURnytKING BOB WISMER CHARLIE WOLFINGER SERGE ZEIBER I SPONSORS Mr. Mrs. Edgar G. Brown, Jr. Mr. Richard Manofi Mr. cS Mrs. Gilbert F. White PATRONS Mr. Albert T. Aladjem Mr. Mrs. Charles E. Alwine Prof. Mrs. Francis C. Evans Dr. Edward A. Favis Dr. S Mrs. Fred J. Fumia Mr. Mrs. Donald E. Gamble Dr. 6 Mrs. Charles Haywood Mr. John S. McConaghy Mr. 6c Mrs. Donald Meiklejohn Mr 6. Mrs. David J. Reinhardt Mr. Mrs. Luther S. Singley Mr. Mrs. Robert C. Stephenson Mr. Mrs. Morris B. Stevenson Mr. Paul A. Szydlik Dr. 6. Mrs. Fred Wilson Mr. David L. Wilson 1 V.-l Jl C ' - DEPARTED Alfred W. Baker Kenneth J. Bernstein John P. Blair Robert D. Bott John C. Bowers Jeffrey L. Briggs Roger F. Clapp C. Christopher Eggert Frederick G. Farley Charles T. Franckle James W. Friedman John B. Fry Hubert B. Herring S. Kent Higgins Thomas W. Hoover Steven W. Ings Peter C. Kauffman Robert S. Kruger T, Christopher Lee Terry N. Litmon Peter A. McKay David K. Nickels Johannes W. Ponsen Robert E. Primack Yianni Pyriotis David B. Reinheimer Francis A. Richards, Jr. Jeffrey J. Scott Anthony E. Shaftel Howard E. Stine Randall C. White o , fif. 1 -% - ( ' ' SPORTS ? 5 m FOUR YEARS MADE A D FFERENCE. You think of Mike Bratman as a freshman: awkward. He iiad a rocker-step, the ' Bratman Shuffle ' they used to call it, in which the back rem? ' ned ramrod stiff while the legs kind of shook to and fro, wobbling at the knees. But he worked, practiced for hours, and di-ank Nutrament, and ran the cross-country course, and before you knew it he was a junior scoring fifteen points a game. Beau- tiful. Of Sturge Poorman, thirteen goals in six games. He ' d move down the field, striding long, smooth steps along the right sideline, cut to the middle, feint, cut again, and take a corner pass from Jarocki, and boom I — into the far end of the goal. And then he ' d do it again, only this time with his head. Tliirteen goals in six games. Of Steve Gold; November 27, 1963, Wednes- day, Clothiei- Field, postponed game, one- thousand people in the stands, most people at home for Thanksgiving with papers to write, and anyway the Dunkel ratings fav- ored Swarthmore by a couple of thousand points. Gold w as this big, nearly crew-cut freshman who got hurt a lot. It was the second period, Swarthmore ' s Lillie faded back to punt on his own twenty-five, when in charged Gold from the right side of the line, and Lillie dropped to kick but old Gold blocked the thing, and Al Letts, a psych major who wanted to go to Divinity School, picked it up and ran, really ran twenty odd yards for the T.D., and from then on it was all over. Of Koteen and Meiklejohn in a doubles- match; David was relatively hair- less then, and Doug ' s knees were O.K., and they moved like a precision watch, always together, always at the right spot. Incredible speed; Koteen, with a dead pan look and slight bags under his eyes, darting back and forth making impossible saves, all with that half-awake, dead pan look. Of Tommy Trap- nell on the hurdles ; his right leg taped from the ankle up to the knee, still looking a little flabby, as if he was just about to begin training. Only it was the end of the season, and Breuninger was in the background shouting ' Drive, Trapnell, drive ! ' and Trapnell ' s arms were all over the place, up around his head, flung behind his back, down by his waist, and still he won.- Of Donald Dean Urie, yessir Don Urie, one-hundred and ninety pounds, blond crewcut. Special K profile, broad sloping shoulders, tree-trunk legs, and fast. He stuck it out, all the way, four years. Said his coach: I ' d have to say that Don was the best athlete this school has had in recent years. And he was. Thursday afternoon, November, a light snow on the ground. The gym is crowded, the little rickety stands full. Aladjem is one referee; he wears a T-shirt with blue trim and the word NOBLES across the left br.east; Rick Brown is the other; he wears a blue T-shirt, bermudas, and low- cut Converse with strips of tape across the back. Post-bacs against Senior B : a hard game, lots of yelling; Leader and Koteen race down the court on a fast break, Koteen dribbles to the middle, d,ead pan look, behind- the-back-pass to Watts and whomp ! Lloyd Hardy, his white gym shorts hiked three inches above his navel, hits Watts and not the ball. Whomp. Aladjem blows his whistle. Spring, late afternoon, the sky is red- dish-blue. Fred Szydlik walks over the small island between New Dorm and Leeds. Base- ball practice is over, and he carries his glove in his left hand, two bats in his right hand. He is sweating and his nose is red and beefy. From the rear, heading toward the tunnel, he looks about thirty — tired, a veteran. His feet point in slightly as he walks; and when he takes a step he throws his shoulder into it. In a few minutes the tree shadows over him and he is gone. Wrestling practice in a sweaty, steam- filled toom. Fritz Hartman blows his whistle every ten seconds. Around him, spread out in a circle, stand his wrestlers. Whistle; push- ups. Whistle; leg-raises. Whistle; sit-ups. Whistle; .toe-touches. Whistle; push-ups. Whistle; leg-raises. Nobody talks except Fritz. A lot of grunts, but no talking. Whistle ; sit-ups. And of course Juvie. He is lifting weights ; he wears tight blue sweatpants, high black wrestling sneakers, and his face is bright red. He does some presses, a vein popping up and down on his forehead, and he grunts. He says that everything is turn- ing to paunch, slipping off his chest and shoulders and onto his stomach. He says that he ' s been smoking too damn much, that ' s what ' ll do it, the smoking. Every time. November, a week before the Swarth- more game, soccer practice. The flood- lights yellow the field. Jimmy Mills stands behind the far goal, his hands stuffed into his pockets, his face rough and red and leathery. Amos Chang down field on the left, Servetnick to his right. Doug Meiklejohn keeps shouting from the far goal. Jack Lester, in a peeler and white shorts, runs along the sidelines with a clipboard. Dick Morsch, dressed in white pants and a white T-shirt, turns on the whirlpool. Silas Little lies on one of the training tables doing sit-ups. He raises his knees as he jerks upward, placing his head between his legs and slowly reclining. He is talking to Grunfield as he moves; the latter, wearing only a jockstrap, turns the knob on the vitamin jar and reaches out for two of the little orange football-like pellets. From the shadows you can hear Mack- innon ' s accent; Meiklejohn shouts and Mills points a finger at Rick Smith. Jack blows his whistle and they begin to run laps. All you can see, beneath the glare of the floodlights, is Oulahan churning into the darkness. January, basketball season, indoor track practice. Six-fifteen on the clock in the training room. At the far end of the room, toward the shower stalls, JeflF Stevenson sings an old Shep and the Limelighters song, probably 1958. He sings in a high voice, punctuated by the clatter of shower water. Bratman sits on the bench next to the foot-powder ; he is putting on his socks — first powder, feet cushioning in the white foam, then s lowly the socks. Rick Brown kids him about it ; Bratman began the procedure at six o ' clock. Gor- chov mumbles : he can ' t find his under- pants. Brown chuckles. And you remember them, the small things, the incidents, the unexpected words. Bobby Primack making a jump- shot from the key, with a red bandana tied around his forehead, and his hair flying up and out. Jimmy Mackinnon taking one tremendous swipe of his leg and rocketing the ball down field, right to F. John Thompson ' s head. Vance Senecal winning the javelin toss, then running into the gj-m to play one- on-one with Aladjem. Pete Batzell, his legs pumping high and seemingly at a forty-five degree angle, spurting ninety yards for a touchdown against Dickin- son. Bruce lacobucci. Who? lacobucci, a thin, long-armed freshman with dark hair and shadowed eyes, jumping high in the air, one arm outstretched over the rim for the tap-in. The beginning of a legend. Hei ' b Frey, hair neatly in place, with a tight blue suit and narrow tie, racing into the locker room after a 107-75 loss to Muhlenberg, and telling Ernie that he can protest the game because it ' s physically impossible for a basketball to hang suspended on the back rim of the basket. Physically impossible. Intra- mural football, and Laird Blackwell rising ten feet in the air to grab a Rick Brown pass. Favis leading the charge on defense. The Swarthmore game, with Hitchner fouling out, and Michael running the length of the court to shake his hand, and then running back to shoot a foul shot. A sunlit spring afternoon ; Bobby Singley coming off a third place in the hurdles to run second in the mile relay. Batzell before him, Lanson after, and Singley all the while running in that thick-calved, knee-touching, bouncing stride. Punzak, gone now, to a monas- tery and then to Divinity School, but somehow you can still hear him in the stands, an orange-topped head with glasses rolling down his nose, sitting next to the now Mrs. Felsen and shout- ing intricately disguised obscenities at the ref. He was a master. The Punzak touch. Beautiful. Terry Little breaking Gros- holz ' s two-mile record ; a strong, com- pact ruimer, with the assurance of a winner, he moved that day in measui-ed strides. And in the background, a liearded philosopher, an athlete himself, murmuring ' man is he strong, I didn ' t realize he was so strong, man is he strong. ' And Lemon McMillian, with those long, loping one-handers; impos- sible, but he made them. And ' We want Sine ! We want Sine ! ' First from the back row, then through the stands, then over the field house. We want Sine. You remember them all; they crop up in the back of your mind, shelved away in one of the dimmei- sections, and you cannot help but remember. Ernie. Thick, almost but not quite barrel chested, long arms with hands, immense hands, dangling at the knees. He wears a white peeler and grey sweat- pants a little tight around the seat. He laughs. He demonstrates : soft set-shots, cross-body blocks, squeeze bunts. I i ■, ' He tells the Ei-iiie Beck legend for the two- luiiKlredth time, and still you laugh, and still his voice is tinged with admiration. He runs; you don ' t believe he is that fast, but he is, he still is. They say he is a coach, O.K. that ' s what they say, but he is moi-e than that. He is a teacher ; you feel it, ridin g in the back seat of his big, green, bumpy jeep, watch- ing him demonstrate body-building, listening to him talk about the necessity of practice. You feel it in his manner, in his desire to win. And he yells during those games, on the bench he soaks in perspiration, and tells you to put your hands up on defense, c ' mon, Skippei-, play ball. He wants to win and many times he doesn ' t. But that ' s part of him, the fact that he wants to and often doesn ' t. He is interested in the kids who play under him, and in those who don ' t. And when he talks to you, and when it sounds like penny philosophy, it is and he means it. There is little to say about the man ; you have to feel it. He is a teacher. Bill Docherty. He retired this past year, or resigned, it isn ' t really that imporfant. A start at Temple, from ' 34 to ' 37, and a coach at Haverford for twenty-eight years, he be- lieves in this school and in the kids who make it. He wasn ' t a great coach, and although defeat hurt him deeply, he never made excuses. He is above excuses. His football troubles weren ' t hard to perceive, the won-lost record told the story; but through it all he kept his interest in and admiration for his players. He worked for this school ; for nine years he chaired the Academic Standing Committee, and during the Korea conflict he served as armed forces advisor to Haverford students. And he will continue to work for Haverford, helping to suc- cessfully integrate its academic and athletic philosophies. He is a gentle- man and he will be remembered. Evening, winter evening. A slight film of frost blankets the grass; out beyond the trees, on the soccer field, someone tosses a football into the darkness. The sky is rapidly blackening, and the outline of the stands rests barely visible. There is no shouting, no pounding of cleats. The locker room must be crowded, the showers running. And you remember them, the small things, the incidents, the unexpected words. Four years made a difl ' erence. ¥ • W A ' it m : f ' C: ' LD 2218 R 3 1967 Pi- m 9 R -3 1967 is a year of graduation not only for thi: year ' s seniors, but also for the administration of Hugh Borton. President Borton ' s retirement, as well as the departures within the past few years of Mac , Dean Cadbury and other members of the Borton regime, signify this year as one of commencement of a new era in the history of Haverford College. In this contest it is appropriate to attempt an appraisal of the crucial decade that the school has just completed, and, with an eye to the future, to evaluate the Borton era in relation to the Col- lege ' s professed aim, not more learned but imbued with a better learning. President Borton ' s inaugural address m October of 1957 marked the keynote and the major emphasis of his tenure: the gradual expansion of the College. Borton ' s address defended such a plan in terms of what he considered to be two of the most pressing of the practical problems confronting modern education: how to educate an increased stu- dent population, and how to secure the service of enough outstanding professors to accomplish this. It is noteworthy that in his address Presi- dent Borton stated categorically that If such an institution refuses to enlarge its student body. it will be neglecting its responsibility to the society of which it is a part and from which it cannot be isolated in our present age. While recognizing the also compelling truth that mere emphasis on expansion might destroy the unique quality that has been the hall- mark of a Haverford education, the fact re- mains that, from its beginning, the present Administration has never seriously questioned the virtues of expansion. In all the debate concerning the College ' s expansion, the question has never been of the absolute merits of expansion, but rather, what is the best amount of expansion. One may well question whether the most grievous error of the College ' s expansion has been in abandoning the 450 enrollment mark. After all, Amherst, Williams and the other quality men ' s schools that we are often compared with have long since lifted their enrollments over 1000, leaving Haverford in a position of uniqueness. It would seem that in a democracy such as ours, where diversity is extolled as a virtue, that an argument could well be made that a vital role exists both for the multiversity and for a men ' s school of under 500 enrollment whose emphasis on the individual gives an opportunity for an entirely 6-2 6 ? 5 d different type of educational experience. By abdicating our unique position and moving to a more competitive one, Haverford may have also abdicated its valid role. This question, hov ever, is no longer our proper concern. Expansion is the announced goal of the College, and we must instead question only whether this program has been administered in such a way that the Haverford of 1967 preserves the virtues of concern for the individual and the quality of his education that represent the tradition of I-faverford. The conten- tion of this essay is that, despite its good intentions and some definite achievements the Administration has given us a Haverford that has lost sight of its goals and has wandered from the tradition. This sense of a loss pervades all aspects of College life, and in toto represents a radical transformation in the Haverford experience. The major emphasis of the last ten years has been on academic expansion, and this is as it should be. Likewise, it is in the realm of academics that the most positive gains have been made. Paradoxically, as it will be demonstrated later in this essay, these gains have been largely negated by set-backs in other phases of academics and, more important, other aspects of the total Haverford environ- ment. Achievements by the College in the academic world during the past ten years are ■ifiCd. ' it - -. iSSC legion. We can point to the impressive number of graduates who each year win important fellowships, and the consistently high percent- age who ore accepted at leading graduate schools. This in large part is due to an equally consistent excellence in the abilities and back- grounds of the entering freshmen. It is also due to the efforts of a faculty so devoted to the task of teaching that they ignore the lure of research, larger departments and higher pay elsewhere. Another very positive effect of expansion on academics is evident in the fine new facilities for the sciences offered by Stokes and the reconditioned Sharpless. Yet, even here the ambivalence of the expansion program is evident. While the sciences flourish in their new surroundings, the humanities and social sciences must be content with the expansion of the library. Co-operation with Bryn Mawr has, for the first time, become an integral part of the Col- lege ' s educational policy. The success of the federated departments of economics and the development of joint departments in areas such as Non- Western studies can only result in the most efficient use of the resources of both schools. Likewise, the expansion of the curriculum that has resulted from cooperation and a larger faculty has increased the educa- tional alternatives open to the student. Yet, despite the impressive achievements, doubts persist. Traditionally, the single most effective tool for inculcating the student with the school ' s ideals was the ability of any teacher to make personal contact with every student. Yet, the past few years have witnessed spiraling enrollments in some courses. In some introductory lecture courses this can be seen as a virtue; in demanding upper-level courses the necessary rapport of student and professor is impaired, if not destroyed. Some professors have overcome the problem through their own personal magnetism, but in most classes the growing numbers simply fills the room with a soporific dullness. As a result oi the growing formal inhi- bitions to classroom communication, academic life at Haverford has assumed a more individ- ualistic character. Serious intellectual achieve- ment shifts further away from the dynamics of the class to the safer and more sedate atmosphere of the library researched paper. Achievement appears in the guise of academics rather than in the form of dialogue. While stimulating dialogue is preserved in some de- partments and some classes, individualism seems the tendency and trend. Today academic achievement often is measured in terms of purely written and often just objective testing procedures. The failure of the College appears not in any inadequate system of measuring academic achievement, but rather in the increasingly frequent lack of personal stimulation resulting from increased enrollment. The resulting individualism has always been disastrous for intellectual achievement. Solipsism and systems often go together, seminal perhaps for the critical work of others but stultifying for the author of such lonely works. Yet this is increasingly the criterion of a Haverford education. The breakdown in communication is the greatest threat to the student who has come to Haverford for a better learning , not simply as a necessary step on the road to graduate training. The true scholar may in fact thrive on a diet of research work, though be will have missed the essence of a Haverford education; the man who desires the stimulation of a diversified liberal arts education as preparation for a life as an active and participating citizen will find himself crushed by this change. For such a student, dialogue with the professor is often the only aspect of his educa- tion in which he is called on to examine what he learns critically, and lock of this con- frontation may cause him to dismiss its relevance to his later life. For the non-pedant, ideas have validity only if they ore living , and living ideas are found not m books, but in active exchange of ideas. Another disillusioning aspect of this subtle decay of student-faculty communication is the increasing trend on the part of the student to identify achievement with a grade. When rote learning of facts and emphasis on research replaces a concern for assimilation of ideas, this is natural. But such an attitude is fostered even more by the faculty and Administration ' s glee with the annual figures on Wilsons, Ful- brights and other fellowships. It has become increasingly evident over the past decade that what Haverford really wants to imbue its students with is the technical proficiency and academic professionalism that is hypothetically valued by the graduate schools. One may still question, however, whether a graduate school might really value a man more who has been imbued with a love and respect for learning and its application, rather than a thin veneer of competency. When the student ' s emphasis on grades is combined with increased enrollment without proportionate growth of the faculty, concern for the individual can only continue to decline. For several years this has been the most consistent subject of complaint by both faculty and students. Other causes of dis- content with the expansion plan are more subtle and therefore often hard to isolate and correct; the failure proportionally to increase the faculty is glaringly obvious and the most easily correctable flaw in the expansion scheme. Another question that remains to be an- swered obout the effect of expansion on Haver- ford academic life is whether the feeling that we are a unified community remains. Haver- ford has in the past surpassed other institutions of learning not only in the quality of the men attracted to the College in order both to teach and to learn but also in the very breadth of the dynamics of learning provided. The sense of community for the entire college has in the past pervaded not only the social but also the academic sphere. Consequently, no discipline has surpassed or could afford to ignore any other course of study. The demand that a Haver- ford education be an education in the liberal arts remains an illustrative and formative cliche of the attitude which has informed the college in the past. Obviously, no proponent of expansion sees the fragmentation of the Haverford community as a proper goal. The fact remains that just such a fragmentation may occur. That the student-teacher ratio will hopefully right itself in the future has little bearing on the quality of education at Haver- ' BUT IF WE ARE TO BE SAVED FROM OUR OWN DESTRUC- TION, IF WE ARE TO FACE THE FUTURE WITH FAITH AND COURAGE, WE MUST BASE OUR INDIVIDUAL PHILOSO- PHY AND EVEN OUR ATTI- TUDE AND ACTION TOWARD THE REST OF THE WORLD ON THE SIMPLE BELIEF IN THE FUNDAMENTAL WORTH OF EVERY INDIVIDUAL. — President Hugh Borton, Inaugural Address, October 26, 1957. ford now. Trends set in the next few years, of expansion towards an isolated individualism and academic as well as social division may not be easily reversed. The present atmosphere of Haverford as an academic community is charged with the tensions of change and read- justment. The tools for intellectual excellence remain present, but their availability and their own ability to act on the student as an incentive and spur has begun to decline. The next few years will be decisive. The Haverford academic community does not exist in a void. While the student matures intellectually he also must mature emotionally and socially. He begins to see his life in the wider context of modern society, with all its complexity and problems. His surroundings, both animate and inanimate, also play an important role in this evolution. Thus, to adequately prepare the student intellectually, the modern college must prepare the total man . In this area the evidence is often more subjective than in the realm of academics, where one can speak in terms of numbers of fellowships. College Board scores and so on. Here, students can often only speak of the way things feel and it may be hard to articulate specific complaints. Yet, complaints about his FROM THE M ir I iMHi Im environment may be as important to the stu- dent as his academics, and may exercise a marked effect on his intellectual progress. How has the expansion program affected this vital area? One of the professed elements of the Col- lege ' s educational philosophy is a recognition of the importance of personal ideals and moral values. While the more strictly educa- tional goals can be isolated, it is often difficult to decide what the College means when it talks about moral development. Morals are not especially popular today, and the College has not been very verbal on this subject in recent years. Since Haverford claims to be a Quaker college, a look at Quaker traditions may help to shed light on the question. Quakers have always stressed individual development, rather than any rigid code of behavior. Their em- phasis has long been on developing an individual sense of conscience. This involved i- fffltiitil. MRFORD COLLEGE nORbCOLLEt CAMPUS CAMPUS OmiAHCEOHCOLUGEAV. ENTRANCE ON COLLEGE AK developing a sense of one ' s own fundamental values and their implications, as well as cultivating a critical faculty for considering both one ' s experiences in light of these values and one ' s values in light ' of experience. As a result, the Quakers have no dogma of any kind, and have always seen education as a means for increasing one ' s ability freely to seek the truth. Part of Quaker education has traditionally been an emphasis on the individual ' s role in society. Quakers have never been men to renounce the world. While great believers in individualism and freedom, they are quick to point out that freedom is not a purely negative freedom from restraint, and that it involves heavy social responsibilities. When Haverford College has been pressed to express a philosophy of education,- its ideas have always tried to include this ideal. But what does the College really do to put these ideals into effect? It is true that Haverford, relative to the rest of our world, offers an intellectually sympathetic environment to individual development if the individual can find time off from his chores to take advantage of it. Unfortunately, at best a sympathetic environment can only be a passive factor in individual development. It is the external stimulus that is often needed that Haverford often fails to produce. While Haverford produces excellent tech- nocrats and academicians, many cf these individuals go through the Haverford expe- rience seemingly untouched by any moral development. Yet, what valid argument can be made for the College ' s continued existence if this is the case. A college of under 1,000 is inefficient for producing technocrats, and we have previously questioned the validity of turning out academicians. Part of Haverford ' s unique contribution to education has been this attention to moral development, and if it is to retain a valid function in the educational process, Haverford must remain true to these professed ideals. When the college does stress moral development, it usually stresses the independence and responsibility of- the individ- ual alone. It seems to be assumed students are fully developed and should now take on all possible responsibilities. As a result we prob- ably have more student committees and stu- dents on faculty committees per capita than any other college in the country. In this tangle ot student-administrative relations, where the center of power has been lost, the whole Quaker emphasis on individual development seems to have been lost. When one thinks about repeated comments from the Ad- ministration .that if students do not like the situation, they should make suggestions, the scene takes on qualities of the theater of the absurd, with the blind leading the deaf and dumb. Instead of confronting the student with and working from a series of ideals, the pattern has been to stumble down the path of least resist- ance. Much of the discontent at Haverford seems to come from this policy of the Ad- ministration of abdicating its role of leadership and substituting individual responsibility where the ability to accept such responsibility has often not been demonstrated. Quite naturally, students have reacted to this by demanding more responsibility, since the Administration has taught them to expect this. What is lacking seems to be the outside stim- ulus to moral development referred to above-. Personal re-examination and criticism are very painful. This can rarely be expected of the freshman, and when his critical faculty does develop, will naturally tend to be directed to- wards defending his ideas, rather than examin- ing them. Failure to meet the rigorous academic demands or interaction with classmates may provoke this introspection, but it is not guar- anteed. Furthermore, if self-examination is undirected, it is not always a very constructive process. Confronted with a failure that he is unable to understand, a student may simply fall apart. The cases of this are legion. What is required is that the College con- front the student with certain moral and ethical standards, and that the Administration take a positive position in the development of char- acter. Deliberate confrontation with the ideals of others and critical examination of personal values in their light should occur at some pe- riod in every student ' s education. While the College should never try to force any beliefs on anyone, it is extremely naive to assume that students are not going to have consider- able difficulty in defining their role in society. The Quaker involvement with social issues must be made manifest in the College com- munity, and it must be made clear that the present feeling that the College ' s duties end in aiding a student to find a particular area of academic specialization is a misconception. This tacit assumption that there is no need to gear education to aid young men to develop values and learn to look at themselves critically ignores all the active elements in the Quaker tradition of education. As it stands now, the de facto policy of the College appears essen- tially nihilistic. All energies are devoted to expansion and the chief justification is that it is necessary for the physical survival of the College. But of what value is the physical survival of the College if the goals and aims behind it are lost? Another area greatly affected by expansion is that of pergonal relations. Here again that College has always stressed the sense of community . And, as has been the case with student-faculty relations, the quality and quantity of relations with other students has been affected adversely by expansion. Due to the construction of South Dorm and Leeds there now exist two living complexes, each essentially independent of the othfer, with Lloyd and Barclay containing freshmen and soph- omores, and the upperclassmen isolated in the other complex. This situation will only be aggravated by the construction of the North Dorms, which will simply create a third group. Naturally interaction between the various classes has been reduced by this enforced segregation. Due to the construction of the curriculum, upperclassmen rarely meet the lowerclassmen in the academic sphere. Now, their contacts are limited to the dining room. The Administration ' s panacea to this split is the new dining complex. While the lure of quieter, more appealing surroundings will undoubtedly result in more pleasant and re- laxed conversation, it is problematical how much interaction can occur in a group of 750 students who will probably follow today ' s example and eat with their friends. Yet,, this is the only hope for any pres- ervation of the sense of community . Col- lection seems to have gone the way of compulsory Meeting, with disrespect for speakers and demand for its abolition in- creasing. Meeting, which possibly has the most potential as a forum for personal interaction, has been effectively destroyed for a large portion of the present student body because of distasteful memories of the period when it was compulsory. Heterosexual relationships are also a source of emotional distress for the Haverford student. While he enjoys the advantages of j i U T]_ tl ' il yod pk.l-Ucl)lKllli)(U)d b Vlv ' ' Li,} 1 (Id Rii)l)lci)(i;;ni-;;;. (IS (|on have hocn lutii hl.nihiKcinr.DcvcKllxil ' Icdclnnn rmiii ( Diiiim-Dil ih ' .ilj n ()()(1k ( unMU-Dci:. (inil ( OHK |(lllnMK-I)lv;.-. pOK qo(iKC oi);.CK-j)ii-s (indtiofiK !nil((ii)ci)l.s mo l)a ( doI soduhl lo hiiuiiinil sec ( i)(i lo il ihdl lui olIuK IniiUKUion rui (loliluul P(iKU| no siHuil V iki Ic no Ri-linuuts (Vmiin niiut) 11(1 pel . inhilion:. (itil i.ddi (Imii):, on i oa (is ((imilil U ' lnjil |0(i lo s(UKi(u I- oiu lold o( llic (.DoKdi IWc- (lom oj (H)dK ' (.nuMKini.;. OK till ' Inlclliiliuil ] Krcddii) d( l OUK |{ul(|ll)il(I.S.. proximity to Bryn Mawr, these are often counterbalanced by the preponderance of girls who have the same hang-ups as he has en- countered on the home campus. One poten- tially real advantage of expansion could be the elimination of the incestual character of relationships -wUh Bryn Mawr. Given the limited number of girls, it is inevitable thai by junior and senior years most of the girls are well known throughout the student body, having been dated by a number of Haver- fordians. Due to the Haverford (and Bryn Mawr) student ' s propensity to talk about one ' s date, this often leads to character assassination and much unhappiness. Finally, we come to the question of the physii ul betting. This has been alluded to previously, with regard to facilities for the physical sciences and the housing situation. Good architecture presumably is satisfying to all concerned with it. If this attempt fails it is largely due to either a foggy conception of what good architecture calls for, or incom- petence and lethargy in executing the building. Distinctive campus planning communicates it- self to the observer in two ways. First of all, it conveys a sense of present adequacy. One feels assured that present needs are being met in a way that is neither haphazard nor cramp- ed. Secondly, facilities and structures in general have a quality of abiding usefulness. While specific needs are met, they are met in a way that is plastic, and takes into account the possibility of later modification. Spaces are uncluttered and lines left as general as pos- sible. The good taste so often lacking in buildings is largely the simple beauty of build- ing adequately, doing just enough and stopping there. In our particular situation, good taste in architecture can be applied to three general areas. First, there is the interior architecture of facilities , living quarters, classrooms, dining rooms, recreation areas and so forth. Next exterior architecture is ideally a pleasant synthesis of the necessity of accommodating interior facilities efficiently and imposing a comprehensive outward structure on them. Usually, each building that meets a specific demand will have its own unique exterior architecture. The third architecture could be termed space architecture. It entails the over- all structure of .the community, the relation each building has to every other building, and to the space surrounding it. The Chinese employed the principle of wind and water in this realm. This entailed divining the natural sur- rounding ' s forces, the prevalent winds and rains, the massing of land, and so on, then fitting the building harmoniously into these. A consideration of the community that space architecture encloses should be added to these principles. Distance between classes, easy access to central facilities, and a feeling of unity combined with privacy should all be considered. Looking at the realities of the Haverford campus in terms of these principles, ominous developments and trends are evident. When Leeds was first built, a student called it a Howard Johnson ' s . Yet, by comparison with South Dorm, its appearance is now considered one of elegant simplicity. The hospital- like corridors, noisy rooms and the oppressively low ceilings of the singles section appear warm by contrast to the antiseptic corridors of South Dorm into the awkwardly jointed rooms. The lack of wood in most of Leeds becomes opulent when considered in te.rms of the cinderblocks of the South Dorm. This recent interior architecture in the living areas showing a marked degeneration in its reliance on cheap luxury features and clutte.red, diminished space, is mirrored else- where. A look at the extensive interior renovating the College is engaged in leaves one impressed at the amount of bland floor tile, institutional doors and morproof formica tables that have been .installed. Haverford ' s reliance on a static formula for interior decorat- ing is as pathetic as reliance on rote recitation in scholarship. A formula can be exciting,- but • what is manifest is a pandering to the lowest common denominator expressed by local architects. The banality is also manifest in the recent exterior architecture. That South Dorm can make Leeds seem exciting should hove taught the Administration a lesson, but the new North Dorms, best described as toadlike , may repeat the same change in appreciation. There is an obvious exception to this trend: Stokes. While it is to a large extent a Swarth- more building modified for Haverford, Stokes remains a pleasing building that has achieved homogeneity with its neighbors while present- ing architectural innovations in keeping with its function. Yet Stokes (and, potentially, the Magill Library) remain the exception. By constructing small, ungainly buildings situated without regard for their sites, we necessarily consume space, and the result is that for the first time the student body is undergoing the dispersion experience previously mentioned. There are now two student bodies, tenuously federated by a dining hall. The cancerous proliferation of buildings has two dangerous consequences. It- proceeds gaily and without control, with happy results such as Stokes more a matter of luck than planning. The unhappy results are loss of a coherent community, and, par- adoxically, cluttering. While luxurious open spaces all over the 216-acre campus would lend themselves to construction, a few buildings misplaced in one area, such as Leeds and South, give the impression of remarkable crowdedness. A College that cannot drain off- spring rains has little chance of building intelligently enough simply to retain a sense of com- munity . Living quarters for those wishing pri- vacy should be provided, but our student body is sufficiently disparate and communications difficult enough that every architectural effort to preserve unity should be made. A College that is not sensitive enough to differentiate de- grees of quality in stonework, and is penny- wise enough to by-pass superior architects, has little chance of retaining any illusion of clean space architecture; and after con- suming all its spatial resources, will find itself facing its own ugly posterior. A College that cannot adequately prune its wooded areas, or that does not care enough to keep rare trees tagged, cannot hope to get the most out of existing natural resources. While the present architecture conveys less satisfaction and presents less adequacy, future possibilities convey less and less excitement. Certainly the exhilarating sense of space, and comforting naturalness of our undeveloped areas are not adequately replaced when exchanged for faculty ranch-style houses, roads behind Bar- clay and cramped dorms. While other flaws in the expansion of the College may still be corrected without serious damage to the Haver- ford tradition, the mistakes in architecture will endure. It remains to be seen whether a reduc- tion in class size can balance the fragmentation produced by small suites in the. dorms, whether new programs in creative arts and aesthetics can ever replace the loss ot a beautiful campus. Expansion has not been totally bad for the College. It has certainly allowed for needed additions to the faculty, necessary facilities for the science, and the diversity that must result from a larger student body. Expansion is also a fact of Haverford Life, and totally to reject it is to reject the Haverford of the future. However, a legitimate question remains as to whether expansion has in fact been handled properly by President Borton and his aides. The body of evidence, in terms of the quality of academic achievement, the quality of per- sonal relationships, the quality of moral development, and the quality of our physical environment, indicates that good intentions have not produced good results. Perhaps the key is in the area of leadership. In all of these phases of College life, evidence of a positive role being taken by the Administration is lacking. From their willingness to give out more and more authority to students rather than present standards that will induce self- examination, to a failure to recognize the decline in communication that has resulted The Library OF Haverford College HAVERFORD, PA. PURCHASED FROM THE 1949 CAMPAIGN FUND MO. 2 ::. 19 6 7 Accession No. i- p from expansion, to tardiness in formulating a master plan for campus construction, the Ad- ministration has demonstrated a laxity in assertijig itself. The discontent at Berkeley over too many regulations is of a different quality from discontent at Haverford, where regulations are, at most, minimal. Perhaps the experiences of the past ten years are indicative that some control is necessary even in the Eden that is Haverford. While we extoll the emphasis the College places on the individual, we may have lost sight of the fact that one comes to Haver- ford to become an Educated individual in all phases of life. Without a positive impetus to development, supplied by the Administration and accepted by faculty and students, this development may not take place. A Haverford education still remains of the highest quality; the danger is that some of the uniqueness of the Haverford experience has been lost, and the challenge to us is that we not allov it to vanish completely. We must recognize the uniqueness and realize that it is not enough, given our heritage, simply to provide a high- quality education of the type available else- where. Non doctior sed meliore doctrina imbutus. r 4 u i c Uontributors to Lssay: Christian Kopff Michael McCann Francis Richards David Stephenson William White