DOCSLIB.ORG

SPOINIS=IVGYNC-1-E-Ni.-- . PUB DATE .72 NOTE 271P

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

DOCUMENT RESUME ED 117 751 CS 202 506 ^a7 AUTHOR Parker, Will - IIa aTT-Dona1A-I:-; T . ITLE The Department of English. at. Indiana University, c e;. INSTITUTION Indiana Univ. Bloomington, Dept of English. -SPOINIS=IVGYNC-1-e-ni.-- . PUB DATE .72 NOTE 271p. EDRS PRICE MF-$0.83 HC-$14.05 Plus Postage DESCRIPTORS Doctoral Theses; *English Departments; English Instruction; Higher Education; *History; liniversities IDENTIFIERS *Indiana. University ABSTRACT The collection of articles 'in this book, covering some of the significant events and topics in thehistory of the Indiana University English Department, brings together some of the material assembled by William Riley Parker,especially the reminiscences of faculty members and former students. An introductory chapter by Parker is titled "Where Do English Departments Come From?? Other material consists of chapters by several authprs concerning the following periods in the department's history: 1860-1893, 1893-1920, 1920-1945, and 1945-1970. Additional material includes the Annals of the Department 1968-1972, compiled by Parker; a list of doctoral dissertations, 1914-1972; and a list of the directors' of doctoral dissertations. (JM) 0 \ **************************************************************** Documents acquired by ERIC include many informal'unpubl' * materials not available from other, sources. ERIC makes ever fort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *. via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductionq * * supplied by ELMS are the best that can be made from the original. -* *********************************************************************** U.S. DEPARTMENT OF HEALTH, EDUCATION I WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIOIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT nc-FiriAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY The Departmeht of 'Eng4sh at Indiana University Bloomington 1868-1970 2 Advertisement in The Indiana Journal, March 6, 1827: State-Semirrary-No dee- A GENTLEMAN of good moral character, and one who is well qualified to teach English sto Grammer, Geography- " IL . IMill Globes, Natural Philosophy, Tregsnometry with its application to Surveying and-Navigation; and who can also instruct students in Book-keeping, is wanted to take charge of the English department in the State Seminary at Bloomington by the 15th day of May next. The compensation to a teacher at the present time, cannot lie very great; but the Trustees of the Institution, hope to have it in their power in a few years, to make the superintendance of this department in the Seminary, an objea_w_Lorthy the attention ofscientific gentlemen. By order of the Board of Trustees D.H. Maxwell Secretary of Board a TABLE OF CONTEIJTS Preface 5 Where Do English Departments Come From? ...... 7 William Riley Parker I. The Department of English, 1860-1893 The Department of English, 1860-1893'*, 28 Frank Davidson II. The Department of English, 1893-1920 -; The Department of English, 1893-1920 55 Donald J. Gray III. The DepartmentnI English, 1920-1945 The Department of English, 1920-1945 86 Donald J. Gray The Department of English in the 1920's 102 Stith Thompson The Department of English in 1922 105 John Robert Moore The Depattment of English in 1922 - 108 Laurens J. Mills The Department of English in the 1920's 111 Josephine Piercy The Department of English in the 1920's and 1930's 114 Mary Elizabeth Campbell . The Department of English, 1929-1939 Samuel Yellen The Department of English in the 1940's 141 David Dickason IV. The Department of English, 1945-1970 The Department of English, 1945-1970 144 The Department of English, 1928-1968 148 Russell Noyes The Chairmanship af James A. Work, 1951-1961 159 Philip B. Daghlian 4 The Depail_ "n the 1960's 169 Dona Ws.. ay The Annals of tiedepartment of English,1868-1972 201 William RileyPar4er Tinetryal DisertAirSrik. 1914-1972 24R Directors of Doctoral Dissertations 264 Preface During his term as Chairman of the Department of English at Indiana University, from 1966 until his death in 1968, Wil- liam Riley Parker began collecting material concerning the his- tory of the Department. His intention was to compile its his- tory as part of and a prelude to the writing of a larger history of English studies in America. This collection is neither of the works Professor Parker would have written. It offers only to suggest some of the significant events and topi6s in the Depart- ment's history and Co bring together and preserve some of the material Professor Parker had assembled, especially the remi- niscences of faculty members and former students which he in- vited and published in the English Department Newsletter and thc Annals he compiled of the Department's first century. Perhaps the publication of these materials will realize an- other of Professor Parkees intentions as well. Writing in the spring of 1968, he noted: ,NEXT FALL, when we celebrate our centennial as a Department, exactly half . of our full-time faculty (Le., thirty-nine persons) will have no memory of the Department earlier than the fall of 1960. Out of seventy-eight, only forty of us will have known James A. Work, who did more than anyone else to give the De- partment national prestige. M we inaugurate a two-course "load," only thirty- four of us will remember the four-course loadand the old English Building, and the birth of Victorian Studies, and the last of the Visiting Critics, and starting salaries as high as $5,200 for those with the Ph.D., $4,800 for those without. We shall begin our second century with half of the Departrotnt born since Fcbruary 1929when two of our present colleagues were already teaching here, when our full-time English faculty totalled twenty-eight, when the salary range was from $1,800 to $5,200, and when Agnes Elms had bccn on the job as departmental secretary for two and a half years. M George Herbert said, "Youth lives on hope, old age on remembrance "; and next fall will be a time for remembering, so that hopes can be more solidly based. We are now what we arc, in part, liccause of what we have bccn. Now that the Department has begun its second century and 5 has entered a period when the condition of growthanddevelop- ment will be constraint and consolidationrather than the extra- ordinary expansion. of the past quarter century, it isall the more important that we look towhat we have been and should 11 C y-wha-t-we-ean-tuid should-become: I wish to thank the faculty membersand former students- who have written portions of the chroniclewhich follows for their recollections and their permission to includethem in this collection. I wish also to thank Roy Battenhouse,Philip Dagh- lian, Mary Gaither, Rudolf Gottfried,'WilliamWilson,and Samuel Yellen for their suggestions of what toii-iclude and their counsel about flow to organize the material.Mag Parker first suggested that her husband's research into thehistory of the Department could be consolidated and extended, andshe was generous in making his papersavailable'. Agnes Elpers knew much of the information we all needed in order toedit this collection, and she knew where we might find most of the rest. Warren Shirey and the staff of the Office of theUniversity Registrai and Mary Craig of the University Archives werealso helpful in providing data about enrollments and Universitybul- 4 letins and,tatalogues. The publication of this workhas been made possible by a grant from the IndianaUniversity Founda- tion. Finally, I wish especially to remark gratefully on the con- tribution of Frank Davidson to the planning and writingof this material. He came to the Department and theUniversity as an undergraduate in 1907 and remained serving them bothwell past his retirement from the facultyin 1956 until his death in 1971. I cannot presume to decide the dedication of acollection in which so .many people have had a part. But two menhave been much on my mind as I have prepared thiscollection for the press: Frank Davidson, who lived and helped tofashion so much of the Department's history; and WilliamRiley Parker, Whose essay on the beginnings of departments ofEnglish ie America begins this collection of materials and suggestshow much was lost when he did not live to complete thework he had so carefully prepared. Donald J. Gray 6 oa. Where Do English Departments Come From? William Riley Parker First printed in College English, 28 (1966-67), 339-51. Reprinted by permission of the publisher. My Topic-QuestionWheredo English departments come from?is not intended to be funny, but my answer may strike you as at least ironic.Ishall try to answer with,something clearer and more illuminating than "Out of the everywhere into the here." I shall try, in fact, to be very definite, and I want you to know at the outset my purpose. If this were a sermon instead of a history-lesson, I would take my text from Cicero, who said, you will remember, "Not to know what happened before one was born is always to be a child." He said this, of course, in Latin, which is the language in which English studies began and, to some extent, long continued, and, which isstill a language that all serious students of English literature had better know, despite the fact that we arc now allowing it to disappear from our public schoofs. But that is a sermon for another occasion. Cicero's dictum points up my purpose on this one. Even if his- tory does not truly repeat itself, knowledge of it may, at least sometimes, giVe current problems a familiar, less formidable look.
Recommended publications
  • THE INSTITUTE for ADVANCED STUDY Princeton, New Jersey

    THE INSTITUTE for ADVANCED STUDY Princeton, New Jersey

    THE INSTITUTE FOR ADVANCED STUDY Princeton, New Jersey Some Introductory Information November, 195>1 HERBERT H. I AP£.rS N. Y. The Institute for Advanced Study is devoted to the encouragement, support and patronage of learning—of science, in the old, broad, undiffer- entiated sense of the word. The Institute partakes of the character both of a university and of a research institute; but it also differs in signifi- cant ways from both. It is unlike a university, for instance, in its small size—its academic mem- bership at any one time numbers only a little over a hundred. It is unlike a university in that it has no formal curriculum, no scheduled courses of instruction, no commitment that all branches of learning be represented in its faculty and members. It is unlike a research institute in that its pur- poses are broader, that it supports many separate fields of study, that, with one exception, it main- tains no laboratories; and above all in that it wel- comes temporary members, whose intellectual develop- ment and growth are one of its principal purposes, ^he Institute, in short, is devoted to learning, in the double sense of the continued education of the individual, and of the intellectual enterprise on which he is embarked. The Institute for Advanced Study was founded in 1930, by a gift of Mr. Louis Bamberger and his sister, Mrs, Felix Fuld, The Founders entrusted the general supervision and furthering of the Institute's purposes to a Board of Trustees of fif- teen members, and to a Director elected by them, who should have primary responsibility for its academic affairs.
  • The Organizational Realities of Student Affairs: a Political Perspective Jeremiah B

    The Organizational Realities of Student Affairs: a Political Perspective Jeremiah B

    Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 2013 The organizational realities of student affairs: A political perspective Jeremiah B. Shinn Follow this and additional works at: http://commons.emich.edu/theses Part of the Education Commons Recommended Citation Shinn, Jeremiah B., "The organizational realities of student affairs: A political perspective" (2013). Master's Theses and Doctoral Dissertations. 876. http://commons.emich.edu/theses/876 This Open Access Dissertation is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. The Organizational Realities of Student Affairs: A Political Perspective by Jeremiah B. Shinn DISSERTATION Submitted to the College of Education Eastern Michigan University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Educational Leadership Dissertation Committee: Dr. James Barott, Chair Dr. Elizabeth Broughton Dr. Ronald Flowers Dr. Sarah Ginsberg March 11, 2013 Ypsilanti, Michigan ii The Organizational Realities of Student Affairs: A Political Perspective Jeremiah Shinn Approval __________________________ _______________ James Barott, Ph.D. Date Dissertation Chair __________________________ _______________ Elizabeth Broughton, Ed.D. Date Committee Member __________________________ _______________ Ronald Flowers, Ed.D. Date Committee Member __________________________ _______________ Sarah Ginsberg, Ed.D. Date Committee Member __________________________ _______________ Jana Nidiffer, Ed.D. Date Committee Member __________________________ _______________ Jaclynn Tracy, Ph.D. Date Department Head iii Dedicated to the memory of my brother, Tripp (1982 – 2010).
  • Download Download

    Download Download

    The Origins of President Bryan’s Medical School Walter J. Duly” ~ The nineteenth century was a period of rapid advancement in medical science. American physicians responded by striving to improve the practice of medicine and the education of future generations of practitioners. In Indiana as elsewhere, the need to adopt higher stan- dards of medical education was widely recognized. How to do it was another matter, one that pitted university officers and medical prac- titioners against each other in a contest that would determine whether medical education in the state would continue to be owned and con- trolled by independent physicians or would fall under the purview of universities. And, if university educators, which of the state’s two major institutions of higher education, both of which were vying for the honor, Indiana or Purdue, would prevail? The contest was settled in 1908 with the absorption of several institutions into the Indiana University system, an outcome that was made possible by the influ- ence of a strong current of reform, locally and nationally, as well as by the vision and determination of such key leaders as Indiana Uni- versity President William Lowe Bryan and physiciadeducator Alli- son Maxwell. The Indiana territorial legislature had authorized a medical department for the new college in Vincennes in 1807. That depart- ment never developed. The state’s first medical school, established in New Albany in 1833, seems to have been little more than a diplo- ma mill. In the decades that followed, twenty-four medical
  • A Dictionary of Literary and Thematic Terms, Second Edition

    A Dictionary of Literary and Thematic Terms, Second Edition

    A DICTIONARY OF Literary and Thematic Terms Second Edition EDWARD QUINN A Dictionary of Literary and Thematic Terms, Second Edition Copyright © 2006 by Edward Quinn All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For information contact: Facts On File, Inc. An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data Quinn, Edward, 1932– A dictionary of literary and thematic terms / Edward Quinn—2nd ed. p. cm. Includes index. ISBN 0-8160-6243-9 (hc : alk. paper) 1. Criticism—Terminology. 2. Literature— Terminology. 3. Literature, Comparative—Themes, motives, etc.—Terminology. 4. English language—Terms and phrases. 5. Literary form—Terminology. I. Title. PN44.5.Q56 2006 803—dc22 2005029826 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can fi nd Facts On File on the World Wide Web at http://www.factsonfi le.com Text design by Sandra Watanabe Cover design by Cathy Rincon Printed in the United States of America MP FOF 10 9 8 7 6 5 4 3 2 1 This book is printed on acid-free paper. Contents Preface v Literary and Thematic Terms 1 Index 453 Preface This book offers the student or general reader a guide through the thicket of liter- ary terms.
  • How a Scandal Helped Change IU Forever PLUS IU's Most Influential Presidents & Honoring the Contributions Minorities & Women Have Made to the University

    How a Scandal Helped Change IU Forever PLUS IU's Most Influential Presidents & Honoring the Contributions Minorities & Women Have Made to the University

    IU BICENTENNIAL SPECIAL How a Scandal Helped Change IU Forever PLUS IU's Most Influential Presidents & Honoring the Contributions Minorities & Women Have Made to the University By Carmen Siering Founded on January 20, 1820, as the State Seminary, Indiana University has grown from a one-building institution of learning—where a dozen young men were taught the classics by a single professor, Baynard Rush Hall—to a world-class research institution with more than 94,000 students and more than 21,000 faculty and staff on campuses in Bloomington and across the state. The bicentennial was being discussed as early as 2007—the year Michael A. McRobbie became president. But planning for this one-time-only celebration of the university’s first 200 years kicked into high gear in 2015. That’s the year James Capshew was hired as the official university historian, and the Office of the Bicentennial, directed by Kelly Kish, began focusing on a myriad of Bloomington-based and statewide projects to coincide with the anniversary. A website, magazine, blogs, podcasts, videos, oral histories—a true multiplicity of media representations—are An 1836 drawing of the First College Building, located at Seminary Square, published all being utilized to disseminate the gathered research. And in The Indiana Gazetteer, or Topographical Dictionary of The State of Indiana in 1850. while there is still plenty that remains murky—meaning there is Photo courtesy of IU Archives still plenty for future historians to uncover and debate—the years The Moss Killers, 1884. (seated in front, l-r) Edward leading up to the bicentennial have provided opportunities to are now South College and South Morton Street and West 1st and A.
  • Anniversary Bloomington United Presbyterian Church

    Anniversary Bloomington United Presbyterian Church

    1833 175 th Anniversary 9th and College: 1871-1951 2008 Bloomington United Presbyterian Church Bloomington UPC Today: 2 nd and Eastside, since 1952 1 WHEN IT ALL BEGAN The year was not just any year, 1833. The people, their cause, their church that is our church, their chosen town that is our town, the university that they helped nurture from infancy, all are what we celebrate with this 175 th anniversary of the founding of what we know and cherish now as United Presbyterian Church, 2 nd and Eastside streets, Bloomington. Saturday, Sept. 7, 1833, fourteen members and two elders participated in the charter meeting for the Associate Reformed Presbyterian Church in downtown Bloomington. Downtown was Bloomington. The city’s history says Bloomington began in 1818 when a public square – 92 yards on each side, surrounding streets 27½ yards wide – was laid out in a wheat field. By January 1819, 30 families had bought lots at public auction and taken up residence. Stores, taverns and industries, the first log courthouse with a library next door, all were in place by 1821, and the southside lot designated by federal action for establishment of an institution of public instruction, Seminary Square, was being readied for business. Indiana Seminary, with 12 students and one teacher, opened in 1825 and became Indiana College in 1829. The next year, 1830, Tom Lincoln moved his family with 21-year-old son Abraham from less than 100 miles from Bloomington in southern Indiana to Illinois. And then came 1833. On Jan. 1, the word “Hoosier” was first used in print as a name for Indiana residents.
  • The Stylistic Identity of the Meta-Poet: A

    The Stylistic Identity of the Meta-Poet: A

    The Stylistic Identity of the Metapoet: A corpus-based comparative analysis using translations of modern Greek poetry Iraklis Pantopoulos Thesis submitted for the degree of Doctor of Philosophy School of Literatures Languages and Cultures University of Edinburgh March 2009 I hereby certify that this material, which I submit for assessment on the programme of study leading to the award of Doctor of Philosophy, is entirely my own work and has not been taken from the work of others save to the extent that such work has been cited and/or acknowledged within the text of my work. No part of this thesis has been submitted for any other degree or qualification. Signed Iraklis Pantopoulos Date: 20 th March 2009 ii ACKNOWLEDGEMENTS I would like to thank my supervisor Şebnem Susam-Sarajeva for patiently overseeing my long and strenuous transition from undergraduate student to researcher. Her insightful criticism and meticulous approach have been of great benefit to me and my work. I also owe a great debt to a number of people for their help during the various stages in the development of this study. David Connolly offered valuable guidance and support during the early formative stages, and has been eager to help throughout the process. Marion Winters guided me in honing my methodology and focus, and helped me embrace the corpus-based approach. I am also grateful to Charlotte Bosseaux for her help and feedback during the final stages of the thesis. I owe special thanks to Maria Filippakopoulou who was an inspiration when I was starting out on this path and was also, selflessly, there to help me at the end.
  • University Graduate School Research, Teaching, and Learning

    University Graduate School Research, Teaching, and Learning

    September 6, 2017 1 encouraging a creative environment for scholarship, University Graduate School research, teaching, and learning. The University Graduate School is a recognized leader in developing new concepts Administration and best practices for graduate education. It assists departments in recruiting, supporting, retaining, and JAMES C. WIMBUSH, Ph.D., Dean of The University graduating outstanding scholars. Through its connections Graduate School with national higher education organizations, it serves DAVID L. DALEKE, Ph.D., Associate Dean as a resource in forging the future directions of graduate JANICE S. BLUM, Ph.D., Associate Dean education. Overview The University Graduate School administers degree programs on eight campuses of Indiana University: Bloomington, East, Fort Wayne, Indianapolis, Kokomo, Northwest at Gary, South Bend, and Southeast at New Albany. As of fall, 2014, the University Graduate School offers a total of 43 certificate programs, 156 Master’s degrees, and 133 Ph.D. degree programs state-wide. At Bloomington there are seventeen graduate certificate programs, ninety-eight Master’s programs in the College of Arts and Sciences, School of Fine Arts, School of Journalism, School of Music, School of Optometry and Kelley School of Business. The University Graduate School offers ninety-six Ph.D. programs and/or Ph.D. minors in the College of Arts and Sciences, Kelley School of Business, School of Education, School of Informatics and Computing, School of Journalism, the Maurer School of Law, School of Optometry, School of Public and Environmental Affairs, and the School of Public Health. At Indianapolis, the programs administered by the Indiana University Graduate School include seventeen certificates in the School of Dentistry, the School of Health and Rehabilitation Sciences, the School of Liberal Arts, the School of Medicine, the School of Public and Environ- mental Affairs, the School of Philanthropy, and the School of Public Health.
  • Do Honors Programs Make a Difference

    Do Honors Programs Make a Difference

    University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 12-2012 Do Honors Programs Make a Difference during the First Year of College? The evelopmeD nt of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education Amanda Kay Moore University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the Gifted Education Commons, and the Higher Education Commons Recommended Citation Moore, Amanda Kay, "Do Honors Programs Make a Difference during the First Year of College? The eD velopment of Critical Thinking Skills and Exposure to Good Practices in Undergraduate Education" (2012). Theses and Dissertations. 566. http://scholarworks.uark.edu/etd/566 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. DO HONORS PROGRAMS MAKE A DIFFERENCE DURING THE FIRST YEAR OF COLLEGE? THE DEVELOPMENT OF CRITICAL THINKING SKILLS AND EXPOSURE TO GOOD PRACTICES IN UNDERGRADUATE EDUCATION DO HONORS PROGRAMS MAKE A DIFFERENCE DURING THE FIRST YEAR OF COLLEGE? THE DEVELOPMENT OF CRITICAL THINKING SKILLS AND EXPOSURE TO GOOD PRACTICES IN UNDERGRADUATE EDUCATION A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Higher Education by Amanda Kay Moore John Brown University Bachelor of Science in Business Administration, 2004 John Brown University Master of Business Administration, 2006 December 2012 University of Arkansas ABSTRACT This longitudinal study analyzed pretest-posttest data to 1) examine the influence of honors programs on first-year college students‘ critical thinking skills, 2) to determine whether students in honors programs receive more exposure to good practices in undergraduate education than their non-honors peers, and 3) to assess the effect of good practices on critical thinking.
  • Encounters with Genius Loci Herman Wells At/And/ of Indiana University

    Encounters with Genius Loci Herman Wells At/And/ of Indiana University

    Encounters with Genius Loci Herman Wells at/and/of Indiana University James H Capshew We are the children of our landscape; it dictates behaviour and even thought in the measure to which we are responsive to it. -Lawrence Durrell, 19571 Upon John grew that affection which no one can escape who walks long under campus trees; that naive and sentimental fondness at once fatuous and deep, that clings to a man long a.ftenvard, and that has been known, ofmention ofAlma Mater, to show up soft in gnarled citi::ens othenvise hard-shelled as the devil himself. To a peculiar degree the Indiana milieu was created to inspire love. It has the unspoiled generosity, the frankness, the toil, the taciturn courage and the exasperating ineptness of natural man himself. One listens to the winds sighing through beeches, or plods through autumnal dri::=le with ga:;e divided between the cracks ofthe Board Walk and that miraculous personal vision that for no two people is produced alike, whether it be conjuredfrom books, or from inner song, or from liquor, orfrom a co-ed's smile or from all together. Because ofthis one berates Indiana and loves her doggedly. -George Shively, 19252 Presidential timber stood tall on the ground at the verdant campus of Indiana University (IU) in June 1920. The occasion was the university's commencement during its centennial celebration. All of the living for­ mer IU presidents-David Starr Jordan, John M. Coulter, and Joseph Perspectives on the History ofHigher Education 28 (2011): 161-192 ©2011. ISBN: 978-1-4128-1859-9 161 162 Iconic Leaders in Higher Education Swain-had come.
  • Our Mission Ehad to Meet with Those in Many Interrelated Though Most Deeply Invested in the Distinguishable Ways

    Our Mission Ehad to Meet with Those in Many Interrelated Though Most Deeply Invested in the Distinguishable Ways

    89665_Layout 1 4/8/14 11:51 AM Page a1 B u i l d i n g O u r FUTURE A REPORT FROM THE PRESIDENT OF SWARTHMORE COLLEGE 89665_Layout 1 4/8/14 11:52 AM Page a2 Swarthmore College’s sesquicentennial is an ideal occasion to reflect and build on the solid foundation of Swarthmore’s past. very opportunity I’ve We pursue our mission Ehad to meet with those in many interrelated though most deeply invested in the distinguishable ways. future of the College, espe- A strong commitment to cially alumni, has confirmed financial aid reflects our what I’ve known all along: most fundamental values. Swarthmore’s mission Swarthmore’s founders extends far beyond the Col- sought to create a place lege itself. The Swarthmore where, in the words of our experience—memorable second president, Edward and life changing as it has Magill, “the great privileges been for thousands over the years—is which Swarthmore affords [would not not the ultimate end. The larger mission be] confined to the children of the has always focused on building a better, wealthy and those in comfortable cir- kinder, more just and compassionate cumstances.” By ensuring access to world. “Success” is defined by most high-achieving and highly motivated Swarthmoreans in terms of the positive young people from all economic cir- difference we are making in the world. cumstances, we enable them to expand BUILDING… 2 …ON OUR PAST 4 …SWARTHMORE’S GLOBAL REACH 6 …ENGINEERING 8 …SUPPORT FOR THE LIBERAL ARTS 10 …A HOME FOR WELLNESS, FITNESS, AND THEATER 12 …BEYOND THE CLASSROOM 14 …ON EXCELLENCE 17 …OUR FINANCIAL FUTURE 89665_Layout 1 4/8/14 11:52 AM Page 1 their minds and build the skills they This year’s report is structured need to do great things.
  • Collection of John Malcolm Brinnin-Kimon Friar Correspondence and Brinnin Literary Manuscripts

    Collection of John Malcolm Brinnin-Kimon Friar Correspondence and Brinnin Literary Manuscripts

    Special Collections Department Collection of John Malcolm Brinnin-Kimon Friar Correspondence and Brinnin Literary Manuscripts 1933 - 1988 (bulk dates 1936 - 1950) Manuscript Collection Number: 257 Accessioned: Gift of Kimon Friar, June 1991. Extent: 4 linear ft. Content: Correspondence, photographs, phonograph recordings, poems, and short stories. Access: Written permission is required for access during the lifetime of the correspondents. Processed: June 1992 and revised July 2000 by Anita A. Wellner. for reference assistance email Special Collections or contact: Special Collections, University of Delaware Library Newark, Delaware 19717-5267 (302) 831-2229 Table of Contents Biographical Notes Scope and Contents Note Arrangement Note Series Outline Contents List Biographical Notes John Malcolm Brinnin Poet and biographer John Malcolm Brinnin was born in Halifax, Nova Scotia, on September 13, 1916, to John A. Brinnin and Frances Malcolm Brinnin. When he was young his family moved to Detroit, Michigan. Brinnin graduated from the University of Michigan in 1942 and within a year entered graduate school at Harvard University. Brinnin, who was also a critic, anthologist, and teacher, taught at Vassar, Boston University, the University of Connecticut, and Harvard. He was Director of the Young Men's and Young Women's Hebrew Association Poetry Center (the 92nd Street Y) in New York City during one of the Center's most successful periods (1949-1956). Brinnin was the first person to bring Welsh poet Dylan Thomas to the United States and was responsible for all of Dylan Thomas's reading tours in this country. Brinnin's best known work, Dylan Thomas in America, published in 1955, provides a personal memoir of Dylan Thomas's trips to America as Brinnin observed them, and carries a moving account of the period of Thomas's death in 1953.