Letters to the Editor

Good Times

I must take exception to Anne Bagamery's article of several months ago on jerkism on campus. I just received the issue. When I was at Dartmouth, I thought some of the biggest jerks on campus were at the Daily D.

I enjoyed having a good time at Dartmouth and still do. I used to get pretty smashed with many of my friends and make "lewd, offensive" comments to girls.

I don't get smashed anymore, but I still enjoy having a few beers and making "offensive" comments to pretty girls. Perhaps Miss Bagamery should have gone to Radcliffe if she is so offended by all these normal collegiate shenanigans.

Akron, Ohio

[Back in the December 1977 issue AnneBagamery discussed, in the "UndergraduateChair," mounting concern at The Dartmouth and elsewhere for what reader Ovaitt describesas "normal collegiate shenanigans." Ed.]

Child-like Zest

In the June issue, Mark Hansen '78 [in the "Undergraduate Chair"] criticizes at length my remarks concerning undergraduate priorities.

Mr. Hansen's points are well taken, and I stand corrected: "The pervasive atmosphere of springtime Dartmouth is frankly one of juvenile Utopia." Many of our students doubtless seek "a carefree, albeit cultivated, state of mind" which "banishes more serious concerns, if only for a moment."

Far be it from my intention to disparage what Mr. Hansen calls "child-like zest and energy." But his description does bring to mind what C. Wright Mills called the "adapted" man who "gears his aspirations and his work to the situation he is in, and from which he can find no way out. . . . That part of his life which is left over from work, he uses to play, to consume, to have fun.' " (The Sociological Imagination, p. 170).

As Mills went on to point out, the rise of such men coincides with the shift of rational control from "the individual to big-scale organization," thereby posing the "ultimate" question of our epoch: "Among contemporary men will there come to prevail, or even to flourish, what may be called The Cheerful Robot? ... In our time, must we not face the possibility that the human mind as a social fact may be deteriorating in quality and cultural level, and yet not many would notice it because of the overwhelming accumulation of technological gadgets?"

Hanover, N.H.

A Constructive Policy

I have just come across Arthur Kantrowitz' review in the May issue of Energy, a CriticalDecision, by Samuel M. Dix '39.

For several years Sam Dix has called on his experience as a marketing consultant to formulate his concerns over finite supplies of coal and petroleum. His book concludes that it is vital for the United States to adopt what he calls "a constructive energy policy."

His pessimism may be unfounded. Personally, I hope so. Perhaps there are answers to set our apprehensions to rest.

The one thing that does not make sense is to dismiss the problem with the assurance that there is a "stimulating creativity in science and technology" that will see us through. Or to imply that because Malthus was wrong in 1798, it follows that Dix must be wrong in 1978.

I would like to have the book reviewed by someone in a position to answer the challenges it poses. It could be that this time we won't be able to muddle through.

Milford, N.H.

Curiosities

In the "what-ever-happened-to" department I've long been curious about two Dartmouth traditions or practices of the 1930-1934 period. Perhaps on a slow day one of your staff would find time to reply.

1) Is the swimming test requirement for graduation still in effect? I've talked to many college alumni and have found none who was required to pass such an athletic test for an academic reward. I did badly in the swimming test, in fact never really passed it, though I live on the seacoast.

2) Is the comprehensive examination in the major subject still in action? I thought the comprehensives perhaps the most valuable element of my education at Dartmouth. I did well in these examinations.

My only excuse for these questions is consuming curiosity.

Newport, R.I.

[Before they can graduate, students must stillnavigate 50 yards in the College pool or complete one term of beginning swimming inphysical education. As in the classroom, someperform better than others. Comprehensive examinations faded away in the mid-19605.Lately, there has been talk of reviving them insome departments, and a comprehensive examin Greek is now offered on a voluntary basis. Ed.]

Purposes and Ideals

The New York Times has reported the death of William Harold Cowley of the Class of 1924 in Palo Alto, California, at age 79.

Although I was not personally acquainted with him, I am quite sure that Hal Cowley was the best known man on campus during my first two years in College. His outstanding career will, of course, be fully covered in his obituary.

I have always admired this man because he was one of perhaps a few who gave much thought to the purposes of a liberal college education - while still an undergraduate. Those goals and ideals have, of course, been outlined in great detail by many educators and others after departing Hanover. Cowley did his work while editor-in-chief of The Dartmouth in junior year, and continuing as a senior.

He originated and headed Dartmouth's Undergraduate Committee on Educational Policy, the first student committee in the U.S., recognized and taken seriously by President Hopkins and the College administration. Some of Cowley's ideas are briefly outlined in Ralph Nading Hill's The College on the Hill.

Of course, there were many other undergraduates who gave thought to the meaning and objectives of a college education while I was still a student. I had the good fortune to know Jimmie Reid and Norman Maclean, both '24 and both "intellectuals" in the finest sense of the term. Incidentially, Reid and Cowley were close friends and roommates in sophomore year. Furthermore, I am indebted to Reid's An Adventure in Textbooks for a part of the story on Cowley.

Although I am more years away from Dartmouth than I like to remember, I feel sure there are many in today's undergraduate body who are giving much thought to the purposes and ideals of Dartmouth as was the case with Hal Cowley. Unfortunately, the only one I can cite at the moment is David M. Shribman, who delivered the Class Day address to the College at his graduation in 1976. In some respects Dave Shribman was echoing the thoughts expressed by President Hopkins in Boston in January 1928 in a speech entitled: "Should Colleges Be Educational Institutions?" I wrote a letter of congratulation to Mr. Shribman.

I note that Dr. Cowley was 79 years old. The fact that he was somewhat older than most of his classmates may explain in part the fact that he was more interested in the academic aspects of College than in the athletic or social facets.

Sarasota, Fla.

Wanted: Fresh Vision

In reading Mr. Wildes' valedictory of this past June, I was gratified to note that after four years of serious application at Dartmouth he can now acquit himself with a dictionary. Less gratifying was my search for any trace of an original idea, or some fresh vision which might be imparted by a young and clear-sighted graduate.

I was more than disappointed. I was saddened, and ultimately pained.

Mr. Wildes' speech brought to mind that myopic individual, who, when given a powerful lens with which he could pierce the heavens, or focus upon the minutest of particles, chose instead to use the lens for better admiring the walls of his own room.

In these energetic times - times in which lack of change provokes as much interest as change itself - one would hope that gifted learners such as Mr. Wildes could provide us with more insight into ourselves - and our world - than he chose to offer on graduation day.

Chicago, Ill.

What It's All About

The tavern room of the Hanover Inn on the evening of June 10 was the scene of an event unique in the history of the College. Two young professors were honored for "outstanding contributions to undergraduate teaching." They were the recipients of the Robert Fish Memorial Award, established for excellence in teaching.

The occasion was the class dinner of the Class of 1918, back in Hanover for its 60th reunion. Robert Fish, who died in 1976, was a wellremembered member of this class. The College selected the winners of the teaching award, and in deference to this grand old class, graciously turned the ceremonies over to its officers. It was a joyous occasion, for the young professors, for the members of Bob's family who were present, and for his classmates.

The awards - and the checks - were presented to P. Bruce Pipes, associate professor of physics, and John Lyons, associate professor of Romance languages - two eloquent and worthy members of the faculty, who had just received tenure.

President Kemeny stated at a College dinner, held in New York last winter, in connection with the Campaign for Dartmouth that "teaching is what Dartmouth is all about." He was justifiably proud of Dartmouth's deeply motivated and superbly qualified faculty. Recalling President Kemeny's emphasis on quality in teaching, the family and friends of Robert Fish decided to establish the teaching award in his memory.

Selecting a winner from among so many is not easy. How can you evaluate the ability to communicate, to inspire, to convey insight brilliantly? The method used in this case by the College was to restrict the award to all members of the junior faculty who were candidates for tenure.

Appraisals of these professors, by their own students, in letters to the College, narrowed the choice to Professors Pipes and Lyons, and so there were two winners instead of one.

Some day the College may choose to broaden the list of those eligible for an award to the entire faculty, rather than to restrict it to those seeking tenure. Having witnessed the satisfaction brimming from this year's recipients, I feel the non-tangible rewards were of far greater significance to them than the amount of the check.

Hence it is our hope that the Robert Fish Award continues for many years to act as a gentle spur to good teaching, among all members of the faculty. Even if such incentives are not necessary, in most cases, it is fitting that good teaching should be singled out and rewarded, for "that's what Dartmouth is all about."

P.S.: I saw Professor Perrin's fine article, "The Prize Nobody Wins" ["Vox," June issue]. It.doesn't need any correction, even though, through no fault of his, it post-dated the Robert Fish award.

White Plains, N. Y.

The ALUMNI MAGAZINE welcomes comment from its readers. For publication, letters should be signed and addressed specifically to the Magazine (not copies of communications to other organizations or individuals). Letters exceeding 400 words in length will be condensed by the editors.

[Roger Masters is professor of government atthe College. Ed.]