Newspapers / Meredith College Student Newspaper / April 13, 1967, edition 1 / Page 3
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April 13, 1967 THE TWIG Page Three Heilman s Liberal Arts Philosophy Is Result of VQriel~y of Experiences, Long Study Heilman Calls Position ‘Grandest Opportunity’ By PATTY LEWIS The liberal aits philosophy has as its primary task “the sharing of great ideas with growing minds." "The college should ItiacI the stu dent so to disccrn, ponder, discuss, and apply the best that men have thought, felt, and done in the arts, humanities, and scienccs that he will be wise in judgement, reason able in discourse, and resolute in action.” In this way Dr. E. Brucc Heilman states his philosophy con cerning the liberal arts. His phi losophy and ideas of education are the result o£ years both of a wide variety of experiences and of “long hours of study and deliberation.” Dr. Heilman’s first experiences in education were with small schools in rural areas. Born on a farm near Smithfield, Kentucky, to Earl B. and Nellie Mildred Heil man in 1926, he was one of four children. Soon after, the family moved to Ballardsville, Kentucky, where Mr. Heilman ran a large dairy farm and where, as Dr. Heil man says in a resume of his life, the main “attractions” of the area were “the elementary school, the grocery store, the garage, and a Bap tist Church.” He attended high school for four years at the "county scat," La- Grange, but was "mote involved in work on the Pann than study,” and he completed high school work in the Marmes. in the Marine Corps, in which he served four years, he was sta tioned in the South Pacific, Japan, and North Carolina; he specialized during the time in radio and radar. Dr. Heilman's college education began at Canipbcllsville College, which was a junior college in Ken tucky. He completed undergradu ate work at Peabody College. Mis first inclination seemed to be to ward the ministry or some other church vocation, but his “oppor tunity and calling” were not along these lines; and at Peabody he ma jored in business education and minored in English. The beginning of an interest in a career in the field of education came when he filled the position of a pro fessor who resigned while Heilman was completing his undergraduate work. Upon graduation he was re quested to remain at Peabody as an instructor and work on a master’s degree in education. Upon receipt of the M.A. degree in 1951, Heilman joined a I'irm of public accountants but continued his interest in education by becoming the only teacher in the business departiiicni of iiclmonl College. During this periocl of teaching ant! having a riill-tinic job as an ac- councant, lie was continuing liis edu cation in night classes at ihc Uni versity of Tennessee. Heilman’s tirst adinini.'.tralive po- sitiori w.is as business manager of Kentucky Wesleyan College, wliorc he wa.s also an assistant professor of business, Afijr this experience he spent “three fruitful years” as treasurer of Georgetown College, where he was involved with "reor- ganii:ing many of the administrative processes of the institution.” His “effort toward becoming a certified public accountant” lind definticly moved to “being a college administrator.” The doctorate be came of inieresi, and he continued study in education at the University of Omaha and tlie University of Kentucky. Another three years were ^pe^t in an administiativc and teaching position at Peabody College, but he resigned when lie discovered that he could not take his examination for the doctorate while hotdhig the position. He then assumed a posi tion with the State of Tennessee as Coordinator of J-iighei’ Education. This position required a variety of duties: J-leihnan wrote, "Wc re- Cap, Gown Combine with Significant Colors For Creation of Traditional Academic Regalia organized, consolidaiid, and coordi nated academic programs, fiscal processes, budget relationships with the stale, ani.1 numerous other things." li-Apericnee in the actual creation of a new college came with Heil man's ihree-year association with Kentucky Southern College. There he dealt with practically every aspect of a college and did every* thing from writing llic handbook and drawing up collcge policy to re cruiting studenls and designing their curricula. Dr, Heilman then returned to Peabotly College as vice president, feeling, he stated, “that further and broader experience was important.” Until 1966, when he accepted the presidency of Meredith College, he remained in that position, 'wherc he e.xpandcd his experience to include "many things of a national nature.” Reaction to Prcsidcncy The presidency of Meredith Dr. Keiiman considers "the greatest challenge, the grandest opportunity, and the biggest responsibility of all. This is a situation which will de mand every energy and interest and allow for the maximum personal and professional fulfillment possible.” Apart from education Dr. Heil man's interests extend to include church and civic work, and he has written “substantially” in hi.s field. "My best supporters and my greatest asset" is his description of his family, He met his wife, Betty, who is from l.ouisvillc. in junior collcge. The Heilmans have five The cap and gown — universal badge of the scholar — derive from the warm cassock and hood worn by the monks and scholars of the mid dle ages. Thus, because the iialls of medieval buildings were damp and drafty, modern youth is graduated from college or university amid a ceremony replete with dignity, color, and symbolism. In the beginning each institudon of learning had its own particular style of academic dress. Styles, colors, and fabrics varied greatly. Even today European universities continue to show great diversity in these respects. But in America the style of academic costume has be come standardized. Today American custom and us age in rcspcet to academic costume are such that one viewing an aca demic procession can idendfy the degree and conferring institution of every participant. The distinctions set by the Inter collegiate Code for Academic Cos tume arc simple. Gowns fof the bachelor’s degree are made' from black serge or worsted with semi- sdff yoke, long pleated front, and intricate shirring across the shoul ders and back. The bachelor’s gown, worn either open or closed, is pri marily distinguished by its long, pointed sleeves. Degrees Determine Style The master’s gown has the same yoke effect but is always worn open; and the very long sleeve is square and closed at the end, the fore arm coming through a slit near the upper part. The master’s gown may be made of the same material as the bachelor’s or of silk. Gowns for the doctor’s degree preferably are nmde of black silk. They carry broad velvet paiiels down the front, and three velvet bars on the full, round, open sleeves. This velvet trimming may be either black or the color distinctive of the faculty to which the degree pertains. The bachelor's 'and master’s gowns carry no trimmings. The cap is the Oxford cap in the so-called mortarboard style. It is black in color and may be made of serge or worsted, or, for the doctor’s degree only, of velvet. The cap is ornamented with a tassel of black 'thread attached to the middle point of the top and worn over the left front quarter of the mortar board. Tiie doctor’s cap may have a tassel of gold thread. It is the hood that gives color and real meaning to the academic costume. A black shell, of varying .size for 'the three degrees, and o)' material to match the gown, is silk lined with the color or colors of the institution conferring the de gree. The hood is bordered with velvet of the proper width to indi cate the degree 'and of a color sig nifying the faculty to which the de gree pertains. The bachelor's hood is usually three feet in length and the velvet border two inches in width; the master’s hood, three and one-half feet in length with velvet border three inches wide; and the doctor's hood, four feet in length with velvet border five inches wide. The colois for cach faculty arc as follows: Agriculture Mai/.c Ans iind Letters While Commerce and Accountancy....Drab f^t-'ntistry Lilac Economics Copper Education and Pedugogy..Liglu Blue Engineering ' Orange Fine Arts Brown Forestry Russet Humaniiics Crimson Law Purple Library Science Lemon Medicine Green Music Pink Oratory Silver Gray Pharmacy Olive Green (Continued on page 4) children; Bobbie, Nancy, Terry, Sandra, and Timothy. Dr. Heilman’s years of experi ence, study, and thought have made him believe strongly in the church- rclated liberal arts collegc. He ap preciates the “personal relationship between students and faculty and between students and their fellows’ that is possible in such an institu tion. He slates that the end pur pose of such a college is “to enrich 'the whole life and to give a liberal basis for a practical career.” Values of Education One of the values that Heilman sees in a liberal education is that it can provide the student with the elements required to meet the “de mands of the world in which he lives.” Further, in the Christian col lege, such an education “helps one find himself in the universe . . . and to catch through a better under standing of true meanings and :eal values a vision of the potentialities of mankind and the peculiar possi bilities and responsibilities of indi vidual men.” Dr. Heilman believes in the close relationship of the school and the church. In expressing this belief Dr. Heilman wrote, “Merely to pos sess facts and to know how to ma nipulate them is not enough. There is a need for motivation which encour ages right motives, noble purposes, and basic loyalties. To do this, edu cation must embody a core of con viction to which life may be tied and learning related. In the Baptist College, this is the Christian faith.’ 'One-Woman" Show Has Frustrations. Rewards Caps Art Studies By ANNE STONE Meredith art majors are trained to be professionals, and an impor- lani pari of each girl's orientation into the world of professional art i.s her own ‘’one-woman" show, pre sented during the spring of her se nior year. Brenda Vaughan, a senior whose exhibit is in the Joyner Hall gal lery during this inauguration period, recently^ commented on the chal lenges, frustrations, and rewards of Scarborou Reign as “ By FRAN TRIiXLER Meredith has done it again! An other “Miss Raleigh” has been chosen from among the pretty girls at the “Angel Farm." This time the lucky girl was Beverly Scarborough, senior math major from Mount Olive. Commenting on 'her recent selcctipn, Beverly said she felt a “tingle of cxcitement and suspense'’ every time she walked across the stage. But winning a 'beauty contest is not all thrills; it carries work and responsibilities with it. Beverly re called all the hard work she put into preparation for the “.Miss Raleigh” pageant. Long ht)urs of rehearsal every week from January to March and endless hours spent in keeping up with studies, were only the be ginning of a long, but eventful and happy, road. There were preliminary selections with 'Which to deal, picture-making sessions, and nimierous luncheons with Raleigh Jaycees, where a pretty smile went farther for ap proval than a delicious lunch which could be “murder" on a good fig ure. Nevertheless, Beverly came through admirably at the pageant showing great talent at the piano, h Uevc-rly Sciirboroimb. ri'ccndy nnmcd “Miss ItnlciRli.” is pictured here apainst tiK skyline uf thu city. modeling swimsLiit and evening The contest won. Beverly was gown "racefuliy. and giving j mov- liappily surprised with the many ing explanaliun cl her love for gifts she received, including a $500 tConlinued on page 5) such a project. “A senior show,” said Brenda, “is the culmination of your art studies here.” It is the senior seminar for art inajors mid carries one hour aca- dcmic credit, but it involves many many more hours of hard work to produce. “A freshman art major” she continued,” knows she will have to do a show and saves the best of her work during the three and a ha.t years before that final impor tant semester.” During 'the last months before her fhow, Brenda has 'been faced wiiii gomg through her collected work and deciding, with the help of Mr. Leonard White, chairman of the art department, what is best. She has put on “finishing touches,” matted drawmgs, and framed pictures. She has also designed invitations to the exhibit and a catalogue of the work which is displayed and has had both printed. In the last few days, Brenda has hung her exhibit. She was also re sponsible for arranging the move- able objects in the big gallery, which can _ seem like an ocean of space to fill and balance. The highlight of the ten-day ex hibit, according to Brenda, is the opening night, which will be on Fri- day, April 14. “You send invita tions, have refreshments, stay in the gallery yourself, and hope that peo ple will come, appreciate it, and respond lo it.” She noted that in the past one of the most discouraging things for art majors has been (he l.iikire of Meredith students to at- ‘licse opening night sessions. All the costs ol such a show are as.sumed by the artist, and Brenda esumatcd 'that hers has cost around sixly dollars. Her exhibit contains according to a partial and “very estimated” list, twelve paintings, forty drawings, a terra cotta sculp ture. a wire sculpture, some ceramic work, and one mobile. She com menting (hat “an art major’s home can sometimes look like an art show,” hopes to .sell some of this (Continued on page 6)
Meredith College Student Newspaper
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April 13, 1967, edition 1
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