and a tangerine bowl
The Convention shall clearly exhibit its commitment to Chris-
tian higher education and its support of the University.
a. Wake Forest University shall be able to count on the Con-
vention’s recognition and understanding of its educational task
with its vital tradition of academic excellence and freedom.
b. Wake Forest University shall receive tangible support from
the churches of the Convention, including financial support,
active recruitment of students and the development of a larger
circle of friends.
c. The Conventions shall give its intangible support to Wake
Forest University as appropriate in connection with the Univer-
sity’s pursuit of its purposes as expressed in its own charter and
d. The Convention shall allocate ample time at its annual
session for Wake Forest University to report and to interpret the
fulfilling of its mission.
In order to demonstrate its satisfaction with Trustee negotiations
concerning the University-Convention relationship, the Z. Smith
Reynolds Foundation had already reaffirmed its intention to con-
tinue its annual payment to Wake Forest of $620,000 and also made
two new grants, one (in 1979) of $500,000 in unrestricted funds
and another (in 1980), also of $500,000, toward the University’s
One Fifty Fund. The Foundation expressed its desire to support
Wake Forest through whatever changes were being made “in the
composition of, or the manner of choosing, the Board of Trustees
of the University.” Obviously, the promised generosity of the Foun-
dation would compensate in part for the loss of much of the annual
funding previously provided by the Convention.
Since the first “winter term” in January 1972 members of the
College faculty had been in continuing dialogue about its merits,
and, after eight years of experience with January course offerings,
although some teachers—and many students—wanted the winter
term to continue as an option, others thought, as one observer said,
that it was dying “a natural death.” Enrollment had steadily declined:
from 697 in 1977 to 563 in 1978 to 461 in 1979 to 413 in 1980. Un-
der these circumstances a faculty committee, taking the issue un-
der study one more time, proposed three choices for the faculty to
consider: to leave the January option in place, hoping that enroll-
ment would improve; to insert a three-week term between the two
semesters; or to return to the two-semester academic year, with no