A Priceless Discovery
I absolutely loved Rachel Morton's story, "Murder She Wrote," in the winter issue. What riveting reading and awesome pictures! In a way that is universal, Liza Ward appears to search family photographs for clues to understand lost relatives and a time before she can remember. Singularly, she seeks to heal her family from the pain of a horrific tragedy. Discovering a gift for writing has helped her to accomplish both. It appears that her introduction to creative writing at Middlebury was the key to unlocking the secrets—both of her family history and of herself. This type of discovery is what the Middlebury experience is all about and can never be quantified in tuition dollars. It is truly priceless.
Carol Scarbeau Guidi '87
Red Hook, New York
Read All Over
I would like to commend you on the outstanding winter issue of Middlebury Magazine. I have read it cover to cover, which is something I haven't done in a long time—if ever in the 56 years since my graduation in 1948.
Among the highlights: Getting to know Ronald D. Liebowitz through his column, "Education's Paradox," and the cover story, "A Presidency Begins"; being inspired by "Leave It to Cleaver" and "7 Up"; and learning of the brutal murder of Liza Ward's grandparents and sensing the effect this had on the young novelist ("Murder She Wrote").
I especially liked the "Postcards from the Hill" photo spread. I am wondering if sometime in the future you might print photos of the old music studio on Chateau Road, the theater on Weybridge Street, the old Carr Hall, the ski jump on Chipman Hill, and the Field House when it was first constructed in 1948.
Marvin Holden '48
Middlebury, Vermont
Many Majors Valued
I respectfully disagree with President Liebowitz's assertion that a trend toward multiple majors amongst Middlebury College students would lead to an increasing number of narrowly educated graduates.
The beauty of a liberal arts education is its nuanced approach to learning. Students at the College should be educated both broadly and deeply, but this combination of breadth and depth can be approached from several perspectives. At Middlebury, matriculants must fulfill distribution requirements. An array of extracurricular organizations, lectures, and projects broadens students' horizons, and the residential Commons are supposed to foster close student interaction outside the classroom and across any four-year course of study. Academically, students should not be deterred from pursuing a single major embedded within a smorgasbord of multidisciplinary course work. Alternatively, students should be supported if they choose to favor a more vertical orientation in their studies via a double (or even triple) major.
Indeed, students pursuing detailed study in more than one discipline as multiple majors still achieve the breadth and depth of knowledge that their single-major peers obtain: Within a given major, the courses themselves are varied, no two professors are alike in their teaching style, and any diversity of course content demands adaptation and flexibility. Moreover, in transitioning from lower to upper-level classes, students must show steady engagement as they tackle increasingly complex modes of knowledge gathering and analysis. If Middlebury students—as residents of the College and having fulfilled distribution requirements—are wrestling broad content and increasing complexity in not just one field, but in two or three subject areas, then the quality of their educational experience has not been sacrificed.
Our "College on the Hill" must be cognizant of its role in shaping intellectually curious, dedicated lifelong learners, who might someday participate as focused leaders in a demanding global workplace. Commitment in the academic arena—not to be confused with pure desire for short-term gain or fleeting expertise—should be seen as essential to developing such leaders. If that commitment sometimes assumes the mantle of a double or triple major in varied disciplines, it should not be disparaged.
If a trend toward the pursuit of multiple majors is concerning to the College community, then we should ensure that our distribution requirements are rigorously met. A stimulating learning environment outside the classroom should be maintained and strengthened. We should challenge all students to critically examine their academic ambitions, and we should provide guidance as needed. Ultimately, though, "liberal" means "broad-minded," so Middlebury College should celebrate the ability of its students to craft their liberal arts education in alternative ways.
Christopher Sullivan '00
Essex Junction, Vermont
Details Do Matter
I'm writing this after reading Tad Gunkelman's article, "What Middlebury Doesn't Teach" (fall 2004). He is right, of course, that we should never be content with learning dates and data. But they are the building blocks that we must use in going further, whatever the discipline.
He says that he doesn't have a clue about the date of the Treaty of Versailles, and he seems to feel that being asked to solve world hunger with a donkey, two circus performers, and a piece of used chewing gum is a more important demand to make of a student than knowing the date of the treaty.
I have to hope that he did learn that the treaty may well have set in motion much of what made the rise of Hitler, or another super-nationalist like him, almost foreseeable. Context does matter, because much of history shows the continuing dance of cause and effect. Saying that we don't care about details because we are more interested in the big picture and in creative solutions is tempting, but details do matter, even in the big picture. We need both, in balance, and I hope that Middlebury continues to teach both.
And Mr. Gunkelman himself does seem to be learning that if he ignores history, he may be condemned to repeat it.
After all, he did plan to close his window.
Anne Palmer, M.A. French '86
Birmingham, Alabama
Separate but Equal
In response to Hart Peterson's letter (and subsequent editors' note) in the winter issue ("Recollections of W. Storrs Lee '28) regarding the existence of the Women's College at Middlebury: I matriculated at the Women's College at Middlebury in 1930 and graduated from Middlebury College in 1934. Men and women attended the same classes, used the same library, and went to the same daily chapel together, though on different sides of the aisle. Dormitories were of course segregated by sexes and fraternal societies. Footnote: During the years 1931–1933, sororities were dissolved, and then bloomed again with a new class of the wide-eyed.
Rosemary Faris Baer '34
La Jolla, California
Habitat or Houses?
As a Middlebury faculty member, a Cornwall resident, and an adjoining landowner to the Foote property, I was surprised and dismayed to see the advertisement in the winter 2005 edition of Middlebury Magazine (p. 5) for "Building Sites for Classic Vermont Homes" on the Foote Farm. I think that alumni and friends of Middlebury College should know that not all residents in Cornwall are happy about this planned development of 22 new houses off Route 125. Many feel that it threatens to alter life in our small community forever.
As I write, approval for the project from the Planning Commission has not yet been given, and the Act 250 process has only just begun. Cornwall residents have voiced serious concerns about the following issues: the number and density of homes; the preservation of the clay plain forest and class II and III wetlands; and the impact on the diverse wildlife that lives in or near the project site. Larger mammals such as bobcat, beaver, or fisher will likely be lost; deer, fox, turkey, and rabbit may be forced from their natural habitat into areas where they will have to compete for limited resources.
I would like to apprise any Middlebury alums who buy into this development that they will be entering a controversial situation and may not be welcomed wholeheartedly by all members of the local community.
Michael Katz,
C.V. Starr Professor of Russian
Cornwall, Vermont
Where's the Am Lit Discussion?
As a Middlebury graduate who majored in American literature, I am aware that the College community has been alerted to the current American literature situation by at least four articles in the undergraduate newspaper. I am equally aware that the alumni community has not been so alerted and am hopeful that Middlebury Magazine can inform alumni of the current American literature situation in your next issue.
Malcolm Freiberg '41
Belmont, Massachusetts
Editors' Note: The situation that Mr. Freiberg speaks of—a proposal to merge the American Literature major and department with the English department and the creation of a separate American Studies major—is covered in this issue on page 14.
Grade Expectations
After reading Tim Johnson's fall story on the Language Schools, "The Foreign Student," I was inspired to write a letter to the magazine, expressing my own recollections that the story sparked. I ended up tearing it up, but after reading all the letters in the last issue, I decided to try again.
It was the summer of 1949, and I was enrolled in both intermediate and advanced French grammar classes. I wanted to study abroad in France the following year, but if I was to be eligible to go, I desperately needed to raise my proficiency. I didn't speak a word of French, and the pledge was in force.
One day, I asked my curmudgeon of a professor if things were going a little better. He asked if I was thinking of teaching. "Yes," I responded. His verdict, in French: You'd do better to get married.
As the summer drew to a close—exams, suspense!—I wondered if I would be eligible to study in France. I had lined up a plan B, study in Alaska, just in case, but it was not necessary. My grades were sufficient, and I made it to France.
Barbara Hendrian '50
Glen Ridge, New Jersey
Renewing a Tie
From the Editors: From time to time, submissions to our letters section allow readers to reconnect with an old friend—or even a mentor.
Robert Cornell's letter ("Dream Upon a Dream") in the fall issue was one such missive. His recollections of a summer spent in the Japanese Language School struck a chord with a former teacher, who hadn't heard from his student since that summer of 1986. Through the magazine, he tracked down Robert Cornell; an excerpt from his letter follows:
Dear Robert (or Cornell-san)
I read your letter with a great deal of interest and nostalgic feeling. I believe I had you as a student in the 1986 session of the Japanese School. Eighteen years later, I am the new director of the Japanese School this summer. Your name brought back many fond memories from the 80s when I was a young instructor.
As for your perception of your progress, it is very common to suddenly realize that one has become better than before. Teachers see continuity in student's progress, but students themselves do not seem to see it that way. So, this step-like progress is a good way of describing one's own perception. I certainly felt the same way when I was studying English.
Kazumi Hatasa
Director, Japanese School
Middlebury, Vermont
Meritorious
From the Editors: We were thrilled to learn in early March that Middlebury Magazinehas received an award of merit in the 40th Annual Design Competition sponsored by the Society of Publications Designers.
The winning entry was an illustration by Chris Buzelli that was commissioned for the summer 2004 feature story "The Nature of Nurture." Buzelli's illustration was one of more than 7,000 entries judged by 66 of the leading publications design professionals.
Middlebury Magazinejoined Brown Alumni Magazineas the only two college or university periodicals honored with an award of merit in a field dominated by consumer publications such as National Geographic, The New Yorker, Outside, Rolling Stone,and Vanity Fair.
LETTERS POLICY
Letters addressing topics discussed in the magazine are given priority, though they may be edited for brevity or clarity. On any given subject we will print letters that address that subject, and then in the next issue, letters that respond to the first letters. After that, we will move on to new subjects. Send letters to:
Middlebury Magazine
Meeker House
Middlebury College
Middlebury, VT 05753.
E-mail: middmag@middlebury.edu