| the history of wake forest
In the College the 4-1-4 calendar continued to be the central
theme for debate about the curriculum. Old Gold and Black pub-
lished several feature articles about campus opinion, which remained
as divided as ever. One survey found that fifty-two per cent of the
faculty were in favor of keeping the winter term but that one-third
wanted to return to the two-semester system. A committee of the
faculty, named to make a final recommendation, proposed that
the 4–1–4 be continued and that an official vote on the question be
taken the following October. The year ended in uncertainty.
The future of graduate programs on the Reynolda Campus was
also a divisive issue. Opposition to further expansion of graduate
work, especially toward the Ph.D. degree, was strongest in the hu-
manities and social sciences, and departments like political science
and economics chose not to offer even an M.A. program. Graduate
School Dean Stroupe, speaking for the University administration,
announced that no plans existed to increase the number of gradu-
ate students “beyond the previously set level of 10 per cent of the
total university enrollment.”
A Trustee debate about the College’s requiring a foreign language
for admission ended with a vote against making any change but
authorizing the faculty Committee on Admissions to make, on an
individual basis, such “exceptions to the requirements for entrance”
as they might deem wise. The Trustees thereby confirmed the tra-
ditional policy that the admission of students is the responsibility
of the faculty, not the Trustees.
In the fall the “course evaluation” booklet, approved the pre-
ceding spring, was made available for fifty cents. Some faculty
members had declined to participate, and in some courses not
enough students had taken part for the results to be considered
dependable, but two hundred and sixty-three courses were evalu-
ated, and the results of the questionnaire were generally favorable.
Most of the courses were seen to be “worth-while” and to contain
about the right amount of material of normal difficulty. The exper-
iment proved to have been interesting but not especially produc-
tive, nor does it seem to have created any lasting ill will between
the students and the faculty.
The Z. Smith Reynolds Library, which at the time of the move to
Winston-Salem in 1956 had a collection of 140,000 books, acquired
its 500,000th volume: a first edition, first issue, of John Locke’s An
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