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4C S W A R T H M O R E C O L L E G E B U L L E T I NO L L E C T I O NJ U S TNewNC O M P E N S A T I O Nattention is being focused on Swarthmore’s lowest-paidstaff members as a result of the student-driven “LivingWage and Democracy Campaign” (LWDC) and the suggestionsmade by a staff committee set up to examine the College’scompensation system.Since fall 2000, the LWDC, composed of students and staffmembers, has issued a series of petitions and proposals to the campuscommunity. Their goal: to improve staff compensation, primarilywith the implementation of a base wage that would allow “asingle-income family to provide for its own basic needs … withoutgovernment assistance.” The salaries of an estimated 100 to 150people, mainly members of dining and environmental services,would be affected.“The living wage campaign challenges the College to live up toits stated commitment to social justice,” says Sam Blair ’02, anLWDC leader and math major with a peace and conflict studiesconcentration. “The way to do that is not only to teach about socialjustice in the classroom but also to model it in real life.”Discussions of staff compensation are not new at Swarthmore.However, the LWDC’s work, along with the 2000 hiring of MelanieYoung as associate vice president of human resources—a positionthat had been unfilled for a year—provided the momentum neededfor the College to conduct a comprehensive study of wages andrelated issues.The Staff Compensation Review Committee (CRC), formed lastspring at the request of President Alfred H. Bloom, consisted of 13staff members, including Young, with a broad range of jobs at theCollege. Among its recommendations, made last fall: a $9 per hour“Swarthmore minimum wage.” The current hiring minimum at thelowest College job grade is $6.66 per hour; the federal minimumwage is now $5.35.Other recommendations included the following:• Eliminating mandatory employee contributions to the College’spension plan and increasing the College’s contribution from7.5% to 10%• Decreasing the cost gap between single and family healthinsurance by freezing the benefit bank (the pretax expense accountoffered with College employee benefits) at current levels and shiftingnew funds to support family coverage• Increasing funds available for tuition reimbursement for staffmembers taking courses for personal or professional development• Establishing longevity awards in the amount of $100 per yearfor staff members at 5-year anniversaries of their employment atthe CollegeAccording to Young, the overall compensation goal for Collegestaff should be comparable with that of the faculty. “That is,THE COLLEGE’S LOWEST-PAID WORKERS WOULD RECEIVE A RAISE TO$9 PER HOUR UNDER A PROPOSAL FOR A “SWARTHMORE MINIMUM WAGE”MADE BY A STAFF COMMITTEE THAT REVIEWED COMPENSATION. LIVINGWAGE ACTIVISTS DON’T THINK THE PLAN GOES FAR ENOUGH.JIM GRAHAMSwarthmore should have a salary and benefit plan that is slightlybetter than the average of market comparison groups,” she says.Young explains that the College regularly compares its numerousjob classifications with both local and national benchmarks andhas spent considerable new funds in recent years to bring staffcompensation up to competitive levels.“I thought two things going into this process: It must be inclusive,and it must be grounded in the facts,” Young says. “So weworked hard to have a committee that was inclusive of lots of viewpointsand that studied a shared set of facts, not just opinions.”Although filled with strong opinions, the debate over staff compensationat Swarthmore has been largely civil and unmarked byhostility—unlike at Harvard University, where, last spring, studentactivists made national headlines by staging a successful threeweeksit-in. That is no accident.“We’re very concerned about not alienating anyone,” says KaeKalwaic, an LWDC leader and administrative assistant in the Educationprogram. “People can come on board softly, without harshconfrontation.”For Kalwaic, who has worked on these issues for seven of hernine years at the College, a living wage and other workers’ rightsare human rights issues. “We feel that you can’t run an institutionwith resources and a huge endowment and not pay people a livingwage,” she says. “If the administration wanted to find the moneyand live up to the College’s commitment to social justice, that’swhat they’d do.”

6C S W A R T H M O R E C O L L E G E B U L L E T I NO L L E C T I O NJIM GRAHAMH o u s i n gc r u n c hAsharp drop in the number of students studying abroad thisspring—combined with a larger than usual number returningfrom fall foreign study—caused a scramble for student housing.So many students signed up at the December housing lottery,looking for rooms for the spring semester, that the College wasforced to exercise what Myrt Westphal, director of residential life,calls “the overflow option.”“Before each school year begins, we always hold 400 beds, 375 ofwhich are taken by freshmen. The remaining 25 are shifted to thewaiting list, which usually consists of sophomores,” Westphal says.“If the new class—or overall enrollment—is larger than expected,we go to the overflow option. This spring, the overflow mainly consistsof juniors returning from foreign study.”Students with low lottery numbers had to select rooms in theStrath Haven Condominiums, on the corner of Yale and Harvardavenues—rooms usually reserved for visiting professors and guestsof the College.Strath Haven was first used for overflow student housing duringthe 1996–97 academic year when the classes of 1997 and 2000—two of the largest in College history—pushed the student populationto a record high. But no students have lived there for a year anda half, Westphal says. This spring, however, there are about 1,375students studying on campus, out of a total tuition-paying studentbody of 1,432, which includes students on exchange programs orstudying abroad.“Our class sizes have stablized now,” Westphal says, “but havingenough housing still depends on 7 to 8 percent of students livingoff campus or being on leave.” That percentage dropped this semester,mainly because only 57 students are studying abroad, comparedwith the average 85 to 90 of recent spring semesters. Westphalattributes the decline to “students choosing not to go abroad”THIS IS DEFINITELY A CUT ABOVE THE AVERAGE DORM,” SAYS BRIANBYRNES ’02 OF HIS SPRING-SEMESTER ROOM AT THE STRATH HAVEN CON-DOMINIUMS. BYRNES, WHO IS RESIDENT ASSISTANT FOR STUDENTS IN THE“OVERFLOW” RESIDENCE HALL, RETURNED TO SWARTHMORE AFTER ANEXCHANGE SEMESTER AT POMONA COLLEGE LAST FALL, WHERE HE PLAYEDFOOTBALL.because of world conditions” but adds that no students have spokento her about this particular concern. “We’re not alone in this,”she adds. “My counterpart at Haverford is having the same problem.”Foreign Study Adviser Steve Piker says he is not convinced thatrecent events caused the decline. “The number is certainly downsignificantly from last spring,” he says, “but we don’t know that it’sdue to the crises.” He points out that the total number of Swarthmorestudents studying abroad this academic year is 151, which isnormal. “The difference is that 94 students studied abroad in thefall compared with an average of 65,” he explains. “There is alwaysan imbalance between semesters, but I can’t remember it not beingin the other direction.”“I don’t think any student mentioned the crises to me in talkingabout foreign study,” he adds. “Of course, the students who come into talk to me are those who want to study abroad. There is a goodpossibility that I didn’t speak to those who chose not to for that reason.”One factor in the large number of students choosing to studyabroad last fall may be a change in College regulations allowingfirst-semester seniors to participate in foreign study for the firsttime; 12 seniors studied abroad last fall. Whether some juniorsdecided to take advantage of the new rule and delay foreign study tofall 2002 or opt out altogether will not become evident until studentsbegin to apply for fall programs.—Cathleen McCarthy

M u l t i f a i t h t r i b u t eWe have much healing to do, and wegather tonight to do that and tomourn those lost. We lost alumni, we lostfamily, and we lost dear friends,” PaulineAllen, Protestant adviser, tolda somber group gatheredin Lang ConcertHall on Dec.11, for a memorialservice threemonths afterthe terroristattacks.“On Sept. 10, ifsomeone had told uswhat would happen thenext day, we would havedismissed it as a fair pieceof science fiction—or as a bad dream. Yet ithappened,” said President Alfred H. Bloom,who witnessed the World Trade Centerattack with his wife, Peggi.Students, staff, and faculty members readfrom the Buddhist, Hindu, Quaker, andMuslim traditions and offered hymns andsongs from the Jewish, Catholic, and Bahá’ífaiths. Music expressed the emotions of theoccasion, from the drama of Fauré’s“Requiem,” sung by the College chorus, tothe comforting familiarity of “AmazingSTEVEN GOLDBLATTʼ67PROTESTANT ADVISER PAULINE ALLENGrace,” offered by the student a cappellagroup Sixteen Feet.Two students from New York City sharedtheir thoughts, including Katherine Bridges’05 who read a touching poemshe had written abouther brother-in-law, afirefighter whodied on Sept. 11.Faruq Siddiqui,professor ofengineering, readwith feeling fromthe Quran: “Whosoeverkilleth a humanbeing … it shall be as ifhe had killed all mankind,and whosoeversaveth the life of one, it shall be as if he hadsaved the life of all mankind.”Siddiqui, a Muslim, then added his ownwords: “Muslims all over this country haveprayed to Allah for healing the woundsopened up by this monstrous act, for bringingthe people of this country together, forletting the better angels of our nature takeover our thoughts and deeds so that we may,as people of various faiths and beliefs, makethis world a better and safer place to live in.”—Cathleen McCarthyUser-friendly signsThanks to recently designed andinstalled signs, visitors to theCollege are finding it easier to navigatetheir way around these days.“There was an old-style attitude thatif you don’t know your way aroundthe campus, you don’t belong here,”says Janet Semler, director of planningand construction for FacilitiesManagement, who has overseen thesign project since it began in January2000. “But more than 20,000 peoplevisit this campus each year, most ofwhom are not part of our Collegecommunity. We want to welcome thesevisitors by making the campus moreuser friendly.”JIM GRAHAMIn Memoriam: Bonnie Brown Harvey ’54Bonnie Harvey, former assistant tothe health science adviser, died onNov. 17. Harvey worked at the Collegefor 24 years, helping countless studentsnavigate the medical schoolapplication process, before retiring in1996. Professor Emerita of BiologyBarbara Yost Stewart ’54, who servedas health science adviser from 1985 to1996, said of her friend and classmate,“She knew every student byname and shared their ups, theirdowns, their joys, and their woes.”Although the acceptance rate for Swarthmore students and alumniapplying to medical school is twice the national average, inevitablysome applicants are rejected. It was with these students, said Stewart,that “Bonnie was at her best. She was so sympathetic andcompassionate. She commiserated with them but also tenderlyencouraged them to go on with their lives.”New Alumni ManagersThe Board of Managers elected three new members at its Decembermeeting: Cynthia Graae ’62 and Bennett Lorber ’64 are AlumniManagers, and Tanisha Little ’97 is a Young Alumni Manager. Theywill serve four-year terms.Graae is a Washington, D.C., freelance writer with a lengthypublic service career, working mainly on civil rights issues. Lorber isThomas M. Durant Professor of Medicine and chief of the Sectionof Infectious Diseases at the Temple University School of Medicineand Hospital. Little is a corporate law attorney for Stroock , Stroock& Lavan in New York.CYNTHIA GRAAE ’62 BENNETT LORBER ’64 TANISHA LITTLE ’97M A R C H 2 0 0 27

C O L L E C -S W A R T H M O R E C O L L E G E B U L L E T I NW i n n i n gPHOTOGRAPHS BY JIM GRAHAMc o m b i n a t i o nTOP SCORERS HEATHER KILE ’02 (TOP LEFT) AND KATIE ROBINSON ’04 (TOP RIGHT) LEDTHE WOMEN’S BASKETBALL TEAM TO A 20–7 RECORD AND THE CONFERENCE FINALS.Swarthmore women’s basketball hasattracted many fans in the past coupleof years. Lately, they’ve been coming towatch Heather Kile and Katie Robinson viefor points. Kile, a senior forward, set newstandards for the team from the very beginningof her Swarthmore career, leading herteammates to three Centennial Conferenceplay-offs, including a run for the championshipin this year’s final game againstWestern Maryland.After defeating Franklin & Marshall61–56 in the semifinal game, Swarthmorecould not get its offense moving and managedonly 12 points in the first half againstWestern Maryland and lost 66–38. Theteam’s season record was 20–7 overall and12–3 in conference play.Kile was named Centennial ConferencePlayer of the Year in 2000 and was the firstwoman in conference history to be namedFirst Team All-Conference for four years. InJanuary, Kile broke the College’s scoringrecord, finishing the regular season with acareer total of 1,921 points.This year, Kile shared the spotlight withsophomore guard Robinson, who earnedfour conference Player of the Week honorsand was later named Centennial Player ofthe Year. On Feb. 6, she scored a schoolrecord40 points in an 85–82 double overtimevictory over Johns Hopkins.“She and Heather both had an amazingseason,” says Adrienne Shibles, assistantprofessor of physical education and headcoach of women’s basketball. Robinson ledSwarthmore to the Seven Sisters Tournamentchampionship with 29-point gamesagainst Vassar and Wellesley and 18rebounds against Vassar. She was namedoutstanding defensive player of the tournamentand earned All-Tournament honors.“Heather is probably the best basketballplayer ever to come through Swarthmore.We will really miss her next year. Katie is acrowd favorite. She’s so fun to watch,” saysShibles. “These women have come to expectto win—which is nice. They’re confident,and they play well together.”—Cathleen McCarthy8

C L O T H I E R F I E L D S T O B E M O D E R N I Z E DGoal posts are conspicuously absentfrom Clothier Fields these days.Football games and practices havegiven way to soccer, lacrosse, field hockey,and intramural sports.Now the College’s stadium field is aboutto undergo more dramatic changes. At theirFebruary meeting, the Board of Managersapproved a $2 million plan to upgradeClothier Fields, including adding lightingand artificial turf and resurfacing the outdoortrack.Lighting the field will extend the hoursfor outdoor sports. “The ability to practicein the evenings should lessen conflicts withacademic demands, especially for intramuralteams,” says Adam Hertz, associatedirector of intercollegiate athletics.Artificial turf is also expected to increaseoutdoor play by extending the season itself.“In early spring, our teams are normallyforced to go indoors because of bad weatheror wet conditions,” Hertz says. “With artificialturf, if there’s snow on the ground, youJIM GRAHAMAFTER CLOTHIER FIELDS RECEIVE THEIR NEWARTIFICIAL TURF, SNOW CAN BE SHOVELED OFF,ALLOWING ATHLETES TO PRACTICE YEAR-ROUND.can shovel it off and start playing. Turf alsomaintains its quality through summerdroughts.”The technology of artificial turf hasimproved substantially in recent years,Hertz says. “It’s not like the old Astro Turf,which was like green carpet. Many think it’sbetter than natural grass now. Artificial turfdoesn’t rut or develop bare spots, which cancause injuries,” he says. That durability hasan economic advantage as well, says LarrySchall ’75, vice president for Facilities andServices. “If you’re on a grass field toomuch, you ruin it,” Schall says. “This youcan’t ruin.”Combined with recent improvements toindoor athletics facilities, the Clothier Fieldsproject will give the College “a showplaceathletics complex,” Hertz says. “We hopethese changes will not only improve facilitiesfor our current athletes but attract newones as well.”—Cathleen McCarthyIn other winter sports ...Women’s swimming (9–2, 5–2) captured itssecond consecutive Centennial ConferenceChampionship, outdistancing runner-up Gettysburg,707–604.5. Three relay teams andthree individuals provisionally qualified forthe NCAA Championships. The Garnet closedthe conference meet on a high note, as the400 freestyle relay team of Melanie Johncilla’05, Amy Auerbach ’02, Davita Burkhead-Weiner ’03, and Natalie Briones ’03 won in ameet with a school-record time of 3:37.68.The 800 freestyle relay team of Johncilla,Katherine Reid ’05, Burkhead-Weiner, andAuerbach were victorious in a school-recordtime of 7:55.78. Briones and Burkhead-Weiner teamed with Kathryn Stauffer ’05and Leah Davis ‘04 to win the 200 freestylerelay in a school-record time of 1:39.16.Broines came home from the three-day meetwith team-high of six medals.Men’s swimming (5–4, 3–3) set threeschool records en route to a fourth-placefinish at the Centennial Championships.Mike Dudley ’03 won the 200 individualmedley in 1:56.28. John Lillvis ’03 capturedthe 400 individual medley in 4:11.49. Thisduo teamed up with Jacob Ross ’05 andMike Auerbach ’05 to set a school record inthe 200 freestyle relay with a third-placefinish of 1:28.24.In women’s indoor track, Imo Akpan ’02won six gold medals at the Centennial ConferenceIndoor Track and Field Championshipsto earn Outstanding Female Athleteof the Meet honors. Akpan won the 55-meter dash in a school-record time of 7.20seconds, which automatically qualified herfor a trip to the NCAA Division III Championships.She set school and meet records inthe long jump with a leap of 18’0.5”. Akpanalso won the 200-meter dash with a school,conference, and meet-record time of 25.51and crossed the line first in the 400-meterdash in a meet-record time of 58.34. Earlierthis season, Akpan set the school record inthe 400 with time of 57.4. Akpan alsoteamed with Njideka Akunyili ’04, ElizabethGardner ’05, and Claire Hoverman ’03 tocapture gold in the 1,600-meter relay andthe distance medley relay. The 4 x 400 relayteam set a school record of 4:07.60, and thedistance team set a school and meet recordwith a time of 12:37.97. Sarah Kate Selling’03 broke her school record in the pole vaultby clearing the 7-foot mark at a meet earlierin the season.The badminton team captured its first-everNortheastern Collegiate Tournament Championship.Karen Lange ’02 was the women’ssingles champion, and Brendan Karch ’02captured the men’s title. Karch teamed upwith Chris Ang ’04 to win the men’s doublestitle, and Ang paired up with Olga Rostapshova’02 to win the mixed-doubles championship.In men’s basketball (6–19, 2–11), JacobLetendre ’04 set the school record with 44steals this season, and he ranks fifth on thecareer list with 84 steals. Matt Gustafson’05 led the Garnet in scoring, averaging14.2 points per game. Gustafson’s 55 threepointersrank him third on Swarthmore’s single-seasonlist.—Mark DuzenskiM A R C H 2 0 0 29

ideas. For the next hour, Smulyan leads her students through variousaspects of Skinner’s views on learning. Lecture blends with discussionas she encourages students to think about how they haveseen his theory applied, both in their own educational experiencesand in the classrooms where they are observing as part of thecourse’s required field placement.Soon it becomes clear that the students are skeptical of Skinner.Although Smulyan occasionally plays devil’s advocate, pointing outways in which aspects of Skinner’s work might beuseful for teachers, the students question Skinner’srote, step-by-step method of learning, whichthey say stifles creativity, fails to allow for differentlearning styles, and does not promote anunderstanding of the concepts that underlie aparticular skill.Still, the students have no trouble recognizingthat Skinner is describing the real world of education.One student saw Skinner’s ideas reflected ina Chester kindergarten classroom, where children are learning toread in incremental, mechanical steps. Another student recalls helpinga child with a math worksheet that broke down fraction writinginto a sequential series of more basic skills.Providing students with a grounding in theory and an opportunityto observe in Philadelphia-area schools, Smulyan’s introductorycourse is in many ways representative of the entire Educationprogram at Swarthmore, which aims above all “to help studentslearn to think critically about the process of education and the placeof education in society,” according to program literature.When most people think of Swarthmore, the Education programis not what first comes to mind. Although in 1996–97, the thirdSwarthmore’s Educationprogram approaches its subject asa field of inquiry, not a career.highest number of bachelor’s degrees awarded nationally went toeducation majors, and, at the graduate level, there were more master’sdegrees in education than in any other discipline, educatingteachers has traditionally been regarded as the province of largeM A R C H 2 0 0 211

CREDITS W A R T H M O R E C O L L E G E B U L L E T I Nuniversities and teachers’ colleges, not liberalarts institutions such as Swarthmore.Although Swarthmore’s program may besmall—with three tenured faculty members,one additional full-time professor, and generallyone or two part-time adjuncts—oneout of three Swarthmore students takesIntroduction to Education sometime duringhis or her undergraduate career, and severalhundred students enroll in one of the other15 or so education courses and seminarsoffered each year.As a result, many Swarthmore studentswho had not considered teaching discovereducation at the College. According to Professorand Program Director Eva Travers,only three or four incoming students peryear express interest in the program on theirapplications. “But I think Intro to Educationhas such a good reputation that people hear about it, take it,and get interested in education,” she says. She described it as a “polished”course that over the years has remained similar in terms ofstructure and core readings. Focusing on teaching and learning duringthe first half of the semester and education and society duringthe second, the course “has its own kind of energy.”Allison Young ’87, now an assistant professor of education atWestern Michigan University, recalls that she “pretty much stumbledinto the education program” at Swarthmore. During the springsemester of her sophomore year, she needed a fourth credit anddecided to take Intro to Education because it fit into her schedule.“For the first time in my Swarthmore experience, I felt like I actuallyknew some things and that I had something to say in class,” shesays. “I had Eva Travers for that course, and it kicked my butt in a lotof good ways.”For Thomas Crochunis ’81, Intro to Education deepened an existinginterest in the field. Crochunis earned a degree in English withteaching certification, went on to teach first high school English andthen college writing and literature courses before entering the fieldof education research publishing. Although interested in educationin high school, he became “engaged” in the field after taking Intro toEducation and teaching physical education during his field placementat a school for children with special needs. “That hooked me,”he says.Like many aspects of Swarthmore, the study of education islinked to the College’s Quaker roots. In An Informal History ofSwarthmore College, Richard Walton writes that part of the foundingmission of the College was to train Quaker teachers for elementaryand secondary schools. Friends such as Martha Tyson, one of theCollege’s founders, feared that Quakers would assimilate into thelarger culture if their children were not educated by teachers whoshared the values of the Society of Friends.12

The study of education is informed byother disciplines in the liberal arts.Then, in 1969, a change in Pennsylvania law made it possible forsmall, liberal arts institutions like Swarthmore to award teachingcertification. Previously, only large universities and specializedteacher training programs could offer the range of courses neededfor certification.Swarthmore’s program expanded in the 1970s with the arrival ofTravers, who specializes in educational policy and urban education,and Bob Gross ’62, now dean of the College. Joining the program inthe 1980s were Ann Renninger, with a specialty in educational psychology,and Smulyan, a 1976 graduate of Swarthmore whoseexpertise is in social and cultural perspectives on education. DianeAnderson, now a full-time nontenure-track professor, specializes inliteracy and is also the faculty adviser for Learning for Life, a volunteerprogram that encourages students to work with staff memberson topics such as literacy and computer skills. In addition, adjunctfaculty members teach two or three electives each year, includingEnvironmental Education, Counseling, and Special Education.Despite this growth, the study of education at SwarthmoreCATHY DUNN ’93 (ABOVE) TEACHESENGLISH AT STRATH HAVEN MIDDLESCHOOL IN WALLINGFORD, PA.SHE RECEIVED “HUGE AMOUNTSOF HELP,” SHE SAYS, FROM HERSWARTHMORE EDUCATIONPROFESSORS DURING HER FIRSTFEW YEARS OF TEACHING: “ACOUPLE OF SUNDAYS A MONTH,ANOTHER NEW SWARTHMORETEACHER AND I WOULD STOP ATEVA TRAVERS’ HOUSE FOR DINNERAND HELP WITH OUR CLASSES.”PHOTOGRAPHS BY GEORGE WIDMANAlthough Swarthmore dropped education courses from its curriculumin the 1930s, the program was revived in the 1950s by thelate Alice Brodhead, a Friend and the former head of a Quakerschool. Brodhead became the first director of the new Educationprogram at Swarthmore; she and one other professor were the onlyfaculty in the program until the early 1970s.remains within a program rather than a department. Students cannotmajor solely in education. Travers says the reason is primarilyphilosophical. “We think that education informed by another disciplineis a more effective way of thinking about education,” she says,“especially at the undergraduate level.”Gross, who taught in the program for six years before leaving theM A R C H 2 0 0 213

MELANIE HUMBLE ’86 (LEFT)TEACHES ENGLISH AND DRAMA ATCARABELLE HIGH SCHOOL IN RURALCARABELLE, FLA., WHERE SHE HASBEEN HONORED TWICE ASTEACHER OF THE YEAR. HUMBLESAYS THAT THE APPROACH TOWARDTEACHING THAT SHE LEARNED ATSWARTHMORE HAS PLAYED AGREATER ROLE IN HER SUCCESSTHAN ANY SPECIFIC SKILL.S W A R T H M O R E C O L L E G E B U L L E T I N14College from 1983–89, expressed a similarsentiment. “I’m not keen on a major in education,”he says. “I would argue there’s apower and relevance in connecting [thestudy of] education with the rest of a student’seducational program.” The study ofeducation “forces students to go further,”says Gross. “They must become self-consciouslearners—more effective learnersacross the board.”In this regard, Swarthmore is similar toother institutions belonging to The Consortiumfor Excellence in Teacher Education,which was founded in 1983 and whose 20members are selective, private liberal artsinstitutions in the Northeast. Unlike manyuniversities and teachers’ colleges, consortiummembers generally do not offer educationas a major; instead, work in educationis integrated into the broader liberal artscurriculum.But Swarthmore differs from most consortium schools in thatteacher certification is not the primary or sole focus of its educationprogram, according to Travers. Instead, the College offers morebroad-based studies in educational theory, policy, and practice. Studentsmay develop a special major that combines education and asecond discipline—an option that involves a culminating exercise,such as a thesis, that brings together both areas of study.Still, an important component of Swarthmore’s education programis teacher certification, which requires practice teaching. Forhalf a semester, students teach full time, develop lesson plans, andassess curricula. According to Travers, supervised practice teachingenables them to “have a much more effective beginning teachingexperience…. Teaching is not all intuitive; some teachers can bemade much better. Knowing the discipline is necessary, but it is notsufficient, especially in elementary and secondary schools with studentsfrom a variety of backgrounds.”Travers says, in a typical year, the Education program generallyhas 20 to 25 special majors, 6 to 8 Honors students, and 12 to 16student teachers seeking certification. Most Swarthmore educationstudents earn certification in social studies or English; a few get certifiedin science and math and occasionally in a foreign language.Approximately one-quarter of students earning certification do so inelementary education through a joint program with Eastern College.Recently, Travers says she has seen increased student interest inthe Education program. The number of special majors has risenin the past 10 years, though it is difficult to make comparisons with

the early years of the program, when certification was the maingoal for students. Moreover, changes made in the Honors programfive years ago have allowed students pursuing Honorsmajors in other disciplines to incorporate a minor in educationinto their programs.Education courses tend to attract a fairly diverse group of students.According to Travers, the percentage of students of color inStudents who receive teacher certificationgraduate with excellent job opportunities.education classes is at least as high as that in the College as awhole, where about a third of the student body is nonwhite. Yetjust as women teachers continue to outnumber men in elementaryand secondary education, the ratio of women to men in mostof Swarthmore’s education classes is generally two to one.Students who receive certification graduate with excellent jobopportunities, Travers says. In recent years, all who wanted toteach, no matter the subject, have been successful in finding jobsimmediately after completing the program.Although the study of education often leads to a job teaching inan elementary or secondary school, this is not always—or even predominantly—thecase for Swarthmore alumni. Many students takeeducation courses with an eye toward a broad range of careers andlife experiences, from public policy to parenting.Gil Rosenberg ’00, a math major who earned teaching certification,is currently a graduate student in math and a teaching assistant.Rosenberg highly recommends undergraduate work in educationfor students who intend to become teaching assistants ingraduate school and then professors at a college or university.“There is little official educational training for these positions,” hesays, “so having some theory and practice really goes a long way. I’msure we’ve all had professors who we wished had taken an educationcourse or two at Swarthmore.”Barbara Klock ’86, a psychology major who received certificationin elementary education, taught at Swarthmore’s elementary schoolfor several years before going to medical school. Now, as a pediatrician,Klock says she finds herself teaching “every day.”Those who do choose the elementary or secondary school classroomhave all felt the widespread attitude that teachers are undervaluedby society. But, says Kate Vivalo ’01, who graduated with aspecial major in sociology/anthropology and education, “Swarthmorestudents and students of that caliber are exactly who you wantin a classroom.”Vivalo experienced firsthand prevalent attitudes toward teachingwhen she returned to her hometown recently. People asked abouther plans for the future, and their response was: “‘You’re just goingPHOTOGRAPHS BY RAY STANYARDM A R C H 2 0 0 215

S W A R T H M O R E C O L L E G E B U L L E T I NOvercoming the “EndemicUncertainties”of TeachingBy Lisa Smulyan ’76Professor of EducationMy first few months of teaching seventh grade inBrookline, Mass., were not a huge success. Classroomdiscipline did not come naturally to me, and my studentshad to learn that they could respect a teacher who wassmall, female, and not terribly loud. By January, I was no longer indanger of being fired and even had days I enjoyed. Then, a fewmonths later, I got a note from the mother of one of my students.It said:I was going to send you a note today to tell you about“Babies and Banners” a propos of the article you gave outon women and unions. Then Daniel comes home to tellme you showed them the movie! How wonderful! I justcan’t tell you how much it means to me to have Danielexposed to such an imaginative, perceptive, and kindteacher.That day, I realized that my fellow teachers and I were rarelyrecognized for what we did. Teachers at all levels teach becausethey think it is important work—work that can make a difference.But, given that our students keep moving on, we don’t often seethe fruits of that labor. Dan Lortie, in his classic sociological studySchoolteacher describes the “endemic uncertainties” of teachingthat lead to few tangible rewards.STEVEN GOLDBLATT ʼ67On Oct. 26–27, Swarthmore hosted a conference called Reflectionson Education and Social Justice: A Celebration of the Programin Education. Four Swarthmore alumni (Jack Dougherty ’87,Esther Oey ’87, Betsy Swan ’86, and Allison Young ’87) plannedand organized the conference with the help of the Alumni Officeand the Education program faculty and staff. More than 200Swarthmore alumni involved in education, current students andfaculty, and local educators gathered to discuss issues of importancein the field and to reflect on the ways in which Swarthmorehas influenced their work. It was a truly amazing event, one thatswept away those endemic uncertainties and left us all feelingrewarded, inspired, and appreciated.The conference began with a keynote address on Friday nightby Herbert Kohl, whose book 36 Children has been central to theIntroduction to Education syllabus for a generation of Swarthmorestudents. The conference included a full day of concurrentsessions on Standards and Student Assessment, Urban Schooling,Mindful Technology, Reaching Adolescents Outside of theTraditional Classroom, Special Education, Social Justice in theClassroom, and others. In a session on Educators’ Responses toSept. 11, three alumni led a discussion of questions that rangedfrom how the content of classrooms may change to how we constructand teach about notions of conflict and social justice. Inanother session called The Practical Life of Teaching—and Howto Balance It With the Rest of Your Life, presenters and sessionparticipants talked about how to maintain our intense commitmentto teaching without sacrificing other aspects of our lives.“How,” one participant asked, “can you go on a date when youalways fall asleep at 9 p.m.?” The conference closed at the FriendsMeetinghouse with a collection dedicated to Swarthmore’s Educationprogram.An incredible energy, all focused around education, emergedfrom this conference. We have materials and bibliographies andphone numbers of like-minded people who we know share ourconcerns and interests. We have alumni interested in sponsoringanother conference in five years.The conference demonstrated that Swarthmore graduates, inteaching and the other fields represented at the conference, areleaders in their communities; although they, like most educators,sometimes struggle to see where they are making a difference.Many of the conference participants talked about how the excitement,the commitment, the “spark” they want in their work hadbeen renewed through the presentations and the informal interactionsat the conference. They also recognized the role of the College’sEducation program in initiating, nurturing, and continuingto support that spark.When I got that letter from Daniel’s mom 24 years ago, I starteda file labeled “Kudos.” The conference program will go in there.I haven’t felt so rewarded in years.16

to teach? You had so much potential,’” says Vivalo, who is nowworking for Youth, Inc., a Washington, D.C., consulting firm thatprovides event planning and management services to nonprofitorganizations that serve the needs of children.For some students who choose not to teach, one issue is the relativelylow pay teachers receive versus the high cost of education atschools like Swarthmore. Allison Young says that when she calledhome from college to tell her parents—who were teachers themselves—thatshe planned toearn her teaching certificationin social studies, herfather hung up on her. “Hereally didn’t want me to be ateacher, and he was prettyangry,” she says. “I wondernow if the issue was aboutthe financial stuff—going toSwarthmore to become a teacher is an expensive proposition,whereas most states have a couple of local universities that dealmostly with teacher education.” But while saying she “understandshis response much more now,” Young also says she learned thingsat Swarthmore that could not have been duplicated at a state university.Many students and alumni also say that education fits intotheir liberal arts curriculum because of the way it is taught atSwarthmore.“I see it as a discipline,” says Eve Manz ’01, a psychology andeducation special major who is now student teaching in Philadelphia.“The department teaches education not as a career but as afield of inquiry.”“It’s a much more intrinsic perspective on education,” Youngsays, “studying education for the sake of studying it and maybehaving ideas about how to make it better.” Even the certificationprocess uses the metaphor of “‘teacher as thinker’ as opposed to‘teacher as technician,’” Young added. “This is so powerful becausein the teacher-thinker model, you keep learning.”The interdisciplinary nature of education at Swarthmore bringstogether many different disciplines in the social sciences and evenhumanities. About a third of the education courses listed in theCollege catalog are cross-listed with other departments. In addition,the program provides an opportunity to combine theory andpractice because most education courses include a field placement,which may involve observing, tutoring, teaching, or research.“This is where the theory is lived,” Gross says. “It functions inthe way that a lab in science does. How do you know how the theoryworks unless you see kids struggling with it and preferably strugglealong with the kids?”Now an assistant professor of education at Trinity College, JackDougherty ’87 majored in philosophy and earned teaching certificationin social studies. “Sometimes I felt like a misfit at Swarthmore,”Dougherty says. “The book learning seemed so distant fromthe reality learning, and I felt that the world didn’t make senseunless I could merge the two, and that wasn’t happening in myterm papers and blue-book exams.” Dougherty saw Intro to Education,with its “combination of academics and participant-observationin schools,” as a course in which this synthesis could occur.But the study of education is also integral to the liberal arts curriculum,according to those interviewed, because it allows studentsto reflect on their own education and to learn about the educationalexperiences of others. Although easy to take for granted, students’educational experiences have played a significant role intheir lives for the past 15 years, shaping who they are and their outlookon the world.“At the end of the day, Swarthmore gave me thetools to do a job that seems significant to me.”Chela Delgado ’03, an Honors history major and educationminor, says, “You’re able to look back at your experience and compare/contrastthat with what you’re actually learning in terms oftheory.”Education courses have also enabled students to examine theirmore recent experiences in Swarthmore classes. Nicole Bouttenot’01, a math and education special major, says she had “a bad experiencewith the math department at Swarthmore,” and her educationclasses helped her understand why she struggled in some mathclasses.There is not even a stoplight in the rural Florida town whereMelanie Phillpot Humble ’86 has taught for much of hercareer. “The kids I teach will probably not get the chance to go to aSwarthmore,” says Humble, who majored in English and earnedteacher certification. “I can bring a little bit of it to them. I canbring those great books, those great professors, the lessons Ilearned from my peers, the critical thinking to them. It seems aserious responsibility of elite colleges and universities to spread theintellectual wealth that way.”Humble says she has been teacher of the year both on theschool and county level and believes these accomplishments are “adirect result of the preparation I got from Eva and Lisa.”The approach she learned toward teaching has played a greaterrole than any specific skill, Humble says.“You must be willing to look at [teaching] from many differentperspectives, to analyze and think creatively,” she says. “You mustbe willing to collaborate but also to challenge the status quo. Youmust be willing to see that the process is the product. And what Ilearned about teaching is that it is worth doing.”Pointing to the difficulties of teaching, such as the low pay andconstant criticisms from government officials, Humble says, “I’mnot a Pollyanna about education, far from it—but, at the end of theday, Swarthmore gave me the tools to do a job that seems significantto me.” TSonia Scherr is a reporter with The Valley News in Norwich, Vt. Thisarticle first appeared in The Phoenix (March 1, 2001) and is reprintedwith permission.M A R C H 2 0 0 217

FamiliesStrongas OaksELEFTHERIOS KOSTANS/COURTESY OF THE SCOTT ARBORETUMS W A R T H M O R E ’ S L O R E B R A N C H E S T H R O U G H T H E G E N E R A T I O N S .By Andrea HammerS W A R T H M O R E C O L L E G E B U L L E T I NLike the intertwining oak branches forming an archway over Magill Walk, the latticeworkof multigenerational families at Swarthmore fans out from a solid trunk of family and College history.These interwoven offshoots of relatives within the larger College family remain rooted in pastmemories while stimulating further growth at Swarthmore.According to Jim Bock ’90, dean of admissions and financial aid, “legacies are typically admitted at aslightly higher rate than other students in the applicant pool, and they also tend to be a bit strongeracademically.” The “strongest preference" is given to applicants with parents or siblings who are alumni,he says. Although “every consideration is given to legacies, it doesn’t necessarily make or breaka decision," which is based on many student skills and interests.As one current student from a multigenerational family says, “I rarely run into peoplewho know other members of my family, and I prefer to be known for who I am, not just who I’m related to."But Bock’s experience is that students with “legacy ties have a good sense of Swarthmore thatis transferred to the student and a common bond of intellectual passion and a love of learning."Although changing times have shaped individual experiences for each generation, the insights ofthe following three Swarthmore families—representative of the 117 with three or more generations—openwindows on the essence of Swarthmore that endures, along with the age-old oaks first planted in 1881.18

Jared Thompson ’05, the fourth consecutivegeneration on his father’s side toattend Swarthmore, mined his family’s richhistory during the winter holidays. Beforetraveling from his West Hartford, Conn.,home to visit grandmother Jean MaguireThompson Seely ’40 and aunt MarjorieThompson Mogabgab ’74 in Nashville,Tenn., Jared described maternal grandparentsEdmund ’39 and Adalyn Purdy Jones’40 as “loyal members of the SwarthmoreCollege community." He also mentionedcousin Guian McKee ’92 and carriedthoughts of now-deceased great-grandmotherMarjorie Gideon Maguire ’14,whose spirit still guides his family’s story.When Jared asked grandmother Jeanwhy she attended, she said: “Well, Motherhad a whale of a good time at Swarthmore,and that certainly influenced it. I also knewit was intellectually a top college."In turn, Marjorie was similarly influencedby her grandmother’s and mother’smemories. “My grandmother told wonderfulstories about her life at Swarthmore thathave been part of family lore for several generations,"she said. “They were mostly aboutboyfriends and clever circumventions ofParrish house mothers."Also encouraged by Jean’s experience,shaped as a swim team and Outing Clubmember, Marjorie’s college choice was complicatedby having spent grades 4 to 12 inSwarthmore. “I wanted to attend collegesomewhere other than my hometown, to‘expand my horizons’ and establish independencefrom home. However, I was wellaware that Swarthmore was the cream of thefive excellent colleges I had applied to; whena fine scholarship offer was made, I had nofurther hesitation," she said.Family stories also convinced Jared aboutthe benefits of choosing a small liberal artscollege. “I was more influenced by my ownexperiences visiting Swarthmore than by thestories I have heard from relatives," he said.“However, hearing how much they all enjoyedbeing at Swarthmore was certainly anotherfactor that made the College appealing."Jean told her grandson, “Mother knewmy friends, and they all really liked her. Theyeven had a pet name for her," Chappie, createdafter she chaperoned a shore trip. “I knewsome of Marjorie’s friends," she added. “Thereis a common bond that comes from knowingthe friends of different generations."“We can still surpriseeach other with untoldstories.”ABOVE: JARED (RIGHT) MINED HIS FAMILY’SSWARTHMORE HISTORY WITH HIS AUNT MARJORIE(CENTER) AND GRANDMOTHER JEAN (LEFT).BELOW: “IT WAS FUN TO GO TO REUNIONS WITHCHAPPIE,” SAID JEAN (CENTER) ABOUT HERMOTHER (LEFT), ATTENDING THE 1984 REUNIONWITH DAUGHTER MARJORIE (RIGHT), “AND HAVEA PLACE IN COMMON THAT WE ALL REALLY LOVE.”STEVEN GOLDBLATT ʼ67PEYTON HOGEFor Marjorie, who traveled with hermother on a seven-month round-the-worldtrip after graduation and worked with artistGeorgia O’Keeffe for four months in NewMexico before attending McCormick TheologicalSeminary, this family interconnectionis beneficial: “It strengthens our commonbond, and it’s interesting to compare noteson our experiences. It fosters a sense of loyaltyto the College and its well-being. Now,with Jared beginning his college experience,it will enter our conversations more frequently."A National Merit Scholar and singer in achoral group that has toured Europe, Jared isconsidering a biology major or possibly aminor or double major in Spanish. “It’s beenespecially fun to try branching out," he said.“I was a bit concerned before I arrivedabout not knowing anyone, but it has beenreally fun to make new friends and getinvolved with things at the College," Jaredsaid. “Living with other students in thedorm is a much more social experience thanlife at home was, and it’s been great gettingto know new and interesting people."Jared has been singing in the Collegechorus and with Sixteen Feet, the all-male acappella group. “Feet has been one of themost enjoyable things I’ve ever done," hesaid. “My aunt was very involved in singingat College concerts, which I am doing now."According to Marjorie, “The commonbond of Swarthmore is significant in bothour immediate and extended family. TheCollege is certainly a common point of referencefor our families," she said. “In our case,the bond to Swarthmore includes the experienceof ‘village life’ as well. The seniorJoneses still live in Swarthmore, and bothmy mother and I still have friends who livethere. My husband and I were married in theSwarthmore Presbyterian Church.“Memories abound for all of us, yet ourmemories of both village and College differdepending on our specific experiences," sheadded. “We can still surprise each other withuntold stories, and it is fun to watch oldconnections come gradually to light for thenew generation."Jared said that “Sometimes talking aboutmy experiences will inspire others to tell storiesabout similar or related things. The commonconnection to Swarthmore does lead tosome interesting conversations, most oftenabout the way things have or haven’t changed."For example, his grandparents remember“more formal, family-style meals” and the“linen and cleaning service for men, althoughnot for women," Jared said. “I was a bit surprisedby that, but it seems like the Collegehas changed as society has changed over theyears. Still, some things—especially thetypes of people at Swarthmore and the generalexperience of being here—seem to bemore or less the same."M A R C H 2 0 0 219

1992 HALCYON 1940 HALCYONWith similar impressions, Marjorieechoed her nephew’s observations: “Swarthmorehas certainly changed over the years,as most colleges have. It has grown a greatdeal since my grandmother’s time, both insize of student body and in physical plant,"she said. “Its requirements and regulationshave changed—for example, since the timethat ‘three feet on the floor’ applied to a manand woman in the same room! What haschanged little are Swarthmore’s basic values:commitment to excellence in academics,top-flight faculty, low faculty-to-studentratios, balance in extracurricular activities,needs-blind admissions policy, the uniqueHonors program, and commitment toessential values of the Quaker tradition,"said Marjorie, a Presbyterian minister anddirector of the Pathways Center for SpiritualLeadership for Upper Room Ministries nearNashville. She has been particularly heartenedby the College’s increasing support ofcampus religious advisers from variousfaiths since the 1970s.Jean also marveled at changes on campussince she was a student. “Martin was thenew building when I was there, housingbiology, zoology, and psychology. Ourwomen’s gym was where the library is now,and the dining facility was where the AdmissionsOffice is. Wharton was there, andWorth was there—I lived there—but thereare new dorms over on what we knew as themen’s side of campus [Dana and Hallowell].“We had separate dorms for men andwomen. We had to sign out in the eveningand certainly if we were going anywhereovernight," she added. “We had fresh wholemilk and cookies or crackers delivered everynight at 10 to our dorms. Fraternity boyswould come to sing under our windows."Jean has also previously noted her concernabout the increasing costs at theCollege through the generations. “When1939 HALCYONJARED’S OTHER SWARTH-MORE RELATIVES INCLUDEHIS MATERNAL GRAND-PARENTS ED ’39 (TOPRIGHT) AND LYN PURDYJONES ’40 (TOP LEFT) ANDCOUSIN GUIAN MCKEE ’92(LEFT).Mother attended Swarthmore, it cost $400a year; when I was here, it cost $1,000 ayear; for Marjorie, $3,000-plus a year; andnow Jared, $34,000-plus."But she also recognized the ways thather Swarthmore education later supportedher family—particularly after they returnedfrom living in Thailand, Marjorie’s birthplace.“When I really needed a job, after arriving inSwarthmore with three kids, I really thinkthat being a Swarthmore graduate helpedme get the job I managed to get," she said.Remembering this pivotal time after herfather’s death, Marjorie said: “His deathoccasioned our move to Swarthmore fromoverseas, where he had been a missionary inThailand: “His loss was a terrible traumathat drew us even closer together. My motherpoured her life into her children, even asshe labored to make herself fit for a job inguidance counseling and later as a schoolpsychologist.“As children, we knew we were deeplyloved," she continued. “We learned themeaning of sacrifice and simplicity early on.In my view, faith was essential to our survival.These are enduring values that havepermeated our marriages and family life eversince. We all know the value of human lifeand love."S W A R T H M O R E C O L L E G E B U L L E T I NDescending from five generations ofSwarthmoreans, Sarah Fritsch ’04thinks that Swarthmore keeps her close tothe family’s Quaker roots. “I do feel thatwalking the same paths as my family beforeme has made me feel a stronger connection,"she says.These family ties trace back to 1868,when Sarah’s great-great-great aunt LydiaHart Yardley invested in SwarthmoreCollege by purchasing one share of stock inNovember of that year and a second shareseveral months later in 1869. In the followingyears, members of the family becamestudents at the College. The first was apparentlya great-great-great uncle of Sarah’s:Seymour Yardley Cadwallader, who attendedthe College in 1890 but died from tuberculosisas a student. He was followed by hisniece and Sarah’s deceased great-grandmotherElizabeth Cadwallader Wood ’11,whose daughter is Sarah Wood Fell ’49 andson John H. Wood Jr. ’37.“The choices that wehave made are verydifferent—each of ushas gotten a completelydifferent experiencefrom the same place.”THIS 1869 STOCK CERTIFICATE, SUBSCRIBING TOTHE COLLEGE CORP., WAS DISCOVERED WITH THEPAPERS OF ELIZABETH CADWALLADER WOOD ’11DAND BELONGED TO JOHN H. WOOD’S [’37] GREAT-AUNT LYDIA YARDLEY.Other relatives include Elizabeth’sdeceased brother J. Augustus Cadwallader,Class of 1913. His son is T. Sidney Cadwallader’36, who is class co-secretary with wifeCarolyn Keyes Cadwallader ’36.Further lengthening the family line,three of John H. Wood’s children are alsoSwarthmore graduates: John C. Wood ’67;Roger Wood ’69; and Elizabeth WoodFritsch ’73, Sarah’s mother. Susan YardleyWood (Tufts University ’79) was an exchangestudent at Swarthmore in her junior year.Supporting their Quaker roots, Sarah’sgrandfather, an attorney and partner atWood and Floge in Langhorne, Pa., is veryactive in various Quarterly and YearlyMeeting activities. Her mother is an attorneyand co-director of Legal Aid ofSoutheastern Pennsylvania. Her uncleRoger, an attorney at Dilworth Paxson LLPspecializing in business and banking law,also does committee work for the PhiladelphiaYearly Meeting.20

Sarah admits that her relatives’ “pleasantexperiences at Swarthmore" influenced herto apply. “However, its academic reputationwas probably the biggest factor and the locationas well—not too far from my home,"she says.Planning to pursue a career in diplomacyand international relations, specificallyinvolving French-speaking nations, Sarahalso wants to explore musical productionand composition when she graduates. Thismusical interest is shared by her mother,who sang in College concerts with MarjorieThompson ’74 (see the first family in thisstory).Roger, Sarah’s uncle, was particularlydrawn to Swarthmore because of the way itsupports individual differences. “I had beenon campus many times as a child and feltvery comfortable with the atmosphere there.As a result of conversations within the family,I believed that Swarthmore had many ofthe same values that were important in ourfamily, including a social awareness and tolerancefor individual differences, and I feltthat it would be a good fit for me," Rogersays.John C. Wood, Roger’s older brother andsenior consumer protection attorney at theFederal Reserve Board in Washington, D.C.,was an economics major—following thesame path as his father, which was latercontinued by his brother. The author of articlesthat have been published in the FederalReserve Bulletin and ABA Bank Compliance,he has also cultivated leisure interests suchas skiing, sailing, and tennis.Sharing some of these interests, Rogerwas a resident assistant on campus whodrove 350 miles to Vermont, during thewinter break in 1967, with Dean Robert Barr’56 and two other proctors to discuss studentlife and to ski. As a student, he alsowas a member of Student Council and ofDelta Upsilon. Today, Roger believes thatthe College should continue to encouragethe development of leadership abilities instudents.“My general impression is that Swarthmorehas remained the same with respect toits core liberal, social, and political values,"Roger says. “But that in recent years, it mayhave changed its educational mission byplacing greater emphasis than ever beforeon scholarship and academic achievementand possibly placing less importance on theSTEVEN GOLDBLATT ʼ67SARAH FRITSCH ’04 (FRONT); MOTHER ELIZABETHWOOD FRITSCH ’73 (BACK); AND GRANDPARENTSJEAN (LEFT) AND JOHN H. WOOD ’37 (RIGHT)GATHERED DURING THE WINTER HOLIDAYS IN THEIRLANGHORNE, PA., HOME. IN JANUARY, JEAN ANDJOHN WOOD TRAVELED TO THE HIGHLAND PARKCLUB IN FLORIDA, STARTED AROUND 1925 BY AGROUP OF SWARTHMORE GRADUATES.1911 HALCYONeducation of the whole person, includingthe development of leadership skills.Although this change has earned Swarthmorea preeminent national reputation asan elite academic institution, I think it representsa departure from the college thatearlier generations knew."Sarah is able to share some of thisknowledge about the past, gleaned fromfamily stories, with current classmates. “Ican provide a historical perspective for studentssometimes, when they have a questionabout why certain college policies arethe way they are now," she says.Sarah’s impression is that “Swarthmorealways comes up at family gatherings on mymother’s side," she says. “Among my relativeswho are alumni, it has created a sensethat I am experiencing things that they alsohave, which is comforting."Another advantage of this commonalityis that “when I mention events or places atSwarthmore, people understand me. I thinkit’s nice for my relatives to be able to checkup on how Swarthmore is functioning sincethey left and the changes that have occurred,"Sarah says.Her grandfather hopes that “Swarthmorewill always encourage its students tobe active in community service either directlyor indirectly," which was his own personaldream. Like others from his generation,he has also vehemently objected to the “skyrocketingcosts" of higher education.Traveling from his Langhorne, Pa., homein January, Sarah’s grandfather visited withsome of these classmates at the HighlandPark Club in Florida. The club, startedaround 1925 by a group of alumni, offerssnowbirds a haven during the wintermonths for playing golf, bridge, and croquettogether.“I don’t think Swarthmore has changedvery much because my mother, grandfather,and uncles seem to recognize most of thethings I talk about in reference to school,"says Sarah, whose work at the College issometimes compared by family memberswith her relatives’ performance. “I do,however, think the choices that we havemade are very different—each of us hasgotten a completely different experiencefrom the same place."BARBARA JOHNSTON1936 HALCYONMEMBERS OF THIS FIVE-GENERATION SWARTHMOREFAMILY INCLUDE (CLOCKWISE FROM TOP LEFT) JOHNH. WOOD’S [’37] MOTHER, ELIZABETH CADWALLADERWOOD ’11D, HIS UNCLE J. AUGUSTUS CADWALLADER’13D; SISTER SARAH WOOD FELL ’49; SONS JOHN’67 AND ROGER ’69; AND T. SIDNEY CADWALLADER’36, A COUSIN WHO IS CLASS CO-SECRETARY.1913 HALCYON1949 HALCYONCOURTESY OF THE SCOTT ARBORETUMM A R C H 2 0 0 221

S W A R T H M O R E C O L L E G E B U L L E T I NIn another curving Swarthmorebranch, Ruth FeelyMerrill ’38 passed her love ofthe College on to three of eightchildren: Suzanne ’63, whomarried David Maybee ’62;Barbara ’69; and Chip ’71. “Ihave always loved going toSwarthmore and have includedmy family in these visits," Ruthsays.Suzi, director of communicationsat Holton-Arms Schoolin Bethesda, Md., recalls: “Iprobably made my first trip toSwarthmore when I was 6 or 7years old. My parents had justbuilt their home under the G.I.Bill and were picking out plantings.We spent several hours in the lilacgrove near the Friends Meetinghouse, findingjust the right color and scent for thelilacs we would plant at our new home. Insubsequent years, my mom seldom missed areunion or a Somerville Day…. Swarthmorebecame equivalent with college."Suzi’s college years shaped her own priorities.“My values and attitudes were chosenbecause they had meaning for me andthe adult I was becoming," she says. “Insome cases, family values were reinforced;however, by sending me to Swarthmore, myparents encouraged me to develop my own."The friendships formed on campus arestill the most important ones for Suzi andhusband Dave, a clinical reviewer at theCenter for Biologics Evaluation and Research.“My husband’s college roommatesare our closest friends—‘uncles’ and ‘aunts’to our children; my Robinson housematesstill gather to share important days; lacrosseand badminton coach Pete Hess welcomedme back to campus on my first day as aSwarthmore parent," Suzi says. “It was themanner in which people on campus interactedwith each other that had the greatestimpact on me as a person."The College’s academic and athletic programalso attracted four of Suzi and Dave’sfive children: Beth ’88, David Jr. ’89, Lynne’91, and Jill ’96. Interlacing Swarthmorefamilies again in the third generation, Bethmarried David Allgeier ’86 at Swarthmore’sUnited Methodist Church; they had daughterElizabeth in 1999 and son Matthew in2001. Extending this horizontal expansion,THE MAYBEE-NATHAN-ALLGEIER CREW GATHEREDFOR THIS PHOTO IN OCTOBER 1999. BACK ROW, LEFTTO RIGHT: LEN NATHAN ’92, LYNNE MAYBEE NATHAN’91, DAVID MAYBEE JR. ’89, BETH MAYBEE ’88, ANDDAVE ALLGEIER ’86. SECOND ROW, LEFT TO RIGHT:JILL MAYBEE ’96 AND GEOFFREY MAYBEE. SEATED:DAVID MAYBEE ’62, HOLDING ALYSSA NATHAN,AND SUZI MERRILL MAYBEE ’63, WITH ELIZABETHALLGEIER. MATTHEW ALLGEIER AND DANIELLENATHAN, BORN LAST SUMMER, ARE NOT SHOWN.Lynne married Leonard Nathan ’92; daughtersAlyssa and Danielle were born close totheir cousins’ births.“Each of our children was an individual—andtheir own person. I knew from theday they expressed interest in Swarthmorethat they would find their own way—theirown values and friendships—at the College.Their father and I needed to stand back,"Suzi says. “So we waited for invitations tovisit, and in all four cases, we were invitedand welcomed whenever we came. It wouldhave been wrong for us to expect our memoriesand experiences to be the same astheirs—but in the end, they have proved tobe quite similar."David Jr., who grew up surrounded bySwarthmore paraphernalia, thinks his family’spriorities of “autonomy, frugality, pursuitof intellectual interest, and belief in thepositive qualities of diversity of opinion"were reinforced by the College. But his generationdid not implicitly believe in “the wisdomof our elders and leaders" as did hisparents and grandparents’ classmates.Grandmother Ruth has “witnessedthe growth of the childrenas they mark their trails ineach of their separate ways."Changes she notes over theyears include Swarthmore’s largerstudent enrollment, exchangeprograms, and new buildings.But Ruth still thinks “Theessence of the College hasremained the same."Living on a 200-year-oldfarm in Stanton, N.J., for 30years—where the family oftengathered for reunions—Ruthvalues “the wonderful opportunitiesoffered the Garnet Sages"at the College. Some of theseinclude Alumni Weekend reunions,during which granddaughter Lynnehas driven golf carts. She also relishes memoriesof 1988, the year of her 50th reunionand Suzi’s 25th—when Beth graduatedfrom Swarthmore.Swarthmore’s Education professorsinfluenced Lang Scholar Beth, who taughtmiddle school for seven years. “They werewonderful mentors and models underwhom to develop a philosophy of education,"she says. Husband Dave, who workedin Swarthmore’s Alumni Office for fiveyears, is now a veterinarian. He stronglyopposed the College’s decision to eliminatefootball, voicing his anger in a letter to theBoard. Despite his disappointment, he alsosays that “classmates, teammates, professors,coaches, and colleagues at Swarthmorehad a huge effect on who I am and how Iconduct myself professionally and personally.Save my family and my church, Swarthmoreprobably shaped me more than anythingelse in my life."A certified athletic trainer now workingat the College, Lynne played soccer for fouryears as a student. Husband Len, an officerat MBNA America in Wilmington, Del., describessoccer on campus as “the nonacademicactivity that meant the most" to him.“Once you are accepted to Swarthmore,the real work begins," Lynne says, relatingglowing high school memories. “Then Icame to Swarthmore, where I was surroundedby the brightest from all over the world.If I hadn’t had faith in my own personalworth to carry me through, I could havebeen entirely eclipsed here."COURTESY OF THE SCOTT ARBORETUM22

Prepared for bumps, Lynne learned tocope with the challenges. “Having it sotough is part of what makes the Swarthmoreexperience such a worthwhile one,"she says. “I think you could ask any memberof my family if they would make the academicsless challenging, and we would sayno. We weren’t any of us looking for easy.Easy doesn’t teach you about your ownpotential," she adds.“The values and priorities that I learnedat home were reinforced at Swarthmore: tobe myself, to respect my peers, to take responsibilityfor my words and actions, toplay hard and work harder, and to value myfriendships with others," she says.The same qualities have carried into herwork life at the College, although disillusionmentand questions have shadowed herlove of Swarthmore since the athletics decision.“When did it become so important tomeet the standards set forth by othersinstead of walking our own path?" sheasks. Searching for renewed respect, Lynnehopes the administration will place studentsfirst by “giving them every opportunityto achieve their highest potential academically,artistically, and athletically."The campus first enchanted sister Jillafter her family returned from Hawaii,where they lived from 1976 to 1983. Thesummer they returned to the mainland,Jill’s grandmother took her on a campusvisit, when she discovered the amphitheater.“I left Swarthmore that day feeling like I hadleft my home," she says.Later College visits sustained this impression.“What amazes me most about Swarthmoreis that every relative … had a differentand unique experience. My siblings allattended the College at the same time andhardly saw each other unless they were tryingto," she says. “We all found differentsubjects and activities that interested us, andyet we can talk about Swarthmore andremember very similar experiences." Now inher fourth year at Temple University MedicalSchool, Jill played lacrosse at the College likeher mother and soccer like her sister. Despitechanges in Swarthmore’s “very dynamiccommunity, where ideas are constantlydebated by intelligent people," Jill thinksthat the College continues to draw students“with a passion for learning, a balancedapproach to life, and a unique sense of self."She adds: “I find all my siblings to be“The values learned athome were reinforcedat Swarthmore: to bemyself, respect mypeers, take responsibiltyfor my words andactions, play hard andwork harder, and valuemy friendships withothers.”IN 1988, GRANDMOTHER RUTH (LEFT) CELEBRATEDHER 50TH REUNION, WHILE DAUGHTER SUZI(RIGHT) ENJOYED HER 25TH AND GRAND-DAUGHTER BETH (CENTER) HER GRADUATION FROMSWARTHMORE.very unique, intelligent people; I think thesame qualities that led us to all have suchdifferent interests at Swarthmore are whatcontinue to make us interesting to eachother. Whenever we have a discussion over atopic, we each have our own slant on theissue, and we are all capable of disagreeingall night long if the mood strikes us."Reflecting on her own experience withclassmates and College life today, Suzi says:“It was the fellow students who were theessence of the College for me. There was amutual respect—for ideas, talents, opinions,diversity—among the people I knew atSwarthmore. We were all individuals. It wasOK not to conform, to think independently,and to explore new directions. I believe thatthis is still true today,"STEVEN GOLDBLATT ʼ67Suzi, who has served as an extern sponsoras has husband Dave, says: “But Swarthmore,like society, has its own particulargrowing pains and its own challenges; theseshow themselves in the controversies thatswirl through the campus from time to time.If the essence of Swarthmore remains as truetoday as it was in the 1960s, then it is theprocess—the listening, the discussion, andthe resolution of these issues—that will ultimatelyendure…. Sometimes the controversiesoverwhelm the basic mutual respect oncampus; we seem to be going through justsuch a time now. But I expect that, in theend, mutual respect will come through."Son David, now at the University ofMaryland School of Dentistry, agrees:“Many friends are very disappointed that atraditional sport that they held dear flew thecoop one night.... But graduates ofSwarthmore are purists and traditionalists,and they hold certain common values that Ithink are positive and constant—the mostsignificant is the validity of their voice."Despite any reservations, he would stillencourage the next generation to attendSwarthmore, valuing the “writing and reasoningskills" he developed as a student.Pondering her family’s continuing legacyat Swarthmore, his grandmother says, “I certainlyhope that they all will follow theirhearts and go somewhere that they can be ashappy and fulfilled as we have all been whoattended Swarthmore." Ruth adds, “Theuniqueness of Swarthmore and its willingnessto change has been experienced by eachin their own way."But the family’s still-mending woundgives Suzi pause. “Certainly, the recent ‘flap’over athletics and the impression that somehowathletes are undervalued as contributingmembers of the student body or thatthey are less qualified academically certainlyleaves a ‘bad taste’ for our family, where eachmember was involved in athletics to somedegree," she says. “Being an alum legacysometimes carried similar implications."Ultimately returning to the love ofSwarthmore that was instilled in her childhood,Suzi says, “My hope is that this will beresolved in a positive way so that at sometime in the next generation, one of mygrandchildren might find that Swarthmoreis just the right place to grow into adulthoodand to develop his or her particularpotential." TM A R C H 2 0 0 223

W O R L DV I S I O ND a n A u b r y ‘ 5 7 h a s c i r c l e d t h e p l a n e t i n s e a r c h o f g r e a t p i c t u r e s .S W A R T H M O R E C O L L E G E B U L L E T I N24High Honors in history didn’t mean much in Hollywood,whereDan Aubry headed after graduation.He’d caught the film bug in college, where he andfriends made an 8-minute movie about a Ville barberwhose refusal to cut a black student’s hair became acause celebre on campus.After studying film at UCLA, Aubry worked in themovie industry, which he calls a “rough school where Ilearned a lot.” By 1960, he was in Spain, doctoring thescript of El Cid, the three-hour epic starring CharltonHeston. He later worked as a writer on projects with BillyWilder and Orson Welles, always yearning to be a director.“In hindsight,” he says matter-of-factly, “I blew alot of important opportunities in those years.”In the 1970s, Aubry left Hollywood for Spain, wherehe first sold real estate and later became head of thetourism board for Alméria, a province on the Andalusiancoast. “In the early post-Franco days, our organizationwas dirt poor,” he recalls. “If we wanted to do abrochure, I had to take the pictures. I’d always thoughtof myself as something of a photographer but had neverconsidered doing it professionally. When tourism boardsin neighboring provinces started asking me to photographfor them, and the government in Madrid startedcalling, I discovered it was a lot more fun than sittingbehind a desk.”Returning to the United States in 1980, Aubry devotedhimself full time to photography. He has traveled theworld in search of pictures, which have appeared inadvertising, magazines, and three of his own books. TheSpanish government remains one of his best clients.Another client—Sheraton Hotels—commissioned him tophotograph 33 of its properties in the Middle East andAfrica, a project that took two years and resulted inanother book. Aubry has also pursued fine-art photographyand has had two one-man shows at the MoniqueGoldstrom Gallery in New York.For Aubry, photography is more than light, color, andcomposition. In his pictures—and recently in new mediasuch as video and digital photo-collages on glass—hetells stories. Taken together, his photographs tell a largerstory—his own.—Jeffrey LottLeft: Petrified wood in a desolate landscape, Patagonia, Argentina.Top right: One of the famous flying horses (cabriola) in Jerez, Spain.Right: Banana vendor, Abuja, Nigeria. Far right: A rare white gorillain the Barcelona zoo.

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Left: The Miramar Resort in El Gouma, Egypt, designed by theAmerican architect Michael Graves. Right,top to bottom: Folkdancer in Mexico City. Indian girl, Sultanate of Oman. Childand her nanny, St. Bart’s, Caribbean. Below: A warrior in theSepik River region of Papua New Guinea.To see more Daniel Aubry photos, visit his Web siteat www.danielaubrystudio.com.M A R C H 2 0 0 2ALL PHOTOGRAPHS © DANIEL AUBRY27

S W A R T H M O R E C O L L E G E B U L L E T I NOn Sept. 11, 2001, Dan Aubry was in his23rd Street studio in Manhattan. “I’m not ajournalist,” he says, “so I didn’t run out withmy camera when I heard the first news. Wewatched from the roof of our building as theTrade Centers collapsed.” Like many New Yorkersin the weeks following the terroristattack, Aubry was moved by stories of individualheroism and loss—stories that were madepainfully real by thousands of homemademissing posters that appeared throughout thecity. He decided to design a visual memorialto the victims. Since September, his idea for aWorld Trade Center Visual Memorial—a walkthroughmultimedia exhibit—has gatheredsupport. To learn more about the memorialplans, use Internet Explorer to visit www.-wtcvisualmemorial.org.28

The Parthenon, AthensALL PHOTOGRAPHS © DANIEL AUBRYM A R C H 2 0 0 229

TheDoubtingWarT w o S w a r t h m o r e a n s h a v e i n c r e a s e dp u b l i c a w a r e n e s s o f o b s e s s i v e - c o m p u l s i v ed i s o r d e r i n c h i l d r e n .By Marcia RingelS W A R T H M O R E C O L L E G E B U L L E T I N© LAURA STOJANOVIC30

For a child with obsessive-compulsive disorder,Foverwhelming worries make the already strange maze that leads toadulthood even more difficult. Life is ruled by intrusive, disturbingthoughts (obsessions), acts (compulsions), or both.In health class, a 13-year-old girl learns about issues such as suicideand date rape. She becomes tormented by thoughts that shewants to do these things herself.An 11-year-old boy learns from a drug prevention unit at schoolthat people can get high from sniffing felt-tipped markers. Convincedthat he will get brain damage and die from his mother’s hairspray ornail polish, he barricadeshimself in his room andT h e B o y W h o S t a r t e d I t A l lIn 1989, Dr. Judith Livant Rapoport ’55,now director of childhood research at theNational Institute of Mental Health, publishedThe Boy Who Couldn’t Stop Washing:The Experience and Treatment of Obsessive-Compulsive Disorder (Dutton). The book’sgripping case histories reveal how pervasivelyOCD can disrupt children’s lives—andtheir families’. Never out of print and issuedin paperback in 1997, the groundbreakingbook continues to sell 10,000 to 15,000copies a year, Rapoport says.Rapoport has treated nearly 1,000 childrenand adolescents with OCD in the past20 years. She wrote her first paper on OCDas an undergraduate at Swarthmore, forIt’s essential to understand the intensedistress felt by children with OCD.Otherwise, their behaviors seem stoppable,silly, and annoying—but not tortuous.opens the windows whenevershe uses them.A 12-year-old girl fears thather food is full of glass thatwill hurt or kill her. Refusingany complex foods, such assauces and casseroles, shetakes two hours to finish ameal as she painstakinglyinspects each morsel, thenchews tiny shreds of food with intense concentration.Children with OCD may repeatedly count, check, touch, hoard, ordecontaminate. They may imagine life-threatening dirt or infectionin ordinary items. They may be afraid that they will unwittingly kill afamily member or that their thoughts are evil or sinful. They may bepreoccupied by a need for symmetry. Incessant thoughts about certainimages, words, numbers, or sounds may trouble them.It’s essential to understand the intense distress felt by childrenwith OCD, says clinical psychologist Tamar Chansky ’84, founderand director of the Children’s Center for OCD and Anxiety in PlymouthMeeting, Pa., and the therapist of the children described earlier.“Unless you know how it feels to have OCD, the behaviors on thesurface seem stoppable, silly, and annoying, but not torturous.”Although each child’s needs for reassurance trigger specificactions, they vary from one child to another. And each child’s needsand actions may mysteriously change over time. Rituals, which maybe performed to relieve the worry (briefly) or in response to an innersense of pressure to do things in a particular way, may grow increasinglycomplex and time-consuming. To “feel right,” a child mayarrange toys in a precise order, count squares in the wallpaper, or flipa light switch 13 times. Especially common, and often most telling, isexcessive hand washing, the habit that gave a name to the book thatrevealed OCD to the world.Peter Madison’s Honors seminar in psychopathology.In those days, however, onlypsychological theories were covered.“What I’m most proud of,” she continues,“is that the book demonstrated thatOCD, which had been considered very, veryrare, was more common than bipolar disorderor schizophrenia.” When Rapoportbegan her work in 1976, she says, few articlesdiscussed OCD; now there are thousands.Moreover, today, “just about everypsychology and psychiatry departmentacross the United States and Canada offerstreatment for OCD,” she says.H e l p i n g K i d s W i t h O C DAbout 2 percent of the U.S. population—some 4 million people—have OCD,Rapoport says. More than a quarter of themare children. Sadly, many who could behelped never find the appropriate resources.For those who are fortunate enough toobtain an accurate diagnosis, much can bedone, Chansky says. Yet like adults, kids withOCD typically consider their compulsivebehavior shameful and hide it. AlthoughOCD is far better understood than ever, it isM A R C H 2 0 0 231

S W A R T H M O R E C O L L E G E B U L L E T I N32often undiagnosed or misdiagnosed asanother mental disorder, such as schizophrenia.“We are in a crisis situation in this country,”Chansky says. “So few people knowhow to treat OCD. I advise on an e-mail listall over the country. Many people have todrive for three hours or go for intensivetreatment during the summer because thereis no help nearby.”Treatment is crucial, Chansky says, andtailored to the child. For the girl who fearedthat she wanted to kill herself or rape someone,Chansky made an audiotape containingstatements such as “I’m a rapist. I want tohurt people. I don’t care how people feel.”The opposite was true, Chansky says. “Thisis a girl who embodies all that is good in theworld—bright, creative, caring.” The girl wasinstructed to listen to the tape for 15 minutesevery night. Its constant repetitionhabituated the child to her fears until theygrew less compelling. “After a while, the anxietycomes down,” Chansky says. “The parentswere doubtful, but this method is thecutting edge. It works.”Chansky describes a young boy whostopped answering questions because he wasafraid that he might respond with a lie. Hisreluctance to speak “made therapy sessionsvery difficult,” she says. In therapy sessions,she taught him to “boss back Brain Bug,” ashe has named his OCD, so that he can be“normal and free and not have this problemany more,” she says.F i n d i n g t h e R i g h t H e l pEven when an experienced therapist isfound, Chansky has observed, the parents’role is seriously underappreciated. Eager tocommunicate with concerned parents shecouldn’t reach in person, Chansky wroteFreeing Your Child From Obsessive-CompulsiveDisorder: A Powerful, Practical Program forParents of Children and Adolescents (ThreeRivers Press, 2001). “My book is the first tobe written for parents about their role,” saysChansky.The response has been strong and farflung—fromCanada, France, and all overthe United States. On a typical day last fall,Chansky received calls from parents in threedistant states. “They felt the book had ‘savedtheir lives’ by explaining what was wrongwith their child and what they could do tohelp,” she says.PSYCHOLOGIST TAMAR CHANSKY ’84 SPECIALIZESIN THE TREATMENT OF OCD. HER BOOK FREEINGYOUR CHILD FROM OBSESSIVE-COMPULSIVE DISOR-DER PROVIDES PRACTICAL TREATMENT ADVICE TOPARENTS.PHILLIP STERN ʼ84“Parents want and need information,”continues Chansky, who feels that being themother of two has deepened her understandingof parents’ frustration. “Too often,parents are left in the waiting room and notbrought into the process, even though theyhave the most time and influence with theirkids and can expedite the recovery process ifthey are included in the treatment.”An early hope is that no treatment isneeded. “The million-dollar question for aparent of a kid with OCD is: ‘Will it goaway?’” Chansky says. The answer is: Probablynot. “We don’t know why some kids outgrowit, and others don’t,” she says. Formost children with OCD, symptoms willwax and wane throughout their lives. Forthose whose OCD persists, Chansky notes,“we don’t talk about cure because the conditionis chronic. But especially with earlyintervention, we can get good results.” Withtreatment, symptoms can be reduced by 50to 80 percent.It was, in fact, the gratifying ability tohelp children with anxiety disorders thatlured Chansky to the field. First, her Swarthmoreadviser Jeanne Marecek, for whom shedid research in her senior year, acted as arole model for “finding work that meanssomething to you and enjoying it.” Later, asa doctoral student in clinical psychology atTemple, Chansky began working with anxiouschildren. “I loved it right away becausethe kids were really getting better,” she says.W h o G e t s O C D a n d W h y ?The average age of onset of OCD is youngadulthood—19.5 to 22 years—but it canstart much earlier. Case studies exist for chil-DISTINGUISHING OCD FROM HABITS OF CHILDHOODOCD BehaviorsAre time-consumingAre disruptive of normal routineCreate distress or frustrationMake child believe he has to do themAppear bizarre or unusualBecome more elaborate anddemanding with timeMust be executed precisely toprevent adverse consequencesNon-OCD HabitsAre not overly time-consumingDo not interfere with routineCreate enjoyment or a sense of masteryMake child want to do themAppear ordinaryBecome less important andchange over timeCan be skipped or changedwithout consequenceAdapted with permission from T. Chansky, Freeing Your Child From Obsessive-Compulsive Disorder:A Powerful, Practical Program for Parents of Children and Adolescents. New York, Three Rivers Press, 2001.

dren as young as age 2, says Chansky. Moreboys than girls are affected, althoughwomen seem to catch up by adulthood.As with most mental disorders, causesare elusive. As Chansky describes it in herbook: “OCD comes from a biochemicalmishap in the brain. Part of the brain sendsout a false message of danger and ratherthan going through the proper ‘screeningprocess’ to evaluate the thought, the braingets stuck in danger gear and cannot moveout of it. The emergency message circuitkeeps repeating and is ‘immune’ to logicalthought.”The neurotransmitter serotonin carriesinformation from one nerve cell in the brainto another. An insufficiency of serotonincauses message circuits to malfunction, sothat the circulating message never stops.One receptor site for serotonin is in thebasal ganglia, the part of the brain that containsthe thought-filtering station. An injuryto the basal ganglia results in OCD symptoms.Medications that treat OCD helpkeep serotonin available, expediting messagedelivery.Research sponsored by the NationalInstitute of Mental Health has found anintriguing link between OCD and strepthroat. Antibodies to streptococcal infections,investigators learned, harm the sameparts of the brain that are affected in OCD.They named this phenomenon pediatricautoimmune neuropsychiatric disordersassociated with streptococcal infections(PANDAS). Occurring between age 3 andpuberty, PANDAS may account for onethirdof cases of OCD in children—thesame proportion, as it happens, that Chanskysees in her practice.I d e n t i f y i n g a n d T r e a t i n g O CDHow can a parent tell whether a child’shabits are normal? The extreme and repetitiousbehavior of a child with OCD is usuallyfairly obvious (see “Distinguishing OCDFrom Habits of Childhood”). Spendingmore than an hour a day on rituals and feelingsof deep distress also indicate that treatmentis warranted. The child who must endlesslypack and repack her book bag everyday before going to school or the one whosprays his books with Lysol when he getshome—both patients of Chansky—needshelp.“My job as a therapist,” Chansky says,JUDITH LIVANT RAPOPORT’S [’55] BOOK THE BOYWHO COULDN’T STOP WASHING BROUGHT NATION-AL ATTENTION TO OBSESSIVE-COMPULSIVE DISOR-DER. DR. RAPOPORT IS CURRENTLY DIRECTOR OFCHILDHOOD RESEARCH AT THE NATIONAL INSTI-TUTE OF MENTAL HEALTH.“is to help children and parents see that allthe symptoms distill down to the sameissue: They are about doubt that seemsunbearable instead of uncomfortable.”That’s true of adults, too, but “because kids’experiences are different, they don’t latchonto the same things,” thus making it moredifficult for parents to understand theirmotives. In situations that might lead anadult with a contamination obsession toworry about “germs,” a child might worryabout a color (such as red, the color ofblood), a texture, or people. Such fears maybe incomprehensible to the parent yet makeperfect sense to the child—who may beunable to articulate his feelings.T r e a t m e n t s T h a t W o r kFor many years, OCD was presumed to be apurely psychological problem. The condition’sphysiologic basis became clear, however,when 70 percent of people with OCD ina 1986 Columbia University study improveddramatically while taking the antidepressantclomipramine (Anafranil). In the 1990s,positron emission tomography (PET scans)revealed that either medication or behaviortherapy alters metabolic activity in thebrains of people with OCD.Five drugs, including fluoxetine (Prozac),are now used for OCD. “All the drugsEven when an experienced therapistis found, the parents’ role is seriouslyunderappreciated. Often, the wholefamily must be involved in the therapy.COURTESY OF THE NATIONAL INSTITUTE OF MENTAL HEALTHapproved in adults seem to work in children,”Rapoport says. If a medication hasn’tstarted to work within a few weeks, thedosage may be increased. If that doesn’thelp, another medication may be tried.With or without medication, OCD isusually best treated with behavior therapy.The goal of behavior therapy is to empowerpeople with OCD to transform their ownbehavior, rendering the intolerable endurable.With the help of a trained therapist—whethera psychiatrist, psychologist,or other mental health professional who isexperienced in treating children withM A R C H 2 0 0 233

S W A R T H M O R E C O L L E G E B U L L E T I NOCD—the child identifies his or her obsessionsand compulsions, rates them by severity,and learns how to reduce their regularityand power.Chansky has had success with behaviortherapy techniques in children as young asage 4. She notes a growing consensus thatsuch therapy can teach children to resisttheir OCD. Children learn to “boss back”these impulses, to name and defy them(“You can’t get me, Repeater Man”), to“break the rules” of the OCD. “Behaviortherapy prepares children for slips or recurrences,”Chansky says. “The relapse ratewith medications is higher.”“The initial techniques of exposure andresponse prevention are still best,” Rapoportsays. Children are exposed to thesources of their obsessions or to situationsthat trigger them, then encouraged not toemploy their usual compulsions to calm theresulting anxiety. The child observes that noharm results. Over time, the child develops atolerance for the presence of what causesthe fear.Last spring, Chansky treated an 11-yearoldboy, obsessed by symmetry and perfection,who typically spent an hour tying hisshoes and arose at 4 a.m. to iron his clothes.His assignment: to come to his next appointmentwearing clothes that hadn’t beenironed. “This was torture for him,” Chanskysays. “He put on his shoes with his eyesclosed and did not retie them in the car. Hisanxiety went up at first, but it will go downby itself.”The child himself must feel in charge ofthe symptom that is being worked on. “If Itell him what to do,” Chansky explains, “Ibecome just like the voice of OCD, bossinghim around.” Therapy should not replicatethe feeling of being out of control, she says.“The number one thing that needs tohappen for kids is recognizing that theirNormalControlFor many years, OCD was presumedto be a purely psychological problem.But science has discovered physiologiccauses in both children and adults.Obsessive-CompulsiveIn people with OCD—as with no other psychological or physical disorder—twoareas of the brain “light up” simultaneously and abnormally in PET scans of thebrain: the basal ganglia, a core of cells at the center of the brain, and the orbitalfrontal region, a large area behind the forehead. These differences are apparentwhen people with OCD are at rest and are intensified when they are performingcompulsive rituals. Yet treatment with either medication or behavior modificationreduces or eliminates these abnormalities. Such demonstrations showed dramaticallythat OCD is a neurobiological disorder, not a psychological one.OCD thinking is different from their otherthinking,” Chansky continues. “Even 4 yearolds can identify OCD thought. It givesthem a different feeling in their stomach orelsewhere in their body. They need to makethat identification so that they won’t investthe same amount of energy in that as in amath problem.” Once the feeling has beenidentified, “They should get involved insomething else so that the feeling will pass.”Kids are taught to “relabel the situation andwait it out,” she says.Treatment lasts for four to six months,on average, but can be much shorter. “I’vehad kids who just needed a handful of sessionsto get through it,” Chansky says.Beyond quelling OCD symptoms themselves,treatment “has implications spillingover into self-concept,” she observes. Childrenmay attribute their OCD symptoms tobeing “crazy, perverted, or sick” and withdrawfrom society. “That’s a mistake youdon’t want to leave uncorrected,” she warns.For the youngest OCD patients, “a moreUCLA SCHOOL OF MEDICINE/© AMERICAN MEDICAL ASSOCIATION34

purely behavioral tack is taken,” says Chansky,whose center treats many 3 year oldsand their families. Parents are taught toaddress the child’s symptoms. In a childwho often complained of feeling sticky ordirty, for example, parents might preventroutine hand wiping or washing. “The parentsorchestrate the approach,” Chanskyexplains.“Most important when OCD is noted ina young child,” she says, “is to consider thepossibility of PANDAS and have the childevaluated.” A significant sign of PANDAS,Chansky notes, is the sudden onset ofsymptoms or tics in a child who has shownno OCD tendencies before. Because OCDdevelops more typically around ages 10 to12, its appearance in very young childrensignals a greater likelihood of a physiologictrigger such as strep or Lyme disease.Because children with OCD are in distress,their families, striving to adapt to thedemands of the disorder, may arrange theirlives around protecting the child. A trainedtherapist can help them to stop “enabling”and effect constructive changes.“A lot of times, families are bewildered,”Rapoport says. With therapy under way,“siblings are reassured instead of resentingP R A C T I C A LM A T T E R S• Free professional screening for OCD, other anxiety disorders, and depressionwill be available at many locations nationwide on May 1. The annual event,National Anxiety Disorders Screening Day, is organized by Freedom From Fear(http://www.freedomfromfear.com), a national nonprofit mental health illnessadvocacy organization.• Hundreds of support groups for people with OCD (and, sometimes, their families)are active in the United States and Canada. Some of the major ones arelisted on the Bulletin Web site: www.swarthmore.edu/bulletin.• For a referral to a behavior therapist, suggests Judith Rapoport, M.D., consultthe Obsessive-Compulsive Foundation, a highly regarded national nonprofitgroup.• Health insurance companies do not consistently reimburse for OCD (or othermental health) treatment. On Dec. 18, the House of Representatives rejected ahotly debated Senate proposal requiring health plans and insurance companiesto cover mental illnesses no less fully than physical ones.the child who is ruining the family fun.Almost always, information and opennessare better than not. Siblings take the situationpersonally and negatively.” Yet whenenlisted to help, they tend to seize theopportunity. If sisters or brothers are sufferingbecause of a sibling’s OCD, Rapoportsays, she may ask the parents to bring themto family therapy sessions.Families may feel encouraged to know“The number one thing that needs tohappen for kids is recognizing that theirOCD thinking is different from theirother thinking. Even 4 year olds canidentify OCD thought.”that overcoming OCD can increase a child’sempathy toward others. “Many of my ‘graduates’who are now in college,” Chanskysays, “are going into psychology.”Chansky stresses the poignancy and seriousnessof OCD and the struggle requiredto resist it. She taught the girl who imaginedglass in her food to recognize the differencebetween a “good warning” and an“OCD warning”—“mistakes that the brainis making”—and how to respond to both.Chansky explained that food wasn’t reallyfull of glass but full of the girl’s ideas aboutglass. Taking containers of formerly rejectedfoods to her therapy sessions, the girl slowlybegan to eat increasingly complex and hardfoods.The boy who feared chemicals was eventuallyable to put nail polish on his ownnails in Chansky’s office. “He was an athletewith a shelf full of soccer and baseball trophies,”she says. As he used the polish,she reports, he gave her a rueful look andsaid, “‘You see how much I want to getbetter?’” TMarcia Ringel, a writer and editor in Ridgewood,N.J., is a regular contributor tothe Bulletin. Her most recent article was theSeptember cover story on high-stakestesting.M A R C H 2 0 0 235

A L U M N I D I G E S TC o n n e c t i o n sS W A R T H M O R E G A T H E R I N G S N E A R Y O UUPCOMING EVENTSMetro DC/Baltimore: The exhibition OurExpanding Universe takes visitors on a journeythrough 100 years of science at theCarnegie Institution. Its story followsCarnegie explorers through the extremes ofnature and the chaos of political revolutionas they unravel great questions of scienceranging from the structure and function ofthe genetic code to the origin and final destinyof the universe. Connection memberswill be able to explore the exhibition firsthandon April 11, from 6–8 p.m., at theCarnegie Institute of Washington, 1530 PStreet NW. The cost is $5, and drinks andmunchies will be provided. Please R.S.V.P. toConnection Chair Sampriti Ganguli ’95 at(202) 545-0835 or sampritig@hotmail.com.“Christmas in April”: The SwarthmoreConnection will join Rebuilding Togetherwith Christmas in April of Washington,D.C., to renovate the house of an elderly ordisabled homeowner in the district on Saturday,April 27. Volunteers of all experienceand skill levels are needed. Last year, a groupof about 40 alumni and friends cleaned up,painted, and made repairs to an aging housein northeastern Washington, helping tomake it warm, safe, light, and dry for thefamily. They worked hard and had a lot offun, with old and new friends. With yourhelp, this year’s project will be just as successful.If you’d like to join us this year, contactKay Gottesman as soon as possible at(301) 530-5504 or gottes@attglobal.net.Philadelphia: Orienteering is the sport ofnavigation with map and compass. Theobject is to run, walk, ski, or mountain biketo a series of locations shown on a map andfinish in the shortest amount of time. Orienteeringis often called a “thinking sport”because it involves map reading and decisionmaking as well as a great workout. ThePhiladelphia Connection will attend anevent hosted by the Delaware Valley OrienteeringAssociation on Saturday, April 20, atCore Creek Park near Newtown, Pa., at 11a.m. The cost is $7. Details are available atwww.dvoa.us.orienteering.org. You may alsocontact Connection Chair Jim Moskowitz’88 at (610) 604-0669 or jimmosk@alum.-swarthmore.edu.Pittsburgh: Melissa Kelley ’80 is retiring asPittsburgh Connection chair because a newjob is taking her to Erie, Pa. However, sheleaves the Connection in the able hands ofBarbara Taylor ’75 and Michelangelo Celli’95, who have volunteered to take over thisConnection. We welcome Barbara andMichelangelo and thank them for keepingthis busy Connection going. Melissa willcontinue to serve on Alumni Council aspresident designate, and we thank her forher fine work as Pittsburgh Connectionchair. Knowing Melissa, we expect there willbe an Erie Connection before too long!S W A R T H M O R E C O L L E G E B U L L E T I NIn a smashing reunion, members of thewomen’s tennis team, young and old, tookto the courts of the Mullan Tennis Centerin October for an alumni tennis match. Inthe spirit of friendly competition and withCoach Dan Sears umpiring, the alums andcurrent women’s tennis team membersplayed a series of round-robin matches. Inone lively match, Kim Crusey ’95, a star inher own time, played current captainAnjani Reddy ’04, who took the set in aclose 7–5. Judy Eagle ’66 dusted off herracket and showed up the younger ladieswith her classic volleys in the doubles.Wendy Kemp ’99, always consistent fromthe baseline, challenged the other queenof the ground strokes, Rebecca Katz ’95.The next annual alumni tennis event isalready anxiously anticipated. Others inattendance were event organizer RaniShankar ’98, An Bui ’05, Michaela DeSoucey’00, Pamela Duke ’84, Sarah Fritsch’04, Apanar Kishor ’05, Nga Lai ’97, KristinParris ’86, and Elena Rosenbaum ’98.RECENT EVENTSAlaska: Alden Todd ’39 arranged for a recentConnection event in Alaska. Dan West, vicepresident for development, alumni relations,and public relations, met with several alumni,parents, and one current student inAnchorage in January—yes January!—todiscuss life at Swarthmore today.Chicago: As the leaves changed color in thelate fall, Chicago-area alumni enjoyed anafternoon at the Morton Arboretum. JeffJabco of the Scott Arboretum joined thegroup and provided color commentary.36

Professor Ray Hopkins, Richter Professorof Political Science, visited the Chicago Connectionto guide a discussion titled “ConstructingResponses to Sept. 11.” Before theprogram, Professor Hopkins communicatedwith alumni by e-mail to gain an understandingof the issues of major concern toalumni. Many thanks to Chicago ConnectionChair Marilee Roberg ’73 for arrangingboth of these events.Pasadena, Calif.: In January, President andMrs. Bloom hosted “A Conversation Withthe President.” Connection members discusseda variety of topics of interest to theCollege community, including the Board ofManagers’ athletics decision, diversity oncampus, instituting an Islamic studies programat the College, and several fundingissues. Thanks to Suzanne ’72 and WalterCochran-Bond ’70 and David ’45 and MaryJoann Lang for making this event possible.Seattle and San Francisco: Barry Schwartz,Swarthmore College Dorwin P. CartwrightProfessor of Social Theory and SocialAction, visited the Seattle and San FranciscoConnections in early March to present a lecturetitled “Too Many Choices: Who Suffersand Why.”Intercultural Center’sCelebration on April 6All alumni are invited to return toSwarthmore for the Intercultural Center’s(IC’s) 10th Anniversary AlumniGathering on April 6, from 10 a.m. to4 p.m. The anniversary celebrationwill allow alumni to meet with currentstudents and explore opportunitiesto get involved with the ongoingactivities of the IC. Please join theIC community in our newly renovatedoffices in Tarble near the FragranceGarden. For information, please contactIC Acting Director Meghna Bhagatat (610) 328-7360 or mbhagat1-@swarthmore.edu.ENTREPRENEURS MICKEY HERBERT (LEFT), MAJORITY OWNER OF THE BRIDGEPORT [CONN.] BLUEFISHBASEBALL CLUB; AND TRALANCE ADDY, FOUNDER AND CEO OF PLEBYS INTERNATIONAL, A TECHNOLOGYFIRM, WILL BE KEYNOTE SPEAKERS AT THIS SPRING’S LAX CONFERENCE ON ENTREPRENEURSHIP.CALLING ALL ENTREPRENEURSAccording to Webster’s, an entrepreneuris defined as, “One who undertakesto start and conduct an enterpriseor business, usually assuming full controland risk.”The Lax Conference on Entrepreneurship,to be held on April 7, beginning atnoon, focuses on the business of businessfrom the perspective of several alumni whofollowed their entrepreneurial spirits aftergraduating from Swarthmore. TralanceAddy ’69, founder, president, and chiefexecutive officer (CEO) of Plebys InternationalLLC, and Michael “Mickey” Herbert’67, president, CEO, and majority owner ofthe Bridgeport Bluefish Baseball Club,headline the conference with their keynoteaddresses.Tralance oversees innovative technologyventures targeting underserved populationsworldwide. He is the former internationalvice president of Johnson & Johnson, wherehe led the establishment of technologybasedbusiness ventures. Mickey is anationally recognized expert on healthplans and is the former founder and CEOof a publicly traded health maintenanceorganization. In addition to his baseballteam, he is currently the general partner ofa major league lacrosse team and a sportsand entertainment company.The conference will also feature paneldiscussions on social entrepreneurship andventure philanthropy, thoughts on becomingan entrepreneur, and the nuts and boltsof a successful business venture. Panelistsinclude Eric Adler ’86, Richard Barasch ’75,Caroline Curry ’90, Kevin Hall ’89, EthanKlemperer ’94, Arnold Kling ’75, EmilyMcHugh ’90, Seth Murray ’98, TimothySibley ’98, Robin Shapiro ’78, Brian Smiga’76, and Thomas Snyder ’72.The Lax Conference on Entrepreneurshipis funded by an endowment created bya bequest from the late Jonathan Lax ’71.Jonathan was class agent and a reunionleader. It is co-sponsored by the SwarthmoreBusiness Society, the Office of CareerServices, and the Alumni Relations Office.For additional information or to sign upfor the conference, call the Lax ConferenceResponse Line (voice mail) at (610) 690-6887, or visit the conference Web site athttp://lax.swarthmore.edu.M A R C H 2 0 0 237

A L U M N I D I G E S TS W A R T H M O R E C O L L E G E B U L L E T I NAlumni Council ContinuesHealing Efforts at January MeetingThe Alumni Council is continuingefforts begun last fall to increaseunderstanding and to establish aframework for healing among alumni followingthe College’s December 2000 decisionto restructure the athletics program.Representatives of the administration,Board of Managers, Alumni Council, andMind the Light met on campus for a thirdtime on Jan. 18. These included PresidentAlfred H. Bloom; Managers Fred Kyle ’54and Barbara Weber Mather ’65; Dave Rowley’65, Rob Steelman ’92, and Diana JuddStevens ’63, representing Mind the Light;and myself. JackRiggs ’64, who participatedin twomeetings last fall,was unable to attendin January.The tone of theconversation wasrespectful and constructive.During themeeting, participantsreviewed progress onthe three actionsagreed to earlier anddescribed in ourJoint Communiquéin December, includingthe addition oftwo Alumni Councilmembers to the Ad Hoc Athletics ReviewCommittee of the Board, the participationof Alumni Managers in meetings of Council,and the review by Council of consensualdecision-making processes at the College.All were pleased to hear about the activeparticipation by Council members JenneaneJansen ’88 and Rick Ortega ’73 in a conferencecall and meeting of the AthleticsReview Committee; Council’s interactionswith Managers Catherine Good Abbott ’72and Alan Symonette ’76 at our October2001 meeting; and the development of adraft charge and a list of potential membersof the team to review consensual decisionmaking. Participants also heard about theproductive meeting held on Dec. 8 with theExecutive Committees of the Board andCouncil to learn of each group’s prioritiesThree actions will be taken:• Addition of two AlumniCouncil members to theAd Hoc Athletics ReviewCommittee of the Board• Participation of AlumniManagers in meetings ofthe Alumni Council• Review by Council ofconsensual decision-makingprocesses at the Collegeand to explore ways to be supportive inthese initiatives.Participants asked that Council continueto take the lead in monitoring the actionsagreed to and in reporting periodically asplanned to the Swarthmore community. Theparties acknowledged that agreement oncertain matters such as the restoration ofthe sports affected and the exact events inthe process by which the decision was mademay not be possible but agreed that all sharein their dedication to Swarthmore College.No other formal actions were added to thoselisted in the Joint Communiqué, but additionalefforts to promotehealing—andto provide leadershipwithin the CentennialConference in dealingwith pressures toincrease specializationand competition—werediscussed.There is anunderstanding thatsuch efforts will beinitiated by the Collegeat appropriatetimes. The parties didnot set a date to meetagain but left openthe possibility ofadditional meetings ifthey were anticipated to be helpful.The leadership of Alumni Council willfulfill its responsibilities to the SwarthmoreCollege community as agreed in the JointCommuniqué and will continue to makethemselves available to support any additionalefforts to increase understanding andpromote healing.We are grateful to all those alumni whohave offered comments and counsel. Yourinput is important to us, and we willrespond to each of you as time permits. Wealso want to thank those who have agreed toserve in efforts to rebuild. We commit toproviding periodic updates as these effortsproceed.—Richard Truitt ’66President, Alumni Associationrich_truitt@alum.swarthmore.eduJANSENORTEGATwo Join Board’s Ad HocCommittee on AthleticsAlumni Council members JenneaneJansen ’88 and Richard Ortega ’73 havebeen appointed the Board of Managers’ AdHoc Athletics Review Committee. The committee,chaired by Catherine Good Abbott’72, was created in 2000 to act as a Boardliaison with the campus Athletics ReviewCommittee. According to Abbott, the ad hocgroup “will ensure that the recommendationsof the original Athletics Review Committeeare implemented. In consultationwith others, we will also develop criteria tomonitor, on an ongoing basis, the futurehealth of the athletics program.”Jansen, who was elected to Council lastyear, is an attorney with the Minneapolisfirm of Meagher & Geer, specializing inappellate law. A lifelong athlete and longdistancerunner, she was captain of women’scross-country for three years at Swarthmore,staying on to help coach running during afifth academic year at the College. She saysshe is “interested in trying to mend some ofthe rift with alumni who are deeply troubledby the College’s restructuring of the athleticsprogram.” Jansen can be reached by e-mailat jjansen@meagher.com.Ortega, who lives in Glen Mills, Pa., hasserved on Alumni Council since 1999. He isa self-employed structural engineering consultantspecializing in historic preservation—avocation that blends both sides ofhis unusual Swarthmore double major in arthistory and engineering. Although he wasnot a varsity athlete in college, he is anactive coach in youth soccer, basketball, andbaseball. Ortega sees his role on the committeeas “providing the Ad Hoc Committeewith input from the Alumni Council and, byextension, from all alumni.” His e-mailaddress is rickortega@aol.com.38

E x t e r n P r o g r a m C o n t i n u e s t o G r o wThis year’s Extern program was a hugesuccess. As usual, it allowed alumniand students to interact with and learnfrom each other. The College had more than125 alumni volunteers, just slightly morethan last year. On the other hand, studentinterest increased by approximately 30 percent.In Philadelphia, the number of studentrequests for externships doubled. Studentswere offered externship opportunitiesin Boston; New York; Philadelphia; Washington,D.C.; and through a pilot programin San Francisco.Alumni volunteers represented a widerange of careers, including research medicine,public defense, university administration,investment banking, labor arbitration,government, public policy, psychology, managementconsulting, technology, law, andarts management. One student was able towork in the frozen tissue collection of theMuseum of Natural History, a great way tocombine interests in science and thehumanities.The Extern program is extremely importantto the College, in part, because of itsbenefits to both alumni and students. Theevaluations from both student and alumniparticipants confirm their enjoyment of theactivity. Sponsor James Sailer ’90 said: “[Myextern] was motivated, engaged, curious,and productive. If all of your externs hadsuch positive attitudes, I am sure you aredealing with a set of very happy sponsors.”Emily Chavez ’03 said: “Everyone mademe feel very welcome and was available foranswering any questions I had…. Even if Idon’t choose to pursue nonprofit work inthis particular area—homelessness and lowincomehousing issues—I have a sense ofthe structure of the organization, which Ithink I could apply to other areas.” Andfinally, Mary-Mack Callahan ’77 said, “Thetalents and enthusiasm of the Swarthmorestudents who come into this office consistentlysurpass our highest expectations—and the midwinter boost of the energy inour company benefits all of our work.”What makes the Extern program evenmore impressive is that it is almost entirelyorganized by alumni volunteers. We congratulateand offer sincere thanks to thisyear’s coordinators: Cynthia Graae ’62,MARY-MACK CALLAHAN ’77 (LEFT) AND AMY WHITE’00. AMY’S EXTERNSHIP TWO YEARS AGO WITHCALLAHAN’S PUBLIC RELATIONS FIRM COMMUNICA-TION WORKS LED TO A FULL-TIME JOB AFTERGRADUATION. COMMUNICATION WORKS SPONSOREDTHREE EXTERNS THIS YEAR.UPCOMING CAMPUSEVENTSI n t e r c u l t u r a l C e n t e r1 0 t h - A n n i v e r s a r yA l u m n i G a t h e r i n gA p r i l 6F a m i l y W e e k e n dA p r i l 1 2 – 1 4A l u m n i C o l l e g eJ u n e 4 – 6A l u m n i W e e k e n dJ u n e 7 – 9A l u m n i C o l l e g e A b r o a dJ u n e 2 2 – 2 9F a l l W e e k e n dS e p t . 2 8 – 2 9For more information:www.swarthmore.edu/alumniBARRY MYERSnational extern sponsor; Allison AndersonAcevedo ’89; Robin Shiels Bronkema ’89;Jim DiFalco ’82; Elizabeth Killackey ’99;David Maybee ’62; Lauren McGrail ’98;Emily Rice-Townsend ’99; and MargaretKaetzel Wheeler ’62. Many thanks to all ofthe other volunteers who helped organizeExtern Week, who offered housing to studentexterns, and who took time from theirwork lives to teach Swarthmore studentsabout a career they may wish to pursue.G a t h e r i n g s E x t e n d E x p e r i e n c eIn addition to the externships themselves,evening events were held in two cities toallow externs and sponsors to meet eachother. In New York, students and alumniwere invited to a panel discussion called“Making a Difference and Making a Living.”Panelists Laura Gitelson ’97, J.P. Partland’90, Thomas Sahagian ’74, TheodoreSilver ’94, Erika Teutsch ’44, and Noël Theodosiou’94 spoke about their personal andprofessional paths post-Swarthmore. AnnaStaab ’02 commented in her program evaluationthat “It meant so much to me to hearthat a community could extend beyondone’s years at Swarthmore and that fellowgrads can support each other in makingcareer decisions that may be unconventional.”The Boston event was hosted by RobertaChicos ’77 and provided an informal opportunityto put faces with e-mail names, sharestories, and discover connections.P l a n s f o r N e x t Y e a rGraae notes: “This year, for the first time,the extern organizers solicited volunteers bye-mail only. This worked very well and savedon postage and paper.Please make sure that your e-mailaddress is up to date with the College if youare interested in participating in this, andother, College programs.” To update e-mailaddresses, contact the Alumni and GiftRecords Office at records@swarthmore.edu.Even if it is not feasible for you to providean externship at your place of employment,you can still be involved in the programby offering housing to a Swarthmorestudent during the extern week, which istentatively scheduled for Jan. 13–17, 2003.M A R C H 2 0 0 239

S W A R T H M O R E C O L L E G E B U L L E T I N C L A S S N O T E SMARTIN NATVIGUNTOLDSTORIES[1977]Demonstrating that Playboybunnies also have an academicside, this mortarboard-bedeckedLeporida appeared at Commencement1977. Who can reveal howthe brainy bunny came to adornthe Bell Tower? And, while you’reat it, share your recollections andphotographs of other campuspranks by contacting the Bulletinat 500 College Avenue, SwarthmorePA 19081-1390 or bulletin@swarthmore.edu.We knowthere are lots of untold stories.40

S W A R T H M O R E C O L L E G E B U L L E T I N B O O K S & A R T SM a n i n t h e M i d d l eC L A R K K E R R ’ 3 2 R E C O U N T S S T E W A R D I N G T H E U N I V E R S I T Y O F C A L I F O R N I A A T B E R K E L E Y .Clark Kerr, The Gold and the Blue: A Personal Memoir of the Universityof California, 1949–1967: Volume 1, Academic Triumphs, University ofCalifornia Press, 2001Those of a certain age or younger will remember Clark Kerr asthe dapper, balding man in black-and-white films who, wethought, failed to understand the consequences of the freespeech movement in Berkeley and then, perversely, was fired byGovernor Ronald Reagan for failing to contain student demonstrations.His role as the decent, classic “man in the middle” at thebeginning of the tumultuous period of student activism and universityresponse began in the mid-1960s and lasted, in its acutephase, through 1974. Theimages are indelible andwholly inadequate.This volume, the first oftwo written by nonagenarianand Swarthmore alumnusKerr, deals not with the politicalbattles that raged aroundhis stewardship of the Universityof California at Berkeleyas its first chancellor but withthe academic struggles andtriumphs that led to the creationof the greatest universityin the world—the combinedintellectual power ofthe campuses of the Universityof California. It was in thepost–World War II era ofprosperity and institutionbuilding that the University ofCalifornia, founded in 1868,came to the prominence ofworld influence.Through Kerr, the emergingforces of technicalresearch and innovation, governmentfinancing, and nearuniversalhigher educationreshaped the arts-and-letters–focuseduniversities ofthe prewar era. This volume concentrates on the building of Berkeleyinto a powerhouse of both science and technology as well as thebroader range of intellectual endeavors.Although the book is first and foremost an institutional history,it is also an autobiography. In a forthright and modest way, Kerrdescribes his childhood and personal history to the time of hisappointment as chancellor in 1947 at age 37. Swarthmore graduateswill recognize his self-description and identify with his hymn ofpraise for what the College meant to him.Kerr recounts his learning curve as the new head of what wasthen already a complex and daunting university. One of his firstlessons was that power in a complex system is shared, unless anduntil the decision is “no”; that is, when the final say is final. Heintroduces the reader to this in two utterly different spheres: hisquick decision not to erect maintenance yards on an attractive pieceof property because of its scenic beauty (it is now a park); and, ultimatelymuch more important, his decision against granting tenureto certain faculty of less than certain promise. Both of thesespheres of decision—one administrative, one academic—arefraught with personal and political dangers. Woe be to the newpresident who is timid about making the choice; woe be to thepresident who makes the decision too quickly; but greatest woe beunto the president who makesthe wrong decision. From theevidence of his own words,Kerr appears to be, like thefinal bed in Goldilocks and theThree Bears, “just right.” Decisivebut not abrupt, calm anddeliberate, he grew with theuniversity, and beyond.Although Kerr has left forthe second volume the story ofthe political issues that threatenedto swamp his work at thebeginning and succeeded indoing so in the end, thisrecounting of his administrativeaccomplishmentsdescribes, in the most profoundsense, the record of agreat political career within agreat political institution.From the perspective of highereducation, Kerr’s book is theequivalent of Churchill’s memoirsor those of any otherleader in a republican form ofgovernment. The Chancellor’sOffice was like No. 10 DowningStreet or the White House,the seat of secular power in asystem of shared governance.Not only did Kerr serve as an executive by virtue of the appointmentof the Board of Regents of the University of California, buthe also needed the assistance or at least the compliance of the powerfulfaculty, both in its more or less organized form of the facultyand its less formally organized but much more potent cliques,departments, or coalitions. The temperament that led him to workas a labor negotiator and the skills he honed in his early career as afaculty member and practitioner of a very pragmatic art both servedhim well.—Nancy Bekavac ’69, President of Scripps CollegeSTUDENTS AT THE UNIVERSITY OF CALIFORNIA–DAVIS PRESENT CLARK KERR WITH ABOWL OF FRUIT DURING INAUGURAL CEREMONIES HELD IN 1958, WHEN KERRBECAME PRESIDENT OF THE UNIVERSITY SYSTEM. HE HELD THE POST UNTIL 1967,WHEN HE WAS FIRED BY THEN-GOVERNOR RONALD REAGAN.UNIVERSITY OF CALIFORNIA PRESS46

OTHER RECENT BOOKSJohn Bartle ’79 and J. White, Evolving Theoriesof Public Budgeting, Elsevier Science,2001. This volume examines seven theoreticalperspectives of public budgeting: incrementalism,budget process model, organizationalprocess model, median voter model,the “greedy bureaucrat” model, postmodernmodel, and transaction cost model.Ann Abramson Berlak ’59 and SekaniMoyenda, Taking It Personally: Racism in theClassroom From Kindergarten to College, TempleUniversity Press, 2001. This accountoffers possibilities for fightingracism in our schools, chroniclingtwo teachers and their owneducational progress.Joan Jessop Brewster ’46, withphotographs by William Grade,The Stained Glass of All Saints’,Sim’s Press, 2001. Photographsof the 26 stained glass windowsof All Saints’ Parrish in Peterborough,N.H., are accompaniedby text describing the layout,symbolism, and evolution ofeach window.Roane Lovett Carey ’82 (ed.),The New Intifada: Resisting Israel’sApartheid, Verso Books, 2001.This collection of essays on theIsrael/Palestine conflict includeswork by Edward Said, NoamChomsky, Robert Fisk, and others.Jill Coleman ’52, WaterYoga:Water-Assisted Poses for Posture,Flexibility and Well-Being, 2nd ed.,Eglantine Press, 2002. This editionincludes reports of scientificresearch—confirming the author’s positiveexperience of immersing the body inwater—and new poses designed for homepools, spas, and hot tubs to increase flexibilityand range of motion, improve posture,and manage pain.Deborah (Smith) Cumming ’63, TheDescent of Music: Stories, Plum Branch Press,2002. These tales about women at theadvent of the Peace Corps and the civilrights movement are colored with referencesto art and music.David Kennedy ’80 et al., Reducing Gun Violence:The Boston Gun Project’s OperationCeasefire, U.S. Department of Justice, 2001.This research publication describes theBoston Gun Project’s Operation Ceasefire,which Kennedy designed and directed.Ethan Knapp ’88, The Bureaucratic Muse:Thomas Hoccleve and the Literature of LateMedieval England, Pennsylvania State UniversityPress, 2001. The author investigatesthe autobiographical poetry of Hoccleve andhis life as a clerk of the Privy Seal, providinginsights into the early 15th century andMiddle English literature.DANIEL MONT, AUTHOR OF A DIF-FERENT KIND OF BOY, IS AN ECON-OMIST SPECIALIZING IN DISABILI-TY AND WELFARE ISSUES AT THENATIONAL ACADEMY OF SOCIALINSURANCE. HE IS ALSO AN ACTORAND WRITER WHOSE PLAYS HAVEBEEN PRODUCED IN THE WASHING-TON, D.C., AREA.CHRISTOPHER LEROY MALONEY,AUTHOR OF THE UNITER ARISES,WROTE THIS STORY TO FILL A VOIDFOR HARRY POTTER FANS. WHENHE’S NOT WRITING, MALONEY STUD-IES NATUROPATHIC MEDICINE INOREGON, GOES FOR LONG HIKES,AND PRETENDS TO BE A LARGE CATFOR HIS 2-YEAR-OLD SON.Rolfe Larson ’77, Venture Forth! The EssentialGuide to Starting a Money-Making Business inYour Nonprofit Organization, Amherst H.Wilder Foundation, 2002. This practicalstep-by-step guide offers ways to negotiatethe nonprofit world for assistance inlaunching sustainable ventures.Catherine Lutz ’74, Homefront: A MilitaryCity and the American Twentieth Century, BeaconPress, 2001. Through the experience ofthe people in Fayetteville, N.C., neighbors toFort Bragg, this story focuses on the blurredboundaries of civilian and military worlds.Christopher LeRoy Maloney ’93, The UniterArises, Unlimited Publishing, 2001. Foryoung adults, this Fairyland story is about agirl—who isn’t just a girl but thinks sheis—and a dog that is an ogre.Daniel Mont ’83, A Different Kind of Boy: AFather’s Memoir on Raising a Gifted Child WithAutism, Jessica Kingsley Publishers, 2002. Inthis memoir, the author describes the emotionalroller-coaster ride of raising an autisticson, the impact on his family, and thelessons he has learned about life.Yongsoo Park ’94, Boy Genius, AkashicBooks, 2002. This odyssey of aboy seeking to avenge thewrongs perpetrated by the SouthKorean government on his parentscontinues as he rebelsagainst all symbols of authoritywhen he is banished to America.Bruce Robertson ’76 andKathryn Hewitt, MargueriteMakes a Book, the Getty Museum,1999. This children’s book,the story of a young French girlwho carries on her father’s bookpaintingtradition in 15th-centuryParis, was named one of the10 best by the Los Angeles Timeslast year.Peter Kimuyu, Bernard MbuiWagacha ’73, and Okwach Abagi(eds.), Kenya’s Strategic Policiesfor the 21st Century: Macroeconomicand Sectoral Choices, Instituteof Policy Analysis andResearch, 2001. This reprintedwork, first published in 1999,explores macroeconomic andsectoral decisions in Kenya.Eric Wasserman ’79 et al. (eds.), Handbookof Transcranial Magnetic Stimulation, ArnoldPublishers, 2001. This handbook explainsthe science, principles, and procedures ofthis technique.Eric Arnould, Linda Price, and GeorgeZinkhan ’74, Consumers, McGraw-Hill,2002. This textbook, with supporting materialfor instructors and students on the Web,includes information on consumer behavior,consumption, purchase and acquisition, andpostacquisition.M A R C H 2 0 0 247

S W A R T H M O R E C O L L E G E B U L L E T I N B O O K S & A R T S48T w oM e m o i r sIsometimes dream of projects I will undertake when I retire. I’llgo back to painting. I’ll set up the model trains again. My gardenwill grow better with more attention. I’ll travel. Maybe I’ll write abook—everyone’s thought of that. Fortunately for us, KennethBrown ’47 and Peter Karlow ’41 have used their retirements well.Brown’s Marauder Man: World War II in the Crucial but LittleKnown B-26 Marauder Medium Bomber (Pacifica Military History,Pacifica, Calif., 2001) is explained by its subtitle. His love affairwith the sturdy twin-engine Martin bombers that carried him overGerman-occupied Europe in the last year of the war makes hisbook an important history of that aircraft—as well as the story of ayoung Quaker who decided that the fight against fascism outrankedhis pacifist beliefs.At the climax of the European war, Brown served as bombardierand navigator with the 391st Bombardment Group. He flew 43 missions—morethan half of them as a lead navigator for a flight of sixplanes.Feb. 24, 1945, was particularly memorable. Brown’s bombergroup was to attack a railroad bridge deep in German territory.Heavy antiaircraft fire over the target brought down three of thebombers, with heavy loss of life. After bombing a secondary target,Brown’s flight of seven B-26s endured 45 minutes of relentless Germanflak as they zigzagged back to Allied territory. Several planeswere badly damaged, and two—including Brown’s—crash-landedat the air base. Of the 27 planes that had participated in the attack,7 were destroyed and 14 damaged.In Marauder Man, Brown relates tales of great danger with acool confidence, but it is clear that the mayhem and destruction allaround him were deeply affecting. At the end of the book, hewrites: “When I reflect now upon World War II, my mind stillfloods with feelings. I well remember how the blood ran rich andfull, and every moment was cherished, an oft-remarked reaction todeath seeming imminent…. I am overwhelmed with humility andgratitude, to whatever powers rule our lives, that I survived the warintact.”A brush with death is also a turning point in Peter Karlow’smemoir Targeted by the CIA: An Intelligence Professional Speaks Out onGABRIEL CUMMING ’00 TOOK THECOVER PHOTO OF MOTHER DEBORAHCUMMING’S [’63] BOOK THE DESCENTOF MUSIC. THE AUTHOR, WHO CUR-RENTLY LIVES IN DAVIDSON, N.C.,HAS TAUGHT IN INDIA, THAILAND,NEW YORK CITY, AND SOUTH CAR-OLINA. SHE WON THE SOUTH CAR-OLINA ARTS COMMISSION FELLOW-SHIP IN LITERATURE IN 1995–96.SHE IS THE CO-EDITOR AND TRANS-LATOR OF A PREMIER BOOK OF CON-TEMPORARY THAI VERSE.the Scandal That Turned the CIAUpside Down (Turner Publishing,Paducah, Ky., 2001). Karlow helda Navy commission during thewar but was actually an intelligenceoperative with the Office ofStrategic Services (OSS), the precursorto the Central IntelligenceAgency (CIA). In February 1944,he was off the coast of Italy, deliveringa radar set to an intelligenceoutpost, when his PT boat strucka mine. It cost him his left leg.After the war, Karlow helpedwrite the operational history ofthe OSS and joined the CIAalmost at its inception, risingthrough the ranks in analyticaland operational jobs. In 1963, atthe height of the Cold War, hebecame the target of a “molehunt”within the agency. A Russiandefector, Anatoly Golitsin,had hinted that there was a KGBagent within U.S. intelligencewhose last name began with “K.”Although a four-month investigationproved nothing, he resignedfrom the agency. It took him morethan 25 years to clear his name.(The story of his vindication, aspreviously told in the December 1992 Bulletin, can be found atwww.swarthmore.edu/bulletin/mar02/books.)Karlow’s defense of his integrity—and his indignation at havingit questioned—is only part of a warm, expansive memoir of anextraordinary life. He and Ken Brown are the real thing. Readingabout their lives makes me think that if I ever get around to writingmy own memoir, I probably ought to try fiction.—Jeffrey LottCALENDARJeremy Simes Schomer ’76 contributed the poem “Dove Call” tothe United Nations’ 2002 Calendar for Peace. Free copies may beobtained by contacting Ruth Steinkraus-Cohen at (203) 227-2253 orinfo@una-connecticut.org.SCREENPLAYAsbed Pogharian ’84, Swallow Got Canned. This comedy, a secondscreenplay, was optioned by a director who has a two-picture dealwith MGM.WEB SITEBen Fritz ’99 and Brendan Nyhan ’00 have helped launch a Website called spinsanity, which Fritz says “deconstructs spin in politicalmedia with daily posts and weekly columns.” Get the story behindthe story at www.spinsanity.org.

A L U M N I P R O F I L ES W A R T H M O R E C O L L E G E B U L L E T I NL i v i n g i n t h e P r e s e n tA T 7 8 , E R I K A T E U T S C H ’ 4 4 S T I L L W O R K S F U L L T I M E T O M A K E A D I F F E R E N C E F O R P E O P L E .In the lobby of an Upper West Side seniorcenter,a dispute has erupted.The dailydomino game is being displaced by themonthly art opening.Even though this schedulingconflict also happened last month andthe month before that,the domino players areupset.Erika Teutsch quietly intervenes.Thedomino players relent,picking up their blackand-whitetiles and moving to the diningroom. “We worked it out,” Teutsch says,gesturinglike a shuttle diplomat delivering acommuniqué.At 78,Teutsch is older than the typical personat the busy senior center,which occupiesthe ground floor of the Goddard RiversideCommunity Center.She moves easily amongthe dozen or so elderly artists and onlookerswho sip juice and munch potato chips at theart exhibit,and she speaks to several by name.Almost all of them seem to know her name—because Teutsch is the full-time director of thecenter.“It’s my retirement job,” she explains.“Istill get excited about what I’m doing,and Ilike the seniors.I figure I’ll keep going until Ican’t remember anybody’s name;then I’ll stopworking.”Erika Teutsch has always worked.Herresume includes a stint at the Office of StrategicServices (the World War II intelligenceagency) and postwar jobs with the ReparationsCommission in Paris and the U.S.militarygovernment in Berlin.After studying economicsat Columbia University,she worked atthe Federal Reserve and then spent 10 yearsdoing research on foreign economic policyand development for the Rockefeller family.She then worked in Washington,D.C.,aschief of staff for Democratic CongressmanWilliam Ryan,who represented the UpperWest Side.“This was the most meaningfuland exciting work I ever did,” Teutsch says.“He was a committed liberal who saw governmentpolicy and programs as a way to make apositive difference in the lives of his constituents.”In the 1970s,she served as director ofGovernor Hugh Carey’s New York City officeand as regional director for adult services inthe New York State Department of SocialServices,where she helped regulate,monitor,ERIKA TEUTSCH RUNS A BUSY SENIOR CENTER IN NEW YORK’S UPPER WEST SIDE. SHE SAYS SHE’LL STOPWORKING WHEN SHE “CAN’T REMEMBER ANYBODY’S NAME.”and provide technical assistance to adulthomes and shelters for the homeless.Since 1991,she has been at Goddard Riversideas director of senior services—where shedevelops programs,plans services,and representsthe agency on issues relating to the elderly.The center offers social services,meals,classes,exercise programs,outings,and—perhapsmost important—a place for interactionand companionship.Not everyone who needs senior servicescomes to a community center,however. InNew York City,says Teutsch,about a third ofthe elderly live alone,many in what have cometo be called “naturally occurring retirementcommunities”—buildings or housing developmentswhere a generation has aged together.State and city agencies,working with settlementhouses and community organizationssuch as Goddard Riverside,are starting to providesocial services and community activitiesto these residents right in their buildings.“Just having a part-time social worker in abuilding can make an enormous difference inthese folks’ quality of life and sense of community,”says Teutsch,who has helped organizesuch efforts.“Organized retirement communitiesare great for people who can affordthem,but what most people want is just tostay put.This program helps them stay intheir own homes.”“Retirement is changing,” she observes.“For many,retirement just means changingthe nature of your activity,doing more of thethings that interest you.Everyone has theirown way of approaching it.”At Goddard Riverside,she says,“We spendour time living in the present.Some peoplespend the whole day here every day—that’stheir life now.Their friends are here,and theyfind a role to play at the center.Others justcome in for a class or a trip or for lunch.In thepresent,it doesn’t matter much what you didbefore.”Still,experience counts,and Teutsch ispleased by the changing attitudes towardolder people—attitudes that have made itpossible for her to continue working in herlate 70s.“People are looking for the experiencethat older people bring.We may not beable to fix the computers,but there are importantareas where age and experience are welcomed.”—Jeffrey LottJEFFREY LOTT52

A L U M N I P R O F I L ES W A R T H M O R E C O L L E G E B U L L E T I NP r o f e s s o r i n P a l e s t i n eR O G E R H E A C O C K ’ 6 2 L I V E S I N T H E L I N E O F F I R E .In late 2000,Palestine was at the beginningof a new crisis.After years of workingtoward a final settlement agreement withIsrael,and nearly achieving it at Camp David,the hope of peace was shattered in an explosionof violence—the al-Aqsa Intifada.RogerHeacock,a professor of history at Bir Zeit Universityin Palestine,was upset by the responseto the renewed conflict by foreign nationalsliving in Palestine.Most of them began toleave,many directed by the United Nationsand other international agencies that employedthem.Heacock set about to rally the remainingforeigners.In his November 2000 Manifestoof Foreign Nationals Living in the Occupied PalestinianTerritories,Heacock and other co-signersasked why so many foreigners had “abandonedthe Palestinians to their fate at the verytime when they are most in need.” Despite theconstant security threat,Heacock’s allianceproclaimed that they would “remain … as the ‘Kremlin on the Crum,’ which was regularlyvisited by the likes of Pete Seeger and Gusworkers and witnesses to the struggle and thehardships of the Palestinian people.” Hall,head of the U.S.Communist Party.” HeHeacock has been living outside the UnitedStates since 1970.He was teaching at Col-establishments in Chester and rallied againstparticipated in attempts to integrate whiteorado College at the time and says he “turned the embargo on Castro’s Cuba.He alsoagainst U.S.policy” in Vietnam and became remembers attending a rally for John F.part of a quixotic movement for a “reverse Kennedy and,“along with others,holding upbrain drain” to protest American military a sign that read,“Mr.Kennedy:What is youraction.A birthright Quaker,he had been a Program for Peace?” Given that his family’sconscientious objector since the early 1960s Philadelphia Quaker roots stretch back to theand increasingly identified with the internationalistmovement,which Heacock says “sup-after college does not seem surprising.17th century,his later interest in peace actionports the liberation struggles of occupied peopleeverywhere.” Arriving first in Geneva,he focused,ranging from an assessment of 18th-Heacock’s academic works are similarlytook up a teaching position at the Graduate century European landscape design and itsInstitute of International Studies and later influence in the Middle East to overarchingtaught at the American University in Cairo reviews of American foreign policy.He managesto use his fluent German,French,andand the University of Paris,where he met hiswife,Laura Wick.He even brought his family Italian in his published work.Heacock alsoto Nicaragua for a while during the Sandinista teaches and consults with students in Arabic,era in an act of solidarity with the ongoing which he learned during his time in Cairo.socialist revolution.Heacock came to Palestine in 1983,in theAs a child of an American diplomat who wake of U.S.and Israeli action against Palestiniansin Lebanon.He and his wife wanted togrew up in several Western European countries,Heacock always had a more internationaloutlook than his American-bred classmates. occupied Palestinians.” They settled in Ramal-“bear witness and live in solidarity with theYet he admits that he stayed more on the lah, just north of Jerusalem,and have stayedpolitical sidelines during his time at Swarthmore,when “the movements for integration, and now the second intifada.Their three chil-there through the 1987 intifada,the Gulf War,peace,socialism,and communism were rife in dren have all grown up there,which HeacockROGER HEACOCK (FAR RIGHT) MOVED TO OCCUPIED PALESTINE IN 1983, IN THE WAKE OF U.S. ANDISRAELI ACTION AGAINST PALESTINIANS IN LEBANON. HE AND HIS WIFE, LAURA WICK (SECOND FROMRIGHT), WANTED TO “BEAR WITNESS AND LIVE IN SOLIDARITY WITH THE OCCUPIED PALESTINIANS.”THEIR THREE CHILDREN, LIVIA, JAMAL, AND ALEXIS, HAVE BEEN RAISED THERE.says has led them to question their identities,as they are truly global citizens—half-French,half-American residents of Israeli-occupiedPalestine.His 16-year-old son Jamal,the youngestchild,attends the French school in WestJerusalem.A little more than a year ago,thecommute to school from Ramallah was safeand quick,but it is now an intense,often dangerousjourney through two Israeli bordercheckpoints.In early September of this year,abomb exploded in front of Jamal’s school.Nostudents were hurt,but Heacock admits that“it has been infernal every day worrying aboutmy son;it’s been a terrible year.”In these heavy times,he keeps a copy ofChaucer’s Canterbury Tales in his book bag,arather erudite choice for “escapist literature.”But he claims that “it is actually quite funny”and then comments about Chaucer’s racierthemes that are edited out of classroom editions.It is this kind of delightful humor and congenialoutlook on life that contribute to Heacock’soptimism regarding eventual peace andthe establishment of democracy in Palestine.Yet he maintains that “the current violencewill never end until the occupation ends.” Andas he wrote in his Manifesto,he intends to remainto see that happen.—Jessica Carew Kraft ’99JESSICA CAREW KRAFT ʼ9960

S W A R T H M O R E C O L L E G E B U L L E T I N I N M Y L I F EL i v i n g o n t h e C h i n e s e F r o n t i e rA G W E I L O C O U N T S T O 2 0 W I T H X I A O Z H A N G .By Stephen Burns ’71Ireturned not long ago from a posting in Shenzhen, a large andsprawling industrial city in Guangdong province, China. LocateHong Kong on a map, and you’re almost there; a golf pro coulddrive a ball south across the irrecoverably polluted Shenzhen Riverto the New Territories, as I myself often tried to do in my leisuremoments until the border patrol sternly warned me to stop. Despitethe proximity to this former outpost of British civilization, I mightas well have been living on a desert island (minus the associatedamenities), so isolated is this Chinese city—culturally, socially, andlogistically—from the outside world. A two-hour wait at the bordercustoms post typically faces the unwary traveler who would venturein by train from Hong Kong for a peek at the mainland. An electrifiedfence with checkpoints manned bythe internal immigration police has keptShenzhen divided from the rest of themainland ever since its inception as a"special economic zone" in Chinesebureaucrat-speak, as if that would preventDeng Xiao Ping’s fledgling experimentswith capitalism in this formerfishing village from contaminating thepolitically correct socialist thinking ofthe interior.Although I lived through some definingmoments in Chinese history—thedeath of Deng, the ascension of Jiang,the retrocession of Hong Kong andMacao—my personal life was microcosmicallycentered around maintaining myown equilibrium in this most chaoticand uncharming corner of China. Isought to insulate myself from the environmentby slipping into comfortableinvisibility rather than interact and risk getting caught up in themadness that surrounds unrestrained economic development in amoral and intellectual vacuum.My Chinese business partner had, after searching extensively,found a family that not only was willing to accept a gweilo (foreigndevil) boarder but also had an apartment with a spare room, a rarityin this overcrowded city. I paid a few hundred dollars a month tolive with Ho Bing and, in so doing, increased his household incomesubstantially. The mainland Chinese save a larger portion of theirsmall salaries than most any other people; however, in the course ofmy first few months with the Ho family, I started to notice somesubtle effects brought about by the extra revenue. Mr. Ho boughtseveral new shirts, the son cut his hair more frequently, the supplyin Mrs. Ho’s pantry grew—but that was only the beginning. After Itook home leave one summer, I returned to learn that the family hadtaken their first vacation ever and, prompted by my beaming host,noted approvingly that the old and temperamental hot water heaterin the bathroom had been replaced by one that functioned withoutthe strategic application of chewing gum or rubber bands.As part of my daily routine, I was always out of the apartmentand on my way to work before sunrise; thus, the streets were not aspacked as they would become an hour later with hordes of bicyclistsand pedestrians, swarms of scooters, columns of dilapidatedminibuses spewing smoky exhaust, and army trucks asserting theirpriority over all the latter. I soon became oblivious to the stares ofthe passersby and started to feel that I was just one of the 1.2 billionpeople who call this most populous of all nations their home. Inreality, as the only gweilo in the quarter, I probably stood out as if Iglowed with neon.SHENZHEN IS A SPRAWLING INDUSTRIAL CITY IN GUANGDONG PROVINCE,CHINA. LOCATE HONG KONG ON A MAP, AND YOU’RE ALMOST THERE.On occasion, some of the passersby, conscious of my unchangingdaily route—which, of course, my security personnel stronglyadvised me not to have—took the initiative to say a word or two inEnglish to me, if only “good morning" (which usually ended upsounding like guji maji) and then sped on their way without awaitingmy reply. My favorite of all was a child of some 4 years of age onhis way to preschool with his parents. How we got into the habit ofdoing so, I don’t recall, but this invariably cheerful youngster and Itogether counted to 20 in English most every morning, to the admirationof the crowd that spontaneously formed. Prodded by hisproud parents, he even gave a credible shot at the alphabet. Myyoung pupil was as austerely clothed as his elders, so during a busi-64

ness trip to Switzerland, I bought him a bright red and yellow T-shirt. The day Xiao (little) Zhang first wore it, he was surely themost conspicuous child in a city whose dominant color is the gray ofunfinished concrete.But sooner or later, I had to abandon my role of private Englishtutor and start the daily grind.I worked alongside a privileged class of young Chinese “cadres,"as finance director of a Sino-European joint venture. Most of my coworkershad university degrees; some had even traveled overseas.One—the deputy communist party leader of our joint venture—hadI developed an unusualfacility with chopsticksas a child,which was to earn megreat admiration in Asiadecades later.received an M.B.A. from one of the numerous third-rate Americanschools that specialize in the lucrative niche of educating the privilegedyouth of developing nations. Han Ping, my second-in-command,was as devious a colleague as I’ve encountered anywhere, andI still chuckle at the recollection of his escapades. Not too manyaccountants of my acquaintance rifle through the office trash binsafter office hours to report their contents to their party bosses. Yet,in the end, we accomplished our mission of starting up a joint ventureand parted ways, if not best friends, then at least with a betterunderstanding of each other’s Weltanschauung.While growing up, my grandparents’ idea of exposing me to foreignculture was taking the family to dinner in Paris’ Chinatown oneSunday a month. Remarkably foreshadowing future events in mylife, I developed an unusual facility with chopsticks as a child, whichwas to earn me great admiration in Asia decades later. In most anybusiness dinner where East meets West, the Asians will use silverware,and the Europeans will use chopsticks—each in an effort toimpress the other with their multicultural agility. Indeed, at onesuch dinner, my nimbleness with these instruments was rewardedwith breaking a deadlock with a recalcitrant customs inspector whohad been needlessly holding up the import of a critical piece of productionmachinery for our factory.For fun, I regularly taught conversational English at the localnight university, and hundreds attended my two-hour–long classes.After a day’s work, there was scarcely one tired face in the lecturehall, excepting perhaps my own, although Mr. Ho—an occasionalattendee despite his10-word vocabulary—informedmethat my studentsmost likely nappedduring office hourswhile at their mindmummifyingjobs.Nonetheless, andeven though individualskill level varied,they devotedthemselves to mylessons with the single-mindednessofpurpose typicallyassociated with thesuccess of manyoverseas Chinese,once liberated fromSTEPHEN BURNS, WEARING TRADITIONAL CHINESEthe repressive environmentof theirGARMENTS, ASSUMES A "SUITABLY ASIAN POSE."homeland.I started mysojourn in this very foreign corner of Asia with the expectation—indeed, the intent—of remaining an outsider. I had expected thecultural and linguistic barriers to be simply insurmountable, evenover a period of years. But in examining the evolution of my life overthe course of my posting, I see that I finally did integrate myselfinto the society, even if in a very special and transitory way. Mr. Hooften proclaimed me his brother after a night of drinking Tsingtaotogether. The Hos’ son and I slowly advanced our way togetherthrough the belt rankings of kung fu. I developed a large circle offriends among my English students and have received numerous e-mails from them. Through my business connections, I got to knowseveral of the very few personalities of any cultural attainment inGuangdong province. A calligraphy painted for me by one of them,Gin Long, hangs in my study. And most important to me, XiaoZhang, encouraged by his parents, started calling me “Uncle," a titleexpressing both respect and affection.Inevitably, the end of my stay in Shenzhen approached. Just aswell, as the Hong Kong fiscal authorities had inexplicably decidedthat part of my income was taxable in what had then become theSpecial Administrative Region, and I had no intention of enrichingMr. Tung’s bloated coffers. For me, it was just a transition pointfrom one job to the next, and I have returned to a quiet existence inPennsylvania. For the Ho family, however, it marked the end of thegood life, as they have had to adapt to half the income they enjoyedwhile I was their guest. Perhaps my young star pupil has forgottenboth me and the English alphabet. But if I ever do return toShenzhen and search hard enough, I hope to see some other smallchild proudly sporting a colorful, if now faded, T-shirt with the sealof the canton of Geneva. TStephen Burns is currently a consultant who lives in suburbanPhiladelphia.LAURYN BURNSM A R C H 2 0 0 265

A L U M N I P R O F I L ES W A R T H M O R E C O L L E G E B U L L E T I N“ M r . S e a r c h a n d S e i z u r e ”L A W Y E R M . K E L L Y T I L L E R Y ’ 7 6 P R O T E C T S A L L K I N D S O F B U S I N E S S E S F R O M M O D E R N - D A Y P I R A T E S .For attorney Kelly Tillery,a day’s work mighteasily—and actually did—involve representingan extreme right-wing organization inthe morning,defending The Grateful Dead inthe afternoon,then partying late into thenight with the “Dead” and members of theCarter administration.As a youth,Tillery dreamed of being adrummer in a rock band—but he didn’t considerhimself talented enough.Later,aftergraduating from Swarthmore with High Honorsin history,he wanted to indulge a passionfor history and love for his alma mater bybecoming a Swarthmore history professor—but academic jobs in his area were scarce.So,following in his father’s footsteps,he became alawyer,specializing in intellectual property,with an emphasis on anti-counterfeiting.“Unable to be an artist myself,” he says,“Iconsider myself very fortunate to be contributingto the artistic,intellectual,and scientificdevelopment of this country by protecting theart and discoveries of those who do have creativeabilities.”Chair and senior partner of the IntellectualProperty and E-Commerce Group of thePhiladelphia-based law firm of Leonard,Tillery,and Sciola LLP,Tillery,affectionatelyknown as “Mr.Search and Seizure,” has garnereda national reputation chasing downbootleggers from the music,movie,computersoftware,pharmaceutical,and fashion industries.His haul of confiscated productsincludes phony Rolex watches,counterfeitphotos and posters of stars like Ricky Martinand The Backstreet Boys,Power Ranger andJurassic Park action figures,bootlegged sneakers,and copied concert T-shirts.His clientsrange from Madonna to Meatloaf,Barney toBruce Springsteen,The Who to U2,TheRolling Stones to Rod Stewart,Adidas toNike,Microsoft to Mobil Oil,The WhartonSchool to Warner Brothers,and Bill Grahamto Bill Gates.Since his first case in 1979 representingheavy-metal rockers Black Sabbath,he says,“I’ve represented virtually every major pop orrock-and-roll artist in a variety of intellectualproperty matters.” Using informants,investigators,and lawyers or the victims themselves,who see their pirated products being sold onthe street,he roots out the counterfeiters,"THE INTERNET IS A VAST WILD WEST OF INTEL-LECTUAL PROPERTY INFRINGEMENTS," SAYS KELLYTILLERY. COMPARING COUNTERFEITERS TO VER-MIN, HIS GOAL IS, IF NOT TO ERADICATE, ATLEAST TO CONTROL THEM.comparing them to roaches—tenacious andpervasive vermin who can never be completelyeliminated.“But when the light goes on,youcan see them,and then you can stamp onthem,and that’s a large part of what I do.”Vehement in his condemnation of electroniccopyright infringement,he agreeswholeheartedly with the injunction upheld bythe Ninth Circuit Court of Appeals againstNapster.“Quite clearly,based upon the caselaw and the statutes,it is theft of intellectualproperty and should have been stopped fromday 1,” he says.Although the current developmentof new systems will enable the artistsand the people who create the artistic materialto be appropriately compensated,he adds:“The Internet is a vast Wild West of intellectualproperty infringements and violations oflots of laws otherwise,and that’s going to continuefor a while.It is controllable,by a combinationof both law and technology.Neitherone alone will be sufficient to stop it.”Describing legal activities “that can rangefrom the sublime to the ridiculous,” TilleryKEN YANOVIAKrecalls appearing before a federal judge then,later that night,while backstage after a GratefulDead concert,clothing a naked Jerry Garciagroupie by offering her a counterfeit T-shirt.He has also defended both a major religiousinstitution and an adult entertainment organization,all in one day.Life can be dangerous,too.“My life hasbeen threatened on several occasions,” hesays,“and my tires slashed by people in thecounterfeiting industry who know I’m afterthem.” Wearing a wire and a bulletproof vestand accompanied by large men “with big muscles,big guns,and big badges,” he orchestratesraids on warehouses,homes,or trucksthat result in the seizure of millions of dollarsworth of bootlegged goods.For someone claiming to be uncreative,Tillery has carved himself quite a colorfulniche in the legal world.“I enjoy it immensely,”he says,“and it’s certainly different fromdoing wills or mergers and acquisitions.”Comments about the College drift throughthe conversation.“Excluding the last eightyears of my life as a husband and father,myfour years at Swarthmore were the most wonderfulof my life,” he says.He credits hisSwarthmore professors with teaching him tothink critically and analytically and dissect evidenceand argument and reassemble theminto cogent thought.“Swarthmore also greatlyreinforced my passion for truth,equality,andjustice.It was an invaluable time.” As a nativeof the Deep South,he sees himself as a beneficiaryof the College’s striving for a diversifiedstudent body,saying,“The College hasn’t hadmany students from the bayous of Louisiana.”Tillery likes to laugh,and he does it a lot.He feels grateful and privileged to be leadingsuch a full and successful professional life.Yet,the real joys in his life are his wife,Susyn,andthree young children,Alexander,7;Erin,4;and Kate,2.His leisure time is spent primarilywith them,teaching them to read and ridetheir bikes,and,recently,giving Alexanderdrum lessons.He even took the two olderones to a concert of his clients ’N Sync.Because of a delay,by the time the concertbegan,both children were fast asleep.“Butthey got their T-shirts and little lights,” hesays,“so they were happy.” Just like their dad.—Carol Brévart-Demm68

L E T T E R SContinued from page 3“The most fundamentaltask of the nation-state is toprotect its members bywaging war when necessaryagainst outside aggressors.”consequence of this depravity is that humanbeings band together in communities forthe purpose of pillaging others or for thepurpose of self-protection—often for both.And as soon as one organized group ofhuman beings appears on the scene, thelarge-scale violence that we call war becomespossible. All others must thereupon bandtogether to meet violence with violence.They must do this or risk being destroyed.As a Marxist, Bradley implies that it iswrong to attribute evil to human beingsbecause the word “evil” implies the existenceof an indelible badness in at leastsome of us. Criminal violence, therefore,does not follow from human nature but iscaused by defects in the organization ofsociety. Violent aggression—including terrorism—canbe explained by some socialgrievance, and every social grievance is, atleast in principle, correctable. This is whyBradley insists that the terrorist attackswere merely a crime; having convincedothers of this point, he can then insist thatwe change the conditions that producedthis “crime.” Bradley and his fellow utopiansthus hold out hope that we can create a newEden by reorganizing society.Which of these two teachings is correct?I submit that the philosophical and biblicaltradition got it right, and that it is Bradley’sresponse—one that has been echoed by fartoo many in the academy—that reflects afailure of intelligence and imagination. Themost fundamental task of the nation-stateis to protect its members by waging warwhen necessary against outside aggressors.The state that is unable or unwilling to dothis will soon cease to exist. And as JohnStuart Mill said, “War is an ugly thing, butnot the ugliest of things: the decayed anddegraded state of moral and patriotic feelingwhich thinks nothing worth a war, isworse.”JACOB HOWLAND ’80Tulsa, Okla.OBJECTIVITY IMPOSSIBLEThe Swarthmore I graduated from was quitedifferent from the one in which facultymember Farha Ghannam teaches a courseon Middle Eastern cultures while publiclylinking Muslim attacks on America to doublestandards in U.S. foreign policy. Herstatement in the article “Peace, Politics, andJustice” that “the solution ultimately lies inchanging U.S. policies in the Middle East”is as dangerous as it is flawed.Prior to 1967, all controversial territoriesthat Palestinians decry as the root of theiruprising were fully under Muslim control.Yet simply because it provided a safe havenfor Jews, Israel was attacked by every MiddleEastern Muslim nation that had an army.Israel’s painful offer of the same territoriesin return for a permanent peace was metwith Palestinian terrorism aimed at murderingany living Jew—suicide missions forwhich some 70 percent of Palestinian civiliansproclaimed their support. Perhaps therewould be a form of “peace” if the Jews,whose roots to the land go back 3,000years, were pushed into the sea as Arafat hasproposed.The Middle East is no more the cause ofBin Laden terrorism than the crusadersfrom a millennium ago, even if Palestiniansdid celebrate the World Trade Centerattacks. America’s mistakes in pre–Sept. 11Afghanistan related to backing down frommoral principles for the sake of political/globalization strategies. We have learned ourlesson the hard way. I hope we will not makethe same mistake (as Ms. Ghannam seemsto wish) in the Middle East, where Israel isour only honest ally.Because I cherish my alma mater, I amdeeply saddened to imagine the current studentclimate where a faculty member teachesa subject about which she cannot possiblybe an objective educator. What evaluationmight I obtain in Ms. Ghannam’s class?Worse yet, what lessons would be espousedas “moral”?DAVID FISHER ’79BostonMiguel Díaz-Barriga, associate professor andacting chair of the Department of Sociology andAnthropology, replies: “In her teaching, ProfessorGhannam fosters considered and vigorousdebate that questions ideological conformism.In the spirit of the educationalmission of Swarthmore, this debate includesdiscussion of U.S. policy. The College’s missionis excellently served by Professor Ghannam,and Swarthmore is fortunate that shehas chosen to join the faculty.”HERITAGE OF PEACEThank you for the “War and Peace” issue.Patriotic pacifists have had a rough timelately, and it helps to be reminded of ourrich heritage.My Swarthmore roommate, the late SueNason, worked in the Peace Collection andfrequently brought back tidbits of pacifisthistory. She and I were fascinated by theelderly pacifist-suffragist ladies residingnear the campus in the 1950s, looking“Patriotic pacifists have hada rough time lately, and ithelps to be reminded of ourrich heritage.”exactly like our own black-clad grandmothers,wearing hats and gloves on all publicappearances. She reported that many ofthem had demonstrated and some had beenjailed for acts of civil disobedience. At thattime, the Women’s International League forPeace and Freedom was on the infamous“Attorney General’s List” of allegedly communist-affiliatedorganizations.I feel grief and rage at the loss of somany civilians who were simply doing theirjobs on Sept. 11. However, I wonder howbombing impoverished civilians in Afghanistanfits in with making the world safe fordemocracy.MARY BOYCE GELFMAN ’57Ridgefield, Conn.WRITE TO USThe Bulletin welcomes letters concerning thecontents of the magazine or issues relatingto the College. Address your letters to: Editor,Swarthmore College Bulletin, 500 CollegeAve., Swarthmore PA 19081-1390, or send bye-mail to bulletin@swarthmore.edu.M A R C H 2 0 0 279

S W A R T H M O R E C O L L E G E B U L L E T I N B A C K P A G E SA S o c i a l i s t i n F r a n c o ’ s S p a i nM A N U E L F E R N A N D E Z - M O N T E S I N O S G A R C Í A ’ 5 4 P A Y S H O M A G E T O H I S U N C L EFederico García Lorca was only 38when he was brutally killed by GeneralFranco’s troops in 1936 at the startof the Spanish Civil War. Today, he remainsa towering figure among modern poets andplaywrights. He left the world three greattragedies, Blood Wedding, Yerma, and TheHouse of Bernarda Alba, and such poems as“Lament for the Death of a Bullfighter” and“Poet in New York.” His works are markedby a personal vision and an empathy towardthe peasants of his native Andalusia.Manuel “Manny” Fernández-MontesinosGarcía is García Lorca’s nephew andhas translated into concrete achievementsthe ideals in his uncle’s works. He championedthe rights of Spanish workers in Germanindustry, which brought him into thestruggle for the freedom of Spain itself.Manny was born into “a good bourgeoisliberal family in a small provincial city,”Granada. His mother, García Lorca’syounger sister, had married a physician.Long active in the Socialist Party, Manny’sfather served 10 days as mayor before he wasshot by fascist troops; García Lorca was executed3 days later.Only 4 years old at the time, Manny didn’t learn the circumstancesof his father’s death until later when he overheard conversationsby family friends. “I then read about it,” he said, “in a shortEnglish biography of my uncle.”The surviving relatives moved to the United States in August1940, settling first in New Jersey and then New York City. There hebecame friends with high school classmate Victor Navasky ’54,today the publisher and editorial director of The Nation, who knewhim as Manolo. Navasky said they worked together one summer ata Long Island school for “privileged children of Latin American dictators—machokids, New York types. We were singing waiters, andwe put on The Mikado. Manolo played Koko, the one who’s ‘got alittle list.’”During the McCarthy era, Elisabeth Irwin High School “wasconsidered a hotbed of progressive radical stuff,” Navasky said. “Aclassic Marxist history teacher was on the attorney general’s list ofsubversives—a great teacher. The principal was called before a congressionalcommittee after we left.”Manny said he enrolled at Swarthmore “because it was wellknown in intellectual circles: liberal, with a tinge of Quakerism,coed, small but with high standards.” He and Navasky decided toroom together. Did they stay up late discussing internationalaffairs? “No,” said Navasky. “We discussed girls. And baseball—F E D E R I C O G A R C Í A L O R C A .By Barbara Haddad Ryan ’59FEDERICO GARCÍA LORCA VISITED WITH HISNIECE, VINCENTA, AND HIS NEPHEW, MANUEL“MANNY” FERNANDEZ-MONTESINOS GARCÍA, INGRANADA IN SUMMER 1935.Manolo was a fanatic Dodger fan, and I wasa Giants fan. We watched the World Serieson TV and saw Bobby Thompson’s home run.”Navasky said he’ll never forget Manny’sweekly morning show on WSRN: “He’d beginit with Leadbelly’s ‘Good Morning Blues’and then give misinformation like ‘Steak andeggs are being served for breakfast in Parrish.’Or he’d say it was 7:45 a.m., and we hadplenty of time to get to class, when it wasreally 7:58. He had a great sense of humor.”Navasky also remembers campfire partiesin Crum Meadow, organized by Dan Singer’51, where Manny would sing songs from theLincoln Brigade, the international contingentthat fought with the anti-Franco forcesin the Spanish Civil War.As a freshman, Manny had the distinctionof dating a senior, Marilyn Miller Minden’51. “What I remember most about Manolo,”she said, “was his sense of fun. He wasalways alert to everything, and he made surethat other people were awake too. And hewas fierce about justice. ‘Always protest,’ Iremember hearing him say once, almost tohimself, laughing. I thought that momentdefined him: laughing and protesting.”Manny didn’t have a clear career goal as a young man because of“so much improvisation” in his life. The family’s time in Americawas “unsteady and unpredictable. Always waiting for something toend or start: the end of the Civil War; waiting for the end of WorldWar II, when we thought the Allies would overthrow Francoinstead of backing his dictatorship. We felt our sojourn in the UnitedStates was provisional. We lived in the United States for 11 yearswith visitor visas.”Returning to Spain under Franco was difficult, Manny said,“but the nostalgia of returning was stronger.” His aunt spent thesummers of 1950 and 1951 there “to see how involved one had tobe with the regime.” She discovered that “to live peacefully, you nolonger had to be an active follower of the regime as in previousyears. You could not, of course, be openly against it.” So, in 1951,the other relatives went home.As a University of Madrid law student, Manny joined the secretAgrupación Socialista Universitaria. In 1956, he was arrested duringa student riot for distributing leaflets demanding the free electionof student representatives—costing him a year in prison.Once Manny was released, García Lorca’s German translatorhelped him get a scholarship to the Goethe University in Frankfurt.He already had enough credits for a doctorate in law from Madrid,he said, “but in the spring of 1958, I started to work for the Ger-FUNDACÍÓN FEDERICO GARCÍA LORCA80

man Trade Unions and abandoned my studies.”Then, this son of the Andalusian intelligentsia threw himselfinto the cause of immigrant Spanish laborers, working for theFrankfurt local chapter of the metal workers union, “the strongest,most influential and progressive union in Germany.” In the late1950s, 150,000 Spanish workers were in Germany; by 1970, therewere nearly a million. Manny and his colleagues ran campaigns toget them to join the union, publishing a newsletter inSpanish and explaining the benefits of collective bargaining.“Most important was to show what a differencethere was between the fascist tradeunions under Franco and free trade unionism,”he said.“All this time, I was in contact with theSpanish organizations in exile in France. Wefounded sections of these organizationsamong Spanish workers in Germany. Then,we established direct relations with clandestineorganizations in Spain itself, so that Ispent half my time in Spain and the otherhalf in Germany.”In 1964, Manny returned home and establisheda legal practice, specializing in labor law. Itwas secretly funded by the German metal workersunion and the International Metal WorkersJUAN CARLOS GARCÍA DE POLAVIEJAImprisoned twice for hispolitics, the nephew ofFederico García Lorcasaw Spain emerge from ahalf-century of fascism.ABOVE CENTER: MANNY PARTICIPATED IN A POLITICALRALLY ON MAY DAY 1960 IN FRANKFURT, GERMANY. LEFT:MANNY, A LITTLE MORE THAN A YEAR AND A HALF AGO.Association in Geneva, with backing fromthe United Auto Workers in the UnitedStates. “Spanish trade unionism had alwaysbeen political,” he said. “Each party had itsown union.”The exiled leaders of the Spanish socialistunion, Manny said, “were older men whohad not lived in Spain since 1939 and did notsee a changing reality. Our legal practice wasreally a short-lived front for the undergroundsocialist union, working without the consentof the leadership in exile. In order not to be considered traitors, wefounded a new movement without political affiliation.”He and three colleagues attended a meeting of the InternationalMetal Workers Association in Amsterdam in June 1965.Two monthslater, they were arrested. “Even though I was freed on bail—circumstanceshad changed since 1956, when there was no bail for‘political crimes’—I could not leave the country,” he said. The fourwere sentenced to six months in prison for “illegal association.”After his release, he went to Germany on vacation, where helearned from an American friend at Merrill-Lynch that anothermanagement consulting firm was looking for someone with hisbackground. He applied and was hired. “I was really in a maze as tomy future,” he said. “I certainly did not want to risk new jail terms.Freeing the Spanish socialist organization from the exiled leadershipseemed impossible. So I decided it would be fun to see industryfrom the other side.”Manny got more business experience in the mid-1970s at thelargest Spanish-owned food corporation. By now, he said, thesocialists “had succeeded in doing what some of us probably triedto do too soon, when things were more dangerous: wrest the Spanishsocialist movement from the exilees. In 1974, Ijoined the Socialist Party.” He “participated in semiclandestineactivities, political rallies, protest marches,handing out leaflets. The first public manifestationof homage to my uncle took placeon his birthday, June 5, 1976, in the smalltown near Granada where he was born. Theroads were heavily guarded by the GuardiaCivil, and there were armed military vehiclesat every crossroad within miles. Severalwell-known actresses read some of hispoems, and then there were short speeches.”In 1977, Manny helped make history whenhe was elected from Granada to Spain’s firstfreely elected Cortes (parliament) since1936. As the only landowner among the Socialists, he said, “I wasspeaker for the Party and second vice president of the AgricultureCommittee.”In 1984, Manny and his uncle’s other heirs established the FedericoGarcía Lorca Foundation, which maintains a museum, sendsexhibits around the world, and supervises the literary estate. Heoften gives speeches and interviews and retains an intense interestin politics. “I’m so excited,” he said, “to think that I will accompanymy daughters when they vote for the first time. Sometimes I go toprotest marches with my family, especially against terrorism in theBasque Country, from where my wife comes and where we go onvacation every summer.”Manny also maintains his Swarthmore ties. When the AlumniCollege Abroad traveled to Spain in 2000, he was the center ofattention at their first dinner in Madrid. And when Victor andAnnie Navasky celebrated their 35th wedding anniversary there, hesaid, “Manolo and his wife showed us the town.” TBarbara Haddad Ryan is director of affiliate and public relations at thePhi Beta Kappa Society in Washington, D.C.M A R C H 2 0 0 2

AMPHITHEATER: BOB KRIST / STRING: GEORGE WIDMANALUMNI WEEKENDJUNE 7 ~ 9TiesThatBindFrom 1947 until 1979, a garnet cord came withthe annual Swarthmore calendar. Such cords areno longer supplied, but from Commencementforward, each Swarthmorean pays out an invisiblestring, one end of which is always here. Followyours home this June.www.swarthmore.edu/alumni