FADE IN
KENAN
Today, on Lynx to the Past, we are going to talk about the legendary THIRD TERM.
John David Alexander was the president of Southwestern at Memphis from 1965-1969. He was the successor to President Peyton Rhodes. It could not have been easy to follow in the footsteps of the man for whom the school would one day be named! But President Alexander was no dud. A 1953 graduate of the college, he had gone on to study at Oxford and became an ordained Presbyterian minister. He had been teaching as an associate professor at the San Francisco Theological Seminary when he was chosen by the Board of Directors to become one of the youngest college presidents in the country. He was 33.
His youth gave him an advantage in the revolutionary 1960s. He began meeting with students on Monday nights in informal meetings to listen to their concerns. He wanted the faculty to be involved in big decision making. One of his first changes was to establish a “task force” that included administration, faculty and students and charge them to review and renovate all aspects of the college’s educational system. At a time when many felt that the liberal arts tradition was dead, he introduced a new life into Southwestern’s programs.
One of the task force’s most exciting changes was the revision of the college calendar. The existing calendar had two traditional sixteen-week semesters in which students would complete five classes in eachTermn,. The new calendar introduced a three-term arrangement; two semesters of four classes that met for twelve weeks and a shorter term in which two classes were taken for six weeks. Another BIG change was the decision to eliminate Saturday classes. Did you know that up until this point students went to class six days a week?
One of the biggest advantages of the new arrangement was that the students would take only four courses each long term, and two in the Third Term. This allowed them to focus more closely on the subjects at hand while still ending the year with the same number of credits. The Third Term would allow some creativity for both students and faculty, both in scheduling and course design.
The goal was to create a more diverse approach to learning. The third term would allow students to explore special interests through the use of directed inquiries and internships. Study abroad opportunities or domestic field trips could allow faculty to take the students out of the classroom and provide real world experiences. Professors could use the third term to introduce topics that were out of the realm of the traditional curriculum. The Third Term gave a flexibility that lent itself to experimental and interdisciplinary courses.
It was a unique idea that made the college stand out from its peer institutions. In an October 1982 issue of the Sou’wester, Prof Terry Hill made the observation, “you don’t get better than everybody else by being like everybody else”.
LILLIAN
When I mention “Third term” most of my peers would not know what I am talking about. But if I mentioned it in the presence of an alum, they would know EXACTLY what I am referring to and would be reminiscing the good old days.
For two decades, Rhodes students looked forward to Memphis in the spring. Only two classes, amazing weather and good times with their friends. Third Term had a spring break kind of energy. But then in the 1980s Rhodes administration wanted their professors to have more time to research and publish materials. This way our professors would be seen as equals to the professors in the ivy league. Rhodes created a committee called “Project 1.” This would rethink how the professors were given tenure and promotions.
One of the ways they considered in order to accomplish this goal was to get rid of Term III.
When students found out about this transition, they were not happy. There are an overwhelming number of articles in the Sou’Wester written by students that discussed Project 1 and their discontent with changing the schedule. Third term was a way to offer unique academic options for students. Students loved the less rigid course structures. In the six-week term many students produced higher grades than they did in the first two terms.
The administration argued that Third Term was just not as successful because it was difficult to get visiting faculty for just six weeks. The other argument was that the students spent most of their time partying during the third term and were not taking their courses seriously.
The students however questioned whether the Third Term would have been more successful if the college had put more resources in place.
Students began writing to the board of Trustees to make sure their voices were heard about their beloved Third term.
A document given to faculty members from Rhodes administration states:
“Neither the two-term systems nor the three-term system offers a solution to the problem of “blowing off” classes in the spring months. The academic attitude in Third Term is determined by professors’ expectations and motivations of individual students, not the calendar.” (-unknown from an administrative handout)
In October 1982, faculty voted on a proposal for a two-semester calendar. The student government president spoke at the special meeting and outlined a student proposal for restructuring the Third Term rather than removing it. He urged “If the potential of Term III is reaffirmed and the faculty begins work to realize that potential, I believe that students will continue to respond in the mature and responsible way they have presented their arguments in the past week.” The faculty listened and the move to a two semester calendar was defeated 67-17. Third Term was safe… for awhile.
KENAN
What was it that made students love third term so much that they would fight to keep it?
LILLIAN
The students argued that Third Term is what made Rhodes unique. This class structure was not seen at other schools. A 1987 senior, Lynn Sullivan, wrote an essay in the Sou’wester about her transfer to Rhodes from Yale in regard to Third term.
“I saw the that the committee’s intentions were, in essence, to emulate the Ivy League schools and correspondingly raise the standards and prestige of our school. I wanted to tell them that Yale, at least, had turned out to be a myth for me…I wanted to say, “Look, don’t you see?! I’ve been to a school with a two semester (15 week) system, a prestigious name and reputation, and a “well-published” faculty” It cannot compare with the incredible uniqueness of this school, as epitomized by Third Term.”
There are many testimonials similar to Sullivan’s. Students commonly choose Rhodes over other schools because of the uniqueness of Third Term.
The students loved that the structure made a great combination of work and play. Third term would start in April and end late May before the Memphis heat really began to hit. Since students only took two classes there was much more time to hang out with their friends. Yes, they stayed in school until late May, but it did not feel like school was in session for them. It felt like summer. Almost every student was outside enjoying themselves when not in class. The pool was always packed. In the 1980 Sou’wester there is a section where all the extracurricular activities during that particular third term was listed. There was something for everyone. Everything from frat parties to a common field day, and music performances at the pub. They had the Rhodes music weekend, Rites of Spring, just a week before Memphis in May to round out the end of Third Term.
Third Term sounds fun but it was more than just partying. Rhodes would recruit visiting professors like Eudora Welty, a well-known short story author from Jackson, Mississippi, Joel Williamson a historian that taught at the University of North Carolina at Chapel Hill, and even Eugene Ionesco, a French-Romanian playwright. Third Term gave students a space to meet and hear experts in their field. This was a professional opportunity they might not have had otherwise.
KENAN
So, students and faculty had saved the Third Term before. How did Third Term come to an end?
LILLIAN
After more than four years of debate the final decision to do away with Third Term was made on October 1, 1985. The entire faculty voted on Third Term and another Project One issues. Their decision was presented to the board of Trustees at its October 18 meeting. The students were told by Dean Duff that even if the Board decides to abolish the Three Term calendar that there is “no chance” of changing the current calendar year before the 1987-88 school year. In other words, third term would occur at least two more times. This gave students comfort, but they were still sad to see Third Term go.
Lots of things had to change with the restructuring of the school schedule. Students had to rethink the way they take classes and how the received credits. Sports had to be restructured too.
Today, Rhodes has a two-semester system but offers unique travel experiences during a Maymester. This Maymester is a happy medium between a two and three term calendar.
KENAN
So, here’s what we learned: Third term was an innovative, unique approach to the liberal arts education. It seems like it was the perfect response to the culture of the 1960s and helped Rhodes stand out as a college that was open to changing with the times. And for 20 years it was kinda awesome. But then it sounds like everyone seemed to get a little burned out. Some students treated it as a month-long party. Some faculty didn’t want to plan a six week long class that everyone expected to be innovative and unique. It was hard to repackage a semester’s worth of information into six weeks. Students didn’t want to attend Term III if it was going to be the same course offerings as during Terms 1 and 2. And because we were on a different academic schedule than other institutions, it made it difficult to transfer in or out of the college.
By The late 1980s, the country was all about big should pads and big business. Perhaps it was better to fit in than stand out with a crazy 1960s era set up.
But tell us what you think. Email us at Lynxtothepast@rhodes.edu if you have memories of third term to share with us. Did you love Third Term or were you happy to see it go? Did you travel to New York City or Austria? Maybe you took Field Biology and took off in an airstream for the desert southwest. Or, did you stay in Memphis, learn about opera and then picnic on the river and play Whiteball all evening?
Tell us what it was like. Help us create Lynx to the Past.
My name is Kenan. Thank you for joining us today. And, as always, thanks to Caitlin and Lillian for another great episode. Please visit the Rhodes College virtual archive at dlynx.rhodes.edu.
THE END