The University ofCHICAGOMagazine /Summer 1982mmtraPhilip Glass, ab'56MReturns to CampusHOW DO YOU RESPOND TO A CHALLENGE?The Joyce Foundation of Chicago has giventhe Alumni Fund three spécial challenges this spring:Ilf membership in thePresident's Fund• reaches 700 byJune 30, 1982 the JoyceFoundation will give theUniversity $50,000.,#^4«~X-^&l^h .-*c-~«stM" 2 For alumni of thegraduate divisions,• the Joyce Foundationwill match new or increasedgifts of $25-$99 on a one-for-one basis and increases of$100-150,000 will be matchedtwo-for-one. 3 The Joyce Foundationwill give the University• an additional $25,000 ifthe Parents' Fund reaches$25,000 more than last year'stotal giving.Shirley Dobos Patterson, SB'43,Bradley Patterson, AB'42, AM'43,co-chairpersons of the Parents' Fund,and their son. Brian, Ctass of 1983Help us reach $3,000,000 from 18,086 donors by sending your giftbefore June 15, 1982.With a new or increased GIFT to the Alumni Fund!THE ALUMNI FUND, The University of Chicago, 5733 University Avenue, Chicago, Illinois 60637EditorFelicia Antonelli Holton, AB'50Associate EditorMichael Alper, AB'81DesignerTom GreensfelderThe University of ChicagoOffice of Alumni AffairsRobie House5757 Woodlawn AvenueChicago, Illinois 60637Président, The University of ChicagoAlumni AssociationBeverly J. Splane, AB'67, MBA'69Executive Directorof University Alumni AffairsPeter Kountz, AM'69, PhD'76Associate Directorof University Alumni AffairsRuth HalloranAssistant Directorof University Alumni AffairsDeborah JoynesNational Program DirectorSarah S. CoyleChicago Area Program DirectorPaula Wissing, AM'71, PhD'76Alumni Schools Committee DirectorRobert Bail, Jr.,X'71The University of ChicagoAlumni AssociationExecutive Committee, The CabinetBeverly]. Splane, AB'67, MBA'69Anita jarmin Brickell, AB'75, MBA'76William N. Florv, AB'48Eugène M. Kadish, AB'63, JD'66MaxSchiff, |r., AB'36Edward J. Anderson, PhB'46, SM'49Emmett Dedmon, AB'39Gail Pollack Fels, JD'65Faculty/ Alumni Advisory Committeeto The University of Chicago MagazineEdward W. Rosenheim, AB'39, AM'47,PhD'53 ChairmanDavid B. and Clara E. Stern Professor,Department of English and the CollègeWalterJ. Blum, AB'39, JD'41Wilson-Dickinson Professor,The Law SchoolJohn A. SimpsonArthur Holly Compton DistinguishedService Professor, Department ofPhysics and the CollègeLorna P. Straus, SM'60, PhD'62Dean of Students in the CollègeAssociate Professor, Department ofAnatomv and the CollègeGreta Wiley Flory, PhB'48Linda Thoren, AB'64, JD'67The University of Chicago Magazine ispublished hv The University of Chicago incoopération with the Alumni Association.Published continuously since 1907. Edito-rial Office: Robie House, 5757 WoodlawnAvenue, Chicago, IL 60637. Téléphone(312)753-2325. Copyright Vy 1982 by TheUniversity of Chicago. Published fourtimes a vear, Autumn, Winter, Spring,Summer. The magazine is sent to ail University of Chicago alumni. Please alloweight weeks for change-of-address.Second-class postage paid at Chicago, IL,and at additional mailing offices. The University ofCHICAGOMagazine/Summer 1982Volume 74, Number 4 (ISSN-9508)IN THIS ISSUEAil Our Children Cart LearnBy Michael AlperBenjamin Bloom's research indicates thatchildren's leaming abilities are greaterthan we think.Page 2Philip GlassThe avant-garde composer returnsto campus with his ensemble.By David Blair ToubPage 10Will we pursue powerTo the Edge of Doom?By William H. McNeillA noted historian's reflections.Page 14A Conversation with Hans KùngPage 20Making the Case for Higher EducationBy Hanna H. GrayThe president's State of the University AddressPage 24DEPARTMENTSKaleidescope 31Alumni Association President's Page 32Class News 34Deaths 44Books 46Cover: Philip Glass, AB'56, is shown next to a phototaken during a performance of his opéra Einstein onthe Beach at the Metropolitan Opéra House in NewYork City. (Glass photo by Michael P. Weinstein,Einstein photo by Babette Mangolte.)Like many teaehers,Benjamin Bloomseems most at easewith a pièce of chalkin his hand and ablackboard behind him. As he makeshis points, he covers the blackboardwith a dusty network of graphs, charts,key terms, and those long, looping Unesfavored by teaehers, that are meant toindicate the connections between onescribbled set of variables and another.When he thinks one of his charts doesnot make the point forcefully enough, hetries labeling it more clearly; if thatdoesn't work, he erases the whole tangleof lines and starts ail over again with adifférent set of examples. Bloom has apassion, not just for explaining things,but for impressing his explanationsupon his listeners.He has been indulging that passionprofessionally for forty years now.Since he received his doctorate from theUniversity in 1943, Bloom has been in-vestigating, evaluating, and challeng-ing the ways in which we educate ourchildren. During the 1940s and 1950s hewas the Collège and then the Universityexaminer; his findings on curriculumdevelopment and évaluation techniques which grew out of that workhâve hada major impact on modemeducational reform. Since 1970, he hasbeen the Charles H. Swift Distin-guished Service Professor of Educationat the University. He is also professor oféducation at Northwestern Universityin Evanston, Illinois. Bloom is the verypersonification of his own ideas of whatteaching is ail about.Bloom's studies of the effects ofhome and school environment onlearning achievement led to the development of Project Headstart, in whichthousands of the nation's pre-schoolersattend government-sponsored pro-grams to better prépare them forelementary school. Bloom's work alsohas led to the development of the concept of mastery learning, a comprehen-sive plan for improving classroom instruction.Bloom has been a consultant onévaluation and curriculum to nationsaround the world; he is one of thefounding members of the InternationalAssociation for the Evaluation of Educational Achievement. Viewing American educational Systems in comparisonto those of other educationally ad-vanced nations, Bloom finds that thereis much room for improvement.Bloom's insistence on explaining Date Crawford supervises student in mastery learning program.IAU OuCarBy Michael AlperBenjamin Bloom has spehow teaehers teach and childilearn, he says, are muUNIVERSITY OF CHICAGO MAGAZINE/Summer 1982ChildrenLearn:orty years observinglearn. Children's abilities to^reater than you think. things reflects his concern for what heconsiders the deepest flaw of ail. Modem American educational practice, hesays, sacrifices an overwhelming proportion of its students. In a typicalclassroom, Bloom finds, a teacher willexpect about one-third of the studentsto fail or to achieve only minimal re-sults; another third will do moderatelywell in class; and only one-third willmaster everything the teacher teaches."This set of expectations," saysBloom, "is the most wasteful and destructive aspect of the présent educational System. It reduces the aspirationsof both teaehers and students; it reduces motivation for learning in students; and it systematically destroys theego and self-concept of a sizable groupof students."Bloom maintains that most students can learn everything that is taughtthem, with complète compétence. Theydo not because there is no formai procédure to insure that the teaehers' ex-planations are adapted to the needs ofthe children.He has spent his career figuring outthe best ways for teaehers to présentsuch explanations to their students. Tothat end, he believes it is necessary forschool administrators and teaehers torevise some of their most basic as-sumptions about school learning.The models of classroom instruction Bloom and his students hâve pro-posed are hardly radical. Most of themare based on minor modifications ofstandard practices. What is radical isBloom's re-definition of what learningability is.The solution to the problems facingAmerican éducation today "does not liein additional funds, new fads, or majorand sweeping changes in the organiza-tion of our educational System. As I seeit, the solution lies in our views aboutleamers and their learning."According to Bloom, we hâve beenmiseducating our children, because wehâve misinterpreted their différences inlearning ability.Modem educational practice assumes that learners can be classified interms of their ability. The tendency inpublic éducation has been to accept, ailtoo complacently, inequalities oflearning achievement among children.Bloom's expériences hâve shown himthat that need not be."Throughout my work," he ex-plains, "I hâve been primarily con-cerned with one problem — human var-iability. To what extent do humans3vary, in their ability to learn, to think,to reach a given level of achievement?"His conclusion: Not as much as onemight suppose. Bloom rejects the ideathat variations in learning ability areinévitable. The common belief in afixed distribution of good and poorleamers is, he contends, an unjustified,unnecessary, and ultimately harmfulmisapprehension.Methods of classroom instructionin the United States today are based onthe assumption that learning ability isan inhérent, highly stable charactertrait. Learning aptitude, according tothis belief, is an expression of innateintelligence, as measured by suchcriteria as I.Q. tests.Scores on standardized tests osten-sibly reflect the distribution of learningability among the population at large.In a normal distribution, students fallinto the'familiar bell-shaped curve.Oniy a small percentage of studentsscore in the highest and lowest rangesof the scale, while the majority areclustered around the center. The crest ofthe symmetrical curve détermines whatis considered average intelligence.Because a child's aptitude forlearning is regarded as a stable character trait, his relative standing in thecurve is generally regarded as highlystable over time as well. Under con-ventional classroom instruction, thereis a high corrélation between early andlater achievement. The student who canescape this categorization is the exception rather than the rule."It works beautifully," Bloom noteswith irony. "Under conventional instruction, achievement in Arithmetic 2predicts achievement in Arithmetic 3,which predicts achievement in Arithmetic 4, and so on."This predictability trend extendsthroughout the student's entire schoolcareer."School achievement at gradethree," Bloom explains, "predictsachievement at grade eleven with a cor-relation of about +.80 to +.85. Whatthat means is that at grade three you canpredict — not quite perfectly but verywell — who will continue to learn welland who will continue to learn poorlyfor the next seven, eight, or nineyears."With time, the différences amongchildren's learning abilities tend to be-come exaggerated under conventionalinstruction."Whatever variation there wasbetween the lowest and the highest in lenjamin S. Bloom, Charles H. Swift Distinguished Service Professor of EducationMastery learning assumes that it iswithin nearly every student's capacityto master any given instructional task.achievement at grade two," says Bloom,"is doubled by grade four, and tripledby grade six. Whoever learns poorlyduring the first few years of school fallseven further behind. And those at thetop of the class increase their lead overthe years."What educators hâve long takenthis stability of school achievement tomean is that, quite simply, certain students are inherently better learners thanothers. The students at the top of theclass are the ones with a talent forlearning, whose talent must be fosteredand encouraged. Those at the bottom ofthe class, Bloom says, "are regarded asunsalvageable," and, in effect, left behind "through a process of not-so-be-nign neglect."Bloom objects to this System. Hefinds the increasing disparity betweenstudents' achievement to be représentative of something else entirely. "It islargely," he says, "a function of the factthat the teacher didn't do anythingabout their learning problems." That,he says, is where our attitudes towardstudents and their learning must bechanged.The crux of Bloom's argument infavor of "new views of the leamer," ishis position that différences in learningability are essentially circumstantial —and that by changing the circumstancesunder which learning is carried out,educators can alter learning achievement. Bloom came to this conclusionafter conducting a séries of studies, inwhich he sought to account for the ori-gins of différences in learning ability.Of ail the vanous reasons which hâve traditionally been offered to account for such différences — genetics,upbringing, luck — Bloom has found thehome and school environment to beoverwhelmingly the major factors indetermining how well a child learns.In 1964, Bloom published his majorstatement regarding the effect of en-vironmental conditions on acquiredcharacteristics. The findings he re-ported in Stability and Change in HumanCharacteristics were based on numerouslongitudinal (long range) studies ofhuman development. They providedthe theoretical groundwork for Bloom'ssubséquent proposais on improvingeducational practice.For many of the most significanthuman characteristics, Bloom found,the most rapid period of growth occursduring the child's first five years. Thèseinclude physical characteristics, such asheight — for which, as Bloom points out,the greatest rate of growth actually occurs during the nine months of intra-uterine development, when the childattains roughly thirty percent of its fulladult height.But this five-year period also in-cludes the most rapid growth in acquired characteristics, such as languagedevelopment, reasoning skills, and soon. Thèse are the very characteristicswhich are generally relegated to theschools for formai guidance.The major implication of thèsefindings, as far as the schools are con-cerned, is that children hâve alreadypassed through thèse crucial phases ofdevelopment by the time the schoolsget them.UNIVERSITY OF CHICAGO MACAZINE/Sum mer 1982"The home environment," Bloomnotes, "is a most powerful influence,because it has the child in this earlygrowing period." What to make of thispredominating influence of the homeenvironment, however, either in termsof enhancing its bénéficiai effects orovercoming the ill effects of deprivedconditions, is a complex question inand of itself."The home," he goes on to explain,"consists of many différent kinds ofsub-environments. What we mean byfavorable environment for heightgrowth is quite distinct from the favorable environment for growth in learning, growth in language development,motor skills, values, and interests."In a culturally advantaged homeenvironment, there is likely to be agreater variety of encouraging stimuli,in ail thèse growth areas. Thus childrenfrom such homes enter school with farbetter préparation for the kind of be-havior required of them in school."The child is read to," Bloomwrites in Stability and Change, "spokento, and is constantly subjected to astimulating set of expériences in a verycomplex environment. In short, theculturally advantaged child learns tolearn very early."Bloom's conclusions in Stability andChange — that the différences in learningachievement among schoolchildren areprimarily a function of complex en-vironmental conditions — certainly didnot, in themselves, represent a révolution in popular conceptions of learningdevelopment. In fact, they only seemedto confirm the worst: that the ability tolearn is so intimately connected to awhole set of complex social conditions,that no single institutional solution canpossibly hope to modify it.At the time, even Bloom himselfthought so. "I despaired a great deal asa resuit of Stability and Change," heconfesses. "It looked as though toomuch was determined early."Once Bloom and his associâtesidentified the factors contributing tolearning development, the problem re-mained of how to alter thèse for thebetter. The very fact that the factorscould be identified, isolated, andclassified contained an implicit challenge to teaehers and parents alike;once the causes were known, it was im-perative that something be done to af-fect the symptoms.Bloom likens the situation to that ina hospital. A doctor's responsibilitiesdo not end in his delivering a prog- nosis, either favorable or unfavorable."He may say, 'Thèse are going todie and thèse are going to live.' But thequestion he should be asking is 'Whatcan I do about the patient's présentcondition?' " Abandoning children toless than adéquate circumstances forlearning development is the educational équivalent of letting them die.The prospect, for Bloom, of devis-ing an institutional solution to conditions so deeply embedded in thechild's social environment, was in-timidating to say the least. He tookheart, however, at witnessing what hadalready been accomplished in otherareas of child development, in otherparts of the world. As évidence of thekind of results that can be obtained,when an entire society makes a con-certed effort to improve conditionsduring the crucial stages of development, Bloom points to what he consid-ers one of the more startling cases inmodem history of providing the rightconditions at the right time: Japaneseimprovements in child health care.Following World War II, Bloomnotes, the Japanese governmentundertook a massive campaign to up-grade health care for expectant mothersand young children. There werenumerous benefits of this program, in-cluding lower infant mortality and ill-ness rates, that became évident inlong-range studies. One resuit, however, was particularly striking: the av-erage height among the post-war génération of Japanese children was aboutthree inches greater than the pre-wargénération. Furthermore, this increasedgrowth rate occurred almost entirelywithin the first few years of life. AfterWorld War II, the average Japanesesix-year-old was three inches taller thanhis pre-war counterpart — a phenome-non that bears out Bloom's observationthat altered conditions hâve theirgreatest impact during phases of rapiddevelopment.The health care advances whicheffected this sudden shift in heightgrowth were, for the most part, dis-tributed across the Japanese populationas a whole. Previously, Bloom notes,the kind of benefits that contributed fa-vorably to a child's height growth —such as pre-natal care, immunizationagainst childhood diseases, and nutri-tional guidance and food suppléments — were available only tofamilies that could afford them. Thus inpre-war Japan, the corrélation betweenheight and parental income was fairly high.What impressed Bloom about thisincrease in height among Japanesechildren was how comprehensive itwas. At maturity half the subjects mea-sured were taller than five-sixths of thepre-war population."That is a tremendous thing to doto a whole nation," notes Bloom.He found encouraging signs closerto home, as well. In this country in theearly 1960s Bloom's research findingsinspired a number of efforts, amongvarious sectors of the educational com-munity, to provide some kind ofearly-learning model that would takeadvantage of pre-schoolers' rapid cog-nitive growth. The fédéral Headstartproject was one of the more publieized,and successful, outgrowths of thistrend. Others included the proliférationof nursery schools at this time, and theadvent of public télévision programsaimed at pre-schoolers, such as thePublic Broadcasting System's SésameStreet. Though Bloom did not take a direct part in thèse projects, his contribution to the philosophy behind themwas universally recognized.While many of thèse programsshowed impressive success rates, in-evitably some of them were disap-pointments, "because," Bloom says,"quite frequently an institutional solution is no better than what the parentswere doing originally."Another, more problematic causefor disappointment was how short-lived many of the benefits of thèseearly-learning projects appeared to be.Children who had attended pre-schoolprograms, and who began school with ahigh achievement rate, often werefound to be slipping back after a fewyears, until their achievement levelsmatched those of their classmates with-out formai pre-school expérience. For awhile it looked as if early-learning projects were going to be merely anotherinteresting — and short-lived — educational fad.On closer examination, this re-cidivism revealed an even more impos-ing challenge for educators. It revealedthat the schools were not only failing tohelp poor learners raise their achievement levels — they were actually in-hibiting them from doing so. If thegains being made in early childhoodlearning were not to be lost, a way hadto be found to cultivate and continuethèse gains in the schools.Bloom's earlier findings, on whatkind of home environment contributed5to high learning achievement, providedthe basis on how this challenge mightbe met. He had found that the environment most conducive to learningsuccess was one in which the parentstook a lively interest in the child's ear-liest learning discoveries. More impor-tantly, it was one in which their actionsand attitudes reinforced the child's ownsensé that his continuing progress wasdésirable and worthwhile. Thèse wereprecisely the qualifies which were, atbest, compromised in conventionalclassroom settings.Most teaehers genuinely care abouttheir students' progress; Bloom found,however, that conventional classroomstructures prohibit the kind of individ-ualized guidance and reinforcementwhich good learners were found to re-ceive at home. In fact, under conventional instruction, most teaeherstend to dévote more of their énergies tothose who would seem to need itleast — the good learners.This inadvertent, and often quiteunconscious, favoritism on theteaehers' part is not due to lack of con-cern; it is the unfortunate conséquenceof the customary view of learningability — good learners can learn more,hence they are taught more."If the teaehers could do with theother students what they're doing withtheir top twenty to twenty-five percent," suggests Bloom, "they wouldhâve solved this problem."Bloom's work during the mid-1960swas an attempt to break this cycle. Forseveral years he examined the effec-tiveness of existing models of classroominstruction. After much research andexpérimentation with alternativeteaching models, he formulated amethod of adapting conventional classroom structures, into a form that couldaccommodate his "new views of thelearner." The set of guidelines thatemerged from thèse studies wereeventually shaped into a comprehen-sive plan for improving classroom instruction: mastery learning.Mastery learning builds from onemajor premise: that failure is not (orneed not be) a necessary outeome of theeducational process.Categorizing students, in terms oftheir demonstrated aptitude, in effectsentences poorer learners to continuedlow expectations. Mastery learning, onthe other hand, assumes that it iswithin nearly every student's capacityto master any given instructional task.In the early 1960s, John B. Carroll, a researcher at Harvard University,suggested that variations in learningability were due to individual différences in the rate of learning, ratherthan the level of achievement an individual could be expected to attain.Given enough time and opportunity, hetheorized, every child could reach ahigh level of learning.To test Carroll's hypothesis, Bloomand his students did some extensive research on rate of learning, différentmethods of teaching, and the effects ofindividualized instruction. Theirfindings confirmed Carroll's suggestionthat individual levels of achievementare more altérable than is commonlybelieved. But they also found that anindividual's rate of learning is a muchmore flexible variable than Carroll hadassumed.In the process of testing Carroll'shypothesis and proposing an evenmore libéral view of what learningability is, Bloom and his research assistants devised a practicable method ofeffecting mastery learning, one whichhas proven successful for many learningsituations.The procédural method on whichBloom's mastery learning technique isbased is quite simple. In most cases,Bloom says, the instruction in a masterylearning class need not differ sub-stantially from that offered in anywell-taught conventional classroom.The différence lies in the sequencing oflearning tasks, and the use to whichevaluative tasks, such as tests and quiz-zes, are put.In conventional teaching, tests areused for grading students, in the literalsensé of ranking them according to howwell they hâve learned the material. Inmastery learning, following a period ofinstruction the students are given apreliminary test, which is purely diagnostic.The preliminary test serves solelyto assess the students' understanding ofthe material. Those who give évidenceof not having learned the materialadequately — Le., who "fail" the test —are given further help to correct theirdeficiencies. Those who hâve masteredthe material are given "enrichment"tasks, in which they can elaborate anddeepen their understanding of the material under study. Sometimes, they arealso engaged to help their classmateslearn the material."The teacher finds the errors thatthe majority of students hâve made,"Bloom explains. "Thèse are what we call common errors, and the teacher explains thèse right after the examination.Then the students work in pairs or intriplets, going over their différent errorsand helping each other. So it is not thatthe teacher is helping each individualchild; you couldn't do that withtwenty-five or thirty kids. Mainly thestudents are helping each other."There are other methods for pro-viding corrective feedback as well, suchas extra reading and workbook assign-ments. Thèse are personalized to correspond with each individual's mistakeson the preliminary test.Whenever possible, thèse correc-tives approach the material from a différent tack than that used in the initiallesson. Instead of repeating a task thatdidn't work the first time around, thestudent looks at other applications ofthe concepts involved.As Carroll had noted, it takes somestudents more time than others toachieve mastery. Bloom finds that whena class switches to mastery learning, thechildren who need extra help generallyrequire ten or fifteen percent more timeto master the material.This corrective work usually takesplace outside the regular classroomschedule. If the use of corrective tasks isstructured well enough, however, theextra time demanded of the teacher canbe minimized.As for the students, they do not resent the extra work as much as onemight suppose. When the teachermakes a point of letting them see thegoal as something that is well withintheir grasp, they are that much moremotivated to make the extra effort.After corrective tasks hâve beendone, students are given a final test onthe material, which may be used forgrading purposes. Bloom finds that inmost mastery learning classes, after afull circuit of correctives has beenapplied, eighty to ninety percent of thestudents give évidence of having at-tained mastery. The results show theyare not simply attaining compétence,which would do for a passing grade in aconventional classroom. Mastery meansjust what it says — a level of full understanding, usually rewarded with an Ain conventional instruction, and usuallyreached by only ten or fifteen percent ofthe students. The resuit, when plottedon a graph, is very différent from thestandard bell-shaped curve.How effective is mastery learning inpractice? According to teaehers whohâve tried it in their classrooms, it canb UNIVERSITY OF CHICAGO MAGAZINE/SuBy changing the circumstances underwhich learning is carried out, educatorscan alter learning achievement.work extraordinarily well, provided it isimplemented correctly."The school has tumed completelyaround," science teacher Sharon Belltold a reporter for the New York Times.She teaches at the James Derham Mid-dle School in New Orléans, Louisiana,which serves three public housing projects; Derham has used a masterylearning program since 1979."The rate of suspensions hasdropped dramatically," she continued."We find kids are being challenged ontheir own level, and they're meetingsuccess. Children are learning."Dr. John Champlin, superintend-ent of schools in Johnson City, NewYork, who introduced mastery learningin the local schools in 1971, when hearrived, says:"With mastery cornes a whole différent perspective on how kids relate toschool. As they enjoy success, they de-velop very positive feelings towardschool; they want to attend. Our attendante figures are very high" {FamilyCircle, March 17, 1981).Since the mid-1960s, about 3,000schools hâve adopted mastery learningprograms. Blooms estimâtes that morethan a million students in the U.S. arepresently using mastery learning atvarious school levels. Several millionstudents in European, Asian, and LatinAmerican countries are also learningunder some version of the masterylearning approach.In urban public schools, whichtend to hâve a higher concentration ofculturally disadvantaged students, theeffects can be especially impressive. In classrooms in Chicago, New York,Denver, and other cities, masterylearning techniques hâve been suc-cessful in overcoming many of the det-rimental effects a disadvantaged homeenvironment has on learning development.Mastery learning is not a cure-ail,however. In the New Orléans publicschools, the Secondary Curriculum Im-provement Program (SCIP), which usesmastery learning methods, has had itsshare of success. But, says Carol Can-non, the coordinator of the program, "Ialso think it would be safe to say that itdoesn't work in ail cases." While thetheory is perfectly sound, she says theproblems encountered in introducing itinto an existing school System can beconsidérable.A mastery learning program, shestresses, "is something that has to beexamined very carefully and adapted towhatever the instructional situationhappens to be" before it can be utilizedeffectively. "But by and large," shesays, despite the snags, "masterylearning has been very helpful in theNew Orléans schools."Mastery learning's use of évaluation and feedback is its distinguishingfeature. But Bloom claims that the procédural methods on which masterylearning is based are nothing new.Some people call it the Socratic method."This notion of a trial test, to seewhat the student has learned and whathe still needs to learn," says Bloom,"has been used in éducation for overtwo thousand years."What is innovative about mastery learning is its emphasis on the sequen-tial nature of learning. Mastery learningworks as well as it does, because morestudents are brought up to a level ofmastery before attempting the next stepin an instructional séquence.Bloom explains what happenswhen mastery is not expected of everystudent:"If we take a sequential set oflearning tasks, we typically find thatthose scoring A's and B's make upabout twenty percent of the class. So inthe next two weeks, when the kids goon to the next learning task, twenty percent of them hâve an adéquate grasp ofthe prerequisites."At the end of the second learningtask, that would go down to abouteighteen. percent. The kids are drop-ping along the way."If we do this for ten tasks, we willhâve only ten percent reaching mastery."It is this process of attrition that ac-counts for the increasing disparity instudent achievement over the years. Incontrast, mastery learning sets masteryas the goal every student must reachbefore going on to the next step. Thisleads, in time, to a greater uniformity ofstudent achievement — a uniformity,that is, of high achievement.The scénario for what happens in amastery learning class differs radicallyfrom the conventional model. Eighty toeighty-five percent of the class hâveusually reached mastery level beforethey are confronted with the next task,and that proportion does not decreasewith every task.In fact, it increases. That was one ofthe agreeable conséquences of the program.The reason for this has to do withthe psychological benefits which,Bloom discovered, resulted from mastery learning methods. Just as masterylearning ,is based on instilling in educators a new view of the learner, so itfosters in the learner a new view ofhimself."We find that if a child feels he'sadéquate, his attitudes and interests inthe learning process itself increase. If hefeels inadéquate, he has to keep turningaway from it — he begins almost to dis-like himself. The feeling of adequacy,the feeling you can cope, is, in part,what the school's been teaching. Whatthey've taught the kid at the bottom isthat he's inadéquate."If the school fails to encourage thechild's confidence to learn, then that7In mastery learning, students work together to correct their errors.Abandoning children to less than adéquatecircumstances for learning is theeducational équivalent to letting them die.only aggravâtes his sensé of in-adequacy. The resuit is a vicious circlein which, as the student falls behind,and acquires fewer and fewer of theprerequisites for subséquent tasks, hepays less and less attention to the instruction, which becomes increasinglyincompréhensible to him."If you can't process the incomingstimuli — the instruction — you get lostin fantasy," says Bloom, "if you aren'tpermitted to leave physically."As part of the International Studyof Education Achievement, whichBloom co-founded in 1960, he in-vestigated the amount of classroom instruction time that schoolchildren spentactively engaged in learning. In one ofthèse studies, he found that the averagestudent in an American mathematicsclass is actively engaged in learningabout sixty percent of the time; the rest,he says, was spent staring out the win-dow, doodling, daydreaming, and generally wasting time.The average student in a Japanesemathematics class, by contrast, was actively engaged about ninety percent ofthe time. Not surprisingly, Japaneseachievement scores in mathematics farexceeded those of American students.Mastery learning provides a meansof channeling that wasted time backinto learning. The instruction is ad-dressed to the child's misunder-standings, and his advancement to thenext level dépends on his mastery of theprerequisites. Therefore, he is able tounderstand and assimilate a greaterportion of what is taught him on thefolio wing lesson.The resuit is that, as the child gainsfaith in his ability to master the material, he gradually requires less in theway of corrective feedback. He not onlylearns more; he becomes more profi-cient at learning.Under mastery learning methods,there is far greater equality of achievement than is normally found in conventional classes. Mastery learningworks from the premise that every student is capable of achieving mastery,and the majority of them do so. Undersuch circumstances, it is hard (not tosay irrelevant) to make distinctionsbetween small différences in finalachievement.It is especially difficult to do sowhen thèse distinctions turn out to bealmost totally inconsistent from lessonto lesson. Bloom observed that, as therange of variation in achievementscores is reduced, so is the pre- dictability of their distribution amongstudents. Students, in short, get theirrelative rankings mixed up.As long as a child attains masteryon a given task, his relative standing inthe achievement distribution becomesless accurate as a predictor of his futureachievement. Under conventional instruction, as Bloom noted, earlierachievement predicts later achievementwith a corrélation of +.80 to +.85.Under mastery learning, the corrélationcan go down to +.25. For the child whohas long been typed as a low achiever,the value in restored self-confidence isimmeasurable.Teaehers who hâve tried masterylearning hâve reported, along with theincrease in cognitive achievementscores, a corresponding improvementin affective, or psychological, development. Many of them hâve reported amarked decrease in discipline prob-lems. In classrooms where most of thestudents are getting lost in the material,Bloom finds that "teaehers are primarilymanaging the students, not managingthe learning."In mastery learning the collaboration among students, when they takeon corrective work, also has a salutaryside-effect. It tends to diminish thecompétition for grades that charac-terizes many classroom settings. Whenthe highest grades are no longer re-served for the chosen few, students aremore willing to cooperate and help eachother along. In conventional classrooms, the premium placed on being inthe top percentage of the class oftenserves as a great disincentive to any- thing like community spirit.Bloom does concède that there aresome students, whose emotional orphysical difficulties are such that theycannot function even in a masterylearning classroom; they of course re-quire specialized treatment. At theother extrême, there are students en-dowed with extraordinary learningcapacities, who are able to outstrip themost advanced classes; we call themprodigies. But for the vast majority —Bloom estimâtes it at ninety-five toninety-seven percent — mastery learning has proven effective in raisingachievement levels above what theywere under conventional instruction.The kind of instruction needed inmastery learning is, as Bloom pointsout, not very différent from that foundin conventional classrooms. There is,however, one important distinction.Mastery learning's success dépendsin great part on the teacher making surethe child is adequately prepared foreach step of the learning process. Forthis reason, it is essential that each stepbe clearly specified. The child musthâve a defined goal to aim for, and hemust know what it is, while the teachermust hâve a definite conception of thesteps required to reach it.Plotting this course can be the mostdifficult part of initiating a masterylearning program. Teaehers must for-mulate both a set of criteria by whichmastery will be measured, and an optimal séquence of instruction forreaching it. The arbitrary, highly subjective standards used in many conventional curricula will not do.8 UNIVERSITY OF CHICAGO MAGAZINE/Su,The importance Bloom places onspecifying each step in a learning séquence grows out of his earliest pro-fessional work. As the Collège, andlater University, examiner (his postsfrom 1943 to 1956), he was responsiblefor designing and coordinating theUniversity's year-end comprehensiveexaminations. In the course of thatwork he became involved with what hedescribes as "the problem of translatingeducational objectives into évaluationtechniques."By the time he began serving asCollège examiner, the System of comprehensive examination at the University had shifted away from what hecharacterizes as a measurement of theknowledge the student had acquired. Itbecame, instead, more of an évaluationof the degree to which students had de-veloped the skills necessary to processsuch knowledge. That, he says, is amuch more difficult thing to gauge."Teaching and learning information is relatively straightforward — givethem a correct version of it, tell themwhat they're supposed to remember,repeat it a couple of times, and then testthem to see if they hâve learned it."But as you move to the development of what I would call the highermental processes — that involves dis-covering complex relations, trying toanalyze and understand the organizingassumptions of a work, being able toapply a principle in a situation you'venever related it to before."For example, in the field ofphysics, there are about two dozenbasic principles. There are millions ofproblems you can apply thèse to, thatyou've never even thought of before.How do you teach that? You can't use amillion illustrations."What it requires is a detailed sys-temization of the steps by which thehigher mental processes are developed.In 1956, Bloom, in collaboration with anumber of his colleagues at other universités brought out the first volumeof the two-volume Taxonomy of Educational Objectives. Since then, it has be-come the véritable Bible of curriculumdevelopment.Shortly after the Taxonomy cameout, there was a heightened interestamong educators in curriculum development, in the wake of Sputnik, andthe book subsequently sold over amillion copies. Its classification oflearning objectives, and the appropriatetest procédures for evaluating students'progress toward them, provided the framework for curricular innovationsthroughout the world.Blooms' concern with sequentiallearning has extended throughout hiscareer, and continues to inform his présent work. "If you were to ask me whatTve been up to in ail this," he says, "Ihâve been asking, 'What are the limitsof learning?' " He believes we seriouslyunderestimate what those limits are forthe average child.We ail know of certain individuals,experts in their field, who are capable ofadvancing their achievement in thatfield to a remarkable degree. Bloom believes that even against such standardsas thèse people set, his earlier findingson human variability still hold true. Hemaintains that such levels of achievement are not necessarily exclusive to ahereditary élite. Theoretically at least,they are within reach of anyone withthe désire to reach them. The difficultylies in determining the steps needed toreach such levels, and developing themotivation to persévère at each step.To explore this matter, Bloom, to-gether with students and assistants, hasrecently expanded his research into tworelated but distinct areas: tutoringstudies and talent development. Thetutoring studies examine the effects ofhighly individualized instruction onrandomly selected students. The talentdevelopment study examines themethods by which certain individualshâve been enabled to reach the veryhighest levels of achievement in theirrespective fields.In the tutoring studies, studentswere selected at random; their previousachievement scores, when charted on agraph, assumed the normal bell-shapeddistribution. Half of the students weredesignated the control group, and weretaught under conventional methods.Each of the students in the other groupwas instructed by a tutor.At the end of a séries of learningtasks, the achievement scores for thecontrol group were measured, and, asmight easily hâve been predicted, theirachievement scores were distributed inprecisely the same way as before.Neither the dimensions of the distribution, nor the relative position of eachstudent within the distribution,changed.In comparison, the distribution ofachievement scores among the tutoredstudents was distinctly lopsided. Theaverage student among the tutoredgroup scored above ninety-seven percent of the students under conventional instruction.In addition to the almost obligatoryboost in achievement scores, however,Bloom observed another, equallystriking, effect of the tutoring regimen.Under tutoring, the relative ranking ofachievement scores bore virtually nocorrespondence to the previous rankingof the students' aptitude. Within such ahigh, narrow range, such distinctionswere negligible in any case.This reduced corrélation betweenprevious and later achievement wasnoticed, to a lesser extent, under mastery learning. As we noted before,while early achievement can predictlater achievement with a corrélation of+ .80 to +.85 under conventionalteaching, under mastery learning thecorrélation often goes down as low as+ .25. Under tutoring, the corrélationsinks to about +.10. Prédictions basedon earlier achievement are about as ac-curate as random guessing.Of course it is totally unfeasible topropose that every student in theschools today be equipped with hisown tutor. The purpose of the tutoringstudy, as Bloom describes it, was to as-certain the ways in which instruction ismost effectively individualized. Hestresses the fact that the tutors in thestudy were not even particularly ac-complished teaehers, though theyproved to be more than adéquate to thetask; they were students in teacherpréparation courses.They were effective, Bloom says,simply because in a one-to-one re-lationship, instruction is tailored precisely to every nuance of the pupil'slearning abilities. The tutor apprehendsthe pupil's misunderstandings im-mediately.What the tutoring studies reveal isthat the individual limits of learning fornearly ail children are much greaterthan are ever approached in today'sclassrooms. This goes as much for thesupposed lower-achiever as for thechild at the top of the class.In his studies of talent development, Bloom has been examining thedevelopment of those individualswhose extraordinary accomplishmentsseem to put them in a class by them-selves. He and his assistants hâve in-vestigated the learning stages wherebythèse individuals hâve attained the veryhighest levels of accomplishment inspécifie artistic, cognitive, andpsychomotor fields. He and his re-searchers conducted lengthy interviewsContmued on page 30.A*ery ...,ud^cehas foun ,dfc,s ad<-ace"lai^ of°P era bu',ff s aP cjro en*andBy David Blair Toub,Class of 1983i vant-garde composer PhilipGlass, AB'56, brought his ensemble to Mandel Hall last Feb-ruary. The kind of music he playedwould not hâve been heard there in hisstudent days.It would not hâve been heard because at the time no one was writingthat kind of music.Glass' music, along with the workof fellow composers Steve Reich, TerryRiley, and La Monte Young, has beentermed "minimalist" or "trance-inducing" because of its constant répétition, elementary harmonies, anddrone-like rhythms.However, Glass' music is difficultto place into any category of music. Itdraws from such diverse sources asRichard Wagner, jazz-player MilesDavis, the Indian sitarist Ravi Shankar,the Beatles, and the music he heard as achild in Beth Tfiloh synagogue in Baltimore, MD.Glass says of his music: "It was a reaction against serialism,aleatory [based on chance methods],and other contemporary schools."The use of time is the big thing. InWestern music we take time and divideit — whole notes into half notes intoquarter notes — but in Eastern musicthey take very small units and add themtogether. They form rhythmic structures out of an additive process. We divide, they add."Then there's a cyclical process,where you hâve something that lastsmaybe thirty-five beats and then beginsthe cycle again. Then you join cycles ofdifférent beats, like wheels insidewheels, everything going at the sametime and always changing."Glass, 45, first began to composewhen he was a fifteen-year-old under-graduate in the Collège. He was amathematics major; he took no musiccourses at the University. At the time,he composed sériai music. After graduation, Glass went to theJuilliard School of Music in New York.Later, he studied with the legendaryNadia Boulanger, who taught such fa-mous American composers as AaronCopland and Lester Trimble.After leaving Boulanger in the1960s, Glass was asked by the Indianmusician, Ravi Shankar (who is mostfamous for his performances on thesitar), to help score and notate some Indian music. For Glass, this initial expo-sure to Eastern music was the turningpoint in his career.Glass found a body of music thatcontained great expression and beauty;he was captivated by it. He travelled toIndia, Morocco, and other Eastern andNear Eastern countries, to study theirmusic.Along the way, Glass decided todiscard his own early works, and tostart anew as a composer. He was, forthe most part, unaware of the newcompositions being produced by theAmerican avant-garde community.Inspired by the philosophy ofcomposer John Cage that "ail we hear ismusic," a Berkeley student named LaMonte Young had started to write sériaiworks that contained tones that weresustained for long periods of time. Inhis Trio for Stnngs, Young takes fiveminutes to présent exactly four sustained notes. This made his teaehersbelieve that the young man had gonetotally insane. In reality, Young hadcomposed the first Western pièce ofminimalist music. Eastern music is atthe root of ail minimalist music composed in this country. Unlike Westernmusic, in which constant variation isstressed and harmony is more important than rhythm,,most Eastern music isrépétitive, and rhythm is the key élément. Young inspired his classmate,Terry Riley, who in turn influenced aCornell graduate named Steve Reich.When Glass returned to the UnitedStates, he became one of a group ofavant-garde artists, writers, and composers centered in lower Manhattan.Young had been giving concerts inSoHo lofts; the others followed suit.Glass played in Reich's early ensemble. By this time, he was composingin a nascent minimalist style. He threwaway harmony, counterpoint, andrhythm, in order to formulate his ownstyle."I literally started composing fromnothing," he recalls.What emerged mitially was a formof music that was written in one voice,was tonal, and had répétition, althoughto a lesser degree than in the works ofRiley, Reich, and Young from that time.During this period, Glass also became intimately associated with expérimental théâtre. His first wife,JoAnne Akliatis, was the director of theavant-garde troupe Mabou Mines, and Glass composed music for many of thegroup's productions.Occasionally, some of Glass'friends played his music, mostly inlofts, to sparse and sometimes hostileaudiences.In the late 1960s Glass formed hisown ensemble, which consisted ofelectric organs, flûtes, saxophones, andvoices, occasionally augmented by atrumpet and electrical piano. He in-cluded an engineer, Kurt Munkacsi, inhis ensemble; Munkacsi is still with thegroup.By the late 1960s, Glass' music,though still largely monophonie, wastotally répétitive. It was based on a constant flow of eighth notes, with therhythms based on the Indian additiveprocess. In this process, an Indian clas-sical composer will take a rhythmicpattern, repeat it several times, thenaugment or diminish the pattern by anote or a group of notes, with this newpattern being repeated many timesuntil a new additive pattern is chosen.The effect is quite entrancing, althoughto many Westerners, such rhythmicmonotony may Sound stultifying.With works such as Music withChanging Parts and Music in TwelveParts, Glass began to add other voices tohis music. Music in Twelve Parts is also a compendium of Glass' rhythmic techniques up to that point.As Glass' range grew, so did hisaudience. The Philip Glass Ensemblebegan giving concerts in Europe. At theRoyal Collège of Art in England, Glass'listeners included rock stars DavidBowie and Brian Eno; both were influenced by what they heard.In the early 1970s Glass formed hisown company, Chatham Square Records. In 1973 Chatham Square releasedMusic with Changing Parts; Music inFifths; and Music in Similar Motion. Inaddition, Virgin Records of Englandproduced two recordings of music byGlass: North Star and Music in TwelveParts, Parts I and ILWhile struggling to gain récognition for his music, Glass went throughsome difficult économie periods. Tohelp support his wife and two childrenhe took odd jobs, including driving ataxi and assisting the sculptor RichardSerra. Because of thèse financial stric-tures Glass made elaborate arrangements so that, for the most part, no oneexcept the Philip Glass Ensemble couldperform his music, and only his Company, Dungaven Music, could publishhis works.By the mid-1970s, Glass was de-votmg his time to re-thinking the harmonies of the past. In his music he hadbegun with only one voice, and hadthen added others. Now he desired toexplore harmony. A séries of works en-titled Another Look at Harmony fusedthe rhythmic aspects of his earlierScène from Glass' opéra, Satyagraha.UNIVERSITY OF CHICAGO MAGAZTNF.'Summer 1982minimalist pièces with very simpleharmonies. This culminated in hisopéra, Einstein on the Beach, a collaboration with the dramatist Robert Wil-son.Einstein is not a conventionalopéra; there is no plot, no libretto, andthe "orchestra" is made up of theseven-member Philip Glass Ensemble.Rather, Einstein is a collage of imagesrelated in some way to Einstein, nuclearpower, and the implications of the nuclear bomb as implied in the conclusionof Nevil Shute's novel, On the Beach,the title of which is included in the op-era's title. Rather than having a libretto,in the opéra the chorus chants numbersthat pertain to the rhythmic pattern, aswell as basic solfège syllables. There aredance numbers, and projected imagesdealing with Einstein's life, relativity,and space travel.Einstein was given two sold-outperformances at the MetropolitanOpéra House in New York in 1976.However, when it closed, Glass andWilson were $70,000 in debt, whichthey had spent to install an elaboratesound System. Glass went back todriving a New York cab.Glass' second opéra, Satyagraha,which was commissioned by the city ofRotterdam and the Stuttgart Opéra, hadits world première in Holland in 1980.Many critics praised it, comparing thework to the opéras of Wagner and Berg.When Satyagraha had its Americanpremière in Lewiston, New York, in1981, critic Joseph McLellan, in theWashington Post, commented:"An enthusiastic audience gave theopéra three standing ovations at itsAmerican première — an event long-heralded and eagerly awaited after itsnine sold-out performances last year inEurope. It is likely to get similar reaction in later productions, which willprobably be fréquent."Once you get used to the expérience, it does not matter very much thatthe libretto of Satyagraha is entirely inSanskrit — or that the cast of charactersincludes Lord Krishna, Tolstoy, andMartin Luther King, as well asMahatma Ghandi, who is the primarysubject," he wrote. "The latest opéra byPhilip Glass does not dépend primarilyon logic or instant intelligibility tomake its points — and in the long run,makes them very effectively."Not ail critics agreed. Writing intheNra; York Times, one critic expressedthe opinion that the opéra is a work "whose chief aim seems to be to inducethe drugged, trancelike state that liesbeyond boredom."Satyagraha (from satya, for truth,and agraha, for force) was the termcoined by Mahatma Ghandi to describethe principles of the movement he led,first in South Africa, and later, in India,to better the lot of his countrymen. Theopéra deals with Ghandi's life in SouthAfrica, when he fought for civil rightsin the Dutch-controlled colony. It hasarias, a libretto (taken from theBhaghavad-gita by Constance Dejong),and uses a large orchestra of winds,strings, and an electric organ.As in Einstein, and the upcomingopéra, Akhenaten, Glass chose to hâvethe opéra revolve around one majorfigure."I like to write about people withsingleness of purpose and a vision,those with inner power," he said. Glassbelieves that since Ghandi knew theBhagavad-gita by heart and lived hislife according to its teachings, it is ap-propriate as a text for the opéra. TheSanskrit is no major issue to him."It (the Sanskrit) sounds very muchlike Italian when sung, and the chorusreally had no great difficulty masteringit in translitération," he said.When Glass was to présent someorgan solos in New York, JohnRockwell, in the New York Times, de-scribed the composer thus:"Philip Glass is a composer whoexpresses himself in so many musicalforms thèse days that no one form cando him justice."Although trained by the JuilliardSchool and by Nadia Boulanger — as'establishment' a lineage as one mightwish — he has never taught or soughtthe approbation of the traditional arbit-ers of new-musical taste in this country.Instead, he has built his own audiencethrough tours and recordings, andgradually expanded his activities intoopéra and rock-and-roll simulta-neously."In so doing, he is bridging gapsthought to be unbridgeable until justrecently. His music is both in-tellectually rigorous and accessible, ap-pealing to audiences that normally hâvelittle use for each other's music. And hedoes ail this . . . by the évolution of astyle that partakes unself-consciously ofclassical, popular, and ethnie traditions."In his latest work, Glassworks,written for a small chamber orchestra of horns, winds, violas, celli, and electricorgans, the composer is quite classicalin style, although dissonant and bitonalin parts.Glass lives with his second wife,Dr. Luba Burtyk, and two children inManhattan. When not touring with hisensemble, Glass composes at least twominutes of music every day. He worksin a small, sparsely furnished studio inGreenwich Village. He has recentlycomposed a score to a film dealing withAmerica, in the form of pictures ofpeople without narration or dialogue.He also is at work on an opéra.The lean days are over. TodayGlass' ensemble plays in concert hallsaround the world. Last year the Rocke-feller Foundation granted Glass andavant-garde dramatist Robert Wilson$90,000 to produce new works. AndGlass has an exclusive recording con-tract with CBS Masterworks.Glass played before an SRO audience at Mandel Hall. He was invited toperform on campus by the Student Activities Office. He was pleased to be invited to appear at Mandel; this was theensemble's first appearance in Chicago."I saw musical scores for the firsttime hère, in the library," he recalled."And I wrote my first composition inBurton-Judson."In fact, he confessed, he'd like toreturn every other year, if possible, toMandel Hall.Strolling about the quadrangles,Glass commented on how little thecampus had changed in twenty-sixyears. Then, as we reached 57th Street,he exclaimed:"Where's Stagg Field?"Obviously, Philip Glass needs toreturn to the University of Chicagomore often. 9David Blair Toub is a third year student inthe Collège who is majoring in biology. Agraduate in composition from the JuilliardSchool of Music s Pre-College Division, Toub isfounder and host of the Avant-Garde Hour onWHPK-FM, the campus radio station. He hasinterviewed Philip Glass and other avant-gardecomposers on the program. He also has givenseveral Chicago radio premières of new music.A composer himself, Toub is aiming for a careerin médical genetic research.A noted historianexamines humankind'suse of weapons andwarfare since 1,000 A.D.and wonders— will wemake the necessarypolitical changes in timeto prevent annihilation?Will wepursue powerÊMM IBy William H. McNeillRobert A.° Millikan DistinguishedService Professor of History hen World War II ended in1945, return to pre-war conditions was not a viableidéal. In the immédiate aftermath ofWorld War II, the United States took thelead in renewing a trans-national mili-tary command to safeguard the sphèreof influence that fell to the Americanswith the decay of British power. The»mOF DOOM ?North Atlantic Treaty Organization(NATO), established in 1949, entrustedthe task of marshalling West Européendéfenses against the Red Army to anAmerican commander-in-chief. WhenWest Germany joined NATO in 1955,the Russians responded by establishinga military alliance and commandSystem— the so-called Warsaw Pact— that was a mirror image of NATO.Only in Europe did the two super-powers confront one another across awell-defined boundary, on either sideof which carefully matched polyethnicgarrisons developed war plans, carriedout training exercises and indulged invarious kinds of war gaming of a sortwhich, in pre-war years, had existed only within national frontiers.The World War II expérience oftrans-national organizatipns for warwas thus institutionalized in time ofpeace. National sovereignty, as onceconceived, disappeared, more throughfear than from any positive convictionof the merits of any new-fangledtrans-national military organization.Compétition for stratégie advan-tage by dint of some new breakthroughin the design of a secret weapon washard to exorcise in a world where rivalstates feared one another. Mountingcosts, as successive générations ofweapons became more and more elabo-rate, constituted a brake of sorts. Butinterested parties, seeking new con-tracts in the USA or assignment of newresources of manpower and material inthe USSR, could always point withalarm to research and development efforts undertaken by the other side.Political managers had somehow to balance demands from the civilian eco-nomy against the ravenous appetite fornew resources that military researchand development teams regularly ex-hibited. Décisions for and against par-ticular weapons Systems and development programs in the United Statesoften produced a mirror image responsein the USSR.Space spectaculars tended,perhaps, to disguise the fact that thearms race was not limited to the USAand USSR, nor were the two superpow-ers solely concerned with rockets andatomic warheads. The arms race provedcontagious and affected ail parts of theearth. The rate of increase in militaryspending by Third World countries inthe 1970s actually exceeded the growthrate of great power expenditures.The two superpowers were in apoor position to control the situation. Inthe 1960s, if not before, the Americanand Russian governments realized thateven after a perfectly successful surpriseatomic attack, awesome retaliationwould still follow. Their new power todestroy therefore ceased to be a practic-able instrument of policy.As the capacity for mutual destruction became more and more assured,the two superpowers were in danger ofbecoming a pair of Goliaths, hamperedby the very formidability of theirweaponry. Paradoxically helpless, theywere as unable to use atomic warheadsas to do without them. Such a situation,transmuting unimaginable power intoits opposite at the wave of a wand, waswithout historical précèdent.In the post-war décades, neitherthe nuclear umbrella nor the efforts of Among the majorityof Americàns, WestEuropeans, andJapanese, freedomcollapsed intoobédience andconformity tobureaucraticallychanneled behavior.international peace-keeping bodiessufficed to prevent local wars and guer-rilla actions from breaking out and run-ning their course repeatedly. Armedconflicts numbered in the hundreds;and the combatants, dépendent on out-side sources of arms in nearly everycase, almost invariably sought helpfrom one or the other of the superpowers, directly or indirectly. Staying alooffrom such affairs was difficult, yet get-ting entangled in them was worse, asthe United States found out in Vietnam.The power of a technically profic-ient Society to exert overwhelming forceon its enemies dépends, after ail, onprior agreement about the ends towhich collective skill and effort ought tobe directed. Maintaining such agreement is not automatic nor assured. Thisbecame clear in the United States during the Vietnam war, when the causefor which Americàns were fighting became so dubious as to make withdrawalpolitically necessary.Moreover, as Vietnamese feelingsolidified against the invaders, American opinion at home divided more andmore sharply as to the justice and wis-dom of armed intervention in Vietnam.Large numbers of young peopleespoused some form of counter-culture,deliberately repudiating the patterns ofsocial management that had attainedsuch heights during and after WorldWar II. In extrême forms their rébellionwas suicidai, as many drug-takers'shortened lives showed. It was also ineffective in inventing viablealternatives to bureaucratie, corporatemanagement. Cheap, mass-producedgoods required flow-through technol-ogy which only large scale corporationsmanaged bureaucratically could sus-tain; and a world safe for such be-hemoths must presumably regulatetheir interactions bureaucratically aswell. Spontaneity, personal indepen-dence, and small group solidarityagainst outsiders hâve very limitedscope in such a society. But the radicalimpoverishment that thoroughgoingreturn to any of thèse older values andpatterns of behavior entailed was farmore than most of the rebels were pre-pared to pay.The hard fact remained that only byorganizing bureaucratically couldgroups assert their interest effectivelyin a bureaucratie world. This deprivedthe counter-culture of the 1960s of en-during importance. Yet Americantechnocrats and politicians were com-pelled to recognize hitherto un-suspected limits to their new powers ofsocial management. The great administrative machines created by andconstituting the skeleton of the nationalstate could not décide at will what endsto pursue, nor who should managewhom. Reason and calculation came apoor second to ideals and feelings insetting such questions. Manipulativepropaganda could only establish theemotional climate for mass obédienceby staying within limits set by inher-ited, widely prévalent beliefs. Di-visiveness, inhérent in a highly skilledand sharply differentiated society, putenormous strains on political leadership.Perhaps the most fundamental shiftof the post-war décades was a wide-spread withdrawal of loyalty from constituted public authorities. Ethnie, régional, and religious groupings gainedimportance at the expense of the national state, while at the same timevarious trans-national collective identifies and administrative structures alsowaxed stronger than ever before.Within what units and to what ends thetechnical virtuosity of modem man-16 UNIVERSITY OF CHICAGO MAGAZINE/Siagement will be exercised is a questionthat therefore attained new vibrancy inthe 1960s and 1970s. This was especiallyapparent in the more advanced indus-trialized countries, where old-fashioned patriotism seemed clearly onthe wane. How it will be answered intime to corne may well turn out to be thecapital question of humanity's future.Soviet society was not immune.Khruschev's confident promises of theearly 1960s soured when it became apparent that enhanced productivity,upon which everything depended, wasnot forthcoming merely on the strengthof exhortation from the Communistparty to work harder in order to enjoy abetter life sometime in the future.Throughout the post-war era, dissident voices had multiplied, begin-ning as early as 1946 when Tito'sYugoslavia split away from the rest ofthe Communist world. Other nationssubsequently did the same, most nota-bly the Chinese in 1961. Such splits re-flected national feeling and diversity.So did some expressions of dissent fromwithin the Soviet Union, most notablyamong Jews and Moslems. In addition,a few distinguished scientists and menof letters attacked the Soviet régime forits repression of truth and personalfreedom. Such individuals were able tocirculate their views through secretchannels, within and most significantlyalso outside of the Soviet Union. Thisproved, if proof were needed, that thefew individuals who dared to defyparty authorities were supported bymany others who sympathized with thedissidents suffieiently to pass theirwritings from hand to hand andthrough secret channels to persons liv-ing beyond the reach of the Sovietpolice. The courage needed to defy officiai repression gave spécial weight tothe voices of those who dared tocriticize the régime.Strains on consensus within stateboundaries, however, merely tended tomake the police and armed forces moreimportant. Except for France, none ofthe major industrialized countries hâvehad to call on their armed forces to putdown domestic disorder during thepost war décades, though Russian tanksintervened in force to alter the directionof political development in both Czechoslovakia and Hungary. In poorercountries, however, intense dissensionbrought the military to the fore, timeand again. In any well organized state,being the repositories of décisive armedforce, police and soldiers hâve an ulti-mate veto on internai political processes, unless the discipline and cohésion of the armed forces themselvesbegin to crumble. Maintenance of suit-able skills called for interpénétrationwith some, at least, of the technicallyproficient élites of civil society. Whomanages whom and for what ends became problematic indeed when techni-cal élites and élites from the armedforces collided with other groups in society.Yet when such collisions led tocoup d'état, bringing the military personnel to power, it was difficult for thenew rulers to retain for long the cohésion and morale that allowed them toseize power in the first place. Programsfor reform, however heartfelt at themoment of taking office, were alwaysdifficult to put into practice; when op-portunities for personal enrichment andsensuous enjoyment multiplied, asalways happened to men in possessionof political power, ideals nurtured inthe barracks and military schools werelikely to go by the boards. Most modemmilitary dictatorships hâve thereforeU. S. ARMY been short-lived.Alliance of throne and altar con-stituted the traditional, time-tested solution to the problem of sustaininglegitimacy for long periods of time. Thedifficulty in the twentieth century wasto find a faith and priesthood capable ofsupporting governments that had torule in the absence of any well definedpopular consensus. The secular faiths ofthe eighteenth and nineteenth centuriesshowed signs of losing their power inindustrially advanced countries. Indeed, the weakening of public consensus was a register of this decay. Tobe sure, Marxist and nationalist ideasand ideals proved effective formobilizing predominantly peasantpopulations against European ad-ministrators and foreign capitalists inthe immédiate post-war décades. Butwhen revolutionary parties took powerand confronted the practical tasks ofdaily administration, nationalist principes and Marxist faith constituted asadly inadéquate guide to action. Dis-appointment and disillusion thereforeregularly set in.In some parts of the world, traditional religions, sometimes in sectarianform, offered an alternative. This wasLANCE surface-to-surface missile crew préparesfor test launching.especially true m Islamic lands, wherean age-old antagonism to Christianityand Judaism, dating back to the veryfoundation of Islam, made it easy to at-tack foreign influence and corruptionand rally mass followings for the défense of the true faith. But a régimeseeking to be true to the Koran had dif-ficulty in coping with twentieth cen-tury technology; and those who mas-tered the technology of the west wereunlikely to remain fanatically faithful toMohammed's révélation.An enemy at the gâtes has alwaysbeen the best substitute for consensusat home, institutionalized and ex-pressed through the rituals of anestablished church. Fear of what such afoe would do if allowed to cross thefrontier will often breed obédience, ifonly on the ancient principle of "betterthe scoundrels one knows than thescourge one fears." Wars and rumors ofwars against near neighbors can therefore be expected to flourish luxuriantlyin Africa, Asia, and Latin America.The situation is the more volatileinasmuch as in many parts of thèsecontinents peasant ways of life faceenormous strain because populationhas become too great to allow the risingSoviet anti-aircraft missiles are displayedin MayDay parade. génération to find enough land to liveon, and to raise a family in traditionalfashion. The restless and impassionedsearch for new faiths, new land, newways of life provoked by such circumstances will not make government easynor stable until such time as the démographie crisis somehow diminishes. Tojudge from Europe's history between1750 and 1950, this will take a long timeand may cost many lives.Wars, and préparations for wars,are therefore likely to remain very prominent in most parts of the ThirdWorld. The enormous arms build-upoccurring in those lands since the 1960stestifies to this fact. As in earlier âges,such expenditures are not alwayspurely wasteful from an économie pointof view. New skills, needed to maintainsuch complicated pièces of machineryas modem combat airplanes, hâvewider application. On the other hand,heavy investment in armaments maychoke off other kinds of development.Overall, there seems to be no cohérentrelationship between Third World ratesof économie growth since 1945 and ratesof military expenditure.Inability to maintain domesticpeace, however, is a sure path to économie régression. Insofar as maintenance of public order becomes prob-lematic so that govemments fear their own people as much or more than anyexternal foe, police equipment takesprecedence. Récent statistics show, infact, that since the mid-1960s new nations hâve invested more heavily inpolice forces than in armament aimed atforeign enemies. Whether better-organized repression will suffice toprop up existing régimes in the absenceof real consent remains to be seen. Military forms of discipline and policiesintended to insulate armed personnelfrom the rest of the population surelyoffer some prospect of success. Euro-pean sovereigns of the Old Régime,after ail, exercised this sleight of handtriumphantly in times past. Moreover,as armaments become more expensiveas well as more lethal, small pro-fessional armies are likely to supplantthe mass armies of conscripts thatdominated European warfare in thenineteenth and early twentieth centuries. In such a case, govemments andtheir armed forces can perhaps afford todispense with real démocratie support,and rely on force and threat of force,exercised by specialized professionals,held systematically separate from thesubjected population at large. Such apattern of governance would conformclosely to the norms of the deeper past,however much at odds they may be tomodem political rhetoric and démocratie theory.On the other hand, contemporaryforms of mass communication probablyact in an opposite sensé and make suchold-fashioned polarity between armedrulers and a subject population persis-tently unstable. To be sure, sélective re-cruitment into the armed services fromsome spécial segment of the populationcan be counted on to induce a socialdistance between the armed forces andordinary civilians and subjects. Butwhether such an armed force canmonopolize organized violence withinstate boundaries dépends largely onwhether discontented revolutionarygroups hâve access to arms; and this inturn dépends on the policies of othergovemments as well as on the fanati-cism of the revolutionaries. As long asthe globe is divided among rival states,revolutionaries hâve a good chance offinding some foreign patron andsupplier of arms.In Europe, the United States, andthe Soviet Union, domestic problemsare of a différent kind. For half a cen-tury, the military-industrial élites hâvenearly always prevailed over ail rivaiswithout much difficulty. Time andagain fear of the foreign foe persuadedthe political managers and the population at large to acquiesce in new effortsto match and overtake the other side'sarmament. The escalating arms race, inturn, helped to maintain conformityand obédience at home, since the évident outside threat was, as always, themost powerful social cernent known tohumankind.Yet how far such shadow boxingcan go is itself problematical. Atomicwarheads changed the rules; and theabsurdity of devoting enormous resources to the création of weapons noone dares to use is plain and obvious toail concerned. This means that the vastarmed establishments currently pro-tecting the NATO and Warsaw Pactpowers against one another are liable tocatastrophe not merely from the exter-nal attack they are designed to survive,but also from internai decay. Suchdecay is facilitated by the way in whichlong standing notions of heroism andthe military calling meet with frustration in technically up-to-date armiesand navies. Pushbutton war is theantithesis of muscular prowess; and theniggling routines of bureaucratierecord-keeping is no less at odds withnaive but heartfelt feelings about whatfighting men should be and do. Suchtensions are as old as the bureau-cratization and industrialization of war,of course; but the dawn of the rocketâge, with its overwhelming prépondérance of action at a distance, fromwhich the muscular and merely humaninput has almost drained away, con-stitutes a mutation of the art of war withwhich soldiers' psychology has not eas-ily kept up.In times past, routine and ritualprevailed in European and ail otherarmed forces. Technical upheavals werefew and far between, however important for the ebb and flow of peoples andthe tides of victory and defeat. Perhapsthe extraordinary disturbance arisingacross the past century and a half, eversince the industrialization of war got National sovereignty,as once conceived,disappeared,more throughfear than fromany positiveconviction of themerits of anynew-fangled transnational militaryorganization.seriously underway, will eventually becontained so that the world's armedforces can again sink back into the sus-taining and restraining régime of un-ehanging routine.To be sure, as long as rivalry between mutually suspieious states continues, deliberate organized technicalinvention seems certain to persist, costwhat it may. Absolute économie limitsare scarcely in sight. Every productiveresource not needed for bodily life is, inprinciple, available for défense; and theenhanced productivity of automatedmachinery is so great that the practicallimits on military expenditure are limitson the efficiency of human organizationfor war rather than anything else. Onceagain one cornes up against the question of consensus and obédience. Material limits are comparatively trivial.One might, however, suppose thatabsolute physical limits to weaponrywere close at hand. After ail, escapevelocities for ballistic missiles were at-tained as long ago as 1957. The nextgénération of weaponry may act fromspace with the speed of light, as docontrol and guidance Systems already inuse. But attainment of the physicalworld's absolute speed limit would nothinder rival research and developmentteams from seeking to improve controland précision of aim, while developingmethods of protection against interférence from without. Stabilization ofweapons Systems, if it ever cornes, seems unlikely to arise from exhaustionof the frontiers of scientific research andengineering.To hait the arms race, politicalchange appears to be necessary. Aglobal sovereign power willing and ableto enforce a monopoly of atomicweaponry could afford to disband research teams and dismantle ail but atoken number of warheads. Nothingless radical than this seems in the leastlikely to suffice. Even in such a world,the clash of arms would not cease aslong as human beings hâte, love, andfear one another and form into groupswhose cohésion and survival is ex-pressed in and supported by mutualrivalry. But an empire of the earth couldbe expected to limit violence by pre-venting other groups from armingthemselves so elaborately as to en-danger the sovereign's easy superiority.War in such a world would thereforesink back to proportions familiar in thepre-industrial past. Outbreaks of ter-rorism, guerrilla attacks and banditrywould continue to give expression tohuman frustration and anger. But organized war as the twentieth century hasknown it would disappear.The alternative appears to be sud-den and total annihilation of the humanspecies. When and whether a transitionwill be made from a System of states toan empire of the earth is the gravestquestion humanity confronts. The an-swer can only corne with time. 8« 19S2 by William H. McNeill. Reprinted bypermission.Tins article is adapted from the forth-coming book, The Pursuit of Power: Technology, Armed Force and Society Since A.D.1000, by William H. McNeill, AB'38, AM'39,the Robert A. Millikan Distinguished ServiceProfessor m the Department of History and theCollège.McNeill zvas awarded the National BookAward in 1964 for his book, The Rise of theWest (University of Chicago Press, 1963.) Hisother books include Venice, The Hinge ofEurope (University of Chicago Press, 1974);The Shape of European History (Oxford University Press, 1974); Plagues and People(Doubleday, 1976); and The Metamorphosisof Greece Since World War II (University ofChicago Press, 197S). The University ofChicago Press will publish The Pursuit ofPower in the fall.19What's therôle of theology in anacadémie curriculum?•Does secular science présenta challenge to theology?mDissident Roman Catholictheologian H ans Kùngaddresses thèse and variousother questions in religiousteaching. H ans- Kung, RomanCatholic theologianwho ison the facultyat the University ofTubingen, WestGermany, was theHiram W. Thomaslecturer and a visiting professor of theologyat the University for the fall quarter.While herc, Kiing taught two coursesm the Divinity School, and gave threepublic lectures on campus.Kung's vieios on papal infallibility ,birth control, and the right of women tohold church office prompted censure fromVatican authorities. In 1979 Pope JohnPaul II revoked Kung's status as a Catholictheologian at the University of Tubingen.While Kiing was on campus, he ivasinterviewed by The Magazine's editor,Fclicia Antonclli Holton. Mary Knutsen,doctoral candidate in the Divinity School,assisted in préparation of questions for thefollowing interview.HOLTON: What is theology?KÙNG: Well, you start with a very difficult question. Of course, the word, assuch, is quite simple. Theology meanslogos about theos, that means the word,talk, discourse about God. And theterm theologian means "one whospeaks about God." Certainly, the moreI as a theologian know of this présentworld, and the more I know about natu-ral sciences, psychology, sociology,philosophy, art, literature, and history,then so much the more comprehen-sively will I be able to fulfill mytheological task.But, on the other hand, as a theologian I should not succumb to the temp-tation of Martha in the Gospel to"worry about so many things" and toforget the "one thing necessary." Thegreat cause of theology must be God. Ifa theology were not logos of God, butwere to speak only of human beingsand human fellowship, it would hâve tobe described as it was by Ludwig Feuer-bach, the atheist: as anthropology.HOLTON: For many people the term"God" remains highly problematical.Would you talk about this?KUNG: The term is problematical forme, too. But I think the Jewish philosopher and theologian, Martin Buber, iscorrect when he says that God is the "most lauded of ail human words."When I speak about God, I hâve to bewell aware of the fact that this term hasso often been used to disguise the worstimpieties. Human beings hâve torn itapart into religious factions, hâve killedfor it and died for it. But, as Buber alsoobserves, just because there is no comparable term to designate the suprêmereality, just because it means so mucheven for atheists and agnostics who re-ject or completely ignore God, this termcannot be given up. The term cannot becleared completely of its dubious association but neither can it be forgotten.What we can do in theology is totake it up and consider it freshly, withail its conséquences for présent hu-manity. Instead of talking no longer ofGod, or instead of talking of God in thesame way, the important thing todayfor theology is to learn to speak of Godwith greater care, in a new way.In earlier times this also was con-sidered a task of philosophy. Ail philosophy from the pre-Socratics to Hegeland even the subséquent anti-theologies of Feuerbach, Nietzsche andHeidegger revolve around the questionof God. But today maybe theology hasto take up the héritage of philosophy. Inany case, we hâve to treat, in our ownway, ail the very great problems whichhâve corne up around the question ofGod in our history, and we hâve, espe-cially, to give an answer to the questionof God in modem times.HOLTON: Does God exist?KUNG: In modem times, if you will re-ally give an answer to the question ofGod, you cannot simply say "yes." Ifyou really take seriously the problemswhich came up with the scientific ex-planation of the world, with the newunderstanding of authority, with ideo-logical criticism, with the shift ofawareness from the hereafter to the hèreand now, then you really need a fewhundred pages in order to answer thisquestion.HOLTON: Would you say that the development of secular sciences présents achallenge to theology?KUNG: Of course, a challenge to criticaltheological reflection. The task todaysurpasses the powers of one génération20 UNIVERSITY OF CHICAGO MAGAZTNE/Summer 1982of theologians. It is no easier today thanit was for the Greek and Latin fathers ofthe second and third centuries, or forthe scholasticism in the thirteenth century presented on the one hand withAristotelianism and on the other withArabie philosophy, or for the reformersof the sixteenth century confrontedwith médiéval Catholicism and theRenaissance and its humanism.Today the task can only be accom-plished effectively against the back-ground of the présent world, as it reallyis, with the aid of the sciences and expériences of the présent time.HOLTON: In your theology, and par-ticularly in your last two books, OnBeing a Christian and Does God Exist?you insist very much on rationality. Areyou a rationalist?KUNG: Not at ail. I am decidedlyagainst an ideological rationalism whichabsolutises reason and which is char-acterized by its own sort of dogmatismand intolérance. But I am decidedly forcritical rationality.I do not insist that theology is a"science" (Wissenschaft) in the European sensé. But if theology is to be anacadémie discipline, if it is to be taughtat a university, then theology can neverbe content to be graciously tolerated asan undefined, detached, spécial fieldwhere conclusions are notably inexactand lacking in binding force, as if religious truth were just "poetic" truth.The rules of the game in theology arenot in principle différent from those ofthe other sciences. Other sciences at theunive- Tty should never think that intheology irrationality, unjustifiable reactions, subjective décisions are per-missable.HOLTON: As you know, the UnitedStates has a long — and revered — con-stitutional tradition of séparation ofchurch and state. When, in the early1960s a number of state universitiesestablished religious studies programsfor the first time, those programs weredefended as the académie study of religion, not as theology. Discussions ofwhat this distinction means appear fre-quently in journals and periodicals. Doyou think there is a différence betweenthe académie study of religion and theology? What do you think is the place oftheology in an académie curriculum? KUNG: It is a complex question — whatis the précise différence between thestudy of theology and religious studies?There is a différence in theory: thetheologian is not the neutral scientist ofreligion. He/she is committed of courseto the question of truth, as well as tofaith, and to a community of faith.But in practice I think the différence is not so great. There are histo-rians and philosophers of religion indivinity schools, and there are serioustheologians in departments of religiousstudies. In any case, the différence doesnot lie in the fact that religious studywould be the serious académie discipline, and theology would not. Theology cannot be only a justification ofcertain documents, ideological structures, even forms of social religiousdomination. Serious theology, thoughcommitted to the church communities,should not be concerned with putting apremium on so-called "simple faith," orwith cementing a so-called "ecclesiasti-cal system," but always and every-where only with the whole and entiretruth. In theology we cannot neglectconsidération of critical arguments byappealing to some authority within theSystem. We cannot avoid the compétition of ideas, suppress temptations todoubt and exclude possibilities of erroron the part of certain persons, in certainsituations. Theologians cannot permitanyone to prevent them from fulfillingtheir tasks, not even the leaders of theirchurches, to whom they are bound by asensé of loyalty. Theologians shouldstruggle, as is their joyous duty or obligation, unpretentiously in seriousstudy to find honest answers that theycan justify to church and society, un-daunted in freedom but at the sametime in solidarity with their community, bound by its great tradition, loyalto its leaders and teaehers.HOLTON: Does theology then notclaim any complète, total possession ofthe truth, any monopoly of truth?KUNG: Theology claims to be no morethan a scholarly reflection on its objectfrom one particular standpoint, which isone legitimate standpoint amongothers. Theology, no more than anyother science, can take as its object ailaspects of human life and action. Forscholars in other fields who are likewiseconcerned wtih humanity, it is a question mainly of analysis of data, facts, Hans KiiACONVERSATIONWITHHANSKUNG21phenomena, opérations, processes,énergies, forms. But for the theologianit is a question of ultimate or primaryinterprétations, objectives, values,ideals, norms, positions, attitudes.Thèse are often tormenting butperhaps, nevertheless, liberating questions.Thèse are questions other sciencescannot answer, about an ultimate whyand wherefore, whence and whither.And thèse questions cannot beclassified as irrational questions andemotional reactions which cannot belegitimate objects of an académie discipline.The questions of theology certainlydo not touch merely a part of whathuman beings are and do, they touchthe most fundamental aspects of ail thathuman beings are and do. From thisone aspect theology examines ail thestrata of human life and action — fromthis one basic aspect everything can findexpression. From this aspect, a theologian must face ail questions.HOLTON: Some people would say thatscientists recognize that they hâve nofinal, définitive truth to offer. If theologians are so much concerned aboutprimary and ultimate truth, do theythen possess the truth definitively?KUNG: Theologians do not possess thetruth definitively, but they do aspire todéfinitive truth. They must constantlyseek the truth afresh. They can only ap-proach closer to it. They can learn onlyby trial and error and must, therefore,be prepared to revise their standpoint.In theology, too, the scientific interplayof project, criticism, counter-criticismand improvement must be possible.Wherever theology claims to be anacadémie discipline, and this has beenthe case since the foundation of European universities in the Middle Ages,there it must submit to certain académiestandards, to scientific principles ofconcept formation and substantiation.On the other hand, theologians mightexpect on the part of other scientists anopen-mindedness toward reality as awhole. Philosophers of science andepistemologists recognize today be-yond the field of scientific knowledgethe wider meta-empirical questions ofthe "problems of life" (Wittgenstein), of"cosmology" (Popper), of the "world"(Kulm).In regard to thèse problems beyond the horizon of our expérience, neither asupercilious skeptical indifférence toknowledge, nor a claim to know everything better, seems to me appropriate.A possible all-embracing, absolutelyprimai and ultimate reality which wecall God, and which, because unas-certainable and unanalyzable cannot bemanipulated, must certainly bemethodologically eliminated from considération in other sciences. Nevertheless, with référence to reality as a wholeand to the human being, the questionof the ultimate and primai meaningsand standards, values and norms, andthus the question of an ultimate andprimai reality as such, cannot be re-jected a priori. AH this is, as I tried toexplain in my book, Does God Exist? , aquestion of reasonable trust.HOLTON: Do you think a theologianneeds to be a believer in order to write,study, and teach theology? A memberof a particular religious tradition?KUNG: In theology it is legitimate toprésuppose that the faculty member is abeliever and generally attached to areligious community. I personally, as aCatholic theologian, hâve practiced mytheology always as a believer and aloyal, but critical, member of the Catholic Church. Nevertheless, we do not hâve tooversimplify the problems. Historical,critical research in the Bible or in thehistory of dogma and theology certainlydoes not présuppose faith. Even theunbeliever can carry out objective research in this field. The unbeliever, likethe believer, will certainly approachthèse questions with a pre-conception,a pre-understanding, but this pre-conception, this pre-understandingmust not become a préjudice, if the investigation is to be carried out objec-tively.If a researcher takes up a négativeattitude towards a spécifie religioustradition, he will at least not regard his"no" as a final conclusion. If he takes upa positive attitude, his "yes" must notpass over the problem of critical research. If he takes up an indiffèrent attitude (if this is ever possible), his indifférence, too, must not be elevated toprinciple. The presupposition of scientific research, therefore, is not beliefor unbelief, still less indifférence, butcertainly an open-mindedness in principle for everything that cornes to usfrom frequently disturbing texts andhistory. A pre-understanding certainlycannot simply be laid aside but it can besuspended as long as we are aware of it.And it can be corrected in the light ofthis spécifie religious tradition.Personally, I'm very much con-vinced that Christian faith and sci-Kungs conducts a seminar in The Divinity SchoolUNIVERSITY OF CHICAGO MAGAZINE/Summer 1982entific research are not mutually exclusive. This is my expérience. Christianfaith can reveal new depth, perhaps thedécisive depth, to a scholar. Scientificresearch entirely free of presuppositionis impossible, anyway. But internai in-volvement promotes understanding.On the other hand scientific knowledgecan reveal new prospects to me as aChristian believer, can give me insightand satisfaction, can inspire me in avariety of ways. Enlightenment, ashistory proves, can avert religiousfanaticism and intolérance.It is my conviction that only faithand knowledge combined are capable,today, of understanding the Christianreligion in its breadth and depth. Afaith that knows and a knowledge thatbelieves.HOLTON: You hâve written very in-fluential books on at least two centraltheological topics, Christology andChristian existence in On Being AChristian and the existence of God inDoes God Exist? What were you hopingto do in thèse books?KUNG: I hoped to give a reasonable ac-count of our faith in God and JésusChrist to myself, and to others. I amconvinced that faith cannot be based onrational proofs, nor can it be based onlyon irrational feelings. Faith is a matterof reasonable trust. In this perspective Iwanted to challenge the uncritical cre-dulity of certain believers and theover-critical skepticism of certain un-believers. Both hâve to be shaken out oftheir false security. Faith, itself, can bepurified from both superstition andidéologies inspired by vested interest.Thus, I tried to remove impediments tofaith and even to awaken readiness forfaith. Certainly, also, my books cannotand are not meant to provide us withtruths of faith. Faith always présupposes one's personal décision, andif it could simply be proved, it wouldno longer be faith. However, faithshould be a well-founded responsibledécision, made after reflection. Faithshould not try to establish historicalfacts from its own sources. Certaintiesof faith should not be presented as scientific conclusions. I tried to give an ac-count of Christian faith in such a waythat people would be able to respond toit, and to realize it at the présent time.We demand of a person only that for which this person can be held responsible.HOLTON: One of the distinctionsabout your books has been their broadreadership. Whom do you addresswhen you are writing your books? othertheologians? académies? church mem-bers?KUNG: Well, I also hâve written bookswhich are not meant for the same broadreadership. For instance, I hâve writtena book on justification, another one onthe structure of the church, and finally,the only one which has not yet ap-peared in English, one on Hegel, TheIncarnation of God.The last two books you mentioned(On Being a Christian and Does GodExist?) I really wrote for believers andunbelievers, and especially for thosewho are often at a Ioss between beliefand unbelief. And thus I hâve writtenin a style and language which can beunderstood by ail those who are able tounderstand what is written in a news-paper, as, for instance, the New YorkTimes.I know that today in ail churchesmany people do not want to remain atthe childhood stage in their faith. Theyexpect more than a new exposition ofthe words of the Bible, or a new de-nominational catechism.Many Protestants no longer canfind the final anchorage in infallibleformulas of scripture, many EasternOrthodox hâve doubts about theirtradition, and many Catholics hâvedoubts about the infallible pro-nouncements of their magisterium. Onthe other side, ail thèse people will notaccept Christianity at the reduced price,they are looking for a way betweenmodernism and traditionalism. Theyare seeking a way to the uncurtailedtruth of Christianty and Christian expérience, unimpressed by ecclesiasticaldoctrinal constraints on the right orideological whims on the left. And evenoutside the churches there are manypeople today who are not content tospend a whole lifetime approaching thefundamental questions of human existence with mère feelings, personal préjudices, and apparently plausible expia-nations. Thus, in the midst of anepoch-making morality, and discipline,1 wanted to discover what is permanent, what is différent from other worldreligions and modem humanisms, and at the same time what is common to theseparated churches, and even to someextent to Christianity and JudaismThus I tried to give this account of ourcommon faith in a way that is bothhistorically exact and yet up-to-date inthe light of the most récent scholarship.HOLTON: Would you descnbe the advanced seminar on Does God Exist?which you are teaching this quarter atthe University of Chicago?KUNG: We take my book, with thattitle, as the basis for our discussions.For every session a student has to prépare a paper of four pages in which heexposes very briefly the problem andaskes his questions. This paper is readby ail the members of the seminar before the session. In the session then wehâve a respondent who expresses his/her own views. And then everybodygives their own opinion, their ownjudgment, and finally the discussionfocuses on certain deci-sive questions.We treated the following topics: therelationship between reason and faith,theology and natural science (Descartesand Pascal); the new understanding ofGod (Hegel); God, a projection of hu-manity (Feuer bach); God, consolationserving vested interests (Karl Marx);God, an infantile illusion (Freud); andfinally, nihilism, conséquence ofatheism (Nietzsche).After this analysis of the présentday problems of the question of God inthe light of modem history, we came tothe constructive parts. First, Yes to reality, basic trust as alternative tonihilism; then Yes to God, faith in Godas an alternative to atheism; finally,Yes, to the Christian God, Christianfaith as an alternative to agnosticism.We hâve had most lively discussions and I'm very impressed by theknowledge and scholarly commitmentof the twenty doctoral candidates towhich my seminar was limited. SSuggested further reading:Books by Hans Kùng.The Church (1967; reprinted by Image Books,1976).Does God Exist? (Doubleday, 1980).Infallible? An lnquiry. (Doubleday, 1971).justification. The Doctrine of Karl Barth and aCatholic Reflection (1964; reprinted byWestminister Press, 1981).Kiing in Conflict, éd. by L. Swidler (Doubleday, 1981).On Being a Christian (Doubleday, 1976).23'"«IMakingThe CaseforHigher EducationbyHanna HolbornGraySHOULD LIKE TOADDRESS THE DIRECTIONS AND THE OUTLOOK OF THE UNIVER-sity in the light especially of develop-ments in fédéral policy that hâveemerged during the past year and thatwill affect higher éducation even moreacutely in the period just ahead."The university," in Mr. Hutchins'words, "is the institution that performsits highest, its unique, service to societyby declining to do what the societythinks it wants, by refusing to be useful,in the common acceptance of that word,and by insisting instead that its task isunderstanding and criticism. It is a cen-ter of independent thought."That statement conveys the paradoxthat will always attach to the institutional life of the intellect, its responsibilitiesand the autonomy that is its essentialprerequisite. The University must be independent within and even for the sakeof society; it cannot be independent ofsociety. Its pursuits are in the first instance self-jusrifying, not instrumentallyconceived. Its choices should aim atcreating and protecting the conditions offree inquiry and educational purposethat will sustain principles and objectives valuable in themselves. The Uni-versity's spécial contribution to societywill lie precisely in honoring its own mission and nourishing those activities thatlook beyond immédiate or narrowlyutilitarian ends, in acting in accordancewith those processes which define andmake effective the means to fulfilling thegoals of a community of learning.The larger conséquence which wehope and believe may flow to the socialUNIVERSITY OF CHICAGO MAGAZINE/Summer 1982The University' sautonomy , its imper-ative of académiefreedom, can never beassumed to be secure.The dangers that maythreaten thèse areindirect, erosive, andquietly cumulative.good cannot be taken for granted. We layclaim to a larger usefulness as well as toinhérent worth of éducation, researchand scholarship. We ask for regard andsupport to ensure their health andefficacy. Thèse require not only reasonedargument and spokesmanship, butdemonstrable accomplishment. Theyrequire us to make good on the conviction that libéral éducation and profes-sional training at their best hâve to dowith service, citizenship, and thoughtfulleadership in many sphères, both publicand private, as a function of the criticaljudgment, intelligent compétence andinformed breadth that we hope each individual will gain and commit to his orher vocation, whatever its nature, andincluding the vocation that we know asthe académie calling. They require of us arecurring and responsible spokesmanship for the importance of basic inquiry,discovery and reflection.The relation between the Universityand the world it inhabits is inevitablyuneasy, invariably complex. And ofcourse there is no one agTeement withinthe academy as to the spécifie forms thatmay be appropriate at any given time inthat relationship. The University's autonomy, its imperative of académie freedom, can never be assumed to be secure.The dangers that may threaten thèse,while sometimes openly dramatic, aremore frequently indirect, erosive,quietly cumulative. They corne fromwithin the academy as well as from ex-ternal pressures. They may arise frommotives intended and accepted as"good" as well as from the destructiveforces of anti-intellectualism or the at-tempted imposition of ideological con-straints.The history of the university in oursociety has been marked always by aquestioning of its worth and of the pur-poses to be served by libéral learning andscholarhip in contrast to more narrowlyvocational and instrumental views as towhat might be socially valuable and tan-gibly productive. Thèse arguments andtheir effects are everywhere about us,now intensified in a climate of économieuncertainty and political change.We seem to hâve arrived at a time when, as was once said of a major leaguebail player, "his limits are limitless." Thesensé of constriction and of fitful read-justment to the waning and shifting ofscarce resources oppresses the entireworld of not- for-profit institutions. In anexternal environment apparently gov-erned by Ogden Nash's dictum that"progress might hâve been ail right oncebut it's gone on too long," there is littleby way of reasoned or cohérent debateover the priorities that might shape public purposes, and public spending, inbalancing public and private resourcestoward the realization of long-termgoals.In the proportions proposed for de-creases in the fédéral budget there areindeed implied policies, judgments, intentions. Those appear to reflect a de-clining regard for higher educationalopportunity as an appropriately centralnational concern, a declining convictionas to the claims of research, scholarship,and cultural activity to investment by thefédéral government, a growing indifférence to the significance which thèse hâvefor the future health of every area of oursociety.Of course it is argued that private orlocal forms of support should take pre-cedence or carry a larger share as a mat-ter of keeping government out of whatshould not be its business, of guarante-eing independence, freedom of choice,and decentralized initiative to a pluraliste set of institutions whose work shouldnot be overdependent on a single sourceor controlled by the attendant régulationand political influence whose dominanceis to be feared. The crucial importance of thèsequestions cannot be denied. The effectson universities of mis-regulation and in-appropriate influence backed by thepower of the fédéral purse hâve for along time been and will continue to becritical. But that does not lead to the conclusion that the relationship betweenuniversities and government cannot bemade to work and to work properly inaccordance with principles and policiesthat express both the public interest andthe rôle that universities should fill.The question is not whether universities should hâve more but what objectsof their activity should lay claim, and inwhat proportion, to fédéral investmentappropriately made in order to achievegoals that are assigned a long-termweight and that could not be achieved orsufficiently realized by other meansalone. And in addition we should beasking what mechanisms and guidelinesfor such support can best protect the re-quirements and rights both of private institutions and of government.There can be no question that newstringencies will hâve to be accepted inthe interest of économie recovery andthat many other urgent needs requireattention, not only those of not-for-profit insitutions. There can be no question of the need to think through the bestmeans to often competing ends and torethink the assumptions and stratégiesthat should guide our course. But wemust be seriously concerned over theshortsightedness of act and intentionthat may corne to reverse and to at-tenuate the capacity and indeed the in-tegrity of those institutions whose independence is described as a fundamentalgood, with profound conséquences forthe public and private sectors alike.Fédéral support is often spoken of asthough it were a subsidy for universitiesas spécial interest groups rather thansupport for students and support for research and for scholarship. The loss ordécline of funding for either does ofcourse hâve a considérable impact onuniversities and on what they can do.The ultimate loss, however, cornes tosociety in the forms of lessened educational opportunity and educated compe-2Stence, a diminished culture, a décline inthe capacity for social and économie re-newal.Over the past year, and again in thefédéral budget proposais now emergingfor the next fiscal year, we hâvewitnessed sweeping recommendationsfor changes and réductions in the différent catégories of fédéral aid to students,both graduate and undergraduate. Overthe past twenty-five years there hâvedeveloped policies and programs whichhâve reflected a goal thought expressiveof a broad national interest. That hasmeant placing a high value on éducationand on the target of equal educationalopportunity, on enabling students tochoose that path of éducation which willbest suit their qualifications and ambitions, on encouraging students to par-ticipate in the financing of their ownéducations rather than placing the fullburden on families or inhibiting access tohigher éducation by restrictions arisingfrom background, income, race, or sex.From that has corne the growth of programs of direct grants and of loans. It hasbeen assumed that graduate studentsshould be treated as adults rather thandependents and that they should hâveavailable loan funds to help finance theirprofessional éducation. It has beenthought that certain areas of researchand advanced training were so important to the nation's future in those fieldsthat compétitive fellowships based onmerit and promise were appropria te andnecessary for their development andstrength. And it has been hoped thatthèse programs would help sustain access to private as well as public institutions, to the benefit of their continuedcapacity in a diversified System of higheréducation.Thèse programs, and the policiesunderlying them, are now being sub-stantially reversed, not simply revised ortrimmed, in the budget proposais thatwill be before the Congress. Last year'souteomes in both grant and loan programs differed significantly from the réductions originally recommended, andthat can happen again. Even so, the realréductions that were made and are likelyto be attempted constitute a first step in We need to act asspokesmen for thepriorities that wethink should hâvediscussion andsupport. We need tomake the case forhigher éducationin every forum.turning away from the principles of educational opportunity, free choice, andindividual responsibility and from animportant conviction as to the larger social good represented by higher éducation and the existence of a mix of publicand private institutions.We do of course favor reforms andimprovements in the structures of fédéral aid to students where thèse may beineffective, more costly than necessaryin their administration or too susceptibleto abuse. But the shifts that hâve oc-curred are more than that, and theyshould not be taken lightly. Thosechanges, it should be added, affect everyinstitution.In our own case, for example, thetotal loans taken out by our studentsduring this académie year corne to justover $20 million. (Four years ago thatfigure was $9.2 million.) Fédéral studentloans comprise almost as large a sourceof financial assistance for our students asdo ail forms of direct or gift assistancecombined; that is, from the combinationof fédéral and state, University and otherprivate grants, which together totalabout $22 million. To illustrate: studentsin the Collège will this year hâve re-ceived $2.2 million in gift aid from fédéral and state sources and $3.7 millionfrom the University while taking outsome $5.6 million in loans. For thegraduate divisions and schools, totalloan volume will corne to $14.5 million,total University aid to $9 million, withother sources of aid amounting to $5.8million. It should be added that over thepast four years, the total of aid from out-side sources (fédéral, state, and other) has declined. Where in 1977-78, 47 percent of the aid for students in the University came from outside sources, that per-centage is now 41 percent, with corre-sponding increases in the Universityshare. The University now bears 61 percent (as against 56 percent in 1977-78) ofgraduate aid, 54 percent (as against 45percent in 1977-78) of undergraduateaid. So it is clear that both loans andUniversity grants hâve become increas-ingly important, and that the demand onthèse resources is growing very rapidlyj'indeed. It is clear that students arefinancing their own éducations to a very(considérable degree and that the disap-|pearance or reduced availability of loantnonies for students has major conséquences. As the University has in factsharply increased its own amount andshare of gift assistance, its own unre-stricted funds for the support of its coreprograms and opérations are undergreater strain.If indeed graduate students were, asis now apparently proposed, to be de-prived of access to the principal loanprograms on which so many dépend, ifeligibility for thèse programs were to beyet more narrowly limited and the re-quirement of paying interest while still inschool imposed, if direct grants fromstate and fédéral sources continue to bereduced step by step, we could not hopeto make up from University and otherprivate sources for ail thèse losses. Thecomposition and character of the University itself would be affected, togetherwith the scope of educational opportunity and its rôle in our society.The same considérations apply tofédéral policies associated with the support of research and scholarhip. We areail aware, I know, of the significantchanges in levels of funding that wereproposed during this past year for différent areas of basic inquiry and educational programs. Again, the outeomeshâve differed from the initial recommendations, but there is deep cause forconcern over what has already hap-pened and what may be on the horizon.The first efforts at réduction in thefédéral budget for research last year in-cluded a eut of some 50 percent in theZh UNIVERSITY OF CHICAGO MAGAZINE Summer 1982National Science Foundation's allocationfor the behavioral and social sciences. Atthe end, the resuit was a 26 percent décline in funding for behavioral and socialsciences and a level of funding for theNSF as a whole that meant a décline ofsome 5 percent and included a 70 percentdecrease for science éducation. A réduction of 50 percent was proposed for theNational Endowment for theHumanities; the final resuit came to adecrease of about 14 percent (and 10 percent in the National Endowment for theArts.) While funding was increased forthe National Aeronautics and SpaceAdministration, the component forspace science was a good deal smallerthan the gênerai increase. The NationalInstitutes of Health saw a total increaseof approximately 2 percent in the secondcontinuing resolution for fiscal 1982. Wesaw proposais that would hâve eut theeducational and cultural exchange programs operated by the InternationalCommunications Agency by close to 45percent; the second continuing resolution restores and even enlarges thisbudget.Thèse larger figures do not, ofcourse, indicate the spécifie distributionsmade among différent catégories of research in each agency. But taken together, they again reflect trends and intentions that would appear to questionthe value most especially of humanisticwork and scholarship, of research in thesocial sciences, of the rôle of international studies and exchange.One could go on. Thèse cumulativeréductions, their momentum and direction, convey a turning away from a regard and understanding of basic research and learning as a larger enterpriserelated in its différent parts to a largerwhole. In the priorities they assert for afédéral rôle or présence, they imply alessened regard for those forms of académie inquiry that must be central notonly to universities but to the broadquality of our culture and its pos-sibilities.Thèse shifts, and the real réductionsin support that we are seeing, again hâveobvious and major conséquences for auniversity like ours. Growth in fédéral funding for basic research has in factbeen slowing down in some areas for alonger time; now that is intensified. Notonly is the work of research threatenedor constrained, but the decrease in support from research grants for facultysalaries créâtes new demands on the un-restricted resources of the University.We hâve seen that effect during the pastyear and will confront it still more in theyear to corne. In this area, too, one cannot assume that private sources can bequickly or easily increased to compen-sate.The past year has brought changesin the tax laws which bear potentiallysignificant effects, uncertain and difficultto predict at présent, for private philan-thropy and the institutions which look toits resources. There is no real agreementon the extent to which the incentives forgiving to not-for-profit institutions maybe altered by the impact of the EconomieRecovery Tax Act of 1981, but it is un-likely that its provisions will stimulategreater giving, at least in the immédiatefuture, and it is possible that, howeverunintentionally, they will moderate suchgiving, at any rate on the part of thoseindividuals and corporations whosegiving is closely attached to tax considérations.Altogether, if we take into accountthe total picture of major shifts in studentaid and in support for research andscholarship and the uncertain prospectsfor increased private resources on whichthere hâve corne to be so many increasedand competing demands, it is apparentthat we are in an environment substan-tially altered from that of four years ago.It is of course the case that many of theconditions affecting universities likeours dérive from causes that hâve been atwork for a longer time. But thèse are nowaccentuated and given new shape by thechanges I hâve mentioned.We hâve been involved, and in-creasingly so, in activities that hâve to dowith governmental relations in both thecongressional and executive branches atone or another level. We hâve beenworking with other institutions, some-times through the associations and oftenin concert with a selected group of sister institutions that share a community ofinterest and a common concern. Weneed each, individually and in such collaboration, to act as spokesman for thepriorities that we think should hâvewidespread discussion and support. Weneed to make the case for the universityand for the rôle of higher éducation inevery forum. We must hope to influencethe outeome, not on the basis of a spécialbut of a deeper and broader interest.That will take not only institutionalspokesmanship but the active participation of scholars and their professionalassociations as well — as it did, forexample, in the movement to give voiceto the position of the social sciences at acritical time last year.Making the case in the private sectoris equally important. That has to do notonly with our own development efforts,but with articulating the goals and op-portunities of the major research university as such. The private foundations,too, can make a large différence. Asignificant event in the last month hasbeen the establishment by the AndrewW. Mellon Foundation of a new nationalcompétitive program for graduate studyin the humanities. It will make available100 to 125 fellowships a year to encourage and enable the most talented students to pursue advanced study at thegraduate institution of their choice andto enter académie careers. That programis aimed at meeting the important needto stimulate an académie vitality essen-tial for the future of the disciplines of thehumanities and of libéral éducation. Itrepresents one model of what can bedone, and done in other fields as well.Let me turn now to some questionswhich bear on the outlook for our University. As I hâve said, the features of thelandscape that I hâve described are notentirely new. Instead, the trends withwhich we are now concerned in lookingahead hâve accentuated the effects oféconomie conditions and financialpressures that hâve been with us over alonger period of time.Three years ago this month I reported to the University community onthe principal dimensions of our financialsituation as we then analyzed it and out-lined some of the planning we shouldundertake in order to lay out and to détermine those académie directions whichshould define the future and the qualityof our University. At that time we em-barked on a four-year program whichwas aimed at strengthening the core ofthis University and also at achieving thefinancial stability to support that. In thelast three years faculty committees hâveconducted a number of critical reviewswhich hâve led and will be leading tolarger discussions and recom-mendations. Thèse hâve to do with suchimportant matters as enrollments andtheir significance for the balance andcomposition of the University and itsprograms, the rôle and the issues con-nected with Fédéral funding, the futurewell-being and character of graduateéducation at this University, the désirable relation between graduate andundergraduate éducation, the Collègeand the Divisions, and the question as tohow we may best fulfill the educationalgoals of our Collège within the University.Our planning has gone forward inthe framework of certain assumptions.They begin from the proposition that theconstraints surrounding the enterpriseof private higher éducation cannot beallowed to weaken its académie center,that both selectivity and risk-taking, awillingness to make rigorous choices andto act on the ambition to offer the bestéducation and the best environment forcreative first-rate research and scholarship to be found in any university, tobe leaders in what we can do best, areessential to guiding our institution tonew and renewed levels. That meansalso a commitment on ail our parts torethinking what we are about and toavoiding either complacency or a résignation to the status quo. Finally, it meansa constant récognition of the need to lookahead, to beware of distorting or merelyad hoc décisions that could compromisethe future and with it our own best objectives.The University's strength is aboveail founded in the quality of its facultyand students. This évident truth com-pels the priorities of faculty compensa tion and student aid in the planning ofbudgets and of fund raising. We believeit of the highest importance to reversethe érosion of graduate éducation thathas developed nationally and also tostrengthen the Collège. In addition, weare giving major attention to the expensive facilities and resources that are re-quired to improve the capacities ofteaching and research in the physical sciences and to extend the distinction of our^research libraries. We continue, too, toset a high priority on enriching and di-versifying the quality of life for our sru-jdents and hence indeed for the Univer-pity community as a whole.Thèse priorities represent continuing needs and goals. They can berealized only by sustained attention overa longer time. Some, of course, arereflected in commitments that will bringtangible results — the new Crerar Li-brary, the new Physics Teaching Center,for example, or the modernization ofKent for the teaching of chemistry andthe rénovation of Ida Noyés as a studentcenter, ail currently under design. Otherprojects, the expansion of facilities forthe Law School and particularly its Li-brary, the relocation of the ComputationCenter, the rénovation of some of ourstudent housing, will hâve to follow.And provision of the additional resources sufficient for the regular rénovation and préservation of the physicalfacilities which support the académieenterprise has been another major fea-ture of our planning toward the goal ofinstitutional and financial health duringthis time.The adoption last year of new rulesgoverning faculty retirement will hâve asignificant effect. Since vacanciesthrough retirement will not occur at anormal rate, we would hâve in theory noopportunity for making new appoint-ments. Not to be able to add youngerscholars, and indeed some senior schol-ars, to our faculty would rob us of thevital capacity for académie growth andvigor which are essential to the health ofthe disciplines and of teaching and to thefuture character of the académie community in which they flouish. We hâveindeed maintained the opportunity within the limitations of what cannot bea growth in total numbers of faculty tomake some selected appointments ofgreat distinction in areas of spécial^promise. We will maintain the System ofallocating positions not by fixed slots,but by the merits, rigorously assessed, ofprogrammatic choice and individualquality. And we will continue to offer theprospect of serious considération forreappointment and for tenure based onthe compétence and promise of the individual rather than on the existence of a"so-called slot.This policy is, I think, a source ofstrength, a source of opportunity. Topursue it responsibly requires making ineach instance the best judgment we canabout the future configuration and development of the académie core of theinstitution. The décision not to freezeappointments demands that we usethem exceptionally well and that we takeresponsible thought for our institutionalcommitments to teaching, and to teaching well, as also to recognizing that wewill hâve to choose not to do ail thosethings that might appear interesting, butto do what we can do best and do so at thehighest level.Another major décision of the pastseveral years has had to do with studentaid. In the case of undergraduate financial aid it has been our policy to admitstudents without regard to need and tomeet whatever may be the need within aset of defined criteria for the individual/ students. In the past several years wehâve tried to make our grant aid still(more compétitive with that offered byWmilar institutions in order to attiact as/diverse a range of first-rate applicants asIpossible. That appears to be succeeding.fWe hâve at the same time embarked on atuition policy which will lead to someIclosing of the distance which séparâtesour tuition levels for undergraduatesand graduate students in the arts andsciences from those of other major private universities. The reasons for thatrest on the actual costs that need to bemet in our kind of institution and on oursensé that it will not do to undervalueand undersupport the quality of the edu-I cation that we offer and also on the need,2^ UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982We believe itof the highestimportance toreverse the érosionof graduateéducation thathas developednationally.if académie salaries and student financialaid are to be improved, to increase theUniversity's unrestricted income.We hâve undertaken also to im-prove the opportunities for graduatestudent aid, especially in those areas ofthe arts and sciences where we shouldgive better support to those outstandingstudents who might be deterred fromgraduate study or from choosing thisUniversity because of inadéquate resources. That effort rests on our conviction that we hâve a significant obligationand mission to encourage very talentedpeople to aspire to advanced training.The décline in numbers and the potentialdécline in the quality of those who will beso important to the future of researchand scholarship and teaching, whosetalent and présence are so crucial to thework of the University, representsperhaps the most significant problem forthe long term future of ail our institutions, and this University has a spécialstake and rôle in the issues of graduateéducation. Beyond the need to improvefinancial aid for the best students, wehâve concluded that it is important togive greater guarantees of support overseveral years to those whose progressjustifies that. And of course the déclineof external sources in support forgraduate students, combined with theperception of the depressed job marketin the académie world, has taken placeover a longer period, and over that time,too, new resources hâve had to cornefrom the University.It may be illuminating to describewhat has happened in the University'sexpenditures for student aid over thisperiod of time. Between the years1977-78 and 1981-82, the unrestricted ex-penditure for undergraduate aid rosefrom $1 million to $3 million. The currentyear's increase alone was 100 percentover last year's figure. It is anticipatedthat next year's unrestricted total forundergraduate aid will corne to $4 million. Unrestricted funds allocated tograduate student aid hâve gone from$3.7 million in 1977-78 to $7.4 million in1981-82 and are expected to be at some$8.8 million in the coming year. In thesame four-year period, unrestricted aid as a percentage of total student supportat the University rose from 35 percent to47 percent (from 27 percent to 41 percentin the Collège, from 39 percent to 50 percent in the Schools and Divisions).Thèse figures illustrate dramaticallythe changes we are seeing and the différences that hâve developed from the 1979projections for growth in unrestrictedstudent aid. The total increase will besome 60 percent higher in 1982-83 thananticipated. With the falling away of external and restricted sources of support,and with the rising costs of éducation,there has to be both a substantial reallocation of University funds to thèse important purposes and a significant increase in tuition to help support theircosts. The same trend holds true for themovement away from restricted sourcesfor faculty support and compensation tothe unrestricted income of the University. The continuation and intensification of thèse trends in a time of fédéralréductions, slowed growth or décline inother restricted sources, and greatly en-larged pressures on unrestricted incomedefine the problem with which we willhâve to deal in the next stages of planning for the coming four or five years.Altogether then the décisions takenin fulfillment of our central prioritieshâve reshaped some of the outeomesthat we projected three years ago, in1979, as hâve also the larger changes thathâve occurred in the economy and in theexternal environment. The rate ofinflation has remained higher than wasanticipated three years ago, and the costsof utilities, even while conservation targets hâve been met, hâve escalated farmore rapidly than estimated then. Ofcourse there hâve been important offset-ting increases in revenue, in part becauseof high interest rates. But taken together,even though we hâve met our budgettargets in thèse years, the net effect of'1increased costs and of the real décline inimportant sources of revenue, now ex-acerbated by the broad and immédiateimpact of the réductions in Fédéral support for student aid, training, researchand scholarship, will be difficult to ab- ,sorb. Tuition will hâve to increase, andtwe will hâve to work still harder to findincreased private sources and gif ts . Buteven higher tuition will not cover thedifférence, and fund raising campaignscannot fully compensate, certainly not atonce, for the potential gap betweenavailable income and expenditures, forthe results of campaigns are realizedonly over time. And we must take spécialcare that in our search for new sources ofsupport we look steadily to our principalpurposes and commitments and notcompromise the integrity of open research and institutional choice andprocess. As Bill Veeck has said,"sometimes the best deals are the onesyou don't make."The times call again for dedicatedspokesmanship on ail our parts for thecharacter and quality of the University.To make good the claim to institutionalindependence and académie self-governance requires energetic thoughtand action in their service. The University can scarcely thrive or justify its rôle ifwe évade unpleasant realities and hardchoices, if we appeal simply to pastachievement and présent convenienceand wait in the absurd expectation thatthe difficult winds of change will pass.Our vocation and our opportunity tostrengthen it rest on freely accepted re-sponsibilities to teaching and to learning, on our obligations to ensure thehealth and sustenance of an institutionthat should always do better and thatshould take its own lead in defining educational excellence and the accomplish-ment of its goals. There can be no independent center of thought unless we ailparticipate to make it that. SBloomContmued from Page 9.with the country's outstanding youngconcert pianists, research mathemat-icians, and swimmers. (They are stillcollecting data on sculptors, researchneurologists, and tennis players.) Bylimiting the participants in the study toindividuals under the âge of thirty-five,he has been able to interview their parents and teaehers as well.His findings contradict much of theconventional wisdom regarding suchpeople. Exceptional talent, he finds, isnot some kind of hardy perennial thatblooms regardless of the circumstancesin which it arises. On the contrary, eachof the individuals he studied reachedthe pinnacle of achievement in his orher field only after many years of practice, environmental support, and expertguidance. Despite the différences in thekind of accomplishments each of thèseindividuals pursued, Bloom noticed aspécifie pattern of development thatwas common to ail of them.In the first place, he found, theearly home environment played anessential part in the development of theindividual's talent. In most cases, thetalent area was a pervasive élément offamily life: parents or other relativeswere musically inclined, or they placeda great emphasis on athletics or read-ing. Even if the parents were not highlyaccomplished in the field (and many ofthem were not), they valued such ac-complishment and implicitly passedthose values onto their children.Because the parents value ac-complishment in the talent field sohighly, the child is rewarded and en-couraged for any incipient interest hedisplays in the area. Thèse rewards become a spur to still further development. The children who went on toachieve exceptional levels of talent development were not necessarily thosewho exhibited the greatest gifts ini-tially. Rather, they were the ones whoshowed the greatest wish to excel.Eventually, the child's training becomes more formalized, with an in-structor being provided who continuesto guide and encourage the child'slearning of the basic skills needed forthe talent. When the child's level ofachievement surpasses that of the instruction available to him, the family seeks more and more compétentteaehers. Finally, the older student istaught by one of the master teaehers inthe field.The support of the home is crucialthroughout thèse stages, and continuesto be so as the child is increasinglysingled out from among his peers byvirtue of his talent. Bloom notes thatthis is very différent from most parents'attitudes towards school learning, inwhich there is often little involvementor support from the family.Talent development differs fromschool learning in other important respects. Throughout the course of thechild's talent development, the instruction he receives is individualized. Thechild's learning achievement is thusmaximized every step of the way, muchas Bloom found it to be under tutoring.In contrast to conventional schoollearning (and much as in masterylearning), great emphasis is placed onlearning skills in their proper séquence."The gifts the child starts with," saysBloom, are of less conséquence than"the problem of how to negotiate thislong set of learning séquences, how tobe adéquate at each level and rise to thenext. ... If you make a mistake over athree or four year period, one suspectsyou'll never get over it." He finds that,while the exact séquence of lessons mayvary, there is always a strong "vision ofpurpose and direction to the learning."Since any faltering in the child'sprogress will prevent his reaching thelimits of learning in his spécifie talentarea, his continued progress requiresgreat dedication and self-motivation."After âge twelve, the talented individuals spent as much time on their talentfield each week — about twenty-fivehours — as their average peer spentwatching télévision." For an adolescent, the temptation to neglect histraining in order to be more like hispeers can be quite powerful.Such dedication may be too muchto expect from most children. As withhis studies on tutoring, however,Bloom believes that by studying theways in which such individuals attainthe limits of learning in their respectivefields, educators can learn much abouthow to increase learning in the schools.After ail, he says, it is theoretically possible for anyone, who meets certainminimal physical criteria, to become aconcert pianist or an Olympic-classswimmer; the problem is largely one ofmotivation and quality of instruction,and it is on those counts, he feels, that most schools fail.Bloom concèdes that even if histhéories were implemented in theschools, and proved to be universallyeffective, our society might not beready for the effect that would hâve.Flooding the work-force with prodigiescould wreak havoc with the conventional socio-economic structure."And what would Harvard do," he askswryly, "if ail their applicants hadstraight A's?"Bloom believes that the psycho-logical and cultural benefits outweighwhatever disadvantages might arisefrom temporary social dislocations. Henotes that when the Kodâly method ofteaching music was introduced in theHungarian schools, the musicalsophistication of the Hungarian population was greatly heightened. (The Kodâly method is an eight-year musicaltraining program formulated by the20th century Hungarian composer,Zoltân Kodâly.) Hungarian society wasnot overwhelmed by a sudden wave ofpeople who wanted to be musicians; itwas, however, endowed with a wide-spread appréciation of a rich musicalhéritage.And in the long run, Bloom believes, there are societal benefits to bereaped as well. "Societies which em-phasize only minimal standards," hehas written, "are likely to produce onlyminimal levels of compétence." The in-creasing complexity of modem life, hesays, demands higher standards ofcompétence of ail of us.Bloom's former student, James H.Block, AB'67, AM'68, PhD'70, nowprofessor of éducation at the Universityof California at Santa Barbara, is moreoutspoken on the subject. Writing in aspécial issue of Educational Leadership(November 1979) devoted to masterylearning, he noted that "masterylearning . . . presses for a society basedon the excellence of ail participantsrather than one based on the excellenceof a few. Can any society afford univer-sal excellence, or must ail societies makemost people incompétent so that a fewcan be compétent?"Bloom is réticent about such questions. "Oh, people hâve attributed ailsorts of philanthropie motives to mywork," he says, and shrugs his shoul-ders. He has already gone on record assaying that the future welfare of societywill dépend greatly on our "new viewsof the learner." For now, however, he ismore intent on explicating some of thefiner points of his current study. S30 UNIVERSITY OF CHICAGO MAGAZINE'Summer 1982KALEIDOSCOPE Notes on Events, People, ResearchTUITION UP:FINANCIAL AIDALSO INCREASEDThe University will raise tuitionrates for the 1982-83 académie year. Itwill also increase the amount of financial aid to be given to undergraduateand graduate students.The so-called "term bill" — tuition,required fées, and room and board —will increase to $10,849 for .reshmen,$11,239 for upperclassmen, and $11,979for most graduate students. A studenthealth fee of $99, incorporated in tuition in 1981-82, will be charged sepa-rately as one of the required fées in the"term bill."The accompanying table sum-marizes ail of the tuition increases.Of the total $15.2 million in unrestricted and restricted funds that willgo to students next year in the form ofscholarships and fellowships, $12.8million, up from $9.6 million this year,will corne from the University's unrestricted académie budget. The re-maining $2.4 million is in restrictedscholarship funds.Unrestricted University student aidis increasing 36 per cent for under-graduates and about 20 per cent forgraduate and professional school students."We are determined to ensure thatundergraduates will be admitted without regard to need and to meet what-ever may be the need within a set ofdefined criteria for the individual student," said Hanna H. Gray, président."In the case of graduate students,"she said, "we are determined to im-prove financial aid and to assure support over several years to those whoseprogress justifies it."Sixty-two per cent of ail students atthe University receive financial aidfrom the University and from fédéral,state and other sources. Forty-five percent receive aid from the Universityalone."The increases in tuition are necessary to sustain the quality of our éducation, at a time when costs are not onlycontinuing to increase, but when other UNIVERSITY TUITION, 1981-82 AND 1982-83AREACollègeGraduate DivisionsDivinity School, School of Social ServiceAdministration, Graduate LibrarySchool, Public Policy StudiesPritzker School of Medicinelst- and 2nd-year students3rd- and 4th-year studentsLaw SchoolGraduate School of Business(QuadrangleS) 1981$6,0006,3006,U 82 1982-83 Différence$ 7,050 $1,0507,395 1,0957,230 1,0506,774 8,001 1,2279,032' 10,668" 1,6367,275 8,550 1,2757,405 8,500 1,095a. Third- and fourth-year Médical School students register for four quar-ters. First- and second-year Médical School students register for three quarters.b. The increase in tuition for students in the MBA-190 program is from$7,150 to $8,500.NOTE: The student health fee, incorporated in tuition in 1981-82, willbe charged separately as a required fee in 1982-83. It will be $99 forthree quarters.sources of revenue are growing moreslowly than inflation and in some instances even declining," Gray said."Because of government cutbacksin student aid and research support andthe slow growth of endowment income,funds other than tuition that can beused to support student instruction andfinancial aid will grow much moreslowly than in the past," she said. "Anadéquate improvement in student aidand académie salaries (as well as the inexorable growth in utilities cost) canonly be financed by substantial tuitionincreases."Gray noted that between 1977-78and 1981-82, the University's expendi-ture of unrestricted funds for undergraduate aid rose from $1 million toalmost $3 million and is expected toamount to $4 million next year. Unrestricted graduate student aid hasrisen from $4.7 million to an anticipated$8.8 million next year.Charles D. O'Connell, AM'47,vice-président and dean of students,said:"Although the dollar increases intuition are about the same as those atmost other major private universities, the actual costs to attend Chicago areless. In addition, the 1982-83 studentaid budget represents a reaffirmation ofour long-standing policy that an éducation at Chicago should be based on astudent's ability. No first-rate studentshould fail to attend this University because of financial considérations."It is a difficult commitment, butone that is particularly important at atime when other resources — fédéral andstate — on which students hâve corne todépend in some measure to financetheir éducation, are under severe at-tack."In 1981-82, the University an-nounced a policy of guaranteeing Ph.D.students in the Divisions that their aidwould be renewed annually for a totalof three years upon their departments'recommendation for satisfactory performance. That policy has been re-affirmed and will be in effect in1982-83, said O'Connell.A student loan program, or morethan one program, will be availablenext fall to those graduate and professional school students who needsuch help to finance their éducations,O'Connell said.31THE PRESIDENTS PAGEBy Beverly J. Splane, AB'67, MBA'69 Président, The Alumni AssociationThe last fifteen months has seenmuch activity in alumni circles.Before I became président of theAlumni Association, this would hâvesurprised me. In fact, I spent the earlymonths of my term trymg to answer astandard sort of University of Chicagoquestion, "Why are there alumni associations?" As I thought about it andtalked to people, it became clear that thereasons were as diverse as the alumnipopulations they represented. I con-cluded that a fundamental purposeshould be to allow the university and itsalumni to get from each other whateverutility they could. Our aim then shouldbe to open channels and provide support for working together, and to edu-cate one another on the current statusand attributes of the other, in short, tosupport our diversity.And in fact, this has been the gênerai ténor of récent activities. Encouraging and assisting in the formation of clubs for local areas has been amajor thrust, particularly by the staff ofthe Association. We ail know that UCalumni are not organization types, butthis has been a successful undertaking.Many major cities hâve formed clubs —chartered, with constitutions andofficers — during the past year, andothers are in the process. The staff inRobie House is kept busy answeringquestions and giving advice, to thepoint where we hâve started a "HelpfulHints from Halloran" newsletter whichis sent to local club leadership.If you are an alumnus who is not ina club or who has not been affected bythe existence of a local club, you may bewondering what the fuss is about. Well,clubs provide: speakers, social events,tickets to things you wouldn't other-wise go to, and updates on the state ofthe University. Clubs allow: interactionwith people with shared assumptionsand allusions, reinforcement of one'spleasure in a libéral éducation, andstimulation of some healthy nostalgia.Clubs can be used for: finding a reliablebabysitter or a new job, meeting a new tennis partner, or developing an answerto the following question, "Was theUniversity of Chicago crazy or is it therest of the world?"We hâve worked hard on the création of camaraderie in the midst of re-velry, by which of course I mean theannual reunion. And what is an annualreunion good for, other than the création of camaraderie in the midst of re-velry? It can reinforce our pleasure in alibéral éducation and stimulate somehealthy nostalgia, of course, It allows usto be carefree and even prétend to beyoung again. And, in the best Britishpublic school tradition, it builds the capacity for leadership among the volun-teers. Collège presidencies are won noton the playing fields of Eton but in theplanning of reunion weekends at theUniversity of Chicago.We are sponsoring a travel studyprogram which will be available to takealumni to various destinations, in-cluding Scandinavia, Western Europeand the Mediterranean, each tnp ac-companied by a University of Chicagofaculty member or muséum curator.Why, since obviously nostalgia hasnothing to do with it? The trips will beorganized around a program of the faculty member and will provide to thealumni the type of intellectual stimulation we were used to at the University.Also, we hope they will allow forcamaraderie without, necessarily, re-velry.We hâve found that coverage of theU. of C. in local média is so thm as to bealmost non-existent, so we asked theUniversity's Office of News and Community Affairs what we could do aboutit. Among other advice, we were told toclip items about alumni which might beof gênerai interest and send them in tothe University, where they would bedistributed to the University's networkof local média. In the action-packedworld of the public information office,this came out as "Rip it out, throw it inan envelope and shoot it off to me."This activity has the high-toned objec tive of allowing ail of us to see morenews about the University. But it also,of course, will help us to convince ourchildren and fathers-in-law around thecountry that there really is a Universityof Chicago.At the next annual cabinet meeting, alumni attending will hâve achance to take a guided tour of the campus. The guide will be necessary. Thisis definitely not going to be an aid tostimulating nostalgia, healthy orotherwise. Hardly a square foot of campus has stayed the way it was eventwenty years ago — virtually every areahas been renovated or assigned to newfunctions, or has received a handsomenew building — and in some cases acombination of the three. It's importantfor us to see that the University is notstanding still, but is managing to retainits character throughout its growth.Housekeeping has not been ne-glected. Among many activities eithertoo numerous or too dull to mention,there has been and still is a strong effortto make the University's computer System adéquate to the needs of the alumniassociation and the alumni community.There is little money, as you know, andwhat there is has to be allocated tohigher-priority functions. But we needto be able to stay in touch with eachother, so this is an enterprise that mustbe continued.As for the future, I expect more ofthe same. We will be working with theOffice of Career Counseling and Placement on placement services to be madeavailable to alumni. We hope to workwith the Admissions Office on betterways to use Chicago-area alumni,among other things. We need to act onthe final recommendations which willbe emerging from the committee im-plementing the recommendations of theAd Hoc Commission on Alumni Affairs. And we hope to increase the ability of alumni to be informed about andto influence University policies. Most ofail, we want to protect and encourageour diversity.32 UNIVERSITY OF CHICAGO MAGAZINE SThe University of Chicago Alumni AssociationPrésents three exceptional travel/study programs for alumni and their families.Each program will be accompanied by a University faculty member.Norwegian FjordTo the Land ofThe Midnight SunJuly 12-25, 1982A voyage of breathtaking proportions,the cruise ship llliria will sail along Nor-way's western coast where towering cliffsrise sheer from deep, still waters of fjordsbelow. In a route charted by ancient Norse-men, we will call at North Cape to witnessthe spectacular sights of the midnight sunover Arctic waters.Our program begins with a stay inCopenhagen, a city noted for its splendidpalaces, muséums, gardens and the bronzefigures of the Little Mermaid and her Creator,the beloved Dane, Hans Christian Andersen.From Copenhagen, we fly to Tromso, Nor-way's Arctic city, to board the llliria. Portsof call will include the charming village ofHammerfest, the most northerly town in theworld; Trondheim, Norway's third largestcity; stately Bergen; Stavanger and Oslo, capital of Norway. We will also cruise into Norway's most dramatic fjord, the Geiranger-fjord, to visit the town of Geiranger.Timothy Schiff, Associate Professor ofGermanie Languages and Literatures at theUniversity of Chicago, will accompany thecruise as guest lecturer and discuss thèselands which hâve produced literary giants,warriors and explorers, and whose influence on the history of Europe was asdécisive as it was devastating. La Rochelle, FranceWestern EuropeanPassageAugust 25— Sept. 9, 1982You are invited to join an enchantingcruise along Europe's western coastline onboard the cruise ship llliria. Sailing in latesummer, this splendid vessel will follow aroute charted to actually navigate some ofEurope's major inland waterways.After visiting cosmopolitan Brussels,and the perfectly preserved médiéval cityof Bruges, the llliria will sail from Zeebruggeinto the River Seine to historic Rouen. Fromthis principal city of Normandy, we willcruise to St. Malo, for an excursion to MontSt. Michel, and La Rochelle, before enter-ing the Gironde River to Bordeaux, capitalof the wine district. The Spanish port of LaCoruna is next, from where we will visitthe celebrated médiéval pilgrimage centerof Santiago de Compostela; proceed toOporto, Portugal's second largest city, andterminate our cruise in Lisbon with a stayin yet another of Europe's fine cities.Besides offering an overview of European art and history, our itinerary willcover dramatic and variable landscapes,contrasting sharply in color and dimension. An expert lecturer will be with usto deepen the understanding of the time,place and peoples encountered on ourjourney. Palmos, GreeciThe Hero in History:From Alexander to JustinianOctober 7-20, 1982The Hero in History will be the thèmeof this fall program while cruising in theAdriatic and Aegean Seas.In the company of a distinguished faculty lecturer, we invite you to join the cruiseship llliria in Venice and sail along theAdriatic coast to Greece and Asia Minor,visiting a wealth of sites that characterize ourdramatic thème. We will hâve an opportunity to study first-hand three great impérialpowers: Alexander the Great, inheritor of theMacedonian kingdom from his father Philip,and himself creator of a worldwide empire,and visit Pella, Vergina and Thessaloniki inMacedonia, as well as Troy, Pergamon andEphesos in Asia Minor. We will visit theisland of Patmos, as well as Ephesos andThessaloniki, sites closely linked with thedevelopment of the early Christian churchduring the time of Paul and the Apostles,and Istanbul (Constantinople) and Ravennawhere the glory of the Byzantine empireunder the rule of Justinian the Great is brilli-antly displayed in great art and architecture.Also included in our itinerary are thelater Byzantine sites of Mistra, Mount Athosand Meteora, as well as the Yugoslavian portof Split, where Diocletian's Palace providesour most notable link to the Roman Empire.r- HPlease detach and mail to:The University of ChicagoAlumni AssociationRobie House5757 Woodlawn AvenueChicago, Illinois 60637 Please send additional information on the following programs:? To the Land ofThe Midnight SunName ? Western EuropeanPassage ? The Hero in History:From AlexanderTo JustinianAddress .City. .State_ _Zip_L.CLASS NEWS1 O Henry Shellow, PhB'18, and his_L O wife, Sadie Smith Shellow, of Mil-waukee, WI, will celebrate their 60th wed-ding anniversary at the home of their son,James Shellow, AB'48 this summer. At thesame time they'll toast Henry's 90th birth-day (which occurs two months later), because the Shellows will be in their PalmSprings, CA, home on the later date. Henrywould like to hear from old U. of C. friends."i Q Dean H. Mitchell, X'19, is the 1982JL y récipient of the HammondAchievement Award, given by the Hammond (IN) Histoncal Society and the Hammond Rotary Club. He is the former chair-man and chief executive officer of the Northern Indiana Public Service Company.O O Eloise Parsons Baker, PhD'23,X-.v_/ MD'24, was one of three womento receive the first Alumnae AchievementAwards given by Randolph-Macon Wom-an's Collège in Lynchburg, VA, last year.Since retiring from her private practice inobstetrics and gynecology, she has managedher farm in Neponset, IL, and currentlyserves as président of the Senior Citizens ofNeponset.Frances Andrews Mullen, PhB'23,AM'27, PhD'39, authored "Réminiscences ofSchool Psychology" in the Journal of SchoolPsychology, Summer 1981, at the request ofits editor. The article is based on her years inthe Chicago Bureau of Child Study in the1940s and as an administrator of spécial éducation. She continues to travel Worldwide,going to Egypt, South America, and Tibetlast year. She lives in Sherman Oaks, CA.Paul L. Whitely, SM'23, PhD'27, retiredfrom Franklin and Marshall Collège, Lan-caster, PA, in 1959, when he was namedprofessor emeritus of psychology. He con-tinued to teach at other institutions until1972, when he completed fifty years ofteaching. In 1970, Franklin and Marshall de-dicated its psychology Iaboratory in hishonor.O C Hal Baird, PhB'25, AM'28, and hisZ_ \J wife, Goldie, live in WestminsterTowers, Orlando, FL, where they hâve met anumber of other University of Chicagograduâtes.Since retiring as a teacher of mathematics, Eleanor Westberg Cotrell, SB'25, hasworked as a professional goldsmith. She hashad numerous one-person shows and haswon several awards for her works in juriedexhibitions. She lives in Worthington, OH.^ /l Dimitri Tselos, PhB'26, AM'29,^. \J retired from the staff of theUniversity of Minnesota in Minneapolis in1C>71, though he continues to teach art his-torical research part-time. In 1977 he servedas Distinguished Professor at NorthwesternUniversity in Evanston, IL. He lives in St.Paul, MN. **} fy Last June, Al Meyer, SB'27, PhD'30,L— I and Leslie Hudson Meyer, SM'31,celebrated their fiftieth wedding anniversaryin Upper Montclair, NJ. Among the guestswere Leslie's sisters, Harriet Hudson,AM'36, PhD'50, and Florence HudsonCallaway, AM'35. The Meyers inform us thatthey first met in Kent Chemistry Laboratory,Room K15 at 1:30 p. m. on Friday, October11, 1929.A display of sculpture by Jack Zavatsky,PhB'27, was held in the Bethel Collège FineArts Center Gallery, North Newton, KS.Zavatsky lives in Wichita, KS.OQ Elbert L. Little, Jr., SM'29, PhD'29,Z—Zf received the 1981 DistinguishedService Award of the American Forestry Association for conservation of America's naturel resources. His latest book is a revision ofForest Trees of Oklahoma (Oklahoma ForestryDivision). He lives in Arlington, VA.O "1 An exhibition hall in the new libraryvj _L at the University of Louisville, KY,has been named in honor of Richard M.Kain, AM'31, PhD'34, professor emeritus ofEnglish, who donated his extensive collection of modem Irish literature to the library.Dale A. Letts, PhB'31, JD'35, lives in"blessedly private and tranquil" retirementin Amarillo, TX. He travels each year toWyoming and Europe.Charles W. Marshall, SB'31, SM'33,PhD'49, retired from the research staff of G.D. Searle and Co. in 1971. He now lives inSouth Haven, MI.Leslie Hudson Meyer, SM'31. See 1927,Al Meyer.O O Alexander E. Barkan, X'32, has\J s— retired as director of the AFL-CIO'sCommittee on Political Education (COPE).He had been director of COPE since 1963.Charlotte Morehouse Duesing, AB'32,AM'34, retired from teaching high schoolLatin and English in 1975. She lives in Mer-ion, PA.Haydn Jones, SM'32, PhD'39, is currently président of Hizone Products Laboratories, Inc., in Wilmette, IL.O O Forrest F. Cleveland, X'33, has been\J\^s adjunct professor of physics at theUniversity of Kentucky at Lexington since1976.Sydney H. Kasper, PhB'33, has beenappointed executive director of the U.S.Council for the International Year of Dis-abled Persons, headquartered in Washington, DC.Alice F. Mooradian, X'33, has receivedsome forty-seven local, state, and nationalawards in récognition of her voluntary services to the Niagara, NY, area. She was mostrecently honored with awards from the National Conférence of Christians and Jews ofthe Niagara Area, and the Children's Societyof Niagara. O A Barbara Broughton Stock, PhB'34,\J T! is président of the Akron AreaHypnosis Center in Cuyahoga Falls, OH.O C Florence Hudson Callaway, AM'35\J\D See 1927, Al Meyer.O /T Cynthia M. Grabo, AB'36, AM'41,JO retired in 1979 after thirty-eightyears as an intelligence research specialistwith the U.S. Department of Défense. Sincethen she has done a great deal of traveling.Harriet Hudson, AM'36, PhD'50. See1927, Al Meyer.Mildred Hickey McCullogh, PhB'36,has moved to Windsor Gardens, Escondido,CA. She has been retired since 1974.Alexander M. Moore, AM'36, has beenassistant superintendent of the IndianapolisPublic Schools in charge of curriculum andsupervision since 1971. This year marks hisforty-third with the Indianapolis PublicSchools.Alexander R. Mortimer, PhB'36, ishealthy and active and hving in San Gabriel,CA. He writes that, since retiring twelveyears ago, "I've seen half the world — andthat's enough."John V. Murra, AB'36, AM'42, PhD'56,has been named professor emeritus in an-thropology at Cornell University, Ithaca,NY, where he has been professor since 1968.Murra, whose specialty is Incan civilization,is an honorary professor at the University ofSan Marcos in Lima, Peru.Richard D. White and Sara Baumgard-ner White, both SB'36, now live in CorpusChristi, TX, where Dick still works as an independent geologist. Sara has retired fromher job as a nutritionist.Q l"7 Children's Mémorial Hospital in\J / Chicago recently honored ClareWoods McCausland, PhD'37, for her contribution to the hospital as the author of its100-year history, "An Elément of Love."A scholarship fund at the Jackson Laboratory in Bar Harbor, ME, has beenestablished in honor of senior staff scientistemeritus Elizabeth Shull Russell, PhD'37The fund was initiated through a contribution by Willys K. Silvers, PhD' 54, Russell'sformer student and a professor of human ge-netics at the University of Pennsylvania inPhiladelphia.Q Q Margaret Pease Harper, AM'38, was\J O named Woman of the Year for 1981by the Amarillo (TX) Daily News and Globe-Times. She was cited for her culturel contributions to the Panhandle région of Texas.Hiram L. Kennicott, Jr., SB'38, has retired from the Kemper Group of Long Grove,IL, after forty-three years with them. He wasa vice-président of Kemper's principal in-surance companies and senior vice-président of Kemper International InsuranceCo.Stanford Miller, JD'38, has retired aschairman of Employers Reinsurance Corp. in3-1 UNIVERSITY OF CHICAGO MAGAZINE'Summer Î982Overland Park, KS.Gordon H. Roper, AM'38, PhD'44, hasretired from the Department of English atTrent University in Peterborough, Ontario,where he was named professor emeritus andFord Professor in Canadian Studies.O Q Robert O. Anderson, AB'39, chair-\~J y man of the board of directors andchief executive officer of the AtlanticRichfield Co., was named Chief Roughneckof 1981 by the Lone Star Steel Co. in Houston, TX. The award makes Anderson titularhead of oilmen throughout the world for thecoming year.Eugène Olshansky, SM'39, continues tomanage the Science Products Company,Inc., in Chicago, which he founded in 1944as a sideline business.Louis Rubin, SB'39, MD'43, was namedPractitioner of the Year for 1981 by theChicago Dermatological Society. He is associate professor of dermatology at the University of Illinois Médical School in Chicagoand has a private practice in Rockford, IL.Agnes R. Vetter, AB'39, AM'49, servesas a church organist in Hinsdale, IL. She alsoworks part-time as a church librarian.AÇ\ Robert B. Davis, AB'40, AM'47,J-V_/ PhD'56, has retired from teaching collège English at Tarkio Collège, Tarkio,MO, after thirty-one years. He and his wife,Margot, now live in Hollister, CA, where heis an instrument flight instructor. He alsohas been selling solar heating Systems, having built a solar heating house and swim-ming pool of his own.A 1 Eli M. Oboler, AB'41, was namedT! _L university librarian emeritus ofIdaho State University, Pocatello, ID, afterthirty years of service. He is now a free-lancewriter and lecturer, and has delivered lectures on intellectual freedom at a number ofuniversities. His third book, Defending Intellectual Freedom, was published byGreenwood Press in 1980.Sol W. Weller, PhD'41, received theAmerican Chemical Society's 1981 H. S.Storch Award for research in coal chemistry.He has also been named the 1982 récipient ofthe American Chemical Society's E.V. Mur-phee Award for contributions to industrialand engineering chemistry. Weller is professor of chemical engineering at the StateUniversity of New York at Buffalo.A O Bradley H. Patterson, Jr., AB'42,X.^ AM'43, has been elected to member-ship in the National Academy of Public Administration in Washington, DC. He is asenior staff member of the Advanced StudyProgram of the Brookings Institution inWashington.Margery Shurman, SB'42, has beenelected to the board of directors of the Illinois Society for the Prévention of Blind-ness. She is a member of the New Trier (IL)Board of Education and was chairman of theGlencoe (IL) Caucus Advisory Council.43 Robert S. Burgess, AM'43, has beenappointed chairman of the Mas sachusetts State Welfare Advisory Board byGov. Edward J. King. He is a consultant inhuman services.Ruth I. Mitchell, SB'43, AM'50, retiredin 1967 after forty-two years as a missionarynurse and nursing administrator and instructor in India. She now lives in Washington, PA.A A Joseph D. Hartwig, PhB'44, MBA'44,A^t has been elected a fellow of theAmerican Collège of Probate Counsel inWashington, DC. He is a member of the lawfirm of Hartwig, Crow, Jones & Postelli inBenton Harbor, MI.John P. Wright, SB'44, président ofAmerican National Bank and Trust Co.,Chattanooga, TN, has been elected présidentand chief administrative officer of AncorpBancshares, Inc., the bank's parent holdingcompany.A Si Laurence R. Lee, PhB'46, JD'51, hasJL \J been promoted to senior vice-président of administration at Abbott Laboratories, a world-wide manufacturer ofhealth-care products headquartered in NorthChicago, IL.A r7 John J. Flanagan, PhB'47, is presse / ident of Bullen Chemical Co., Chicago, where he has developed ActivVIIITechnologies, a détergent formulation technique. He writes: "Crédit must be given to[the late] Dr. Herman Schlesinger, SB'03,PhD'05, for the solid beginnings in chemistryI received from him and the many others inthe chemistry department."William W. Mullins, PhB'47, SM'51,PhD'55, received the Philip M. McKennaAward, for outstanding contributions to thefield of metallurgy, from Carnegie-MellonUniversity, Pittsburgh, PA. He is professorof applied science at Carnegie-Mellon.Isadore M. Singer, SM'47, PhD'50, andRuth Rogan Benerito, PhD'48, were amongthe seven scholars to be awarded honorarydegrees from Tulane University in New Orléans, LA, last May. Singer is professor ofmathematics at the University of Californiaat Berkeley and head of the NationalAcademy of Science Committee on Scienceand Public Policy. Benerito is research leaderof the Physical Chemical Research Group inthe U.S. Department of Agriculture's NaturelPolymers Laboratory in New Orléans. In1979 she was named Outstanding Alumna ofTulane University's Newcomb Collège.AQ Ruth Rogan Benerito, PhD'48. SeeT:0 1947, Isadore M. Singer.Keith O. Campbell, AM'48, PhD'49, hasbeen a member of the staff of the Universityof Sydney in Austraha since 1951. He hasbeen professor and head of the Departmentof Agricultural Economies since 1956. Hewas dean of the faculty of Agriculture from1968 to 1971. Christiana McFadyenCampbell, PhD'61, is a représentative of thesenate of the University of Sydney on thecouncil of International House at that university.Laurence Corwin, PhB'48, has receivedtwo research grants: the first from the U.S. Department of Agriculture, for $140,000, tostudy the effects of vitamin E on the immuneSystem; the other from the U.S. PublicHealth Service, for $55,000, to fund part of astudy on the effect of vitamin E on tumors.Corwin is professor of microbiology andnutritional sciences at Boston UniversitySchool of Medicine, Boston, MA.Jordon Jay Hillman, AM'48, JD'50, hasbeen appointed a member of the board of theChicago Transit Authority. He is professorof law and transportation at NorthwesternUniversity in Evanston, IL.Rudolph E. Johnson, PhB'48, has retiredfrom the Benefit Trust Life Insurance Co.,Chicago, after twenty-eight years with them.He lives in Wheeling, IL.Janet Benson Kaye, AB'48, AM'67, received her Ph.D. in educational administration from the University of Colorado inBoulder last December. Her husband, E.Donald Kaye, AB'49, was admitted to thepractice of law in Colorado last October.Since retiring in 1976, Clare Yoder Levy,AM'48, has been doing oil painting andtraveling annually to Europe. She makes herhome in Cobleskill, NY.Audrey Swanberg Maier, SB'48, is director of nursing at Bumett General Hospital, Inc., in Grantsburg, WI, where she hasworked for nineteen years.F. Martin Post, MBA'48, is associateprofessor of business management atOrange Coast Collège, Costa Mesa, CA.Almira Abbot Stevenson, JD'48, has retired as an administrative law judge for theNational Labor Relations Board in Washington, DC.AÇ\ Donald R. McCoy, AM'49, has beenTt y elected président of the KansasState Historical Society for 1981-82. He isUniversity Distinguished Professor of History at the University of Kansas, Lawrence,KS.Mary V. Minnie, AM'49, is educationalcoordinator with the Southern CaliforniaHealth Care Facility Consultants, where sheserves as social work consultant in gerontol-ogy and alcoholism. She lives in LagunaNiguel, CA.Morris Springer, AM'49, PhD'61, is asenior teacher in the Department of Englishas a Second Language at Ben-Gurion University, Beersheeva, Israël.Albert L. Weeks, AM'49, has been appointed political science editor of MilitaryScience and Technology magazine. He is co-author, with Dr. Herbert I. London, of theNBC-TV séries, "Myths that Rule America,"which aired last winter. Weeks is professorof politics and history at New York University in New York City.[Tr\ Daniel N. Fox, AB'50, JD'55, a prac-\_/V_/ ticing attorney in Pomona, CA, hasbeen appointed adjunct professor of music atthe School of the Arts at California StatePolytechnic University in Pomona. Regard-ing this display of versatility, he states:"Hutchins told us to be ready for anything."Marc Galanter, AB'50, AM'54, JD'56,professor of law and South Asian studies atthe University of Wisconsin at Madison, hasbeen elected président of the Law and Society Association, to serve from 1983 to 1985.Sherry Goodman, AM'50, has beennamed spécial assistant to the président atthe Muséum of Science and Industry inChicago, where she will coordinate the activities planned for the museum's fiftiethanniversary next year. She is director of spécial audience services for WTTW-TV inChicago.A scholarship award in honor of MurrayHerlihy, AM'50, PhD' 54, has beenestablished at Lake Forest Collège, LakeForest, IL, for outstanding undergraduateachievement in économies. Herlihy joinedthe faculty of Lake Forest in 1957, and servedas départaient chairman from 1960 to his retirement in 1977.Muhammad Rahmatullah, SM'50, hasbeen director gênerai of the PakistanMeteorological Department, in Karachi,Pakistan, since 1978. He was elected amember of the executive committee of theWorld Meteorological Organization (WMO)at the WMO Congress held in 1979 inGeneva, Switzerland.C"l Charles E. King, PhD'51, professor<^s J. emeritus of sociology at North Caro-lina Central University in Durham, NC, hasjoined the American Red Cross, DurhamCounty chapter Motor Service Team, anemergency transport service. He is présidentof the University of Chicago Club of NorthCarolina.Helen M. Parks, AM'51, has retiredfrom state service as a counselor, and is nowliving in Santa Rosa, CA.CO Rudoph H. Horvath, MBA'52, is\J ¦L— retired and living in Gurnee, IL.Hubert C. Huebl, AB'52, is in the private practice of surgery in Dearborn, MI,where he lives with his wife, Helen, and hisfour children.William Josephson, AB'52, received theValérie Kantor Award for ExtraordinaryAchievement from the Mexican AmericanLégal Défense and Educational Fund (MAL-DEF). Josephson, a partner with the NewYork City law firm of Fried, Frank, Harris,Shriver & Jacobson, has been a member ofMALDEF's board for many years.Norbert T. Porile, AB'52, SM'54,PhD' 57, professor of chemistry at PurdueUniversity in Lafayette, IN, is on leave atPhilipps University, Marburg, West Ger-many, as a senior U.S. scientist awardee ofthe Von Humboldt Foundation. He is ac-companied by his wife, Miriam Eisen Porile,AB'53, AB'57, who is on leave from her position as assistant documentalist at Purdue.CTO Since leaving the U.S. Department\J\J of State m 1975, Samuel C. Adams,PhD'53, has reestablished résidence inHouston, TX, where he serves as a consultant on économie, culturel, and social issues of developing nations and an adviser onmarket and technology development. In 1976he established Samuel C. Adams, Jr. & Co.,International. In the past three years he hasserved as a member of the U.S. Chamber ofCommerce Spécial Task force on Africa and the U.S. Advisory Group on Zimbabwe, as adelegate to the United Nations Conférenceon Science, Technology and Development inVienna, as an executive director of theHouston World Trade Association, and as atrustée of Fisk University, Nashville, TN.Paul I. Clifford, PhD'53, is a counselingand consulting psychologist in Atlanta, GA,and Chicago, IL. He also serves as adjunctprofessor of éducation and social work atAtlanta University.Miriam Eisen Porile, AB'53, AB'57. See1952, Norbert T. Porile.Marvin S. Weinreb, SM'53, MD'53, hasbeen elected président of the Jewish Fédération of the Greater East Bay area in California.C A Rev. Ernest Bartell, CSC, AM'54,\Jjl has been appointed executive director of the Helen Kellogg Institute forInternational Studies at the University ofNotre Dame, Notre Dame, IN.Lt. Col. Bruce B. MacLachlan, AB'54,AM'55, PhD'62, has taken military leavefrom his post as associate professor of an-thropology at Southern Illinois University atCarbondale. He is currently a personnelmanagement officer at the Reserve Compo-nents Personnel and Administration Centerin St. Louis, MO. Linda Krueger MacLachlan, AB'57, is living in Hyde Park inChicago while she serves as administrativelaw judge for the Illinois Human RightsCommission.William R. Nelson, MBA' 54, has beenappointed assistant professor of management and marketing at Tidewater Community Collège in Frederick, VA.Rémi C. Pattyn, MBA'54, has opened amanagement consulting firm in Indianapolis, IN. Pattyn was formerly a seniorvice-président with Public Service Indiana,and is a member of the Business Roundtableand the American Academy of Personnel Executives.Willys K. Silver, PhD' 54. See 1937,Ehzabeth Shull Russell.Glenn Swogger, Jr., AB'54, a psychia-trist at the Menninger Foundation in To-peka, KS, has been appointed director oftheir Center for Applied Behavioral Sciences.55 Susan Young Crawford, AM'55,PhD'70. See 1974, James W. Crawford.John H. Gagnon, AB'55, PhD'69, hasreturned to his post as professor of sociologyand psychology at the State University ofNew York at Stony Brook, after a two-yearstint as visiting professor at the Laboratoryof Human Development at the GraduateSchool of Education at Harvard University.He has been at Stony Brook since 1968.At cérémonies last November, theSummerfield Hall Business and EconomiesReading Room at the Kenneth Spencer Research Library of the University of Kansas,Lawrence, KS, was dedicated in honor ofRichard S. Howey, PhD'55. Howey beganteaching at the University of Kansas in 1929,and became professor emeritus in 1973. Hewas honored both for his teaching and for Fées, Free-Lancing,and FreedomBy F. J. Goellner-CortrightIn fune Paul Hoffman's sixth book, Lions ofthe Eighties, will be published by Doubleday &Co. In it, Hoffman, AB'57, AM'58, explores therôle of lawyers in such controversial situationsas the IBM anti-trust case, American Express'attempt to acquire McGraw-Hill, the secretnegotiations tht led to the release of the hostagesheld m Iran, and the bankruptcy struggle ofNew York City. Hoffman says in his book thatNew York was, in fact, bankrupt, and thatlawyers pushed it to the brink of économie disaster before bringing it back.Authorial advice to young writers isas varied as the craftsmen who offerit. Jacques Barzun suggests thatyoung writers first ask themselves, "Hâve 1things in my head which I need to put forth,or do I merely want to be a writer? ... Do 1want to write — or to hâve written?" DelmoreSchwartz counsels, "write as much as possible and publish as little as possible." Thisway "one escapes the remorse of looking atone's bad poems in print and the paralyzingeffects which may ensue." And AnthonyHecht, who was once advised by Ted Geisel(Dr. Seuss) to read Joseph Pulitzer's biog-raphy, suggests that poets not read it. "Inever hâve. This policy seems to hâve servedme well, and I commend it unreservedly toail young poets."What, then, would Paul Hoffman —author of six books and countless newspaperand magazine articles — prescribe for thenext génération of free-lance writers?"1 wouldn't. It's just too rough. Themarket has gotten worse."Okay . . . Well . . . What advice toyoung journalists, then?"I think a journalism degree is the mostridiculous thing in the world. First of ail, themajority of journalism schools, or the betterand the biggest like Medill at Northwestern,and Columbia, are geared to one particularinstitution. You go to Columbia and learn tobe a copy-editor at the Neiu York Times. Youhis contributions to the university's libraryholdings in économies, having amassed oneof the outstanding collections of économiesbooks in the world.CT /T Robert H. Bosch, AB'56, has been\-s \J elected a senior vice-président ofof BancOhio in Columbus, OH. He willmanage the bank's new Columbus Bank Opérations Division. He has been with BancOhio since 1966.Martin J. Detmer, MBA'56, has been36 UNIVERSITY OF CHICAGO MAGAZINE'Summer 1982go to Medill, you're geared to the Tribune,and that is it, period. And it's the type ofthing they get in a collège degree that youcould get in a couple of months of on-the-jobtraining. Far better to learn a field — to learnscience or to learn law or politics — so thatyou know what you are covering."As good as any dictum they might pro-claim is the example working writers set. Asyou might imagine, Hoffman learned hisjournalistic skills while on the job — on a jobhe got almost as an accident."My original plan was that I wanted todo sort of political public relations. But whenI got my master's degree in 1958 I was 1-Adraft bait, and 1 couldn't get a job anywhere.A friend of mine who had preceded me by afew months was working at the City NewsBureau in Chicago, and he drew me into itand I started there," said Hoffman."I went from City News to the Armyand then back to City News, and then to theUnited Press in Détroit. I was there for thir-teen months when I realized I had paintedmyself into a corner. I sold my car, and withthe four hundred dollars I got for that, I wentto New York and started pounding thepavements."In New York, Hoffman wrote for a tradejournal at McGraw-Hill before getting a jobas night sports editor for Stars and Stripes.From there he went to the New York Postwhere he worked for seven years, coveringthe state government in Albany, the guber-natorial campaigns of 1966, and the pre-sidential campaign of 1968. As Hoffman ex-plains, it was a natural progression fromjournalism and the Post to free-lancing andbooks."Having covered the Nixon campaign,one of the first articles I wrote as a free-lancerwas for New York Magazine, a story on whathad happened to Nixon's law firm since hisélection. As a resuit of that article I got a callfrom Charles Hopkins, at what was thenMcCall Books. He asked me if I would like todo a book. I agreed, and that's how I came towrite books."Hoffman's first book was Lions in theStreet, which was soon followed by a hand-ful of others.In his second book, Tiger in the Court,Hoffman told the story of a fellow Chicagoalumnus, Herbert Stem, JD'61, now UnitedStates District Judge in Newark, NJ, "who[as U. S. attomey for New Jersey] had sent about half of the public officiais [70, to beexact] in New Jersey to jail — the entire administration of Newark, the entire administration of Atlantic City, two successive statetreasurers, two successive secretaries ofstate, and a congressman."Hoffman's book What the Hell is justice?détails the working life of Jack Evferoff, arare sort of trial lawyer who handles ail sortsof cases. Hoffman picked him "because hehad a wide variety [of cases.] He spannedthe gamut . . . narcotics . . . gamblers."In his fourth book, To Drop a Dîme ,which is an underworld phrase for "to tuminformer, as in drop a dime in a téléphone,"Hoffman wrote about a Mafia hitman whowas granted a full pardon and total im-munity in return for his testimony againstthe Mob.Of his fifth book, Courthouse , Hoffmansimply says, "It came out and promptlydied. Number six is in the can. It started outto be an update of Lions in the Street andbecame a wholly new book."Hoffman wrote this most récent work,Lions of the Eighties, while at the beach."I hâve a house that has no electricity,and an electric typewriter. So last summer,when I set to work, I had 530 feet of exten sion cord and ran it to the house next door."Does Hoffman also face the more common difficulty of discipline?"That's not been a problem. When Istarted free-lancing, one of the things aboutit that appealed to me is that you can controlyour own time, and do what you want. Ikept saying to myself, 'You know, if youwant to take an aftemoon off, you can makeit up in the evening.' One of the things thiswill enable you to do is to go to a Wednesdaymatinée."I've done that twice in twelve years."Getting back to the matter of advice, weasked Hoffman to describe what happenswhen the writing is done — when that novelor essay or collection of poems stuck deep inthe desk drawer has somehow been com-pleted and polished."In the field, especially in magazinework, there is a gradation. The easiest thingin the world, I've found, is to write an article. A little harder is to research it. Harderthan that is to sell the idea to an editor,either before or after you've written it. Andthe toughest of ail is collecting after it's in.Very often you hâve to chase down themoney."Assuming one wants to write books andeat at the same time, how do you do it? Howdo you become the next James Michener,say, or the next Paul Hoffman?"I think the best way is to write a bookthat sells and then keep going. That's a crapthrow. Publishers don't know what will sell.The annals of publishing are replète withhuge advances— of $200,000, $500,000, up toone million dollars in the case of SvetlanaStalin — of books that hâve bombed. And Ithink what has happened now is that thepublishing field has changed, that they areail women's books, how-to books. Standardfiction is going nowhere. General non-fiction is going nowhere. It's not beingpushed or promoted. And if you look at thebest-seller list, the money is in diet booksand exercise books or how to make a milliondollars."Given this state of affairs, DelmoreSchwartz might hâve altered his advice toread: "Write a lot, publish little . . . andwhen you do, collect m advance."Paul Hoffman, however, offers a farmore likely explanation — beyond famé andfortune — for why we continue to write."It beats working for someone else."elected chairman of the board of trustées ofSaint Xavier Collège, Chicago. He is président of Inland Steel Container Co., EastChicago, IN, and has been a trustée of SaintXavier's since 1978.William R. Fitzgerald, MBA'56, hasbeen promoted to vice-président of programs for the Satellite Communications Division of Harris Corp., Melbourne, FL. Hehad been director of programs before hispromotion.John L. Kim, AB'56, AM'58, has been appointed chairman of humanities at Newark Academy, Livingston, NJ.C ^ Neil Coleman, SM'57, PhD'60, has\J / been named director of the U.S.Department of Agriculture SédimentationLaboratory in Oxford, MS. He has worked atthe Sédimentation Laboratory since 1959,and is also adjunct professor of civil engineering at the University of Mississippi atOxford.David Danelski, AM'57, PhD'61, was given a 1980-81 dean's award for superiorteaching at Stanford University, Stanford,CA. He is professor of political science.Warren R. Lindgren, MBA' 57, has beenpromoted to vice-président of sales andmarketing at Benz Oil, Inc., Milwaukee, WI.Linda Krueger MacLachlan, AB'57. See1954, Bruce B. MacLachlan.Suzanne Perkins, AM'57, received anM.B.A. degree from the University ofCalifornia, Berkeley, Graduate School ofBusiness Administration, in December 1980.Andréa Stenn Stryer, AB'57, AM'58, achildren's librarian in Stanford, CA, is editorof Sélection, a new quarterly magazine de-voted to children's books and family activities.C Q Lawrence Rose, MD'58, is currently\-S \D doing research on a soft contact lensthat can be worn indefinitely. He also doesoccupational health, epidemiologic, andneuro-ophthafmologic research on employées exposed to pesticides. He lives inMill Valley, CA.CQ Jack J. Adler, SB' 59, MD'62, has¦^J y been elected président of the NewYork Lung Association. He is chief of pul-monary medicine at Brookdale MédicalCenter in Brooklyn, NY, associate clinicalprofessor of medicine at Downstate MédicalCenter and médical director of the Long Is-land University respiratory therapy trainingprogram in Greenvale, NY. Judith SpieglerAdler, AB'59, AM'61, has been accepted intothe Academy of Certified Social Workers.She is a social worker involved with spécialéducation students in White Plains, NY. InNovember she presented a paper entitled"School Social Work, Mainstreaming and theEmotionally Handicapped Child" at theNew York State School Social Workers Conférence.Rev. David Gallop, DB'59, pastor ofPlymouth Congregational Church in SanDiego, CA, has established the North ParkChristian Service Agency, a program pro-viding emergency food, clothing, and gênerai crisis intervention.Charles Wah Lee, SB'59, SM'60, hasbeen appointed to the newly formed NewJersey State Panel of Science Advisors forthree years. He fs presently professor, program director of environmental studies, andNational Science Foundation project directorat William Patterson Collège of New Jersey,Wayne, NJ.Barbara Quinn Schmidt, AB'59, received her Ph.D. in Victorian literature fromSt. Louis University, St. Louis, MO, in May1980. Last spring she was a guest scholar atthe University of Leicester in England.£jT\ Sidney P. Abramson, JD'60, has be-Uv corne a partner in the law firm ofRobins, Zelle, Larson & Kaplan, in St. Paul,MN. He resigned last February as Ramsey,MN, district courtjudge.George Andros, MD'60, has been appointed to the board of trustées of St. JosephMédical Center Foundation in Van Nuys,CA. He has practiced vascular surgery at St.Joseph's for the past thirteen years, andserves as médical director of the VascularLaboratory there.Martha E. Church, PhD'60, wasawarded an honorary doctor of humane let-ters degree from Ursinus Collège, Col-legeville, PA. She is président of Hood Collège in Frederick, MD.James Doppke, AM'60, PhD'72, hasbeen appointed vice-président for educational affairs at the Collège of Lake County,Grayslake, IL. He had previously worked atChicago State University, Chicago, IL, most Clifton R. Wharton, ]r.Wharton HeadsRockefeller TrustéesClifton R. Wharton, Jr., AM'56,PhD'58, chancellor, the State University of New York, has been electedchairman of the board of trustées ofthe Rockefeller Foundation.Wharton succeeds Théodore M.Hesburgh, président of the Universityof Notre Dame.Wharton has been on the Rockefeller Foundation board for the pasteleven years.Wharton, a 55-year-old econ-omist, has had a distinguished careerin higher éducation, overseas économie development, and U.S. foreignpolicy. Prior to his appointaient aschancellor of SUNY, he served foreight years as président of MichiganState University. He concurrentlyserves as chairman of the NationalAssociation of State Universities andLand-Grant Collèges.Wharton is the récipient of six-teen honorary degrees.recently as associate provost.Margo Rotman Hoffer, AB'60, is currently serving as an elected trustée on theDowney Unified School District Board ofEducation, in Downey, CA.Mary A. Keelan, AM'60, attended theSeventh Annual Mid-Hudson Modem Lan-guages Association Conférence at MaristCollège, Poughkeepsie, NY, last fall, whereshe chaired a section on Italy and Anglo-French literary relationships and read apaper entitled "Sigrid Undset: Prose, Poli-tics, and Prizes." She lives in Millbrook, NY,and is completing work for her doctorate atthe University of Chicago.W. Marvin Kendrick, AM'60, PhD' 65, isvisiting associate professor of design this year at the Hartford Art School of the University of Hartford, CT./T -1 Robert Brinkerhoff, AM'61, PhD'71,\J _1_ has been appointed director of theCommunity Counseling Center sponsoredby the United Reformed Church of Clifton,NJ.Christiana McFadyen Campbell,PhD'61. See 1948, Keith O. Campbell.Richard Lee Fahmey, MBA'61, retiredfrom the U.S. Air Force in 1972. He is nowvice-président of Global Marine, Inc., in LosAngeles, CA.Chan Lien, AM'61, PhD'65, has servedas chairman of the National Youth Commission of the Executive Yuan, Republic ofChina, since 1978. He has previously servedas professor and chairman in the départaientof political sciences at National Taiwan University, as ambassador to El Salvador, and asdeputy secretary-general of the CentralCommittee of the Kuomintang.Dennis O'Brien, PhD'61, président ofBucknell University in Lewisburg, PA, hasbeen named to the board of directors of theGeisinger Foundation, parent organizationfor the Geisinger Médical Center and otherSystem affiliâtes in Danville, PA.Peter S. Rosi, MD'61, has opened amédical clinic in Raymond, WA. He hadpreviously run a clinic in Sitka, AK.Clark M. Williamson, DB'61, AM'63,PhD'69, has in the past year served as lecturer at Indiana University in Bloomington,IN; Drake University in Des Moines, IA;Chapman Collège in Orange, CA; ScrippsCollège in Claremont, CA; and the School ofTheology at Claremont. Barbara Unger Williamson, AB'62, AM'65, resigned her position as executive director of the Indiana CivilLiberties Union and is now administrativeofficer for the United States attorney ofSouthern Indiana./!'"} Thomas Bowman, PhD'62, has\J^m joined the Weidel Real Estate firmin Lambertville, NJ.Mark F. Kaufman, SB' 62, is a urologistpracticing in Indio and Rancho Mirage, CA.He graduated from the University of Southern California Médical School in Los Angelesin 1966, and completed his residency inurology at Stanford University, Stanford,CA, in 1974. He and his wife and three children live in Indian Wells, CA.Michael C. Kotzin, AB'62, has beennamed director of the Ohio-Kentucky-Indi-ana régional office of the Anti-DefamationLeague of B'nai B'rith, based in Columbus,OH.Barbara Unger Williamson, AB'62. See1961, Clark M. Williamson./ZQ George T. Duncan, SB'63, SM'64,\J\*J was elected a fellow of the AmericanStatistical Association last August. He is associate professor of statistics in the School ofUrban and Public Affairs at Carnegie-MellonUniversity in Pittsburgh, PA.Martin A. Gorovsky, AB'63, PhD' 68,has been named chairman of the Departmentof Biology at the University of Rochester inRochester, NY. An authority on cell and38 UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982molecular biology, he was a featured speakerat the 2nd International Congress of CellBiology in Berlin in 1980.Mervin C. Hamblin, PhD'63, has beenappointed director of the Defence SciencesDivision at the Defence Research Establishment Suffield in Ralston, Alberta, Canada.His wife, Barbara, who used to work in theAlumni Office, is now référence librarian atMedicine Hat Junior Collège, Medicine Hat,Alberta.Robert M. Hauser, AB'63, has beennamed to the Samuel A. Stouffer Pro-fessorship in sociology at the University ofWisconsin in Madison. He has taught atUW-Madison since 1969./1/f SisterM. Irenaeus Chekouras, RSM,\J JC PhD' 64, was awarded the GeorgeMcGuire Award, given annually to analumna or alumnus of Saint Xavier Collègein Chicago for outstanding contributions inthe field of éducation. Sister Irenaeus, whohas been président of Saint Xavier Collègesince 1972, will be retiring from the positionthis year.Stephen Fortgang, AB'64, is associateprofessor of social foundations of éducation,at the University of Northern Iowa, CedarFalls, IA. He is also an éducation commen-tator of radio station KUN1, the NationalPublic Radio affiliate for Northern Iowa.William E. Gibson, AB'64, AM'65,PhD'67, has joined the Republic of TexasCorp., Dallas, TX, as senior vice-présidentand chief economist. He most recentlyserved as senior vice-président for économies and financial policy for McGraw-Hill Inc.Lucie Cheng Hirata, AM'64, has beenelected to the California Humanities Council. She is associate professor of sociology atthe University of California at Los Angeles,and is director of the Asian Studies Centerthere.Richard Lee, DB'64, associate professorof humanities in Christ Collège of ValparaisoUniversity, Valparaiso, IN, recently resignedas editor of The Cresset, a review of litera-ture, the arts, and public affairs publishedby the university. He is living in Cambridge, England, where he is directing theuniversity's Overseas Study Center there forthe next two years.Fred G. Steingraber, MBA'64, has beenelected chief operating officer of A. T. Kennedy, Inc., a management consulting firm inChicago./T C Milton Cole, SM'65, PhD'70, hasU\_J been promoted to professor ofphysics at Pennsylvania State University,University Park, PA. He is currently on sab-batical leave at the California Institute ofTechnology in Pasadena, CA.Charles A. Goldsmid, AM'65, PhD' 71,is visiting associate professor of sociology atPomona Collège in Claremont, CA, thisyear. Paula Lipnick Goldsmid, AM'67,PhD' 72, is dean of the faculty at ScrippsCollège in Claremont.Jeff Mellor, AB'65, AM'67, PhD' 72, livesin Knoxville, TN, where he is associate professor of German at the University of Tennessee. In 1979 he received a Fulbright grant for study in Germany; that year he also received awards from the American Association of Teaehers of German and the GoetheHouse of New York.Shirley Geiser Van Marier, AM'65,PhD' 69. See 1970, Richard R. Erickson./l/I Robert A. Cornog, MBA' 66, has beenwU elected président of the MacwhyteCo., a division of Amsted Industries Inc., inChicago. He had been vice-président ofmarketing and sales at Macwhyte since 1975.An exhibition of paintings andmonotypes by Katherine Kadish, AM'66,was held last fall at the Benedict Gallery atSweet Briar Collège, Lynchburg, VA. Kadishteaches at the State University of New Yorkin Binghamton. She has been a fellow of theVirginia Center for the Creative Arts and ofYaddo, the artists' colony near SaratogaSprings, NY.Jay L. Lemke, SB'66, SM'68, has re-sumed his position as associate professor inthe School of Education at Brooklyn Collège,City University of New York, after a sabbati-cal year at the Institute of Education of theUniversity of London in England and at theDepartment of Linguistics at the Universityof Sydney in Australia. His wife, MarjoriePearson, AB'70, AM'72, continues her workas director of research at the New York CityLandmarks Préservation Commission,which included the extremely popular tourof SoHo which she conducted last year forthe University of Chicago Club in New York.Eugène Lowenthal, AB'66, received hisPhD. in computer science at the Universityof Texas at Austin in 1971. Since then he hasworked for MRI Systems Corp., now a sub-sidiary of Intel Systems Corp., in Austin, asa database management Systems designer.He and his wife, Linda, hâve a three-year-old daughter, Sarah.Joël Zoss, AB'66, whose first novel,Chronicle (Pocket Books, Simon & Schuster)was published last fall, has been awarded aNational Endowment for the Arts fellowshipand a $12,500 grant. Zoss, who lives inChilmark, MA, is currently working on anew book.Si y Thomas V. Busse, PhD'67, has been\J / named a senior Fulbright Scholarfor the 1981-82 year by the Council for International Exchange of Scholars. He is professor of clinical psychology at Temple University in Philadelphia, PA.Carrie Cowherd, AM'67, PhD'72, hasbeen named director of the Humanities Program at Howard University in Washington,DC, where she is assistant professor of clas-sics.Charles S. Davis III, MBA'67, has beenappointed associate administrator for policyand management Systems for the U.S. General Services Administration (GSA). He willdirect new initiatives for private industry assistance throughout GSA.Howard P. Greenwald, AB'67, has beenworking since 1979 as a research scientist forthe Battelle Human Affairs Research Centersin Seattle, WA, and holds an affiliate appointaient at the School of Public Health atthe University of Washington. Greenwald was formerly assistant professor in the University of Chicago Graduate School of Business.Sandra Barty Rehak, MAT'67, is working as a paralegal in Badger, CA, specializ-ing in cases dealing with the responsibilitiesof the American press. For the past elevenyears she has been a résident of Synanon, adrug-free church and aid center, where shehas helped develop the Synanon School andthe Senior Circle for older résidents.Norman A. Sonju, MBA'67, has beennamed to the board of trustées of TaylorUniversity in Upland, IN. He is vice-president and gênerai manager of the DallasMavericks basketball franchise.David E. Sternberg, AB'67, is assistantprofessor of psychiatry at Yale UniversitySchool of Medicine and chief of the Psychiatry Research Unit at the Connecticut MentalHealth Center in New Haven. He and hiswife, Frances Glazer Sternberg, AM'67, livein Woodbridge, CT.Bernard C. Watson, PhD'67, has beenappointed président of the William PennFoundation, a philanthropie organizationheadquartered in Philadelphia, PA. He hasbeen vice-président for académie administration at Temple University in Philadelphia.Fred G. Weiss, MBA'67, has beenelected corporate treasurer by the board ofdirectors of the Warner-Lambert Co., MorrisPlains, NJ. Weiss has worked for Warner-Lambert since 1974.(L Q Janet L. Brown, AB'68, and Larry R.DO Rule were married last July in Burlington, VT. She is currently employed byIBM in Burlington.Kenneth C. Hallum, AM'68, is the hostof a public affairs talk show on KEET-TV, aPublic Broadcasting System affiliate inEurêka, CA. Hallum is professor of socialwelfare at Humboldt State University in Ar-cata, CA.D. Rick Martinez, AB'68, has been appointed sales manager of the wine divisionof Capitol-Hustings Co., Inc., wholesalewine distributors in southeastern Wisconsin.Philip R. McKnight, JD'68, was electedchairman of the Greenwich, CT, chapter ofthe American Red Cross. He is a partner inthe Greenwich law firm of Ivey, Bamum &O'Mara.Terry L. Meyers, AM'68, PhD'73, hasbeen named associate dean of the faculty ofarts and sciences at the Collège of Williamand Mary, Williamsburg, VA. He is associate professor of English.Alice Karlin Powell, AB'68, AM'78, andher husband, Michael, live in Portland, OR,with their three-year-old daughter. Alice hasa private practice in psychotherapy for children and adults, and Michael owns and opérâtes Powell's Bookstores in Portland andChicago.David Vigoda, AB'68, has beenawarded a fellowship in the field of créativewriting from the National Endowment forthe Arts. He lives in Middleburgh, NY.69 Bernard Member, AB'69, is a pedia-trician specializing in children's can-34cer. He now lives in New York City.Ann Besser Scott, PhD'69, received agrant from the National Endowment for theHumanities for study at Harvard University.She is professor of music and départaientchairman at Bâtes Collège, Lewiston, ME.Fred Smith, MD'69, has joined the staffof Yonkers General Hospital, Yonkers, NY,as associate pathologist. He is associateprofessor of pathology at New York MédicalCollège in Valhalla, NY, and formerly servedat the Westchester (NY) Médical Center andat Albert Einstein Hospital in New YorkCity.Paul Y. Sze, PhD'69, professor ofbiobehavioral sciences at the University ofConnecticut in Storrs, CT, has been appointed a member of the Neurology StudySection of the National Institutes of Health(NIH). He also serves as a consultant to theMinority Biomédical Support Program of theNIH.Cynthia Tobias, AM'69, PhD' 77, is anenergy planning consultant with the WorldBank, where her récent work has includedassignments in Turkey, Burundi, andRwanda. She is married to Riaz Gondal,whom she met while on assignment inBujumbura, Burundi. They live in ChevyChase, MD.Florence Emery Cohen, AM'70, hasbeen made vice-président for marketanalysis in the actuarial department of thePrudential Insurance Company, Newark,NJ. She is director of the Life ManagementInstitute's greater New York chapter and wasincluded in the 1981 édition of Who' s Who inFinance and Industry.Frank H. Day, AB'70, has retumed tothe U.S. after a three-year assignment inEthiopia, and is now the Ethiopia/Djiboutidesk officer at the Department of State inWashington, DC.This académie year, the Department ofAstronomy and Physics at Lycoming Collègein Williamsport, PA, is staffed entirely byUniversity of Chicago alumni. Richard R.Erickson, SM'70, PhD'74, is departmentchairman, having been with the faculty since1973. His wife, Caroline Lee SpinksErickson, AB'70, is serving a one-year appointaient as a sabbatical replacement. William E. Keig, AM'73, joined the Lycomingfaculty in 1980. In addition, Shirley GeiserVan Marier, AM'65, PhD'69, is dean of thecollège.Keith Joiner, AB'70, and Mary JoFijolek Joiner, AB'71, hâve two. sons —Steven, bom November 1980, and Bryan,âge 4. They live in Washington, DC, whereKeith is doing research at the National Institute of Health. Mary Jo recently completedher M. S. in library science at Simmons Collège in Boston, MA.Trudy Karlson and David Weber, bothAB'70, are living in Madison, Wl, whereTrudy is completing her Ph.D. in theepidemiology of injuries at the University ofWisconsin, and David is on the faculty of thedepartment of Family Medicine and Practice.Their son, Andy, is three years oldC. Thomas Newberry, MBA' 70, hasbeen appointed group director of finance, international, of the Pillsbury Co., Min-neapolis, MN.Marjorie Pearson, AB'70, AM'72. See1966, Jay Lemke.Alfred Piergallini, MBA' 70, has beennamed senior vice-président of marketingand opérations at Shasta Beverages, Inc.,Hayward, CA.Edward A. Robinson, MAT' 70, has beenpromoted to full professor in the departmentof secondary éducation at Northeastern Illinois University in Chicago. He was alsoelected to the board of directors of TheAcademy, a new high school for the per-forming and visual arts in Chicago.Marc W. Wanshel, AM'70, has beennamed a vice-président of Crocker Bank inSan Francisco, CA. He manages the bank'séconomies department's financial analysis.Wanshel was previously senior economistfor Argus Research Corp. in New York City.Christine Holaday Comstock,MD'71, has been named assistantprofessor of obstetrics and gynecology at thePennsylvania Collège of Medicine at theMilton S. Hershey Médical Center, Hershey,PA. She previously had been a résidentphysician at Northwestern University Hos-pitals and Rush-Presbyterian-St. Luke'sHospital in Chicago.J. T. Dillon, AM'71, PhD'78, and MissyGreear announce the birth of the first of theireight children, Jay LeRoux, on September 3,1981, in Riverside, CA.John D. Hofbauer, AB'71, has been appointed to the clinical faculty of the JulesStein Eye Institute and has a private practicein Beverly Hills, CA. He would like to hearfrom his collège card-playing friends.Maryjo Fijolek Joiner, AB'71. See 1970,Keith Joiner.Thomas V. Reilly, MBA' 71, has beenappointed investment officer at CG Investment Management Co., a subsidiary of Connecticut General Corp. of Hartford, CT.Lawrence Guy Straus, AB'71, AM'72,PhD'75, has been promoted to associateprofessor of anthropology at the Universityof New Mexico at Albuquerque. He is currently working on the long-term excavationof a site in Les Landes, France, which isbeing supported by the National ScienceFoundation. Last year he completed his research of an upper Paleolithic site in As-turias, Spain, which he carried out in collaboration with Geoffrey A. Clarke, PhD'71,who is professor of anthropology at Arizona State University at Tempe.Kevin Avruch, AB'72, and Sheila K.Smith, AB'72, announce the birth ofa daughter, Caria Rachel, on April 23, 1980.They live in Fairfax, VA.Théodore Berland, AM'72, has beenelected président of the 2200-memberAmerican Médical Writers Association. Heis the author of fourteen books and hun-dreds of newspaper and magazine articles.He heads the Department of Journalism atColumbia Collège in Chicago, and is staffmédical wnter at Michael Reese Hospitaland Médical Center.Mark J. Blechner, AB'72, has been ap pointed assistant clinical professor of médical psychology at the Collège of Physiciansand Surgeons, Columbia University, NewYork City. He is in private practice as apsychotherapist.F. Timothy Fuller, MBA'72, is currentlyproduction manager for the computer Systems division of Hewlett-Packard Co., SantaClara, CA.Carol Heller and Dan Kozloff, bothAB'72, are both waiters at the RockridgeCafé in Oakland, CA. They did not knoweach other as classmates, but discoveredeach other's identity when Carol walked intothe café wearing a University of Chicagosweatshirt.J. Kenneth Mangum, JD'72, works withthe law firm of Robbins & Green in Phoenix,AZ. He was recently made a shareholdingpartner in the firm.Homer Page, AM'72, PhD'79, receivedthe Walter E. Elder Mémorial award from theDenver, CO, Fédéral Executive Board lastyear, in récognition of his "exceptional public service achievements." Page is chairmanof the Colorado Governor's Advisory Council on the Physically Handicapped, and thedirector of the Office of Services to DisabledStudents at the University of Colorado atBoulder.Jeffrey Quilter, AB'72, has been appointed professor of anthropology andsociology at Ripon Collège, Ripon, Wl. Hereceived his Ph.D. in anthropology from theUniversity of California at Santa Barbara lastyear. He has been married to SarahMcAnulty since 1977, and has a three-year-old daughter, Susanna.Naomi Silverstone, AM'72, is director ofthe Utah Network of Rural Health Programs,in Sait Lake City, UT.Daniel J. Wintz, AB'72, has joined thelaw firm of Hotz, Kluver, Kizer & Jahn inOmaha, NB. He was previously secondvice-président and senior empoyee benefitadministrator for the Omaha National Bank.Marsha Aitken, AM'73, is workingas the labor manager for East WindCommunity, an intentional community offifty people in the Missouri Ozarks.Jeff Alexander, AB'73, recently movedto Tulsa, to open a new dermatology practice. He and his wife, Judy, are the parents oftwins, Robert and Lindsay.David C. Bauer, MBA'73, has joinedBRK Electronics, Division of Pittway, inChicago, as director of marketing. Bauer wasformerly director of audio product planningwith Zenith Radio Corp.Kathleen Ezolt Carie, AB'73, MBA'81, isa sales engineer in the industrial marketingdepartment of Linde Division, a subsidiaryof Union Carbide Corp. based in Chicago.She has been with Union Carbide for nineyears.Susan Avery Dickinson, AM'73, married Capt. Mark Mulholland, USAF, lastOctober in Wynantskill, NY. They live atVandenberg Air Force Base in California.William E. Keig, AM'73. See 1970,Richard R. Erickson.Debbie Levey, AB'73, and CrispinWeinberg, SB'73, SM'73, were married in40 UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982The Swiss ConnectionLast November twenty-two alumni andspouses living in Switzerland met for anapéritif, dinner, and prolonged conversationat the Château de Bossey near Geneva.Among those présent, every décadefrom the 1930s to the 1970s was represented.Some were Americàns; some were citizens ofother countries, including Switzerland.Alumni from the Collège, the divisions, andthe professional schools were included.Karl Hertz, PhD'48, director of the Ecu-menical Institute in Celigny, Switzerland,and his wife, Barbara, were the instigators ofthe affair. In their invitation to fellow alumni inSwitzerland, the Hertzes had written:"Sometimes we Hertzes read the alumninews in The University of Chicago Magazinemore thoroughly than usual. As a resuit thispast summer we discovered the Schroeters(James Schroeter, AB'49, AM'52, PhD'59,and loan Gitzel Schroeter, AB'49, AM'55,who live in Lausanne), who were letting itbe known, via the Class News that they wereinterested in hearing from other alumni.After that we found that several of ourGeneva friends also were U. of C. people.Then our daughter, Judith A. Hertz, AM'81,came with a list of SSA alumni living inSwitzerland. Our interest was kindled."A note to the Office of Alumni Affairs brought a list of approximately one hundredalumni living in Switzerland, the majoritybetween Lausanne and Geneva. So, togetherwith the Schroeters, the Hertzes invitedtheir alumni neighbors to dinner at Châteaude Bossey.According to the hosts, two opinionsseemed to be unanimous, among the guests:"I never worked so hard before or sincein my life, but I enjoyed it [their Universityof Chicago expérience) immensely."And:"A Chicago éducation has made a différence in my life."Everyone enjoyed the evening so muchthey hope to repeat it.Karl Hertz, PhD'48, welcomes alumnito dinner held in Celigny, Switzerland. Bernard Hyams, SB'43, (l. to r.) BarbaraBusca, SM' 69, and Lucien Facchm, MBA'77.November 1980. They hâve a daughter, ArielShoshana, born October 1981. Levey is a science writer for the Sea Grant program at theMassachusetts Institute of Technology,Cambridge, MA. Weinberg received hisPh.D. in neurobiology from Harvard University in 1980, and is now doing postdoctoral research with the MIT biology department.Edward A. Séré, AM'73, PhD'78, wasone of the selected speakers at the Inter-American Congress of Philosophy, held atFlorida State University in Tallahassee lastOctober. His topic was "What Are HumanRights?"7zd. william A- Baum' MBA' 74, has/ T! been appointed director of corporatefinancial reporting of Ryder System, Inc., inMiami, FL. He was previously an administrative executive with the accounting firm ofArthur Anderson & Co. in Chicago.Jeffrey Comfort, MBA' 74, has beennamed director of public health and welfarefor Cleveland, OH. Comfort has worked inthe city health department for seven years.Choy-Heng Lai, AB'74, SM'75, PhD'78,is a member of the physics faculty at the National University of Singapore, after two years as a research fellow with the Niels BohrInstitute at the University of Copenhagen inDenmark.Susan Gail Schaffer, AB'74, MAT' 78,and Francis Ryan were married last Septem-ber in Woodbridge, CT. Last June she received her M.B.A. from Northwestern University in Evanston, IL. The couple live inChicago.Peter D. Schaeffer, SB'74, has beenpromoted to manager of market research anddevelopment for Standard Oil of Ohio(SOHIO). He lives in Bratenahl, OH.'yC David L. Broderie, MBA' 75, was/ \y elected président of the LebanonValley, PA, Chamber of Commerce. He isadministrator of the Good Samaritan Hospital in Lebanon, PA.Thomas A. Cole, JD'75, has been electedvice-président of law at Northwest Industries, Inc., Chicago. He is a partner in theChicago law firm of Sidley & Austin.Thomas F. Dornback, MBA'75, has beenpromoted to vice-président for software development at Zenith Data Systems, subsidiary of Zenith Radio Corp., in Glenview,IL. He was previously corporate director ofinformation Systems for Zenith Radio. Mark Gruenberg, AB'75, reports that henow works as a writer for the Ottaway NewsService in Washington, D.C. Gruenberg, aformer Maroon editor, previously worked asbureau chief and deputy editorial writer forthe Middletown (NY) Times Herald Record.James E. Luckie, MBA'75, has joined theSeattle First National Bank in Seattle, WA, asvice-président for corporate banking, KingCounty Northwest Division. He had previously been a banking officer at ContinentalIllinois National Bank in Chicago.William A. Priebe, MBA'75, is vice-président of investments at the First Wiscon-sin Trust Co., Milwaukee, Wl.Thomas D. Scott II, AM'75, has beenappointed executive administrator of theSouthern Région Emergency Médical Services Council, Inc., based in Anchorage, AK.The Anne Hathaway Gallery at theFolger Shakespeare Library in Washington,DC, held an exhibition of drawings by SallySpector, AB'75, in November. Spector haslived in Montréal, Québec, for the pastfourteen years, and has had solo exhibitionsin Toronto, Montréal, and Halifax, NovaScotia.Thomas D. Stocks III, MBA'75, hasbeen promoted to director of treasury plan-41ning at Northwest Industries, Inc., inChicago.James Sugarman, AM'75, has been appointed director of the Community ServiceSociety's Retired Senior Volunteer Program(R.S.V.P), an organization which providesvolunteer opportunities to 8,000 New YorkCity résidents over the âge of sixty. He isalso co-president of Senior Action in a GayEnvironment (S.A.G.E.), the first effort inthe U.S. to provide social services to gay andlesbian elderly.r7/I Frank L. Ellsworth, PhD'76, has/ \J been elected to the Young Présidents' Organization, an educational organization of over 3,500 business leaders in morethan fifty countries. He is président of PitzerCollège, Claremont, CA, and professor ofpolitical studies there.Douglas S. Grover, MBA' 76, and CaroleAnn Zeuschel were married last October inSt. Louis, MO. He is a merchandiser withthe Continental Grain Co. in New York City.David M. Rubin, AM'76, has joinedHarris Trust and Savings Bank, in Chicago,as a real estate loan officer in the NationalBanking Division. He previously workpd asa policy analyst in the office of the PrimeMinister, Jérusalem, Israël.Lt. Curtis E. Spiller, AB'76, is currentlythe légal officer for the Second Battalion ofthe Eleventh Marine Régiment, First MarineDivision, stationed at Camp Pendleton, CA.William Richardson Timmons, MBA' 76,and Patricia Gail Stevens were married lastOctober in Norfolk, VA. Timmons is in theinvestment department at Canal InsuranceCo. in Norfolk.Robert Tuttle, MD'76, and CatherineKieler were married in Springfield Center,NY, last September. He is in the residencyprogram in anesthesiology at MassachusettsGeneral Hospital, Boston.' /' / Suzanne Brunzie, AB'77, and Theo-/ / dore A. Marsh, MBA'78, PhD'81,were married last April, and now live in SanFrancisco, CA. Brunzie is currently studyingfor her bachelor of science in nursing degreeat the University of San Francisco.Joseph Chaiken SB'77, has been appointed assistant professor of chemistry atSyracuse University, Syracuse, NY. He received his Ph.D. from the University of Illinois at Urbana-Champaign last January.Michael Collins and Beverley Freeman,both AM' 77, were married last August atWellesley Collège, Wellesley, MA,Freeman's undergraduate aima mater. She isa social services administrator in Water-town, MA, and Collins is accréditation manager with the Massachusetts Department ofCorrections.John E. Milkereit, AM'77, has beenelected président of the South Carolinachapter of the Public Relations Society ofAmerica. He is director of public relations atthe Médical University of South Carolina inCharleston, SC.Edward Victor Prochownik, PhD' 77,MD'78, has received a research fellowshipgrant from the Institute for Pédiatrie Serviceof Johnson & Johnson Baby Products Co. He is in his first year of fellowship at the Children's Hospital Médical Center in Boston,MA.Linas Sidrys, MD' 77, completed a fellowship at the University of Florida atGainesville, and is on the editorial board ofthe journal Cornea. He has two children,Lina and Rimas.^O T. L. Brink, PhD'78, has written/ O eleven articles for the fortheomingédition oiBaker's Encyclopedia of Psychology .He is on the clinical faculty of the psychiatrydepartment of Stanford University, Stanford, CA.Michael P. Fallon MBA'78, has beenappointed président and a director ofNorthwest Electric Co., an engineering andcontracting firm in Erie, PA. Prior to his appointaient, he had served as executive director of the Electrical Industry Study Boardin Chicago.LeRoy J. Hines, Jr., AM'78, received hisPh.D. from the Graduate School of Education Administration and Policy Study atNorthwestern University, Evanston, IL, lastJune.Théodore A. Marsh, MBA'78, PhD'81.See 1977, Suzanne Brunzie.Joseph R. McKee, MBA'78, has beenpromoted to engineered product sales manager for Mark Controls Corp. in Long Beach,CA.Eva Moebs, MBA'78, recently becamecommercial loan officer with First NationalBank of Chicago. She successfully completedthe OP. A. examination in May 1980.Glen Pape, AB'78, has been reassignedto the Personal Financial Planning Divisionof the Northern Trust Co., Chicago.Calvin S. Stowell, MBA'78, has beenelected vice-président of Harris Trust andSavings Bank in Chicago. He is a member ofthe Employment and Staffing Division, andhas served as assistant vice-président since1978.Bart D. Zehren, MBA'78, has beennamed a communications officer in the Corporate Communications Department of theNorthern Trust Company, Chicago. He andhis wife, Linda, are the parents of a daughter, Mary Lynn, born last June.'TQ Kevin M. Connelly, MBA' 79, has/ y been elected assistant vice-présidentof Harris Trust and Savings Bank in Chicago.He is manager of the sales section in theCharge Card Division of the MetropolitanBanking Division.Stephen T. Kochis, MBA'79, has beennamed vice-président and head of the Bankof America's statewide Executive FinancialCounseling Department headquartered inSan Francisco, CA. He lives in Kensington,CA.Dennis Leppin, MBA'79, has been appointed project manager of gasification processes at the Gas Research Institute inChicago.Loren C. Meyers, AB'79, has been appointed law clerk to the Honorable Daniel L.Herrmann, chief justice of the SuprêmeCourt of Delaware, for the 1982-83 term.Richard N. Shulik, PhD' 79, is engaged in the private practice of clinical psychologyin the Merrimack Valley région of Massachusetts, and is also a part-time instructorof psychology at the University of Lowell,Lowell, MA. He lives in Andover, MA.Benjamin Streeter, JD'79, addressed thefall term baccalaureate degree candidates atMichigan State University, East Lansing,MI, his undergraduate aima mater, at commencement cérémonies last December. He isan attomey with the law firm of Jenner andBlock in Chicago.Steven M. Strickland, AB'79, has beenpromoted to commercial loan officer atPioneer Bank & Trust Co. in Chicago. Hejoined the bank last year as an account représentative in the commercial loan division.Of~\ Allison Ackerman and Daniel0\J Guberman, both AB'80, were married last October in Short Hills, NJ. She is achild care worker with the Jewish Children'sBureau in Chicago, and he is a légal assistantwith the Chicago law firm of Chatz, Berman,Maragos, Haber & Fogel.Andréa Buford, AB'80, and DavidRusin, a graduate student in mathematics atthe University, were married in BondChapel on September 20. They live in HydePark.Katherine Collins, AM'80, married PaulSeibert last October in Carbondale, IL.Jonathan Gerstner, AM'80, has been aninstructor at Judson Collège, Elgin, IL, thisyear, having taught courses on the churchand the Reformation.Michael Benson Kaye, AB'80, was promoted to programmer at the Northern TrustBank in Chicago last December. He works inthe retail banking computer area.Janet S. Mackey, AB'80, has beenawarded a 1981-82 graduate study Celia M.Howard fellowship from the Illinois Fédération of Business and Professional Women'sClubs. The award will be applied toward hertuition at Fletcher School of Law and Diplo-macy, Tufts University, in Medford, MA.Nancy Lee Smith, MBA' 80, has beenelected an assistant vice-président of HarrisTrust and Savings Bank, Chicago. She hasbeen with Harris Bank since 1974, and is amember of the commodities division of theirNational Banking Department.O"! Sean Gorman, JD'81, has been(_/ _L admitted to the Massachusetts Bar.He is an associate with the law firm of Foley,Hoag & Elliot in Boston, MA.Phillip A. Partington, MBA'81, has beennamed manager of manufacturing opérations for the General Refractories Co.'s U.S.Refractories Division in Pittsburgh, PA.Janet D. Perlofr, PhD'81, has beennamed director of the Division of HealthServices Research by the American Academyof Pediatrics in Evanston, IL. She had servedas a research associate for the Academywhile working toward her doctorate.Donald G. White, MBA'81, has beenappointed vice-président for safety, health,and loss control marketing, of the NationalSafety Council. He was formerly gêneraimanager of Rand McNally Collège Publishing Co.42 UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982September 1 to 1 7, 1982This spécial interest tour is sponsored byThe David and Alfred Smart GalleryandThe Center for Middle Eastern StudiesofThe University of Chicago.The group will be escorted byRichard L. ChambersDirector, Center for Middle Eastern Studies, The University of ChicagoandJohn CarswellCurator, Oriental Institute Muséum, The University of Chicago.The tour visits Istanbul, Edirne, Bursa and Antalya.TOUR FEATURES INCLUDE:• Roundtrip economy class airfare from Chicago or New Yorkon SABENA Belgian World Airlines.• Deluxe hôtel accommodations (or best available).•Ail meals.• Lectures and seminars by Dr. Chambers, Mr. Carswell, andnoted Turkish history and art experts.• Comprehensive program of sightseeing.•Ail transfers, meetings, and porterage.• Touring by deluxe air-conditioned motor coach.• Farewell "1001 Nights Gala Dinner."Tour Cost: Land $1955 (double occupancy) Air $1043 from Chicago$ 250 (single supplément) $ 821 from New York(includes Tax Déductible contribution of$200 to The University of Chicago in supportof Ottoman Art Exhibition at the Smart Gallery)W& The World of OZm For information, write or call:WORLD OF OZ, LTD.A Cortell Group Company3 East 54th Street, New York, NY 10022(212) 751-3250 or toll free (800) 223-662643DEATHSFACULTY AND STAFFAracadius Kahan, professor of économiesand history and chairman of the Committeeon Slavic Area Studies. Born in Poland, hestudied économies and law in Warsaw andserved with the Polish army during WorldWar II. He moved to the U.S. in 1950. Hereceived his M. A. in économies fromRutgers-The State University of New Jerseyin 1954, and his Ph.D. in 1958. In 1955, hejoined the faculty of the University ofChicago as a research associate. February.T. Nelson Metcalf, professor emeritus inphysical éducation and former director ofathletics at the University. A graduate ofOberlin Collège, Oberlin, OH, he coachedtrack and football there and at ColumbiaUniversity, the University of Minnesota,and Iowa State University, before succeed-ing Amos Alonzo Stagg as director of athletics and chairman of the physical éducationdepartment in 1933. He retired in 1956. Hewas a member of the U.S. Olympic Association for more than twenty-five years and wastechnical director of the 1959 Pan AmericanGames. January.Dr. Alfred Pick, professor emeritus inmedicine. Pick was born in Prague,Czechoslovakia, and received his doctoratefrom the German University there in 1932.He came to the United States in 1949 to jointhe staff at Michael Reese Hospital andMédical Center in Chicago. A noted car-diologist, he served as head of the heart station at Michael Reese until his retirement in1975. January.Irving Schweiger, professor of marketingat the Graduate School of Business. He cameto the University in 1954 as a post-doctoralfellow in statistics. From 1957 to 1976 heserved as editor of the journal of Business. Hisyear-end analyses and forecasts of the U.S.economy, delivered annually since 1962,were widely circulated. February.Herman M. Serota, SB'34, MD'38, PhD'39,former professorial lecturer in psychiatryfrom 1956 to 1974. He was most recentlyclinical professor of psychiatry at the University of California at San Diego. September.Jesse H. Shera, PhD'44, former associateprofessor in the Graduate Library School. Hewas named assistant director of the University Library in 1944, assistant professor inthe Graduate Library School in 1947, and associate professor in 1952. He left Chicago tobecome dean of the School of Library Scienceat Case Western Reserve University, Cleve-land, OH. He was awarded the University ofChicago Alumni Association's ProfessionalAchievement Award in 1975.Russell B. Thomas, AM'27, PhD'42, professor emeritus in English. Thomas joinedthe faculty of the University in 1936, and in1942 he received the Ernest Quantrell Awardfor excellence in undergraduate teaching. Hewrote or edited eight books, including The Search for a Common Learning: General Education, 1800-1960 (1962). He retired in 1965and served as supervisor of graduate foreignlanguage examinations from 1970 to 1980.January.Joseph Wepman, PhD'48, professoremeritus in behavioral sciences, surgery,and éducation. A specialist in speech dis-orders and reading disabilities, Wepmancame to the University in 1936 to direct theSpeech, Language and Learning DisabilitiesClinic and Research Laboratories, a post heheld until his retirement in 1976. He wasnamed assistant professor of psychology andsurgery in 1955 and professor in 1961. From1973 until his retirement he served as chairman of the Department of Psychology.March.TRUSTEES AND OTHERSWilliam McCormick Blair, life trustée ofthe University. A prominent Chicago business and civic leader, he was elected a trustée m 1931. From 1941 to 1954 he served aschairman of the Committee on Finance andInvestment. He was named an honorarytrustée (later designated as life trustée) in1954. March.Helen Regenstein, member of the VisitingCommittee to the Library and the Women'sBoard and an outstanding patron of the University. She was awarded the University ofChicago Medal in 1976 in récognition by theBoard of Trustées of her many activities onbehalf of the University. The Joseph andHelen Regenstein Foundation, named forMrs. Regenstein and her husband, who diedin 1957, provided support for many areas ofthe University, including the construction ofthe Joseph Regenstein Library, rénovation ofMandel Hall, and several professorships.March.THE CLASSES1896Tolbert F. Hill, MD'96, January.1910-1919Elizabeth Connor, PhB'10, December.Henriette Vondrocek Loufek, PhB'll,August 1981.Eugène R. Cohn, PhB'12, JD'13, December.Edwin S. Hamilton, SB'13, MD'13, February.Arthur L. Langhorst, SB'13, MD'15, March1976.Ethel Newbecker Ross, AM'13, February.Sandford Sellers, Jr., SB'13, AM'34, January.Howard R. Huse, PhB'14, PhD'30, March1977.Lathrop E. Roberts, SB'14, PhD'19, January.Miriam Baldwin Shilton, PhB'14, January.Frank F. Selfridge, X'15, February.James O. Murdock, PhB'16, December.Eugène C. Mason, X'17, April 1971.Solomon H. Bassow, SB'18, February. Angela Tyler Hay, ABT8, April.George F. Hibbert, SB'18, MD'20, December.Julius Bahr Kahn, SB'18, PhD'45, December.Helena Stevens Seaberg, PhB'18, February.Eva Louise Hyde, PhB'19, February.James H. Manning, SB'19, MD'20, February.Frank J. Riha, PhBT9, JD'20, March.1920-1929W. Noble Carter, SB'20, MD'24, March.F. Dean McClusky, AM'20, PhD'22,November.George W. Adams, PhB'21, JD'22, June 1981.James L. Churchill, PhB'21, AM'24, January.Hurford Henry Davison, PhB'21, January.M. Glenn Harding, PhB'21, December.Donald Hayworth, AM'21, February.Dawson, A. Phelps, AM'21, July 1981.Merritt Paul Starr, MD'21, February.John S. Ashby, SB'22, SM'23, MD'25,January.Simon E. Fagerstrom, AM'22, November.Morris E. Finsky, MD'22, December.Emma Hentges, X'23, October.Jennie Holliman, AM'22, February.G. Leone Malloy Burfield Martin, PhB'22,AM'25, November.I. Pat Bronstein, SB'23, MD'25, November.Edwin S. Godfrey, JD'23, October.Lois Morrison Long, PhB'23, November.Elmer Pendell, AM'23, March.L. Foster Wodd, PhD'23, December.John R. Amundson, AM'24, October.Ethel Ballantyne Davison, PhB'24, February.Hugh W. Donaldson, X'24, January.Catherine Gault Harrison, PhB'24,September.Gainer B. Jones, LLB'24, December.S. Edward Scott, AM'24, November.William D. Kerr, PhB'25, February.James Wallace Shaw, SM'25, MD'25,November.Harold E. Henke, MD'26, January.Robert B. Weaver, AM'26, November.Frances Murphy Bloom, PhB'27, January.Elizabeth Garrison Kemmer, PhB'27, July1981.Milton Mallin, JD'27, December.M. Edna Shipley, SM'27, December.Charles A. Bill, PhB'28, December.George Delbert Gray, JD'28, January.A. Edward Remick, PhD'28, September1980.Harry Silvian, SB'28, SM'30, MD'33,February.Noël G. Shaw, MD'29, December.Adolph J. Toigo, PhB'29, December.Norman E. Watson, AM'29, July 1981.1930-1939Théodore V. Bradley, PhB'30, JD'33,October.Gilbert Brighouse, PhB'30, SM'34, January.I. Edward Garrick, SB'30, December.Euphemia Lofton Haynes, AM'30.Galeta Marti Kaar, X'30, February.George F. Stewart, SB'30, March.Bessie L. Alford, SM'31, June 1981.Frederick S. Bils, AM'32, November.44 UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982Elizabeth C. Blythe, PhB'32, July 1981.Lorrian A. Cook, AM'32, December.Elmer C. Kiessling, AM'32, PhD'35,December.William T. Wilson, Jr., LLB'32, December.Murray B. Ferderber, MD'33, January.Walter C. Giersbach, PhD'33, November.Raymond L, Hightower, PhD'33, February.Frederick R. Hill, AB'33, November.Donald H. Root, MD'33, November.Ruth S. Gamson, PhB'34, June 1981.Fausto Ciulini, X'34, August 1981.Robert C. Hepple, PhB'34, December.Alice Green Hixon, X'34, February.Elbert W. Marlowe, SB'34, October.Anne O'Brien McDonough, AM'34,December.Robert S. Shute, X'34.Phylhs Nicholson Will, PhB'34, February.Donald Seba Mattson, AB'36, February.Russell G. Hightower, MD'37, June 1981.James E. Snyder, AB'37, December.Marvin P. Van den Bosch, MD'37, January.James L. Walters, SB'37, September 1981.Lawrence G. Collins, AM'38, May 1981.Jérôme M. Hopper, SB'38, MD'40, February.Frederick C. Hubbard, AB'38, January.Meyer B. Lovick, AM'38, March 1980.Reuben Fershko, SB'39, October 1981.Nye McLaury, AB'39.Jane Beuret Robbins, AM'39, April 1981.1940-1949Sarah Cavalli, AB'40, January.Sidney S. Spencer, AB'40, March.Robert H. Engle, PhD'41, January.Paul E. Moeller, JD, 41, November.Howard C. Dibble, MD'42, March.Kenneth M. Campione, PhB'43, February. Bill J. Barkley, X'44, January.Daniel J. Black, SB'45, MD'47, September.Seymour L. Hess, SM'45, PhD'49, January.Godfrey W Swanbeck, X'45, November.Frederick H. Wezeman, BLS'45, November.Minerva C. Groeff, PhB'46, September 1981.Lincoln Kanai, AM'46, February.Robert L. Fantz, PhB'47, PhD'54, December.Helen Olcott Jacobs, AM'47, February.Herbert L. Hanna, AB'48, July 1981.Kenneth R. Magee, MD'48, SM'49, March.Eugenia H. Waechter, SB'48, AM'59,January.Conor J. Daly, MBA'49, July 1981.Charles H. Johnson, X'49, March 1981.James E. MeKeown, PhD'49, December.Wendell H. Peary, AM'49, October.1950-1959Sam Sherman Brown, AM'50, December.Henry Edelheit, MD'51, December.Gerald M. Glasser, AB'51, April.Clarence R. Stroupe, AB'51, September.David N. Solomon, PhD'52.Dale W. Broeder, JD'53.Thomas A. Dunlea, PhD'53, January.Lorena E. Kemp, PhD'53, December.Dumont F. Kenny, PhD'53, December.Ernest R. Sandeen, AM'55, PhD'59, January.1960-1981Carlo B. Giononi, AB'61, SeptemberDonald C. Elifson, DB'64, November.Rollyn Osterweis Krichbaum, MAT'66,February.Timm J. Ellerbrock, MBA'68, December.Bryce H. Baldwin, MBA'71, March.Terri Kaplan Perlman, MST'77, August.Michael J. Nass, SM'78, PhD'81, October.BOOKS by AlumniLeonidas H. Berry, SB'25, MD'29, /Wouldn't Take Nothin' For My Journey: TwoCenturies of an Afro- American Minister's Family (Johnson Publishing Company). Six Générations of Berry's family members are thefocus of this history of black American Expérience. Berry is a Chicago gastroen-terologist.G. Waldo Crippen, AM'32, The KansasPacific Railroad (Arno Press). Crippen'soriginal master's thesis has been publishedas one volume of a collection entitled TheRailroads, edited by Stuart Bruchey.Arthur Berndtson, AB'35, PhD'40,Power, Form, and Mind (Bucknell UniversityPress). A new and systematic account of nature, man, and God, in which it is proposedthat power is the one substance of ailchanges, and matter and mind are forms ofpower. Berndtson is Byler DistinguishedProfessor of Philosophy at the University ofMissouri, Columbia, MO.Mary Neville Woodrich, AB'38, éd. , // APoem Bothers You (New Day Press). A collection of poems and illustrations by youngCleveland children. New Day Press, a non-profit organization, is seeking donors so the book may be distributed to inner city children. For information: Karamu House, 2355E. 89th St., Cleveland, OH, 44106.John P. Conrad, AM'40, Justice and Conséquences (D. C. Heath and Co.). The volumeis a collection of Conrad's essays. Conrad isthe first occupant of the George J. Beto Chairof Criminal Justice at Sam Houston StateUniversity in Huntsville, TX.Dante Puzzo, AB'40, AM'45, PhD'59,Walks Along the Croton Aqueduct (RandatampPress). The trail that folio ws the course of theold Croton Aqueduct in WestchesterCounty, NY, serves as background and inspiration for a flow of thought and feeling,historical comment and fictional art. Puzzo isprofessor of history at City Collège of NewYork.Eileen Jackson Southern, AB'40, AM'41,Anonymous Pièces m the Ms. El Escortai,IV. a. 24 (Hassler-Verlag). Critical analysisand transcription into modem notation ofsixty-four anonymous chansons in a manu-script of the Monastery Library, El Escortai,Spain. Southern is professor of music andAfro-American studies at Harvard University. Thomas A. Sebeok, AB'41, The Play ofMusement (Indiana University Press). A collection of ten essays on semiotics andesthetics. Sebeok is Distinguished Professorof Linguistics and Semiotics and chairman ofthe Research Center for Language andSemiotic Studies at Indiana University,Bloomington, IN.Jeannette Shames Fields, AB'42, éd., AGuidebook to the Architecture of River Forest.River Forest is a western suburb elevenmiles from the "Loop," and is famous for itslarge assemblage of "Prairie School" architecture developed by Frank Lloyd Wrightand his followers. Fields is former executivedirector of the Chicago Architecture Foundation. In 1966 she received an alumni citation from the University in récognition ofher public service.F. David Martin, AB'42, PhD'49,Sculpture and Enhvened Space (The University Press of Kentucky). Martin, professor ofphilosophy at Bucknell University, Lewis-burg, PA, maintains that sculpture is theleast understood of ail the arts, and that it isdistinguished from other arts by its ability torelieve man's apartness and aliénation fromthe real world. Martin is the author of Artand the Religious Expérience.Arna Bontemps, AM'43, ArnaBontemps-Langston Hughes Letters, 1925-1967, edited by Charles H. Nichols (Dodd,Mead). The correspondence of the two pro-lific writers who were lifelong friends.Herbert A. Thelen, PhD'44, The Classroom Society: The Construction of EducationalExpérience (Halsted Press, John Wiley andCroom-Helm, London). The book is concerned with the ways in which educationalquality of life in the classroom can be im-proved. Thelen retired after thirty-threeyears as professor in the Department of Education at the University of Chicago.Howard S. Becker, PhB'46, AM'49,PhD'51, Art Worlds (University of CaliforniaPress). Observations on the coopérativecharacter of art work, including the rôle ofsuppliers, distributors, critics, and audiences in addition to that of the artist himself.Becker is professor of sociology and urbanaffairs at Northwestern University,Evanston, IL.Ralph M. Goldman, AM'48, PhD'51,Arms Control and Peacekeeping: Feeling Safe intins World (Random House/Knopf). A surveyof arms control, disarmament, and international peacekeeping developments sinceWorld War II. Goldman is professor of political science at San Francisco State University,San Francisco, CA.T. D. Lingo, PhB'48, Am'51, Self-Transcendence Workbook (Dormant Brain Re-lease School). A book that gives themethod — brain self-control — that will lead toself-release of the whole brain power. Lingois director of the Dormant Brain Researchand Development Laboratory at LaughingCoyote Mountain, Black Hawk, CO.Henry H. Presler, PhD'48, IntroducingStrangers to Hmduism (No. India ChrsitianTract and Book Society, India). Presler isemeritus research fellow of the Departmentof Religion, North Dakota State University,Fargo, ND.William A. Pryor, PhB'48, SB'51, éd.,Frec Radicals in Biology, Volume IV (AcadémiePress). A follow-up to Pryor's three previousvolumes, containing a number of reviews onvarious aspects of free radical reactions.Pryor is the Boyd Professor of Chemistry atLouisiana State University, Bâton Rouge,LA.Kenneth W. Thompson, AM'48,PhD'51, Cold War Théories: Volume 1, WorldPolanzahon, 1943-1953 (Louisiana State University Press). The first of a two-volumeexamination of the Cold War that seeks tofind the best framework for understandingits history, by joining political history withmore theoretical approaches. Thompson isthe White Burkett Miller Professor of Government and Foreign Affairs, and director ofthe White Burkett Miller Center of PublicAffairs at the University of Virginia, Char-lottesville, VA.Dale Aukerman, AB'49, Darkemng Valley: A Bibhcal Perspective on Nuclear War(Seabury Press). An analysis of the meaningand implications of the nuclear arms racedrawn from stories, images and parablesfound in the Bible. Aukerman attended theDivinity School from 1949-52. He lives inUnion Bridge, MD.Peter Selz, AM'49, PhD'54, and HarryN. Abrams, Art in Our Times (Harcourt BraceJovanovich). A comprehensive history ofmodem art, already widely in use as a collège text. Selz is professor of the history ofart at the University of California at Berkeley.Warren C. Miller, AB'50, AM'54, A Small Town is Best for Waiting and OtherStories (Climate Books). Five stories by anauthor who has been cited three times inBest American Short Stories. Though Millerhas been very widely published, A SmallTown is his first collection. Miller lives in St.Mary's City, MD.Larzer Ziff, AM'50, PhD'55, LiteraryDemocracy (Viking). A study of authors(Mailer, Vidal) who blend fact and fiction("faction") in their work. Ziff is CarolineDonovan Professor of English at Johns Hop-kins University, Baltimore, MD.James R. Flynn, AB'52, AM'55, PhD'58,Race, IQ, and jensen (Routledge). Flynn argues that blacks and whites in America areroughly équivalent in terms of gènes for IQ,based on quantitative reasoning and empiri-cal évidence. Jensen's differing views arefully presented. Flynn is professor of political studies at the University of Otago, Dune-din, New Zealand.Matthew Melko, AM'52, and Richard D.Weigel, Peace in the Ancient World (McFar-land & Co.). A book that gives scholarly attention to the subject of peace, including adiscussion of criteria for determiningperiods of peace. Melko is chairman of theanthropology/sociology department atWright State University, Fairbom, OH.Howard W. Allen, AB'54, AM'55, Pom-dexter of Washington: A Study in ProgressivePolitics (Southern Illinois University Press).Allen uses the late Miles Poindexter, whowas a United States senator from Washington State, as the biographical focus for ahistory of the senate from the Progressive era to the years following World War I. Allen isprofessor of history at Southern Illinois University, Carbondale, IL.Rhonda Goldstein Blumberg, PhD'54,éd. with W. J. Roye, Interracial Bonds(ANIMA Publications), a collection of essayson interracial contact; and with LeelaDwaraki, India's Educated Women: Optionsand Constraints (ANIMA Publications), astudy of highly educated urban women inSouth India showing how éducation affectstheir family and work rôles. Blumberg isprofessor of sociology at Rutgers State University, New Brunswick, NJ.Harry M. Buck, PhD'54, Spiritual Discipline in Hmduism, Buddhism, and the West(ANIMA Publications). Buck is professor ofreligious studies at Wilson Collège, Cham-bersburg, PA.Raymond J. Corsini, PhD'55, éd., Hand-book of Innovative Psychotherapies (JohnWiley). Having identified 250 approaches topsychotherapy, Corsini has designated 64 heconsiders the most innovative. The bookcontains essays by leaders in each of the 64Systems of therapy. Corsini lives in Hon-olulu, where he is adjunct professor at University of Hawaii. He also maintains a private practice.Kenneth R. Davis, PhD'55, MarketingManagement, 4th Ed. (John Wiley). Atextbook explaining the basic areas of marketing management. Davis is professor ofmanagement and director of the executiveprogram at Dartmouth Collège, Hanover,NH.Walter F. Murphy, PhD'57, The RomanTHE STUDENT/ ALUMNI JOB LIST SERVICE:For employers and job seekers.Every two weeks, the Career Counseling and PlacementOffice publishes job lists in six catégories: (A) Business,Government, Non-Profit; (B) Collège and UniversityAdministration and Student Personnel; (C) Collège andUniversity Teaching; (D) School Administration; (E)School Teaching; (F) Libraries.Distribution of the job lists is limited to University ofChicago students, faculty and alumni. Subscription féesare only $5.00 a list per quarter, or $16.00 a list per year.The lists are also available free for review in the CareerLibrary. Every effort is made to keep vacancies included on thelists appropriate for University of Chicago graduâtes.Printing and mailing are coordinated to ensure that sub-scribers receive the lists promptly.If you are an employer and want to place your job vacancyin front of a sélect one-to-three hundred discriminatingjob seekers at no cost to you, or if you are seeking information about job openings and want to subscribe tothe Job List Service, call (312) 753-3286 (or 962-7042), orsend the form below to The Student/ Alumni Job ListService, Career Counseling and Placement, The University of Chicago, 5706 S. University, Chicago, IL 60637.-Please send me a sample Job List (indicate which one) J want to list a job in the Job Lists.Send me your descriptive brochure with a subscription form.Name Address_ City_ Phone_State_L _!46 UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982Enigma (Macmillan). A World War II espion-age thriller set in the Vatican. Murphy isMcCormick Professor of Jurisprudence atPrinceton University. This is his secondnovel; his first, The Vicar of Christ, was a be-stseller last year.Eiichi Fukushima, AB'57, SM'57, andStephen B. W. Roeder, Expérimental PuiseNMR (Addison-Wesley). An introductorybook on puise nuclear magnetic résonance(NMR). Fukushima is associated with theLos Alamos National Laboratory of the University of California.William M. Phillips, Jr., PhD'57, TheSchool Sociologist: A Need and An EmergentProfession (University Press of America). Anexamination of elementary and secondaryéducation, arguing for the need for schoolsociologists in contemporary school Systems.Phillips is a professor in the Graduate Schoolof Education at Rutgers State University,New Brunswick, NJ.Herbert C. Friedman, PhD'58, éd., Enzymes (Hutchinson Ross, dist. AcadémiePress). Volume 1 of a new séries, BenchmarkPapers in Biochemistry, consisting of paperscovering the development of enzymologyfrom its beginnings in the eighteenth century with the work of Reaumur andSpalanzi, to the modem organic synthesis ofribonuclease by Merrifield. Friedman is associate professor in the department ofbiochemistry and the Collège at the University of Chicago.Robert Burleigh, AM'59, The Triumph ofMittens (Boardwell-Kloner Press). A collection of poetry.Cornélius J. Dyck, DB'59, PhD'62, AnIntroduction to Mennonite History, SecondEdition (Herald Press). A history ofAnabaptist-Mennonite life and thought fromthe sixteenth century to the présent, writtenparticularly for young adults.Alice Koolish Schneider, AB'60, Hos-hien Tchen, M. Kenneth Starr, Herta Newton, éd. Harmut Walravens, Catalogue ofChinese Rubbings from the Field Muséum Collection (Field Muséum of Naturel History).Schneider is an associate in the anthropology department of the Field Muséum inChicago.Nancy Datan, AM'61, PhD'71, AaronAntonovsky, and Benjamin Maoz, A Time ToReap: The Middle Age of Women in Five IsraehSubcultures (Johns Hopkins UniversityPress). Focusing on Israël, the authors em-ploy a variety of médical and psychologicaltests to discover how a variety of women re-spond to middle âge and the onset ofménopause. Datan, professor of psychologyat West Virginia University, Morgantown,WV, recently edited Transitions of Aging(Académie Press) with Nancy Lohmann.Andrew M. Greeley, AM'61, PhD'62,The Irish Americàns (Harper & Row). Draw-ing on personal expérience and sociologicalfindings, Greeley examines the Irish inAmerica, maintaining that they hâve become the most highly educated and eco-nomically successful gentile ethnie group inAmerica, while adhering to traditional cul-tural patterns., Greeley, a priest of the Ar-chdiocese of Chicago, is professor of sociol ogy at the University of Arizona and seniorstudy director at the National Opinion Research Center. His syndicated column appears in over one hundred newspapers, andhis novel, The Cardinal Sins, is a récent be-stseller.Betty Glad, PhD'62, jimmy Carter: InSearch of the Great White House (Norton). Abiography of the thirty-ninth président ofthe U.S. Glad is professor of political scienceat the University of Illinois at Champaign-Urbana.Gerald E. Marsh, SB'62, SM'65, G. S.Stanford, T. A. Postol, and A. DeVolpi, 60171Secret: The H-Bomb, the Progressive Case, andNational Secunty. An account of the U.S.govemment's unprecedented attempt toprevent publication of a magazine article onH-bomb design culled by a joumalist fromunclassified material. Marsh is a physicist inthe reactor analysis and safety division ofArgonne National Laboratory in Argonne,IL.Frederick C. Stern, Am'63, F. O. Mat-thiessen: Christian Socialist as Critic (University of North Carolina Press). A critical studyof one of the major American literary figuresof the 1930s and '40s. Stern is associate professor of English at the University of Illinoisat Chicago Circle.Frank M. Bockus, PhD'64, CoupleTherapy (Jason Aronson). A methodologicalexamination of behavioral, psychodynamic,structural and other Systems of coupletherapy; constructs an integrated experien-tial approach. Bockus is an independentconsultant in family and interpersonal re-lationships in Sait Lake City, UT.Paul E. Peterson, Am'64, PhD'67, CityLimits (University of Chicago Press). Peter-son, professor in the political science andéducation departments at the University ofChicago, argues that it is the économie inter-ests of a city, not internai struggles forpower, that shape what local govemmentsdo.George P. Richardson, MAT'64, Introduction to Systems Dynamics Modeling WithDYNAMO (MIT Press), with AlexanderPugh. Systems dynamics is a method ofstudying behavior of large aggregations —businesses, cities, etc. This book covers thefundamentals of the subject and détailscomputer implementations using DYNAMOprograms. Richardson is affiliated with theSystems Dynamics Group at the Massachusetts Institute of Technology in Cambridge, MA.James Bennett, AM'65, PhD'72, OralHistory and Delinquency: The Rhetonc ofCriminology (University of Chicago Press).Bennett investigates the use of life historiésof juvénile delinquents to overcome publicindifférence and help understand the humantraits of offenders. Bennett is program coor-dinator for the social sciences, Office ofSponsored Research, University of Illinois atChicago Circle.Sheldon J. Hershinow, Am'65, BernardMalamud (Frederick Ungar Publishing Co.).A study of the work of the contemporarynovelist.Robert C. Morris, AM'65, PhD'76,Reading, 'Riting, and Reconstruction: The Edu cation of Freedmen in the South, 1S61-1S70(University of Chicago Press). A study of theNorthem-based program to educate Southern blacks during the Civil War and Reconstruction, and the effect it had on racerelations. Morris is assistant professor ofhistory and éducation and head of spécialcollections, Teaehers Collège, ColumbiaUniversity, New York City.Zane L. Miller, PhD'66, Suburbs: Neigh-borhood and Community in Forest Park, Oluo,1935-1976 (University of Tennessee Press).Forest Park, a Cincinnati suburb, was one ofseveral "greenbelt" towns established by thefédéral government in the 1930's. The booktraces its transfer to a private developer, andthe émergence of social and political institutions. Miller is professor of history atthe University of Cincinnati.David H. Rosenbloom, AM'66, PhD'69,Représentative Bureaucracy and the AmericanPolitical System (Praeger). Rosenbloom, professor of public administration at SyracuseUniversity, Syracuse, NY, co-authored thisbook. A second édition of his PersonnelManagement in Government has been recentlypublished (Dekker).Harold F. Schiffman, AM'66, PhD'69,and Michael C. Shapiro, AM'70, PhD'74,Language and Society in South Asia (MatilalBanarsidass, New Delhi, India). Schiffman isprofessor of Tamil and Shapiro is associateprofessor of Hindi at the University ofWashigton, Seattle, WA.Larry J. Alderink, AM'67, PhD'74, Création and Salvation in Ancient Orphism(Scholars Press). A study of an ancient Greekmovement which included création mythsand belief in salvation through the séparation of soûl and body. Alderink is associateprofessor of religion at Concordia Collège inMoorhead, MN.Jill Raitt, AM'67, PhD'70, éd., Shapers ofReligions Traditions in Germany, Switzerland,and Roland, 1560-1600 (Yale UniversityPress). Thèse essays examine the careers andideas of twelve men who had prominentrôles in shaping the post-Reformationchurches. Raitt is associate professor of his-torical theology at Duke University,Durham, NC.David M. Kaufman, MD'68, ClinicalNcurology for Psyclnatnsts (Grune & Strat-ton). Dr. Kaufman is associate professor ofneurology at the Albert Einstein Collège ofMedicine in New York City and was theAlbert Einstein Visiting Professor at Ben-Gurion University, Beersheva, Israël, in1980.Elizabeth A. Lynn, AM'68, The SardonyxNet (Putnam). A science fiction work, it isLynn's sixth book; four novels and a shortstory collection were published by BerkleyBooks.Norman Chaney, AM'69, PhD'75, Théodore Roethke: The Poetics of Wonder (University Press of America) sets forth a définitionof the religious vision of the major Americanpoet. Chaney is assistant professor of English at Otterbein Collège, Westerville, OH.Elliot Feldman, AB'69, and JérômeMilch, Technocracy versus Democracy: ThePolitics of International Airports (AuburnHouse). Written under the auspices of Har-47vard University's Center for InternationalAffairs, the book compares the expérience offive nations, including the U.S., in copingwith basic public policy questions raised inairport development. Feldman is director ofthe University Consortium for Research onNorth America at Harvard and is on the faculty of Brandeis University, Waltham, MA.William J. Hynes, AM'69, ShirleyJackson Case and the Chicago School: TheSocio-Historical Method (Scholars Press). Astudy of the Chicago School of biblicalstudies and church history, which seeks tounderstand the history of Christianity as asocial movement. Hynes is assistant dean forfaculty, and associate professor of religiousstudies at Régis Collège in Denver, CO.David R. Mason, AM'69, PhD'73, Timeand Providence (University Press ofAmerica). An essay based on an analysis ofthe concept of time in Whitehead andHeidegger, which argues that there is a basiccorrélation between how one conceives timeand one's doctrine of providence. Masonteaches in the Religious Studies departmentof John Carroll University, in Cleveland,OH.David E. Aune, PhD'70, éd., Jésus andthe Synoptic Gospels (Institute for Biblical Research and the Theological Students Fellowship). A bibliographie guide to materialspertinent to the study of the life and teach-ings of Jésus. Aune is professor and chairman of the Department of Religious Studiesat Saint Xavier Collège in Chicago.Dan Campion, AB'70, Calypso (SynclinePress), a chapbook of poems, and with JimPerlman and Ed Folsom, eds., Walt Whitman:The Measure of His Song (Holy Cow! Press), acollection of poems, essays, letters, andphotographs tracing the influence of Whitman on American literature from 1855 to theprésent. Campion received his M. A. fromthe Program for Writers at the University ofIllinois at Chicago Circle and is now a Ph.D.candidate at the University of Iowa in IowaCity.Susan Z. Diamond, AM'70, PrepanngAdministrative Manuals (ANACOM). A com-prehensive guide to preparing policy andprocédural manuals. Diamond is présidentof Diamond Associates, a Chicago area management consulting firm.Adeoye A. Akinsanya, AM'71, PhD'73,The Expropriation of Multinational Property mthe Third World (Praeger). An examination ofthe relations between host countries andforeign investors in twelve Third World nations, the international rules goveming expropriation, and the prospects of foreign investment in less developed countries in thefuture. Akinsanya is senior lecturer in political science at the University of Lagos,Nigeria. In 1980-81, he was visiting professor of international studies at the University of South Carolina in Columbia, SC.George M. Robinson, PhD'70, andJanice Moultoun, PhD'71, The Organizationof Language (Cambridge University Press).The authors consider the essential features ofsyntax and language, and provide a reviewof current théories.Ralph A. Rossum, AM'71, PhD'73, andGary L. McDowell, AM'78, eds., The Ameri can Founding: Politics, Statesmanship , and theConstitution. (Kennikat Press). An édition ofscholarly writings by a member of politicalscientists on the American founding and theConstitution. Rossum is associate professorof political science at Loyola University inChicago; McDowell is assistant professor ofpolitical science at Dickinson Collège inCarlisle, PA.Kevin Avruch, AM'72 American Immigrants in Israël: Social Identifies and Change(University of Chicago Press). Avruch, assistant professor of anthropology at GeorgeMason University, Fairfax, VA, explores theproblems posed by American immigrationto Israël.Mark K. Bauman, AM'72, Warren AkinCandler: The Conservative as Idealist (Scarcec-row Press). A biography of a bishop of theMethodist Episcopal Church, who was alsofounder of Paine Collège, président and firstchancellor of Emory University, and brotherof the founder of Coca-Cola. Bauman is assistant professor of history at Atlanta JuniorCollège, Atlanta, GA.William Ouchi, PhD'72, Theory Z: HowAmerican Business Can Meet the JapaneseChallenge (Addison-Wesley). The book, agreat commercial success, examines American management through the prism ofJapanese practices, focusing on companiessuch as I.B.M. and Hewlett-Packart. Ouchiis a professor at the Graduate School of Management at UCLA.Timothy John Mullin, JD'73, Trainingthe Gunfighter (Paladin Press). An investigation into the training of policemen in theproper choice, care, and use of weapons.Mullins has a private law practice in St.Louis, MO.Alana Northrop, AM'74, PhD'75, TheManagement of Information Systems (Columbia University Press). This book analyzes theorganizational impact of computers. Northrop is associate professor of political science at California State University at Fuller-ton.William A. Geller, JD'75, Spht-SecondDécisions: Shootings Of and By Chicago Police(National Institute of Justice). The study waswritten while Geller, now a research attor-ney with the American Bar Foundation inChicago, was working for the Chicago LawEnforcement Study Group. Norval Morris,professor in the University of Chicago LawSchool, wrote the foreword.Barbara A. Sizemore, PhD'79, TheRupturcd Diamond: The Politics of De-centralization of the District of Columbia PublicSchools (University Press of America). Thisvolume explores the inner workings of theBoard of Education in its relationship to theU.S. Congress. Sizemore was superintend-ent of the District of Columbia publicschools from 1973-1975.Sarah Gordon, PhD'81, éd., AU OurLives: The Centennial History of Michael ReeseHospital and Médical Center (Michael ReeseHospital). A collection of essays and historicphotographs, tracing the médical and socialaccomplishments of Michael Reese Hospitalover a hundred year period. Gordon editedthe book while serving as archivist at thehospital. EDITOR'SNOTESComments from our readers:"Congratulations on your springissue. The color, the layout, and theexécution of the concept is nothingless than splendid." Simon Bourgin,AB'36."The spring issue . . . was beau-tiful. The color. and black and whitephotos made me feel I was homeagain. Thanks to the people who putthe issue together and who financedthe photography." Pamela fean Frable,AB'76."... we hâve both read it [thespring issue] with enthusiasm anddelight. So much of that building andrénovation occurred during George'stenure as président [much of whichwas initiated during the late Lawrence Kimpton's years as président —1951-1960] or in the early years of hisretirement when we were still inHyde Park, and it is a joy to hâve thisvisual record." Muriel BeadleNow to set the record straight:On Pages 30-31 of the springissue, we failed to mention that thepopular racquetball, squash, andhandball courts in Crown Field Houseare officially "The Stackler Courts,"named for Edward K. Stackler,PhB'31, and his wife, Barbara K.Stackler.The Stacklers made a generouscontribution for rénovation of Crown,and requested that the courts be de-dicated to the memory of AmosAlonzo Stagg.On photo crédits in the springissue: Botany Pond, (P. 17) MichaelWeinstein, AB'80; Nautilus room(P. 30) and wrestlmg room (P. 31)Sadin-Karant; Crown interiors (P. 31)James Norris. S4ï UNIVERSITY OF CHICAGO MAGAZINE/Summer 1982// can happenat any time.First, a problem raises questions.Questions lead to spéculation, thesifting and weighing of évidence.Then, whether by the slow piecingtogether of facts or by a suddeninsight, ideas fall into place,relationships are seen, a hypothesis isconfirmed, and there is understanding.One book canen.The richness of the University of ChicagoLibrary's holdings hâve made it aninvaluable resource for learning andresearch. With its collection of over fourmillion volumes, the Library is anenormous storehouse and workshop forscholarly activity. But any inquiry can beinfluenced by even a single book.Through its Friends and Alumni BookFund, the Library offers you theopportunity to add one or more books toits collection and at the same time honoror mémorial ize someone dear to you. Forevery $25 contributed to the Fund, a newbook will be purchased and identifiedwith a bookplate bearing both your nameand that of the person to whom thetribute is being made. The Library willsend copies of the plate and letters ofappréciation to you and to the person orperson's family.The gift will be both a tribute to a lovedone or associate and an affirmation of theimportance of the University's work —work which you can help make happen. happening. . .r 1Mr. Martin Runkle, DirectorThe University of Chicago Library1100 East 57th StreetChicago, Illinois 60637Dear Mr. Runkle:Please accept this gift to the University of Chicago LibraryFriends and Alumni Book Fgnd.Gift in honor of on the occasion of ..Gift in memory of Please inform whose address is_I enclose $_ . for the purchase of . _books.Name Address_City State_ Zip.i j(tMunichUlmSalyburg<£MelkViennaJ^rankfurt n ^ wBaroque and Rococo Art in Germany and AustriaA tour organized and conducted by The David and Alfred Smart Galleryof The University of ChicagoLeaving Chicago Wednesday, September 15, 1982; returning from Frankfurt Friday, October 1, 1982This 17-day, 15-night tour, the third of its kind offeredby the Smart Gallery, will concentrate on the artisticmonuments and masterpieces of the Late Baroque andRococo periods (the late seventeenth and the eighteenthcenturies) in Southern Germany (Bavaria, Franconia andSwabia) and Austria. While the tour will include citieslarge and small such as Munich, Salzburg and Vienna,visits to less well-known treasures such as the churchof Weltenburg near Regensburg, Ettal monastery hiddenin the Bavarian Alps or the pilgrimage church of Birnauon the Lake of Constance will be one of the mostspectacular aspects of the tour.The tour will be conducted by Edward A. Maser, Professor of Art and Director of the Smart Gallery at theUniversity. International^ known for his work in Germanand Austrian art of the seventeenth and eighteenthcenturies, Professor Maser has studied in Germany andAustria and resided there for many years. He speaks German fluently as does his wife, who will also accom-pany the tour.Participants in the tour will not only be introduced tomasterpieces of Baroque and Rococo art, but will alsoaid in supporting one of Chicago's small but prestigiousart muséums, The David and Alfred Smart Gallery,through their tax-deductible $300 contribution which isincluded in the price of the tour. Tour accommodationswill be in first-class hôtels with breakfast and somemeals included. Travel will be by air-conditioned mo-torcoach. The cost of the tour is $2,655 per person shar-ing, $180 single supplément.For further information and a detailed itinerary pleasecontact Georgina Gronner, Executive Travel, Inc., (312)527-3550 or The David and Alfred Smart Gallery, 5550South Greenwood Avenue, Chicago, Illinois (312) 753-2121. 5:no» O)ir- a-n3Co.T ~*4 ta* Lno T>.> >>>..o m Torxio> < (/)V) X)~H rriHn<U! oO T)0-4 o-nIon10 ™x-4 TJt-33 ~»nm >xni orH o>•*r XIoooUl-dp Vp. o<w ETP £.o u-