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ART MAP 
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MCCAIN LIBRARY 1 
GROUND FLOOR 
Terry McGehee, #3 from the 
Electric Water series, 1990 
acrylic & graphite 
Terry McGehee, #2 from Tentsites, 1993 
mixed media 
Thomas Hart Benton, Untitled 
etching 
Kathe Kollwitz, Self-Portrait 
etching 
Leonard Baskin, Children and Still Life 
woodblock print 
Leonard Baskin, Bertolt Brecl,t 
woodblock print 
Pam Longobardi, Undercurrents, 1983 
etching 
Anne Beidler, Daphne, 1998 
color woodcut & xerox transfer 
FIRST FLOOR 
Lord Fredrick Leighton, digital reproduc- 
tion, The Reconciliation of the Capulets and 
Montagues Over the Dead Bodies of Romeo and 
Juliet, 1853-55, oil on canvas 
Ernest Bensa, Courtyard 
watercolor 
Sally Mann, Untitled, 1996 
gelatin silver enlargement print, toned 
with tea 
Rossy Finol, Kosovo Series, (left to right) 
Religious Fight, Circus of Power, Guernica Still Cries 
acrylic on canvas 
Otto Flath, The Falling Icarus 
wood sculpture, a memorial in honor of 
1962 Orly plane crash victims 
SECOND FLOOR 
Ferdinand Warren, Portrait of Robert Frost 
1958, oil on canvas 
American Art Pottery, selected works 
from the Dr. Jimmy Harris Collection 
THIRD FLOOR 
Hindu and Buddhist bronzes and paint- 
ings from the Collection of J. Jefferson 
Jones Ill & Lou Pate Jones '39, 
Includes Krishna playing a flute in a landscape, 
surrounded by five gopis 
c. 1900, pigment on silk, artist unknown 
Ferdinand Warren, Deep Sun, 1966 
oil on canvas 
Larry Walker, Urban Totem, Election 
Aftermath and Urban Totem, Loading Zone 
each 2004, assemblage of posters, tape, 
wire, staples, rust and other materials on 
gessoed sono tubes 
Selected Japanese woodblock 
prints, Margaret R. Law '25 Collection, 
Ando Hiroshige, from the The Fifty-Three 
Stations of the Tokaido Road, c. 1830 
Kiyoshi Saito, Gian in Kyoto, 1959 
ALSTON CAMPUS CENTER 
GROUND FLOOR 
Barbara Kruger, Untitled (Everything 
will be okay/Everything will work out! 
Everything is fine), 2000 
photographic silkscreen on vinyl 
Mindy Killen '05, Self Portrait, 2005 
pastel on paper 
FIRST FLOOR 
2 
MAIN HALL 
Nina Bovasso, With You In Mind 2, 1999 
acrylic on paper 
Kathryn Refi, Untitled, 1993 
charcoal on paper 
Claire Laye '94, Untitled, 1993 
charcoal on paper 
Celeste Roberge, Small Steel Stack, 2003 
steel, plaster, bronze 
AMELIA DA VIS LUCHSINGER LOUNGE 
Pam Longobardi, He's At Home, 2000 
patinas, oil and enamel on copper 
Katja Oxman, An Open Windo1v 
etching 
Gil Martin, Untitled, 2000 
natural pigments on paper 
PATRICIA COLLINS BUTLER CENTER 
Terry McGehee, Kitescape 
pastel and graphite 
Anne Beidler, Obsessing Series, 1998 
silkscreen, woodcut, and Xerox transfer 
Lucinda Bunnen, Shrouded Figure 
1979-2003, b & w pigment print 
SECOND FLOOR 
Terry McGehee, Winged Landscape 
acrylic on paper 
Leo Sewell, Scottie 
mixed media sculpture 
Steffen Thomas, Of Fishes of My Stone 
Mountain Buck, 1967 
watercolor 
BUTTRICK HALL 3 
Jacqueline Urda 103, Self Portrait, 2003 
woodblock print 
BULLOCK SCIENCE CENTER 4 
Selected science prints can be found 
throughout the building, including 
lush bird images by Louis Agassiz Fuertes 
and sublime lithographs depicting 
"Ideal Landscapes." 
GROUND FLOOR 
Robin Perry Dana '97, from the 
Excavations series, 2006 
digital print 
Natalie Brandhorst, Pearl Jam and 
Pearl Necklace, each 2002 
oil on canvas 
FIRST FLOOR 
Woody Cornwell, Exploiting Manner 
oil on canvas 
Stanford-Binet IQ test, 1937 
selected pieces 
SECOND FLOOR 
Joe Walters, Nests, 2001 
steel, polymer clay, sand, epoxy and oil 
paint, 10" x IO" x 1 O" each of five 
Lynne Moody, The Floor of Heaven, 2003 
mixed media, 2 l" x 23" 
Photographs of Professor Mary Stuart 
MacDougall 
THIRD FLOOR 
Annette Cone-Skelton, both Untitled 
2002, instant rust, graphite on paper 
Drew Lowenstein, White Length, 1998 
oil, ink and charcoal on canvas 
Nene Humphrey, Colony(#3) and Colony(#26) 
each 1991, silk paint, thread, vellum on paper 
DESIGN: Spring 2007 Dana Design Team: Emily Hauck, Olivia White and Shannon Yarbrough PHOTOGRAPHY: twmeyer.com 
EVANS HALL 
GROUND FLOOR 5 
Portrait of Letitia Pate Evans 
Leonard DeLonga, Figures in the Wind 
cast metal sculpture 
FIRST FLOOR 
PRESIDENTS DINING ROOM 
Yoshida Hiroshi, (left to right) Seta Bridge, 
Kenohata, Plum Gate1vay, all 1930 
Japanese woodblock prints 
Angela West, (left to right) 
Nature Mo rte # 11, #6, #3, all 2004 
C-prints 
ALUMNAE GARDENS 6 
George Lundeen, Robert Frost 
cast bronze sculpture 
AGNES SCOTT HALL 
PORTRAIT CALLERY 7 
Photographs from the college archives 
DANA FINE ARTS BUILDING 
THE DALTON CALLERY 8 Maria Artemis 16 7 
Unknown Remembered Gate 
sculptural installation, front of building 
Steffen Thomas, Mother and Child 
concrete sculpture, east side of building 
BRADLEY OBSERVATORY & 9 
DELAFIELD PLANETARIUM 
Richard Sudden, Untitled, 2000 
backlit installation with photographs 
Terry McGehee & Chris De Pree 
Celestial Plaza, 2000 
marble 
Hubble Telescope 
photographs of outer space, 2006 
The Agnes Scott College 
Permanent Collection is a vibrant, 
eclectic gathering of artworks that encom- 
pass a broad range of media and styles. The 
greater part of the collection is on display throughout 
the campus, available for the exploration and enjoyment 
of the community. At its foundation are the Harry L. Dalton 
and Clifford M. Clarke Collections. Over time the roster of 
works has expanded significantly, included recent gifts of the 
J. Jefferson Jones Ill and Lou Pate Jones '37 Collection, the 
Margaret R. Law '25 Collection and American Art Pottery from the 
Dr. Jimmy Harris Collection. The focus of new acquisitions is 
predominately but not exclusively works on paper by women 
artists. The latest additions include artists Barbara Kruger, 
Sally Mann, Annette Cone-Skelton and Robin Perry Dana '97. 
The collection is managed under the direction of the Art 
Advisory Committee. Having such works of art on view 
for investigation and inspiration enriches the 
campus environment, engaging the viewer in a 
dialogue that is always pertinent and 
timeless. 


Art Map

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Agnes Scott Fact Book 2007-2008

 
 
 
Inaugural Address 
Elizabeth Kiss 
President 
April 20, 2007 
 
“Stand Up, Speak Up: 
A Woman’s Agenda for the 21st Century” 
 
What an honor and joy it is to be with you here today, in the presence of the Agnes 
Scott family and of so many distinguished guests from Decatur and Atlanta, from 
institutions of higher learning around the country and beyond, and from the wider 
world.  And what a privilege it is to be granted the opportunity to lead this inspiring 
institution at a time of such promise in its history!  Few college presidents have as 
tough an act to follow as I do, given Mary Brown Bullock’s extraordinary leadership, 
and fewer still have been blessed with such a gracious and helpful mentor and 
predecessor.  But to have all three of Agnes Scott’s living presidents – Ruth Schmidt, 
Sally Mahoney, and Mary Brown Bullock – on the stage with me today is a gift indeed.  
Their presence is a testament to the continuities of commitment that have made this 
college strong.  These continuities were vividly on display last Sunday when the Rev. 
Dr. Wallace Alston, Jr., son of Agnes Scott’s beloved third president, preached at 
Decatur Presbyterian Church at a special service celebrating the relationship between 
Agnes Scott College and our founding congregation.     
 
I am also joined on stage today by two distinguished leaders who have played 
important roles in my life, former Davidson President Sam Spencer and former Duke 
President Nan Keohane.  Indeed, between Sam, Nan, and Mayor Shirley Franklin, I am 
blessed by the presence of incredible mentors and role models!   
 
Jeff and I are so delighted to have close family here to share this day – my mother and 
sister from Washington, DC, and his stepsister and brother-in-law coming all the way 
from Melbourne, Australia.  And as we mourn those killed at Virginia Tech this week, 
I have been reminded so often of how those we lose remain in our hearts and infiltrate 
our beings.  My remarkable, brilliant, and passionate sister Agnes, who died in 1980 
just shy of her 30
th
 birthday, remains a constant inspiration for me and coming to 
Agnes Scott has made me even more aware of the power of her memory in my life. 
 
Inaugurations are an opportunity to reflect on the past, present, and future of this 
institution and of its place and purpose in the world.  As I have come to know this 
      Inaugural Address 
2 
college and its history over the past year, I have been struck by three aspects of our 
legacy that will continue to propel us further and higher in the coming years:   
 
First, the audacity and relevance, today as in 1889, of the college’s founding vision of 
educating women for the betterment of their world;   
 
Second, the enduring link between a woman’s college education and the development 
of a strong and confident woman’s voice – the smart, warm, and feisty voice that 
characterizes Agnes Scott women across the generations  
 
And third, the power of Agnes Scott’s commitment to a liberal education grounded in 
moral values, so beautifully captured by our mission statement to educate women “to 
think deeply, live honorably, and engage the intellectual and social challenges of their 
time.” 
 
1. 
 
As Reverend Alston reminded us last Sunday, Decatur Female Seminary was 
established in the context of a south still reeling from the economic and social crisis of 
the Civil War.  Colonel George Washington Scott, the Reverend Frank Gaines and 
the other founders were determined to elevate their community and convinced that 
the education of young women was key to this task.     
 
That was 1889.  In 2007, we hear this claim stated, ever more loudly, by development 
economists and grassroots community activists around the world.  Women’s education 
is key to economic development, to stemming the spread of HIV/AIDS, to population 
control, and to the eradication of global poverty.  The United Nations identified 
women’s education as one of eight Millennium Development goals and emphasized its 
importance as key to the achievement of all of the others.
1
   There is overwhelming 
evidence that educating women leads to a better world.   
 
For the founders of Decatur Female Seminary, as for many of today’s champions of 
women’s education in developing societies, the primary interest in educating women 
stemmed from the influence an educated woman has within her family, particularly on 
the education of her children.  But rather than embracing a primary school or finishing 
school model our founders affirmed, from the very beginning, a tenacious commitment 
to rigorous academic standards “fully abreast of the best institutions of the country,” in 
Reverend Gaines’ words.    
 
There is something audacious in envisioning such a school in Decatur, Georgia in the 
early years of Reconstruction.  But as Reverend Alston put it so beautifully in his 
sermon last Sunday, this audacious vision was firmly rooted in a conviction rooted in 
                                                 
1
 www.un.org/millenniumgoals\.  See also Gender Equality and the Millennium Development Goals, World Bank Gender and 
Development Group, 4 April 2003, pp. 11-14.    
 
3 
the Reformed tradition that it was our duty to nurture a commitment to three 
communities:  to Jerusalem, with its love and tutelage of a redemptive faith, to Athens, 
with its love of reason and the pursuit of truth, and to a vision of America as a 
covenantal commonwealth, a free society in which women as well as men would be 
equipped to serve the common good.”   And so, from its very beginnings, Agnes Scott 
College was animated by a vision that to develop and elevate a society, we must 
liberate women’s minds.   This vision was shared throughout the 20
th
 century through 
the efforts of so many legendary leaders, faculty, and benefactors, Nanette Hopkins, 
Carrie Scandrett, Frances Winship Walters, Jane Pepperdene, Ben Kline… each of 
them, and so many others, deepened and enriched, even as they reformed and 
transformed, Agnes Scott’s commitment to a rigorous education.  
 
Interestingly, a recent World Bank report
2
 argues that primary education for women, 
which had received the most attention in discussions surrounding the United Nations 
Millennium Goals, is insufficient to enable women to have the societal and economic 
impact that is needed in the developing world, arguing that more funding and 
emphasis needs to be placed on secondary and higher education.   The return on 
investment is higher when resources are put into opening the doors of advanced 
education to women.  I suspect that this as true in Atlanta as it is in Nigeria or 
Bangladesh – that higher education for women is a key to addressing chronic poverty, 
economic stagnation, and ill health.   
 
So as we consider Agnes Scott’s place and purpose in the 21
st
 century, we can proudly 
recommit to the audacious idea affirmed by our founders, that the education of women 
is key to improving the world – and seek new and exciting ways to link our campus 
with this mission.   
 
2. 
 
The second aspect of our legacy I want to consider and affirm is the enduring link 
between a woman’s college education and the development of a strong and confident 
woman’s voice.    
 
This is a less obvious claim today.  After all, the doors of so many institutions once 
closed to women opened in the 60s and 70s.  Women are in the majority in our 
coeducation institutions of higher learning.  Do we still need women’s colleges?   
 
The answer lies in the magic that happens when women, at the formative stage of 
joining the scholarly community as independent, critical thinkers, get to study, lead, 
advocate, and play in an institution focused on and devoted to them.   This is borne 
out by recent research on women’s colleges such as a report issued last year by Indiana 
University’s Center for the Study of Postsecondary Education,
3
 which shows that they 
                                                 
2
 I have been unable to put my hands on this even though I had a printout of it at the time I was working on the speech – so sorry!  I 
have asked Astrid Pregel (apregel@aol.com) whose reference to this report in a speech first directed me to it, if she can help us. 
3
 http://newsinfo.iu.edu/news/page/normal/3705.html 
4 
outperform coeducational institutions on a number of key indices of quality learning 
environments and on their ability to nurture women’s leadership and achievement.  But 
actually, all you need to do to understand this is to look around an Agnes Scott 
classroom. 
   
In fact, the first thing I noticed about Agnes Scott as I began to know this community 
in the course of the presidential search process was that VOICE – that smart, warm, 
and feisty voice.  I felt invigorated and inspired by the presence of these confident and 
interesting women.  Those of us fortunate enough to attend last night’s Tower Circle 
dinner heard it in the extraordinary student presentations.  As Kristin Hall of the Class 
of 2007 put it so eloquently in her comments on “Finding an Academic Voice,”
4
 an 
Agnes Scott education helps students develop a clear, precise, confident, and 
authoritative voice – to know that they have something to say, and to know how to 
say it.    
 
Perhaps it is in our DNA.  I was amused to find this description of Agnes Scott in 
Betty Scott Noble’s wonderful little book about our namesake.  Dr. Gemmill, her 
neighbor and friend, reported that she was  
 
“A lady of genuine kindness, a person of gentleness and true benevolence who was 
firm in her convictions and held her views with great tenacity but without 
aggressiveness.” 
 
That’s a pretty good description of the students and alumnae I have gotten to know – 
strong, confident women with tenacious views.  As Jane Pepperdene put it in a lovely 
Investiture speech entitled “A Woman’s Place” which she presented here some years 
ago, Agnes Scott women are, and have always been, made to feel that, in the words of 
the poet John Donne, they are “something worth.”   The presence of powerful women 
faculty throughout the college’s history, the wise balance of intellectual challenge and 
nurture, and the climate of being taken seriously as a person of substance has 
combined to make an Agnes Scott education an empowering experience for women 
across the generations. 
 
Now I do not mean to suggest that women cannot have this experience in 
coeducational environments.  But we know from studies of such environments, 
including the pioneering Duke Women’s Initiative led by Nan Keohane, that the peer 
culture on a coeducational campus can be disempowering to women, leading to drops 
in intellectual and social self-confidence over the course of their undergraduate years.
5
  
This is obviously something that coeducational institutions can and should seek to 
address – it is not inevitable.  But it points to the continued relevance of all-women 
                                                                                                                                                                                     
 
4
 http://www.agnesscott.edu/about/p_newsarticle.asp?id=423 
 
5
 http://www.duke.edu/womens_initiative/index.html 
 
5 
institutions as an inspiring alternative, and to why, as one Agnes Scott alumna put it, “ 
a women’s college environment is preparation for leadership in a coeducational world.”    
 
We live in a world where many forces continue to conspire to discourage and 
disempower women.  In all too many places, these are direct and violent forces of 
exclusion from economic and political rights, sexual exploitation, systematic rape and 
abuse, and harmful cultural and religious practices.  But even in more fortunate 
circumstances we are surrounded by insidious voices that tell us that what’s important 
to women’s status has little or nothing to do with what’s between their ears.   
 
So it is that in 2007 – as it was in 1889 – it is important to have institutions that 
affirm as their central mission the education and empowerment of women.  As we 
consider Agnes Scott’s place and purpose in the 21
st
 century, we can proudly recommit 
to this mission and seek new ways to communicate its importance.   
 
3. 
 
The third essential piece of our legacy is the particular way Agnes Scott has pursued 
its mission, through a dynamic liberal arts and sciences curriculum and a practical 
commitment to moral education most clearly exemplified in our 100-year old Honor 
Code.   People here have come to know my love and admiration of our mission 
statement, which so eloquently and succinctly sums up what we are about, that we 
educate women “to think deeply, live honorably, and engage the intellectual and social 
challenges of their times.”   
 
At a time when a growing number of institutions of higher education have adopted a 
specialized and vocational approach, a liberal arts education is more valuable than ever 
today.  There are many reasons for this; let me simply mention three: 
 
First, a liberal arts education provides us with the tools – not only the knowledge and 
skills, but also the habits -- to adjust to a rapidly changing global economy.  This was 
abundantly clear in a recent study commissioned by the American Association of 
Colleges and Universities of corporate leaders and what they are looking for in the 
young people they hire.
6
   
 
Second, a liberal arts education provides us with an appreciation of human diversity 
and complexity, and a sense of moral nuance, all qualities that are badly needed in 
today’s world and which, if we are lucky, might even protect us in the future from the 
extremisms and military misadventures that we confront today.  
 
And third, a liberal arts education provides us with the knowledge and skills to identify 
new problems and the conceptual and practical tools to seek creative solutions to 
                                                 
6
 http://www.aacu.org/advocacy/leap/documents/Re8097abcombined.pdf 
 
6 
them.  I love the story of Kay Krill, ASC alumna and CEO of Ann Taylor, who based 
her turnaround of that company on her psychology background and the nuanced 
understanding it gave her of how women from many different backgrounds can think 
in similar ways about who they are and how they want to present themselves to the 
world.  This insight prompted her to propose a shift in company strategy from a 
standard demographic model of product development to an innovative psychographic 
one.   
 
But there are many such stories.  Tomorrow we will honor several alumnae who have 
put their liberal arts educations to extraordinary use, from aerospace technology that 
saves lives and money to an understanding of West Nile virus transmission that 
protects the blood supply here and abroad.   
 
At Agnes Scott, this commitment to the liberal arts has been given a sense of purpose 
and direction by being grounded in some core moral values.  These include our 100-
year old Honor Code and how it shapes our campus as a community of honor, 
integrity and responsibility, our commitment to integrating intellectual and spiritual 
inquiry, and our wonderful achievements and ongoing efforts in becoming a diverse 
and inclusive learning community.  Each of these reflects a recognition that much of 
the most important learning in college occurs in campus life and community.   Finally, 
the closing phrase of our mission statement reminds us that we seek to educate women 
who will “engage the intellectual and social challenges of their times” – who will draw 
on their liberal education to engage a wider world.   
 
So as we consider Agnes Scott’s place and purpose in the 21
st
 century, we can proudly 
recommit to our vision of a liberal arts education grounded in core values of integrity, 
respect, and spiritual and civic engagement.  Together, they inspire us to nurture a 
rigorous liberal arts core while seeking new ways to define and engage intellectual and 
social challenges, through programs as wide-ranging as public health, human rights, 
film studies, and neuroscience.   
 
Conclusion 
 
With these three pieces of our legacy firmly in our grasp, what is Agnes Scott’s place 
and purpose in the 21
st
 century world?  What are the next audacious steps we should 
be taking to live up to the ambitions and ideals of our founders and of the leaders who 
have come before us?   Let me close with a few thoughts inspired by the exciting 
discussions we have been having about Agnes Scott’s new strategic plan, Engaging a 
Wider World. 
 
While much of what our founders envisioned remains relevant today, it is also 
important to see that the world they saw in Decatur in 1889 has changed dramatically.  
Atlanta has risen like a phoenix, becoming the fastest growing metropolitan area in the 
country and a true global center and leader in business, education, research, human 
rights and other fields.   Decatur has become something rare and unique, a 
7 
cosmopolitan small town.  And if you look at our student body and faculty you will 
see that Agnes Scott, too, has become a more diverse and global community.  These 
changes provide us with several exciting opportunities to take the pursuit of our 
historical mission to a wider stage. 
 
And so, as I look to the future of Agnes Scott, I see a college that has become a key 
player in Atlanta’s global conversation through a new Center for Women’s Global 
Leadership that engages students, faculty, staff, alumnae and individuals and 
organizations from across Atlanta and around the world.  I see a college that has 
become a national model for institutional efforts to live honorably, from a commitment 
to a living wage to environmental sustainability to inclusion, courtesy, and respect.  
And I see a community of teacher-scholars who are constantly seeking ways, old and 
new, to help our students integrate what they learn, connect it to the world, and 
become engaged global citizens who can put their strong, smart, warm, and feisty 
voices to the service of bettering their communities. 


Inaugural Address

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