Digitized by the Internet Archive in 2014


Publisher: John E. Bachman

Editor: Meredith Price

Design: Ann M. Parks

Design Assistant: Sally R. Abugov

Class Notes Editor: Paula R. Trespas

Assistant to the Editor: Patricia

McGreevy Editorial Assistant: Maureen Wrobel Director of Annual Giving: Cornelia

Weldon LeMaitre '53 President of Alumni Council: Henry

Higdon '59 Co-Chairmen of Class Secretaries and Reunions: Lynne Moriarty Langlois '62,

Walter A. Row III 76

Cover: The forty-first president of the United States, George Herbert Walker Bush '42. See p. 4 for Bulletin editor Meredith Price's interview with the president.

Photography: front cover, 4 left, 5, Da- vid Valdez, the White House; 1, 2 above, 3, 11, 13, Richard Graber; 2 be- low, Helen Eccles; 4 right, Pot Pourri; 6,

7 right above, 8 right above and below, Nick Wheeler; 7 left above and below,

8 left above, Abbott-Boyle Photogra- phers; 9, 10, Bob Mayo; 12, Elizabeth Wilkin; 14, 15, Michael Marsland; 16, 18, A. Montague Fitzpatrick; 17, Ed Eich; 19 left below, 21, Michael Faraci; 19 above, Diz Bensley '43; 19 right be- low, Amanda Lydon; 20 above and be- low, Julian Mettler; 22, Pat Edmonds; 24, Denis Tippo; back cover, Beverly Henderson. All photos copyrighted.

THE ANDOVER BULLETIN is published three times a year in summer, fall, and spring by Phillips Academy, Andover, MA. Editorial and business offices at Phil- lips Academy, Andover, MA 01810. Tele- phone (508) 475-3400. Send change of ad- dress to: Pat Chalfin, Office of Academy Resources.


Spring 1989

Volume 82

Number 3

Making a Difference by Helen M. Eccles 1 The Andover-Dartmouth Urban Math Teachers Institute works to upgrade the effectiveness of inner-city public high school math teachers.

On the Eve of the Inauguration 4

President-elect George Bush describes "the real me" at Andover in a telephone interview with Bulletin editor Meredith Price.

Make Your Motto "Smile and Improvise" by Linda Demmers 6 Surmounting the challenges of providing full service through- out the renovation, the librarians proudly welcome us to the new Oliver Wendell Holmes Library.

The Virgil Collection by Elizabeth and Carl Krumpe 9 Recent library renovations have created a home for one of the finest Virgil collections in the Western Hemisphere.

Sakharov and the Exchange: Making Home of Far Away 1 1

by Gregory Wilkin

Recently returned from Novosibirsk, exchange advisor Wilkin reflects upon Sakharov's talk in Cochran Chapel.

Andover's Rhodes Scholars by Meredith Price 14 Viva Bartkus '85 and Josephine Greene '84 join twenty-nine previous Andover graduates as Rhodes Scholars.

Retirements 16

Louis J. Hoitsma, Jr. Phyllis W. Powell

Campus News 18

Winter Sports 21

Andover Development Board 22

Letter to the Editor 23

Alumni Miscellany 23

Regional Association News 24

Deaths 25

Class Notes


Making a difference:

The Andover-Dartmouth Urban Math Teachers Institute

This institute brings city high school teachers to Andover to help them strengthen their command of secondary school mathematics and teach with greater confidence.

by Helen M. Eccles

On a mid-summer morning in Morse Hall, Nat Smith, in cut-off jeans, is explaining an algebraic concept to fifteen students: "In pre-calculus, the name of the game is functions, functions, functions! Now here's another way you might show it to a class." The stu- dents are on a first-name basis with their teacher and informally dressed, but their attention is rivet- ed on their teacher's words and the graph he chalks on the board. In another classroom, fifteen more students are studying the same material. All are adults, most are women, and a majority are black. They are thirty inner-city high school math teachers, nearly all from Atlanta, Baltimore, Chicago, Fort Worth, or Detroit. They spend three hours a day studying alge- bra, trigonometry, and pre-

calculus, then another hour in Dave Penner's classroom solving problems with computers and learning how computers can be ap- plied in high school classrooms.

This is the Andover-Dartmouth Urban Math Teachers Institute, (ADD, Andover's month-long summer program to upgrade the effectiveness of inner-city public high school math teachers, operat- ing under the umbrella of the And- over Summer Session. Designed and directed by Frank Eccles '43, ADI is co-sponsored by Dartmouth College and enriched by weekly seminars by distinguished Dart- mouth math professors. The Teachers Institute was launched in 1982 by a two-year grant from the Ford Foundation and has been funded since 1984 by two three- year grants from another founda- tion.

The Institute is for city high


Director Frank Eccles '43 with Cellie French, percent of Chicago's ADI-trained teachers

school math teachers who current- ly teach computational drill classes and, perhaps, Algebra I, and aspire to teach upper level courses. ADI's objective is to help them strength- en their command of secondary school mathematics, teach with greater confidence and pleasure, and prepare to teach second-year algebra, trigonometry, or pre- calculus in their home schools. In the Teachers Institute's first seven years, 207 public school math teachers have learned at Andover to be better math teachers.

Each evening, one PA instructor spends at least two hours in the ADI dormitory, helping partici- pants wrestle with concepts and problems. The resident tutor, a previous ADI graduate, attends classes and lives in Abbey House to help with homework, organize activities, and act as a lightning rod for participants' problems. Sometimes the study lamps are on and the six computers running long after midnight. Only one par- ticipant has left the program for her husband's emergency triple- bypass coronary surgery.

"Collaborative learning, rather than competition, is the key," says Director Eccles. "There are no tests

and no grades, although we put lots of comments on their weekly hand-in assignments. These adults don't need grades for motivation. We urge them to study together in groups, and we hope they'll try that with their classes at home."

Once a week we gather for the Dartmouth seminar, and after- wards in the Pease House back- yard for our weekly picnic, a re- laxed opportunity for high school teachers to talk with a research mathematician. One seminar and picnic are at Dartmouth. Thursday evenings are for ADI forums on pedagogical issues. Participants also observe Andover's (MS)2 classes being taught the same ma- terial the ADI group is studying.

For the Andover faculty, the summer peer-teaching is reward- ing, particularly with these city teachers who serve in the front-line trenches in education. They've never felt so appreciated. Dick Lux, Dave Penner, and Nat Smith have taught for six of the Insti- tute's first seven summers. Other ADI faculty are Don Barry, Al Coons, Doug Crabtree, Frank Han- nah, Doug Kuhlmann, Clem Mo- rell, and Bill Scott.

The experience is demanding for

both faculty and students, but the bonds it forms are lasting. From trips to our network of cities, I bring back messages from gradu- ates: "Tell Dick Lux I thought of him when we got to conic sections! I used to gloss over them because I felt shaky about them. Now I tear right into them." "I'm throwing graphs up all the time and I've got the kids doing it too. It really helps them to see it." "I'm going for a master's in computer science. Please tell Dave Penner."

A summer program, however valuable, will fade without a sus- tained follow-up. Recruiting trav- el, a quarterly newsletter, and an outreach program nurture ADI's growth. ADI travel includes reun- ions and meetings with school ad- ministrators to urge them to make

Dave Penner deriving (and wearing) the Eider equation


optimum use of their ADI-trained teachers. In fall 1987, our founda- tion established a $15,000 outreach program to help ADI past- participants maintain their growth. A small grants fund responds to individual ADI alumni proposals for class projects, activities, or ma- terials to enliven their mathematics teaching. Outreach programs this year included a series of math teacher seminars for Baltimore math teachers, proposed by their math coordinator and planned by a committee of ADI graduates; re- union meetings during conferences of the National Council of Teach- ers of Mathematics; subsidized participation (often for the first time) in these conferences and in special workshops.

"What's the impact on the cit- ies?" We can't know in full, but we do know that approximately 25 percent of Atlanta's 185 high school math teachers have attend- ed Andover in the summer; 20 per- cent of Baltimore's; 15 percent of Fort Worth's, and nearly 10 per- cent from Chicago. And we know a great majority but certainly not all— of the more than 200 ADI alumni are doing what we hoped: teaching at least one higher-level

"Collaborative learning, rather than competition, is the key."

mathematics course, and teaching more effectively and confidently than ever. Many now are math club sponsors or department heads. Two ADI graduates now teach (MS)2 at Andover.

In Atlanta, the ADI alumni group organized the Atlanta And- over-Dartmouth City-Wide Math Tournament to generate student enthusiasm for mathematics. Over 200 students from twelve high schools now compete three times a year, with parents invited to the awards ceremony (the decor is roy- al blue). Atlanta's school superin- tendent has singled out the tour- ney for its effect on student motivation.

In Chicago, sixteen ADI alumni

have used their summer at Ando- ver as a springboard to graduate study in mathematics at DePaul University, their tuitions now 75 percent subsidized by ADI's foun- dation. They spend all day Satur- day and Sunday, two weekends a month, in this graduate program.

Dr. Dorothy Strong, Chicago's director of mathematics, says, "Many of the teachers who have come to you are black. When our teachers have worked with Ando- ver teachers and felt the support of programs like the Teachers Insti- tute, they gain confidence to dis- prove that 'rumor of inferiority' that blacks so often face."

In 1984, Mollie Lasater '56 asked ADI to include Fort Worth, where she was school board president. She reports, "ADI is a catalyst for our teachers." Fort Worth's Bill Hudson attended ADI in '86, be- came an (MS)2 teacher at Andover in 1988, and this January was named one of the five Christa McAuliffe Educators who will pre- pare and lead a conference for twenty U.S. high school teachers this summer at Stanford.

The endorsements we most prize come from the ADI teachers themselves. Brenda Brown, Over- brook High School in Philadephia, writes, "I am teaching one class in Elementary Functions and two Al- gebra lis and an Algebra I class I make my students feel good about themselves and their ability to suc- ceed, just as you did with us. They are a joy to be with each day. . . .1 have just five more courses to com- plete for my master's degree. I thank all of you for giving me the courage to go back to school and enabling me to realize my own po- tential, especially Doug Crabtree. I shared my fears about returning to school with him, and he said, 'Do it!' " The following year, Brenda was chosen for the Rose Linden- baum Teacher of the Year Award, Philadelphia's most prestigious teaching award.

Helen Eccles is associate director of the Teachers Institute.



"Pop" "Poppy" Grove Lane, Greenwich, Conn.


Secretary of Student Council (i term) President of Society of Inquiry (1941-42) Chairman of Student Deacons (1941-42) President of Greeks (1940-42) Captain of Soccer (1941) Society of Inquiry (1940-42) Editorial Board of the Philhpian (1938-39) Business Board of the Pot Pol rri (1940-42) Varsity Soccer Squad (1939-41) J. V. Baseball Team (1939) Varsity Baseball Team {1941-42) Treasurer of Student Council (1 term)


President of Senior Class ( 1 term) Student Council (1941-42) Senior Prom Committee Advisory Board Captain of Baseball (1942) Manager of Basketball (1941) Student Deacon (1940-42) All-Club Soccer (1938) Deputy Housemaster Varsity Basketball Team (1941-42) /arsity Baseball Squad (1940) John Hopkins Prize (1938)

On the eve of the Inauguration

On 19 January 1989 President-elect George Bush '42 called me in response to my request for an interview before the Inauguration. We spoke for a little over twelve minutes. The transcript of that conversation follows. Ed.

MP: I'd like to begin by saying what an extraordinary gesture of affection for Andover this is on your part by calling us on the eve of your Inauguration.

GB: Well, I have genuine affection for Phillips Academy. I was a trus- tee for a long time after leaving the school, and I really have genu- ine affection and love for the school. I'm delighted to be able to do it.

MP: I have four or five questions that I'd like to ask you, if I may.

GB: Yes, and I'll try to keep my answers brief so that we don't

overrun our time.

MP: All right sir, let me go ahead then. You've often spoken of being an "education president." Would you expand on that a bit? Was there anything in your Andover experience that has influenced your feelings about the importance of education?

GB: At Andover, one of the hall- marks, of course, is excellence. We were blessed by excellence in the faculty and excellent standards. Another hallmark is Andover's teaching the "real business of liv- ing." So my view is to try through exhortation, through using the White House as a bully pulpit, to encourage excellence in a wide ar- ray of ways and to have public in- stitutions teach values and thus teach the kids about the "real busi- ness of living." I think the attempt on my part to reach out now for excellence at every level in educa-

tion was enhanced by my educa- tion at Phillips Academy.

MP: We wondered if there was anything in your Andover experi- ence, perhaps a course or a teacher, or maybe a midnight bull session, that might have influenced you in any way to pursue a career in pub- lic service?

GB: In those days, and I hope it's the same now, from the faculty and from just the general environ- ment one had inculcated into him a true sense of public service. That it was a good concept. That it should be done. The speaker at our graduation was Henry Stimson, an Andover graduate of many years before, who was Secretary of War and a very prominent public ser- vant. There were a lot of examples of people of that nature, who were leaders in their communities and in their nation who had gone to Andover, and who gave speeches


and presentations. The faculty also tried to encourage the students in what we called "the Charities Drive," so the teachers were help- ing inculcate into the kids a con- cept of public service. There wasn't any one course that steered me to- ward public service, but two cours- es really stick in my mind. One of them was a very tough Latin course long years ago under a guy named Dr. Pointer, and the other an American History course that was required, under Dr. Darling, and they didn't teach me much about the kinder, gentler approach to life, but they did teach me disci- pline.

MP: Is there any particular mes- sage you'd like to send to Andover students?

GB: Save some time for public life. Participate. Don't be embarrassed to adopt that concept of service to community. Do something to help others. We from Phillips Academy were blessed by a superior educa- tion, education with excellence as its underpinning, but a lot of kids aren't getting that. I have proposed a program called "Youth Entering Service" under which kids who do have a good education try to inter- act with kids in the ghettos or oth-

er areas where they're fighting a lot tougher odds. So try to figure out how you can put something back in.

MP: Several students have asked me if you really were the squeaky clean knight-in-shining-armor that comes through in the Pot Pourri. Your list of extracurricular activi- ties is triple that of most people's, and the kids are saying: "Was this guy for real when he was here?" Is there anything I can tell them that would perhaps expand on the George Bush image that we've got here?

GB: Well, I don't know that you can judge one's life by how many entries there are under his name in the Pot Pourri. I would caution making a judgment as to one's true worth using that standard alone. What really drove me and what I loved back then was sports. The competition of athletics I loved it. I made fast friends engaging in sports. The competitive side of ath- letics was something that I learned well at Andover and served me in good stead for the rest of my life. I wasn't a particularly good student, but I think that more important than serving as head of this society or that team was the propensity for

friendship at Andover. My friend- ships made there are as fast and strong as any I have in life, even though they haven't been refur- bished by constant contact. So, the real me was one who was blessed by many friends at PA, friendships that have endured, blessed by enough athletic ability to compete and get all the benefits that come from that competition of winning and losing, and then to some de- gree, disciplined by the courses I mentioned and some others.

MP: My last question is this. Let's imagine you've just completed your presidency. Is there anything in particular you would hope his- torians might say about the Bush presidency?

GB: Yes, that I made a difference. Left things a little better than when I found them. Kept America strong and kept the inexorable move to- wards democracy going forward. And I say "inexorable" because when you look around the coun- try, I don't think any serious stu- dent of world politics thinks that socialism or communism is on the rise. I think most people see that incentives and ownership and the freedoms that we think of when we think of democracy are on the move, and I'd like to keep those trends going with the United States in the forefront. And so, I guess at the end, I'd hope they would say: "He made a difference. He did his best. He made a differ- ence."

MP: I see, sir. I certainly appreciate your time. Is there anything else you'd like to say?

GB: Not a thing, except I hope to get back there one of these days.

MP: Well, we'll be with you in spirit tomorrow at the Inaugura- tion.

GB: Wonderful. Thank you, Mere- dith. □

The Bush family with more than a touch of Blue: George Bush '42 and sons George '64, Jeb 71, and Marvin 75. In the extended family (not pictured), brother Prescott '40; ]ose- phine Bradley Bush AA '57; Bush cousins Prescott Bush '63, Alexander Ellis '67, Jona- than Bush '87.


After eighteen months of construc- tion, the renovation of the Oliver Wendell Holmes Library has been successfully completed.

by Linda Demmers

Try to imagine the challenges of operating a library in the middle of a hard hat area. Picture a cataloger at her terminal surrounded by a spaghetti sea of extension cords, creating machine-readable records beside the fireplace under the watchful eye of Archibald Free- man's portrait. Consider a build- ing with no running water for eight months open fourteen hours a day for 1,400 patrons. Open your doors for these 1,400; close your bookstacks; and then provide nine- ty-eight seats. Make your motto: smile and improvise. Perhaps then you can begin to imagine the great eighteen-month adventure of the

librarians of the Oliver Wendell Holmes Library.

The challenges of operating a full-service library during con- struction and renovation were clear, as were our priorities: identi- fy and eliminate all safety hazards; maintain good lines of communi- cation with all members of the community; work as a team with the contractor, preserving the ini- tial good will; make compromises carefully; never sacrifice patron service for other administrative functions; and suspend all stan- dard operating procedures.

The bookstacks were closed dur- ing construction, and staff mem- bers served as "stack runners" making approximately 70,000 trips through the five-story stack core. Every volume in the collection had to be moved twice to accommo- date painting schedules, and many were removed for safe keeping. The History Department offered a shorter term paper. Neighboring Day Hall was closed to spare resi-

dents the noise and dust. The refer- ence librarians continued to teach often two classes simulta- neously— in the Garver Room, and reserved books were allowed out of the building for the first time. (During jackhammering, dormito- ries were quieter than the library.)

Some of the best and worst of times: the general contractor and librarian startling each other at 4:30 a.m. on a Sunday morning when heavy rains during the night prompted both to check the tempo- rary roof over the bookstacks. . .in the spring, a small white cat (Oliv- ia Wendell Homeless) delivering her litter in a soffit over the new computer center (the carpenters and librarians shared responsibili- ty for this feline family). . . a top- ping off ceremony in the fall of 1987, including a Christmas tree and American flag atop the highest beam. . .ten librarians in hard hats and sneakered feet. . .discovering treasures that had been packed away in the existing building for


Left: The northwest elevation of the completed library

Above and right: Construction site May 1987,

and the restored Donald H. McLean, Jr. Archives Gallery

years. . .finding just the right bricks (green headers) to match the original masonry. . .and develop- ing the kind of camaraderie that only hardship invites.

What were the real achieve- ments of the project? The original staff that began the construction project together is intact, and two new members were persuaded to join midstream. The perseverance and professionalism of the general contractor has led to their being hired for the George Washington Hall renovation project. And the completed project, the Oliver Wen- dell Holmes Library, has proved so inviting as to welcome over 95,000 users through its doors during the fall 1988 term.

Linda Demmers is Director of the Oliver Wendell Holmes Library.

Right: Southeast corner of the library addi- tion, November 1987



The Virgil collection

The Bancroft collection's outstanding treasure: a first edition ofDryden's translation

by Elizabeth and Carl Krumpe

The recent renovations to the Oli- ver Wendell Holmes Library have created an ideal place to house Phillips Academy's Virgil collec- tion. The scholar intent on work at the oak table in the lovely quiet of the Oliver Wendell Holmes Room on the southwest corner of the sec- ond floor breathes the atmosphere of antiquity and the aura of med- iaeval scholarship. The carefully modulated air and light of the modern facility makes more secure and more accessible the rare manu- scripts of Virgil's works in printed copies, themselves rare, from Rome, Horence, and Milan. On neighboring shelves is a small, but fine collection of incunabula, the earliest printed editions from the fifteenth century printing houses of Venice, Geneva, and Nuremberg.

For too many years, the treasure known as the Virgil collection has been kept in a closed and dark- ened room to protect its pages from serious deterioration brought

by improper light and humidity. The gift of the renovated library has brought an end to that indigni- ty to the finest collection in the Western Hemisphere of not only the works of Virgil, but commen- taries and studies of him. Known as the Charles H. Forbes Collection of Vergiliana, it owes its origin to Mr. Forbes himself, who was an in- structor and professor of Latin at Phillips Academy from 1891-1933 and acting headmaster from 1931- 33. Professor Forbes's life-long commitment to the study of Latin literature, and particularly to Vir- gil, bore fruit in his personal collec- tion of many items of Vergiliana that he provided to the library as the core of the present collection. Over the years, many fine editions and books about Virgil have been added by generous women and men devoted to the Academy and to the study of Virgil.

A major part of the collection consists of the Bancroft Collection of English Versions of Virgil's Poems, which was rescued by Professor

Forbes from an attic where it had been neglected after the death in 1901 of the principal of the Acade- my, Cecil F.P. Bancroft. In a mod- est way, with his own personal and limited financial resources, Principal Bancroft had begun col- lecting English translations of Vir- gil. Although he had published a list of his books in 1884, the collec- tion seems to have gone relatively unnoticed after his death. While books were being moved in 1929 into the then-new Oliver Wendell Holmes Library, Professor Forbes was reminded by chance of its ex- istence as he browsed in a copy of a well-known standard nineteenth century English translation of the Aeneid by John Conington. There he stumbled upon a list in the fly leaf in Bancroft's handwriting of 121 editions of other English trans- lations of Virgil. The librarians mounted a careful search through attics and out-of-the-way places on the campus, and recovered all but seven of the listed volumes. For- mer pupils of Principal Bancroft,


moved by the recovery of their teacher's books, contributed to in- creasing the collection. It was final- ly made an integral part of the Charles H. Forbes Collection ofVergil- iana. Outstanding and unusual among the Bancroft collection's many treasures are a first edition of John Dryden's famed translation published in 1697, and a rare and charming translation into Scottish verse by a certain Gawin Douglas, published in Edinburgh in 1710.

In 1931 Forbes, with the financial help of the Academy's famous ben- efactor, Thomas Cochran, pub- lished an elegantly printed cata- logue of the entire Charles H. Forbes Collection of Vergiliana. Forbes clearly hoped that the collection might acquire a copy of the editio princeps of the works of Virgil, first published in Rome in 1469. Satis- faction had to be found in six incu- nabula, the earliest dated 1476, three hundred years before the founding of the Republic. These were the most prized possessions of the col- lection. (An incunabulum is an edi- tion printed between 1450 and 1500 when the printer's art was in its in- fancy; thus the word incunabulum, meaning cradle, was used.)

In his foreword to the catalogue, Forbes noted his plan "to accumu- late contributions of scholarship to the betterment of the text of the poet." Among the most valuable parts of the collection are contribu- tions to "the study of [Virgil's] sources of inspiration and the au- thors upon whom he leaned," and to "the relations of subsequent writers to him." Forbes took ap- parent pleasure in works dealing with Virgil as magician and proph- et in mediaeval legend, and in the "specimens of the puzzlemakers' centos and in the jesters' parodies and imitations." (A cento is a patch-work composition using lines from the ancient poet rear- ranged to tell an entirely different story.) One of the incunabula print- ed in Paris in 1499 is such a work by the fourth century Christian nun, Proba Valeria, whose Virgil- ian cento of stories from the Bible is reported to be the first work writ- ten by a woman to be printed.

Although rarity and cost have prevented the collection from ac- quiring any codex, (mediaeval man- uscript), of any work of Virgil, the next best thing has been found in printed copies themselves rare of codices. The oldest one in the col- lection consists of fragments of the oldest codices of Virgil printed in Rome in 1741 . This copy was once owned by the English actor David Garrick and contains his book- plate. A second such printed codex bears the same date and is from the library of the Medici in Flor- ence. Forbes could take pride in the fact that of the more than 1500 items listed in his catalogue, well over 200 are not listed in the cata- logue of the British Museum, which houses the most famous col- lection of the complete works of Virgil. There are parts of the Forbes collection unrivaled by the collections of most college libraries in this country.

The Charles H. Forbes Collection of Vergiliana has been added to in the years following Professor Forbes's death by his successors in the Clas- sics Department, interested librari- ans of the Academy, and by gifts from generous alumni. Mr. Arthur L. Mullin '35 and Mr. D. Warner Dumas '60 frequently donate vol- umes in honor of Dr. Alston H. Chase, long-time teacher of the Classics at Phillips Academy. Mr. Mullin's gifts have enhanced the importance of the collection by add- ing several rare fourteenth century

printed editions of Virgil's works. To the collection of translations of Virgil, Latin teacher emeritus Mr. Robert E. Lane has added two unu- sual translations into Russian by contemporary scholars in the Soviet Union. In 1974, the benefits of mod- ern technology were brought to the collection, and it was recorded on microfilm by Pergamon Press; the entire contents of the collection are now available through University Microfilms to libraries and scholars throughout the world.

The scholar sitting in the Oliver Wendell Holmes Room amid the legacy of Charles H. Forbes and cu- rious to pore over its reliques of the past cannot but be aware that the room and its contents provide a perfect monument to Professor Forbes, Principal Bancroft, and the many others who have devoted re- sources to it. In his Virgil collection Forbes has raised to quote Vir- gil's friend and fellow poet Hor- ace— a monumentum acre perennius, a "monument more lasting than bronze." The shades of Forbes and Bancroft must take pride in their legacy to the future generations of young women and men of Phillips Academy of riches more valuable than gold.

Elizabeth and Carl Krumpe are mem- bers of the Phillips Academy faculty: she as housecounselor and academic advisor, he as instructor in Greek and Latin.


by Gregory Wilkin

We're on a collision course with something enormous. That's one of the things I understood, maybe wrongly, from Andrei Sakharov's remarks when he appeared, almost unannounced, on 20 November in Cochran Chapel at what turned out to be a word-of-mouth school meeting. It was for me a whole new view of the way the universe is proceeding, and he gave it to us in Russian, methodically and em- phatically, pausing for translation. I got the feeling that I wasn't the only one in that unusually hushed audience to decide right there that I might actually be prepared to overcome years of bias and take some physics.

The day of his arrival at the Academy I had awakened at 4:00 a.m., still bodily confused by our return from the Siberian exchange. Something inside me didn't wel-

come the prospect of hearing the great Academician; I didn't want to hear polemical talk, and deep down that's what I feared from a dissenter. Polemical talk might have disrupted the delicately poised conclusions I had drawn from our ten weeks in the Soviet Union; 1 had grown to love many of the loyal Soviets who had been my colleagues at the Physics- Mathematics School in the rather privileged Siberian town of Aka- demgorodok, and I didn't want to hear anything that would make them look bad. I wanted nothing to interfere with my memories of people like Mila, the wonderfully warm, superbly communicative, only-Russian-speaking math teach- er from the school who met us in Moscow and accompanied the thir- teen of us on the two-and-a-half- day train trip to Novosibirsk and who, for the rest of our six weeks there, welcomed Ellie and Annie

Andrei Sakharov with his daughter, Tatiatm Yarikelevich, in Cochran Chapel

and me into her family with so many acts of kindness, so many ir- revocable hugs. Annie, at twenty- three months, had spoken of Mila and her husband every day since we had returned to the West. And there were other loyal Soviets in Akademgorodok who had gotten as deeply into our blood.

If I had only known more about Sakharov, I would have known that he has never made a religion out of dissent, but has simply kept his eyes open and has decided to testify to what he actually sees. This has always been Sakharov's way of picturing himself, too: not as a dissenter, an "otherwise- thinker," but a "free-thinker." And so, when asked in the question pe- riod at Cochran about his views of perestroika ("re-structuring"), Dr. Sakharov gave us some new criti- cisms of the way things are being done, criticisms right in line with the courageous stands he has


Annie and Greg Wilkin (right) at the open market with Mila and Slava Mali

taken for the last thirty years.

According to former New York Times writer Harrison Salisbury, the first time Andrei Sakharov took a public stand on a major question of Soviet policy was as early as 1958, when he and an as- sociate named Zeldovich wrote a public letter against Khrushchev's educational proposals, and ad- vanced some of their own, con- cluding with the idea that new programs in math and physics should be set up for gifted stu- dents. Sakharov's appeal won the day; the first special school of this kind was school number 165 in Akademgorodok, outside Novosi- birsk in Siberia.

This is the school to which we have been exchanging these last three school years, and the thirteen of us were lucky enough to be spending our six weeks at School 165 during the celebration of their twenty-fifth anniversary. Alumni came from thousands of miles away to celebrate for three days, comparing notes, hearing presen- tations, getting to know students,

and, at one long meeting that I en- joyed, standing up class-by-class to tell stories of their days as shkohiiki, testifying unabashedly to their love for their school. On the last night of our too-short stay we were all up on the same stage, in effect doing the same. The next day, in the bitter pre-dawn cold, the bus to the airport was filled with layers and layers of well-wishing stu- dents and faculty; others had to be turned away, to walk back in the dark to the dorms.

We were, all of us, deeply sad- dened to be leaving such friends. But the subsequent three weeks of conventional tourism (Moscow, Leningrad, Riga, Kiev, Minsk, Vladimir) were enough to make us giddy with anticipation as we flew home from Frankfurt on 17 No- vember. We threw Lufthansa pil- lows at each other as the plane touched down. And it was a spe- cial bonus to learn, as we were picked up at the airport, that Aca- demician Sakharov would himself be appearing in the Chapel in a couple of days, and that we would

have a chance to meet him. We knew, if only from popular media, that he had been an activist in sup- port of free inquiry and debate, free emigration and return, open practice and discussion of religion, and against court corruption, mili- tarization, nuclear deterrence, crimes against the environment and the politicization of psychia- try. And we knew that he was a brilliant man, the youngest Soviet ever to reach the heroic status of "Academic."

Once before on the trip I had felt like Perceval, the Grail hero about whom I've been intermittently writing in my dissertation: after long travel and lots of adventure, he comes into the presence of the Fisher King (a man his underlings make much of but who has, like Gorbachev, lots of problems) and fails to ask an important question. My failed opportunity had come when our group visited the Soviet Minister of Education, Gennady Alekseivich Yagodin, and the question I should have asked, about the outrageously biased English textbooks I saw in Siberia (they relentlessly portrayed the USA as a place of unendurable cruelty and injustice), was the same one Perceval was expected to ask: "Who is served by these things?" (Upon returning to Ando- ver, though, we were visited by a touring delegation from that same ministry, and I had a chance to ask my question; what might be called a productive dialogue ensued.) Af- ter Mr. Sakharov's departure on that Sunday, I realized I had missed another chance: if I had bothered to read his works before- hand, I would have known enough


to ask a question that has since be- come very important to me. Does he still subscribe to the principle of "convergence," whereby his hopes of peace presuppose the gradual and reciprocal assimilation of so- cialism and capitalism?

Why am I interested in this ques- tion? I basically hope he still does. It came to me that I was yearning for such a convergence when, on our second swing through Mos- cow, I had a chance to visit the An- glo-American School on the grounds of the new American em- bassy. It didn't take long to feel the contrast between the embattled, fortress mentality in that KGB- harrassed compound, where non- fraternization is still the official policy, and the wide-open spirit of interactive cooperation I enjoyed as an American at School 165.

In fact, after living in the hinter- lands, I feel far less politically mes- sianic than I did on our faculty tour in 1985. True, places like Aka- demgorodok are the best that So- viet socialism has managed to create, and a tragic amount of needless suffering and death

paved the way for such communi- ties, but Akademgorodok was for us a livable, safe, and intellectually vibrant place, from which no one needed any special deliverance. As a Catholic I found that the menu of available Sunday liturgies was even more limited and unvaried than Siberian cuisine, but I could tell that it, too, could support healthy life: we managed a service each Sunday in the Soviet Union, either Russian Orthodox, Catholic, or Baptist, and they were breath- takingly passionate and inspiring, with sermons that were theologi- cally respectable. Of course, I might be wrong: I don't want to be like Bernard Shaw, reporting naively that Stalin's intentional fa- mine in the Ukraine wasn't really happening. But I am now offended when people wish greater hard- ship on the Soviet Union, hoping that hard times there will make for better times here, or else some kind of wholesale betrayal of the socialist agendum.

What I want people unmistaka- bly to know now is simply this: our friends live there.

And one of these, certainly, is the loyal Soviet free-thinker, Sakharov.

I became sure of that (that al- though a loyal Soviet, he, too, was a friend) when I heard his last words to our assembly, words that bespoke how valuable a scientist, citizen and grandfather he is: "One must be honest with oneself. Work hard. And you should think of those who are near you as well as those who are far." With those words I grew certain again that, whatever the universe is doing, there is no collision course necessar- ily plotted for our two countries. All we and the Soviet leadership have to do, I'd say, is to continue installing the changes Sakharov has so long suggested. I can attest that his first idea school 165 came out real well.

Gregory Wilkin, an instructor in Eng- lish, was faculty advisor on the fall '88 exchange to Novosibirsk.

Andrei Sakharov and grandson, Matvei Yankelevich '91, among friends


Andover's Rhodes Scholars

by Meredith Price

Viva Bartkus '85 and Josephine (Jody) Greene '84 are Rhodes Scholars-elect for 1989. Two of thir- ty-two finalists from over 1,000 ap- plicants, Viva and Jody will pursue graduate study at the University of Oxford. Rhodes Scholarships were established by the will of Cecil B. Rhodes in 1902 to further the cause of world peace by bringing togeth- er exceptional scholars. The awards meet all educational fees and provide a maintenance allow- ance. The first women from Ando- ver to be selected (women were first elected in 1977), Viva and Jody join twenty-nine previous scholars from Phillips Academy. Among the first Americans named in 1904 was Frances H. Fobes, PA 1900. Five times since then, two Acade- my graduates have been named in the same year: 1922, 1938, 1960, 1967, and 1989.

"Tired of defending myself for liking to study" in her local schools, Viva Bartkus applied to boarding schools as a Junior, was admitted wherever she applied, and chose Andover because ad- mission interviewer Jean McKee "was clearly interested" in her "as a person." McKee found her "an admission officer's dream who en- compasses genuine intellectual cu- riosity, a love of learning, and a giving personality."

In three years (she was re- classified as an Upper her second year here), Viva excelled in what- ever she attempted: recipient of fif- ty-nine "6's" in sixty-one graded courses; winner of the Wells Prize as the outstanding Junior, the Har- vard Prize as an Upper, the Facul- ty Prize for outstanding scholar- ship as a Senior; cum laudc graduate with senior honors in math,