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Page 33 text:
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education devised that the US had ever seen, he also found problems in continuing to award it. He had a committee under vice president Henry Filbey investigate one undergraduate curriculum. While the Filbey committee met, a student Com- mittee for the College organized ttto arouse senti- ment and present both pressure and arguments for the maintenance of a system of integrated and interdependent courses in undergraduate study. The Filbey report, which went into effect in 1954, added one year of specialization to the 14- eomp BA requirement. The BA was now to be jointly awarded by the College and the divisions, thus reducing the College's autonomy. To main- tain some of its autonomy, the College instituted the tutorihl studies and professional option pro- grams. Many protests greeted the report. Persons 011 every level and area of the University peti- tioned. presented statements, and publicized their support of a general and liberal education as the basis for a BA degree. Groups demonstrated in front of the administration building, Kimptonts
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Page 32 text:
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ing, and raising children, theyr had little time to participate in student activities. Many new organizations, however, arose on campus. In 1946, a student edited literary maga- zine, the Chicago Review, was born. In 1948, a group of veterans founded WUCB in the base- ment of Burton-Judson courts. The National Stu- dent Association was organized at the University Of Chicago in 1946. In the same year the Student RBCKEFELLER CHAPEL CHOIR ymatas E; IRA . cameo smrunm cats .9 h 339 t . ,-,- - I .SUIMZF-Edgda'w Al .:T...Z.J'.. :7. Union began, and within three years, was c011- ducting the 3rd largest collegiate recreation pro- gram in the United States, including outings, folk music programs, campus dances, and running the Reynolds club. Student government assemblies, too, began after the war. In 1945, Clarence Faust, dean of the College, led the faculty in abolishing the PhB degree. This degree had been given to students who substituted two elective helds for the terminal courses in two of the three major general education sequences thumanities, social sciences, and natural sci- encesj Faust argued that it was impossible to build coherent three year sequences if the second year would be terminal for some students. By 1950. the two-year BA degree was running into trouble. Although high school graduates were supposed to take a two-year BA followed by a three-year masters degree, the average high school graduate was taking 11.6 of the 14 comps, almost three yearsh work. Other schools did not accept the BA as representing more than two years of Col- lege. Thus, students who had spent three and four years here were recognized elsewhere as having done only two years of College work. Enrollment dropped as a result. Lawrence Kimpton, who succeeded Hutchins, commented, We had a College that with all its genius was frozen into a pattern alienating it from the rest of the University and indeed from the rest of the educational world. The problem, he said, was relating the College to the total American educational process. After dealing with commu- nity and hnaneial problems, Kimpton turned to the problems of the College. Although he felt that the Hutchins BA was the fmest system of general 28
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