Things Academic 241
ments. These included Walter R. Heilman, Spanish, 1952-58; Ken-
neth Keeton, German, 1952-60; Julia Alford, French, 1956; John
Philip Couch, French, 1956-58; Mack H. Sturgill, Spanish, 195660;
Charles W. Faust, French,
Verlan H. Stahl, French and
Spanish, 1958-60; Jerold G. Anderson, Spanish and German, 195862;
Frank L. Meadows, Spanish, 1958-59; Ann B. Snyder, German, 1959-
61; Jack E. Tomlins, Spanish, 1959-60; Richard L. Staley, French,
1960-62; Ernst Breisacher, German, 196o; Lambert A. Shears,
German, 1960-61; and Sharon R. Spade, Spanish, 1960-61.
Also, Richard F. Allen, Spanish, 1961-62; John L. Fitzgerald,
Spanish, 1961-62; A. Corry Arensbach, French, 1962-66; Binnie E.
Humphrey, French and Spanish, 1962-66; Joseph G. Runner, French
and Spanish, 1962-66; James L. Ivey, French, 1962-66; Gilbert Smith,
Spanish, 1962-65; Carlos Perez, Spanish, 1965-67; Gail Garrison,
French, 1966-; J. Richard Guthrie, French, 1966-67; and Hiram V
Jenkins, French, 1966–.
The reason the staff in modern languages expanded was that Wake
Forest clung to its rather demanding language requirements even as
some larger colleges and universities de-emphasized such studies
(most of them later changed their minds). All entering students at
Wake Forest were required to have had at least two years of some
language in high school, and in college up to four semesters were
specified. Candidates for the B.S. and B.B.A. degrees could make
substitutions, but in practice nearly every student took some language
The history of the department, however, is not solely a matter of
increasing numbers of students and staff. There was also a broadening
in the range of courses offered. Beginning in 1960 Dr. Tillett added
Russian to the curriculum, and with the development of the Asian
Studies program, to be discussed later, Dr. B. G. Gokhale introduced
elementary Hindi.
Another form of growth in the department was the establishment in
1960, with the help of a twelve-thousand-dollar grant from the Mary
Reynolds Babcock Foundation, of a language laboratory equipped
with tapes and headphones which provided additional emphasis on
speaking and understanding foreign languages. A second innovation,
begun at about the time of the move to Winston-Salem, was the
initiation of placement tests for incoming freshmen and transfer
students to determine the level at which they should
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