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New Approaches to Academics, Internationalism, and Service   in september 1967, Lucius Garvin, Macalester’s vice president for academic affairs,openedtheacademicyearwithastirringconvocationlecturehighlighting thegreatstridesmadebythecollege.Usingthemetaphor“steeplesof strength,” borrowedfromFrederickE.Terman,recentprovostof StanfordUniversityand anationalleaderinscientificandengineeringeducation,Garvinsingledoutthe science program as among the college’s most impressive “steeples.” Not only was it run by first-rate scientists, many of whom Garvin himself had recruited, but it also boasted such advanced equipment as an electron microscope, a highenergy particle accelerator, and a computer. Garvin also highlighted the many successes of the college’s social and international programs: it ran successful student and faculty exchanges with several historically black colleges, including Knoxville, Tuskegee, Lane, Bishop, Huston-Tillotson, Virginia Union, and Bethune Cookman; its work–study abroad program put students to work as teacherassistants,hospitalorderlies,waiters,farmlaborers,andfactoryworkers; its Student Leader Scholars programhosted ten international students; and the ForeignOn-the-SceneConfrontationwithUnusuallySignificantDevelopments (FOCUS’D) program sent students abroad on independent research projects. He underscored the many projects being pursued in collaboration with other regional and national colleges and universities. By the time Garvin concluded his talk with a charge to the students to “put your revolutionary zeal and off-beat (innovative!) ideas into the total work and counsels of the College” and a prediction that “Macalester can look ahead with strengthenedconfidenceinitsfuture,”theaudiencewasconvinced.Therewere New Approaches to Academics, Internationalism, and Service |  simplytoomanywonderfulthingshappeningatthecollegeforMacalestertobe anything but a leading institution. Within a few months, Macalester would also win that academic prize it had so longed for, a Phi Beta Kappa chapter. Surely, giventhatthecollegehadcome“sofar,sofast,”theMacalestercommunitycould rest assured that a glorious future lay ahead. Change had indeed proceeded rapidly at Macalester after the approval of the new liberal arts curriculum in 1961. In the span of a few years, as we shall see, the new curriculum was implemented, dozens of new faculty were hired, an array of new programs to foster academic excellence were launched, and the traditional components of the college mission regarding internationalism and service were redefined within new social and cultural contexts. Those new contexts themselves became central players in the new character and identity of the college. The nation was undergoing a variety of social, cultural, and technological changes during this period that would reshape the parameters of life in the United States and abroad. In many cases, these social andculturalchangescalledintoquestionthepurposeof aliberalartseducation, challenging the role of education in a world increasingly troubled by war, the arms race, poverty, racism, sexism, and other disturbing situations. Macalester looked to its leaders, particularly Vice President Garvin and trustee and soonto -become president Arthur Flemming, both of whom helped to formulate the college’s new mission and to articulate the mission and identity of the college in this tumultuous context. New Leadership, New Academic Programs Overthecourseof the1960s,anewleadershipcoalitionemergedatMacalester, bringingtogetheritsmajordonor,ahandfulof trustees,twoadministrators,and outsideconsultantsinadelicatecoalitionof unequalpartners.Theprimaryand most powerful partner in the new leadership coalition was, of course, DeWitt Wallace. As we have seen in previous chapters, Wallace’s determination to raise the national visibility of the college was the primary motivating force behind the curricular revisions of the early 1960s. Just who would lead the college into this new educational frontier was also of great concern to Wallace. As we have seen, he successfully engineered the replacement of President Charles Turck with Harvey Rice in 1959. Dean Ficken was also on the way out, replaced in 1961 by Lucius Garvin, about whom we will learn more shortly. The most prominent leaders of the new regime, however, did not arrive on campus until the  | nature & revelation mid-1960s, and they came together as something of an educational super-duo: Arthur Flemming and Paul Davis. The name Arthur S. Flemming appeared on a list of suggested convocation speakers for Macalester College generated by an editor of Readers’ Digest for DeWitt Wallace in February 1957.1 Flemming, then president of Ohio Wesleyan University but destined to become the most inspiring and controversial of Macalester ’s presidents, would not appear at the Macalester convocation lectern for another seven years. In the meantime, he would serve as secretary of the Department of Health, Education, and Welfare under Dwight D. Eisenhower, as a member of John F. Kennedy’s National Advisory Committee on the Peace Corps, and as president of the University of Oregon. Flemming and Charles Turck were cut of similar cloth. Both were deeply religious in the liberal Protestant vein, Flemming an ordained Methodist minister . Neither man was evangelical. Both were moderate-to-liberal Republicans, comfortablewithworkingacrosspartylines;bothheldstrongconvictionsabout servicetothecommunityandnation;bothwerededicatededucators;andboth believed that education sprang from and carried with it responsibilities...


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