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| the history of wake forest
Scales also found pleasure in his personal associations with
College teachers and students. For example, he enjoyed visiting
other staff members in their office, not so much to conduct busi-
ness as simply to say hello. The meetings he called were usually
casual and, indeed, sometimes confusing as to the purpose for
which they had come about. Some of his closest friends were from
the faculty, and he especially liked being with students in informal
settings. At home, on trips, away from the demands of schedule,
he was a good-natured and charming companion.
The College faculty, generally, reciprocated in friendship. They
remembered the skillful and serene way in which, unlike many uni-
versity presidents, he had dealt with the campus crises of the late
sixties and early seventies. They appreciated his stands in behalf of
academic freedom and what he liked to call the “open platform.”
Only rarely did he intervene in those areas of responsibility regarded
as the province of the faculty, and he gave other members of the
administration a large freedom in managing their own affairs.
Because Scales’s priorities were elsewhere, he was not inclined
to devote to the professional schools the attention that they felt they
deserved. The Babcock School puzzled him: why had there been
four deans in the School’s eleven-year history? Why, in spite of
favorable reports about its teaching faculty, was there no stability
in the administration of the School? And now, in the last year of
Scales’s presidency, Ed Felton, the fourth dean, decided to return
to full-time teaching, and a fifth dean had to be appointed: Robert
W. Shively, a thoughtful and respected faculty member who had
been with the School from the beginning. At least the basic structure
of business education at Wake Forest had been put in place, and the
undergraduate School of Business and Accountancy, separate from
the Babcock School, was experiencing a period of sustained and
steady development. But the right course of action toward the fu-
ture of the Babcock School was yet to be determined, and it would
remain for the next University administration to provide the kind
of planning and support the Babcock School would need.
Ever since the disagreements that had arisen between President
Scales and Dean Bowman and the sometimes bitter controversy over
the Institute for Labor Policy Analysis, relations between the cen-
tral administration and the law school had been somewhat strained,
but under Deans Scarlett and Corbett much healing had occurred,
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