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D.J. Brogan 75my prepared exam and answer key, he accepted it. I did not take the exam, ofcourse, and he graded the students’ answers. We continued this arrangementfor the rest of the year.In my abnormal psychology course that same year we were assigned toread in the library selected pages from the Kinsey books on human sexualbehavior (Kinsey et al., 1948, 1953). The assigned readings were not all thatinteresting, but I avidly read in each book the unassigned methods chapterthat discussed, among other things, statistical analysis strategy and samplingissues (i.e., difficulty in obtaining a representative sample of people who werewilling to answer sensitive questions about their sexual behavior). This was myfirst exposure to sampling theory applications, which eventually evolved intomy statistical specialty. Sometime later I read a critique of the 1948 Kinseybook methodology by Cochran et al. (1954); this book is a real education insampling and data analysis, and I highly recommend it.Dr. Fryling, noting my blossoming fascination with statistics, asked meabout my career plans. I had none, since giving up secondary school teaching,but mentioned physician and actuary as two possibilities, based on my scienceand statistics interests. He advised that a medicine career was too hard for awoman to manage with family life and that the actuarial science field was notfriendly to women. I accepted his statements without question. Neither one ofus had a strong (or any) feminist perspective at the time; the second wave offeminism in the United States was still ten years into the future.A fellow male math major had suggested that I go into engineering sinceIwasgoodatmath.Ididnotknowwhatengineeringwasanddidnotinvestigateit further; I thought an engineer was the person who drove the train.Even though I was passionate about math and statistics and performed well inthem, there were obvious gaps in my general education and knowledge; somefamily members and friends say this is still true today.Dr. Fryling strongly recommended that I apply for a Woodrow WilsonNational Fellowship, with his nomination, and pursue a doctoral degree instatistics or math. These competitive fellowships were prestigious and providedfull graduate school funding for persons who planned a college teachingcareer. I had not considered such a career, nor did it appeal to me, perhapsbecause I never saw a female faculty member at Gettysburg College exceptfor girls’ physical education. Although Dr. Fryling indicated that I would notbe legally bound to teach college by accepting a Wilson fellowship, I felt thatit would not be appropriate to apply when I had no intention of becomingacollegeteacher.OtherWilsonapplicantsmaynothavebeensoscrupulousabout “the rules.” Looking back now, the Wilson fellowship was excellent advice,but limited self awareness of my own talents and interests prevented mefrom taking this opportunity.