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Excerpt from Agnes Scott Alumnae Quarterly, Vol. 13: November, 1934 One debate over this question of ideas versus facts, between two faculty members, ar ranged by an undergraduate group (self-started and self-propelled for the discussion of problems in biology), and scheduled originally in a class room seating 350 had to be moved to a hall seating 1500, so great was the demand for tickets, and even this lecture hall was not half large enough to seat those who desired to hear the debate. Many small groups of students have discussed the question for many hours. One such group - an other self-started and self-propelled group - organized two years ago by students pri marily interested in the social sciences, at one stage of their discussion recently asked a professor of physics to meet with them and discuss the inductive and the deductive methods of work as used by physical scientists in order that these social-science students might compare and contrast methods of work in the two fields. The professor of physics later told me that it was one of the most interesting and stimulating discussions in which he had ever been privileged to participate or to which he had ever listened. In the design of our new plan we endeavored to give students greater encouragement and to confront them with an increased necessity to do more independent work and to read more books with greater profit. But none of us dreamed that in so short a time freshmen and Sophomores could be brought to read so much or so intelligently. We early learned that our major library problem was not to get the. Students to use the books but to supply enough seating capacity in the reading rooms, enough books, and enough service for the withdrawal of books. During the current year we have had a daily circulation of over a thousand volumes of books used only in the Humanities course and in the first and second year Social Science courses; and the reading in these volumes is in addition to rather heavy text ass