THE UNIVERSITY OFCHICAGO g RECORDMarch 30, 1971 An Official Publication Volume V, Number 5CONTENTS79 CONTINUITY AND CHANGE:STUDENT MENTAL HEALTH CLINICANNUAL REPORT FOR 1969-197084 FEDERAL SUPPORT OF THE PHYSICALSCIENCES IN UNIVERSITIES85 A SUMMARY OF THE 335th CONVOCATION85 APPOINTMENTS OF VISITING FACULTY86 JAMES W. CRONIN APPOINTED UNIVERSITY PROFESSOR86 FOUR NEW DISTINGUISHED SERVICE PROFESSORS86 BERNARD MELTZER NAMED TOJAMES PARKER HALL PROFESSORSHIP86 IN MEMORIAM87 DISTINGUISHED SERVICE AND NAMED PROFESSORSHIPS90 COMMITTEE ON APPOINTMENT INEQUITIES91 FACULTY HONORS91 RECENT PUBLICATIONSTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLER©1971 by The University of Chicago. All rights reserved.THE UNIVERSITY OF CHICAGO RECORDCONTINUITY AND DESTINYSTUDENT MENTAL HEALTH CLINIC1969-1970 ANNUAL REPORTImplicit in the rapid expansion of psychiatricservices by colleges and universities is an important shift from the philosophic stance ofserving in place of parents by regulating deportment to that of offering evaluation, consultation,and treatment for the general emotional andphysical well-being of students they seek toeducate. Individual colleges and universitieshave undertaken demographic and longitudinalstudies which yield interesting information; butcollege generations pass rapidly and what maybe valuable retrospective information tends notto have predictive value for students currentlyenrolled. It has been our purpose through theseannual reports to share with our colleagues whatwe can learn of institutional stress points byrelating high clinic users^to their proportionateregistration on campus. In this way changes inconditions of living and learning can be initiatedwhile the current generation of students are stillresident on campus. Before turning to a preview of the current academic year, a review ofthe past decade may be of interest.A Review of the SixtiesThe class entering in 1960, the generationborn in the first year of World War II, gaveevidence of a high incidence of depression. Ourattention was drawn in succeeding years to newcomers to campus, particularly those in thefirst years of undergraduate education, for theygave evidence that the individual stress of somemight be relieved if certain institutional changescould be introduced. We compared admissionsratings for two entering classes and followedtheir clinic history to the time of expectedgraduation. We found differences between clinicusers and non-users to be insignificant and concluded that dividends from further improvements of the selection process seemed minimal.On the basis of general knowledge that studentsin the early undergraduate years are vulnerable,that some grow and prosper in an unstructuredsetting while others do not, we recommended greater concentration of university effort onimproving institutional programs which promote the general welfare of the student body.We noted that a peer culture increased anxiety and tension for some, and that in a youthful population this tended more swiftly to reachepidemic intensity. We described the urgencyand impatience with which young studentsdemand the accomplishment of radical changein themselves and their environment. We discussed the adverse effect of an intense, tightly-scheduled orientation period which played intothe expectation of rapid change, leaving studentsdepleted and subject to depression when thisended. It was our hope that a more extendedperiod of supportive acculturation might enableyoung students to take confirmation from theuniversity community that change cannot andneed not be accomplished overnight.Noting that typically 15 percent of the population of any dormitory housing first-year students used clinic services, we found this anindication not of a larger number of disturbedyoung people in dormitories, but rather thatthrough househeads a disturbed student earlyin his stay on campus was better informed aboutwhere to seek help, and, through the experiencesof classmates, had better knowledge of the distortions in his own development. We found,however, that the use of assistant househeadsclose in age to students for whom they boresome responsibility did not offer a sufficientlystabilizing and growth-enhancing experience,since these young people suffered from toomany of the same stresses.The high incidence of very young womenamong clinic users led us to question whetherthis campus was more difficult for women, although we knew from other researchers andfrom previous studies of our own populationthat women tend to use health services morereadily than men. Men suffer as much, but donot as readily admit their need for help. Butsince women were clearly indicating their difficulties, we expressed our belief that more79general efforts might be in order in their firstyear on campus. This might enable more youngwomen to accept their own individual tempo ofgrowth and development while increasing understanding of their physiological and psychological needs.It was our hope that greater access to adultsof senior faculty level would enable more students to recognize that the infusion of learning,and mastery of what one learns, requires a longperiod of time, and to tolerate the inner tensionsstimulated by the need to evolve a set of valuesand standards by which they could live.When through special circumstances the entering class was reduced to the smallest numberin ten years, we were able to report at midpointin that final academic year of the decade amajor shift in clinic use. For the first time inclinic history, undergraduate use was morenearly in line with their proportionate registration on campus. It was our impression thatpopulation density, itself a factor which increases anxiety and tension, had been reducedand that this reduction in the numbers of theirpeers also allowed students more frequent access to seasoned adults. This trend for loweruse of undergraduates continued through theacademic year 1969-70.In this review of our experiences with some4,000 students we have seen in the past decade,we have left unsaid how much we have learnedfrom our colleagues in all areas of the University family as they sought to bring about changeswhich would make the transition to college anduniversity effective years for growth and learning. We do not claim credit for the many institutional changes which have been initiatedduring the past few years. We, like Joshua,only stood where the sun was bound to rise.But we believe that effective changes haveoccurred, for even with the increase of onehundred students in the entering class this FallQuarter, the gains are holding.Preview for 1970-1971It has been our custom to make this reportafter we have reached midpoint in the academicyear. Because certain trends are appearing whichare important to note, we are reporting at theconclusion of the Fall Quarter, 1970. The trendfor lower use by undergraduates continues. Ofgreater interest, we find that very young women, characteristically high users of our service,are now seeking help at a rate below their proportionate number on campus. There is clear indication from comments ofstudents that resident heads and their assistantsare a factor in easing transition from home tocollege; students seem less prone to project thedifficulties they encounter to faculty or administration. They seem to derive a sense of continuity with their experience at home in havingsenior faculty available to them. They like thesense of family. Those who come to see usseem to be strengthened by this and to be betterable to concern themselves with individualproblems engendered by personal difficulties intheir own functioning.Fourth Year MenAn upward trend in clinic use appears to beunderway for fourth-year men. We are reporting this early in the academic year because itconfirms a trend we observed for the first timeat the close of the last academic year when therate was double that for the previous year. Itwas apparent from their comments that thefourth-year student is affected by the generaltightening of economic opportunities at a timewhen his need for autonomy is greatest. Hisanxiety and shame over inability to achieve thismore keenly erodes his self-esteem.Many options for graduate study are closingat a time when work opportunities which wouldpermit a period of self-discovery and affirmationin a choice of career lines are also disappearing.The destructive and paralyzing effect of thecurrent economic scene may be minimized byopportunities for fourth-year men to discusstheir problems early in the year with leadershipfrom various segments of the University family.This may reduce the sense of isolation and lossof self-esteem even though no immediate solution for their dilemma is available. The supportwhich comes from this kind of social solidaritymay enable some students to tackle less gratifying opportunities with less suffering.Continuity and DestinyMany young people achieve university admission with a background of substantial achievement in some field. Their promise of futuregreatness is fuelled by the approval of parentsand mentors. They expect, in the new socialenvironment to which they have come, a continuity of this approval, fulfillment of thatdestiny for which they have been prepared.Competition with other well-prepared studentscomes as a sudden disruption of what has ap-80peared to be a continuous course, well-laid-out,forcing a reorganization of thought and feelingabout themselves and their destiny. This occursboth in the lives of students whose gradescontinue at a very high level and those forwhom grades indicate less preparation, lesspromise, or less interest in pursuing a courseof study than anticipated.When it is a matter of counseling a studentto seek other outlets and these prove gratifying,the issue is resolved and he is able to find himself in a new field. But in other students weperceive what can only be described as a flightfrom greatness. It is as if the demonstrationof great ability produces inner terror; the needto pursue a course at greater depth opens upalarming difficulties. Instead of wide vistas ofchoice and opportunity, the young student perceives a life which appears constricted and joyless. Even after a period of experimentation inother areas of study, he seems to be no closerto a resolution of his dilemma. His efforts become shallower and may in the end taper offentirely. The concern of those who are closeto him, who see the destiny for which he wasintended sacrificed, adds to his suffering. Bothout of his confusion and his need to escapefrom greatness, he may turn against parents,society and "the system." He may espouse aform of life which is strange and difficult forthose who have known him to understand.It is not always possible to determine onwhich side of a narrow line this behavior whichcan be useful experimentation or shallow escapism may fall. This is true not only for the observer but for the individual who is passingthrough this phase. For the young, it is easyto become prey to the myriad echo, exponential in impact, of a single phrase of descriptivebehavior picked up and presented by the media.The young cannot readily discern that the effectis that of an individual who steps into a mirror-lined room and declares, "Behold, I am a multitude and all are like me."A student may then join the "multitude,"increasing its seeming numbers, and find temporary refuge from his inner struggle. It is astruggle compounded of all his earlier grandiosefantasies which he must now bring under adiscipline through which these fantasies canbe modified and realized. History recordsaccountants, doctors, lawyers, scientists, andteachers turned novelist, poet, musician, orpainter. The reverse is not as well-publicized.To help students make of their powerful fantasies realizable goals is one of the missions of this university. A continuity exists betweenfantasy and accomplished reality. For it is partof the human experience to master disappointment and discouragement while pursuing waysin which inner unexpressed aspirations can bebrought to fruition. And in this commondestiny those of us who are farther along theway can offer our support.Ten- Year TrendThe following tables describe clinic use forthe Sixties. But the numbers and percentagesmask both the extent and the severity of theemotional illness of students who consulted us.They mask also the courage and strength withwhich students sought to overcome personalloss and serious difficulties.The number of students using our servicesfor the first time declined by almost one hundred, reflecting a lower enrollment of the pastyear. As we have noted in previous years, anincrease in enrollment results in a higher proportionate clinic use; in a declining enrollment,overall clinic use also drops but not at thesame rate. In 1968-69, 8.5 percent of all students in degree programs were seen in the clinicas compared with 7.5 percent for the year1969-70. Referrals to private therapists were10 percent, to Outpatient Department of Psychiatry, 4 percent, and to other clinics or agencies,2 percent. The number of hospitalizations declined.Dr. John F. Kramer, ChiefStudent Mental Health ClinicMrs. Miriam Elson,Chief Psychiatric Social WorkerStudent Mental Health ClinicClinic StaffMiriam Elson, Psychiatric Social WorkerDr. John P. Gerber, PsychiatristAlice Ichikawa, Psychiatric Social WorkerYolanda Jenkins, SecretaryDr. Peter B. Johnston, PsychiatristBetty Kohut, Psychiatric Social WorkerDr. John F. Kramer, PsychiatristAnna Mary Wallace, PsychiatricSocial WorkerAlba Watson, PsychologistMargaret White, SecretaryDr. Jerome A. Winer, Psychiatrist81TABLE 1 TABLE 3STUDENT MENTAL HEALTH CLINIC USAGERATE PER THOUSAND STUDENTSFOR THE DECADE JULY 1, 1960THROUGH JUNE 30, 1970Number of Number ofStudents Students RateAcademic in Degree consulting Per 1,000year ' Programs* MHC Students GRADUATE AND UNDERGRADUATECLINIC POPULATION COMPARED WITHTOTAL QUADRANGLE REGISTRATIONFOR THE DECADE JULY 1, 1960THROUGH JUNE 30, 19701960-61 11,877 484 40.81961-62 12,313 489 39.71962-63 10,139 481 47.41963-64 12,003 473 39.41964-65 12,106 560 46.21965-66 12,276 677 55.11966-67 12,794 652 50.91967-68 12,501 704 56.31968-69 12,221 735 60.41969-70 11,457* 708 61.7 Undergraduates GraduatesMHC Quadrangles MHC Quadrangles1969-70 45% 31% 55% 69%1968-69 50 31 50 691967-68 51 31 49 691966-67 51 31 49 691965-66 49 34 51 661964-65 49 31 51 691963-64 55 31 45 691962-63 56 31 44 691961-62 55 33 45 671960-61 57 32 43 63* Prepared by the Registrar's Office; this numberrepresents students enrolled in a degree programfor at least one quarter during the academic year.The year 1969-70 was estimated by the Registrar.TABLE 2NUMBER OF STUDENTS USING THE STUDENT MENTAL HEALTH CLINIC ANNUALLYFOR THE DECADE JULY 1, 1960 THROUGH JUNE 30, 1970ACADEMIC YEAR1969 1968 1967 1966 1965 1964 1963 1962 1961 1960Total under care 708 786 775 720 739 628 526 481 489 484New 474 568 559 490 516 436 347 334 313 347Former* 172 167 145 162 161 124 126 101 124 100Reactivatedduring thisacademic year 62 51 71 68 62 68 53 46 52 37Unduplicated total(new and former) 646 735 704 652 677 560 473 435 437 447* Carry-over from previous academic year included in totals.TABLE 4CLASS USE OF MENTAL HEALTH CLINICDURING FIRST TWO YEARS OF RESIDENCECLASS OF1965 1966 1967 1968 1969 1970 1971 1972 1973 1974SIZE OFENTERING CLASS 573 570 585 674 690 700 727 734 506 608YEAR OFCLINIC CONTACTIn 1st year 63 58 90 72 86 89 113 55 29 bIn 2nd year 65 54 85 87 75 77 63 18bTOTAL in1st two years H4a 128 112 175 159 161 166 176a Total only available.b Through December 31, 1970.82TABLE 5STUDENTS HOSPITALIZED IN ALBERT MERRITT BILLINGS HOSPITALFOR EMOTIONAL DIFFICULTIES FOR THE DECADEJULY 1, 1960 THROUGH JUNE 30, 1970Year Total ThroughOther Services ThroughMHC1969-70 18a 14 41968-69 25^ 5 201967-68 28a 7 211966-67 l7b 8 91965-66 25 12 131964-65 11 6 51963-64 l9a 11 81962-fe l4b 9 51961-62 18 11 71960-61 21 10 11a Three students in this total were hospitalized twice.b Two students in this total were hospitalized twice.TABLE 6ANNUAL NUMBER OF INTERVIEWS BY PERCENTAGE FOR THE DECADEJULY 1, 1960 THROUGH JUNE 30, 1970Number of i ACADEMIC YEARInterviews 1969 1968 1967 1966 1965 1964 1963 1962 1961 19601 25% 31% 29% 29% 25% 25% 23% 20% 19% 20%2-5 48 48 54 49 47 46 51 54 50 496-10 16 14 12 13 13 14 12 16 14 1311-20 7 5 3 6 7 7 6 5 7 9over 21 4 2 2 3 7 7 8 5 10 983THE 335th CONVOCATION ADDRESS:FEDERAL SUPPORT OF THEPHYSICAL SCIENCES IN UNIVERSITIESBy A. ADRIAN ALBERT*March 19, 1971It is with great pleasure that I greet you, particularly those of you who will be awardeddegrees today by this University. I congratulateyou on this achievement and hope that yourefforts in the future will also be crowned withsuccess.The title of my address today is FederalSupport of the Physical Sciences in Universities.While much of what I have to say applies to alluniversities, I will speak really from the pointof view of this University. The research ofwhich I speak is basic research, most of it issupported by federal funds, and much of it isso costly that it would almost vanish if thefederal funds which support it were withdrawn.The first item on my agenda is an attemptto provide you with some idea of the magnitudeof the research activity of the people in ourDivision of the Physical Sciences. There areapproximately 150 faculty members in the Division, and about 580 graduate students workingfor higher degrees. The Division is divided intosix Departments (Astronomy, Chemistry, Geophysical Sciences, Mathematics, Physics, andStatistics), one Committee (Information Sciences), and three Institutes (Computer Research, James Franck, and Enrico Fermi). Thelast two units are interdisciplinary laboratorieswhere astrophysicists, chemists, physicists, andgeophysicists work together on various aspectsof the physical sciences.The total of federally-funded research support for the Division as of January 1971 camein the form of 123 grants and contracts providing salaries for a support staff of 625. Ofthese, 255 are degree-seeking students. Theannual appropriations, as of this January, totalled nearly $10,500,000; this represents a substantial decline from the figure for October1970.The machinery for obtaining this support*A. Adrian Albert is Dean of the Division ofthe Physical Sciences and Eliakim Hastings MooreDistinguished Service Professor in the Departmentof Mathematics and in the College. was created by the Office of Naval Research in1946. The principal federal agencies now providing that support are that office, the Air ForceOffice of Scientific Research, the Army Research Office, the Atomic Energy Commissionthe National Science Foundation, the AdvancedResearch Projects Agency, and the NationalAeronautical and Space Agency.The Enrico Fermi Institute has the largestamount of federal support in the Division. Ithad an Office of Naval Research Contract whichsupported our cyclotron research for severalyears; this was later replaced by a NationalScience Foundation Grant. The Institute contains our Laboratory for Astrophysical andSpace Research. That Laboratory has a substantial number of research grants supportingits effort in the United States space program, aneffort which has been and continues to be remarkably successful.The Division has a large grant with theAdvanced Research Projects Agency. Its purpose has been to increase the strength of theUniversity in materials research. It began inJuly 1961 and is presently funded throughMarch 31, 1972. There is a strong possibilitythat a portion of the support now provided bythat Agency will be taken over by the NationalScience Foundation in its 1971-72 budget proposal.The research efforts of my Division haverequired the operation of a rather large machineshop. That shop is an important research tool.It provides rapid production of the special-purpose instruments needed for research in thephysical sciences. These are designed by instrument makers and precision machinists workingwith faculty members. Their function is to convert the ideas of faculty members into researchtools.Another research tool, of great importance tofaculty members both in the Division and outside it, is the Computation Center. The Centerbegan its operation in October 1962 and wassupported by a $500,000 National ScienceFoundation facilities grant. It is now operatedby a professional Director rather than by a84faculty member. Its operating costs exceed$3,000,000 annually, and supported researchusing the computers of the Center supplies onlyabout 75 per cent of the necessary funds. Inthis connection, you might be interested tolearn that a computer journal called "Computer World" recently published an articlestating that university computers in the UnitedStates are in deep financial trouble. The articlealso states that, according to the Director ofComputer Activities of the National ScienceFoundation, the first one tg close will be thecenter of the California Institute of Technology.Caltech, with a total overhead of $3,000,000,is expected to have a deficit of $1,500,000 thisyear. This might possibly be the beginning ofan academic tragedy.I will now turn to the National ScienceFoundation, an agency originally funded byAct of Congress at the annual level of $15,000,-000. It has recently submitted its 1971-72 budget proposal, a proposal which provides forfunding in the amount of $622,000,000. Whatis proposed is ill 6,000,000 above the 1970-71amount of $506,000,000.The proposed budget calls for increased levelsof scientific research support, but does reflectreduced support for certain phases of scienceeducation and institutional programs. The areasparticularly affected are institutional science development, direct graduate student support, andpostdoctoral support. Specifically the followingwill occur:1. The Foundation's Graduate Traineeshipprogram will continue to be phased out andno new traineeships will be funded in 1971-72.However, existing commitments concerning continuation traineeships will be honored.2. The Foundation's Graduate Fellowshipswill be continued, but at a reduced level fornew awards.3. There will be no new Science DevelopmentGrants. These are grants wliich provided over$200,000,000 to colleges and universities tosupport new or improved Ph.D. programs.4. There will be no funds for NSF regularPostdoctoral Fellowships, for NSF Senior Postdoctoral Fellowships, for NSF Science FacultyFellowships, or for NSF Senior Foreign Scientist Fellowships.5. An allowance of $40,000,000 will be provided to increase the Foundation's share ofFederal support of basic research. This increasewill provide funds for important research nolonger supported by other Federal agencies because of changes in program priorities. I have attempted to describe for you some ofthe aspects of an activity complicated becauseit consists of a large number of small-scaleindependent principalities and several large empires. Many of the small activities are one-manresearch efforts, and several of these may besupported by a single research grant. The largeractivities, particularly in experimental researchareas, usually involve several faculty membersworking in close cooperation but still with alarge measure of independence. However, ourmost difficult problems are due to the declinein the level of support in the nation; it remainsto be seen whether the new National ScienceFoundation budget will contain the correctivemeasures needed to support the basic researchwhich is so necessary if physical sciences research is to survive.SUMMARY OF THE335TH CONVOCATIONThe University awarded 381 academic degreesat the 335th Convocation on March 19th. Edward H. Levi, President of the University, presided. The text of Dean A. Adrian Albert'saddress is given above. Degrees awarded were:Bachelor of Arts, 29; Bachelor of Science, 2;Master of Arts, 121; Master of Science, 14;Master of Fine Arts, 1; Master of Theology, 7;Master of Business Administration, 123; Masterof Arts in Teaching, 5; Master of Science inTeaching, 1; Doctor of Law, 5; Master of Comparative Law, 1; Doctor of Jurisprudence, 1;Doctor of Philosophy, 71.APPOINTMENTS OFVISITING FACULTYAndrzej Trautman has been named VisitingProfessor in the Department of Physics and inthe Enrico Fermi Institute. Trautman, a theoretical physicist, is an authority on generalrelativity. He is on leave from his post asprofessor at the Institute of Theoretical Physicsof the University of Warsaw, Poland.David R. Penn, Assistant Professor of Physicsat Brown University, has been named VisitingAssistant Professor in the James Franck Institute. Penn, also a physicist, received his B.S.,M.S., and Ph.D. degrees from The Universityof Chicago. He was a Research Fellow at Ar-gonne National Laboratory and an NSF Postdoctoral Fellow at the Atomic Energy ResearchEstablishment in Harwell, England, beforejoining the faculty at Brown in 1967.85JAMES W. CRONIN APPOINTEDUNIVERSITY PROFESSORJames W. Cronin, a leading high-energy physicist, has been appointed University Professorin the Department of Physics and in the EnricoFermi Institute. The appointment becomes effective October 1, 1971.In 1964, Cronin was a senior member of ateam of Princeton physicists whose experimentsrevealed the Fitch-Cronin effect. Their theorysuggests that in some cases some physical lawsare violated when the direction of time is reversed. For their work, both Cronin and ValL. Fitch, Professor of Physics at Princeton,were awarded the Research Corporation Awardin 1967.Cronin earned his M.S. and Ph.D. degreesfrom The University of Chicago. Currently aVisiting Professor at the University, he isworking at the National Accelerator Laboratoryin Batavia, Illinois.FOUR NEW DISTINGUISHEDSERVICE PROFESSORSFour faculty members at the University havebeen named Distinguished Service Professors:Yoichiro Nambu is Professor in the Department of Physics and in the Enrico FermiInstitute. He is a pioneer in studies related tothe regularities in the relationships betweenstrange particles (short-lived sub-atomic particles with unusual characteristics).Arthur Friedman is Professor in the Department of English and editor of ModernPhilology, and was chairman of the Department of English from 1960 to 1963. Herecently edited the five-volume Collected Worksof Oliver Goldsmith and has published numerous articles on 18th century literature andbibliography.Valentine L. Telegdi is an experimentalphysicist and Professor in the Department ofPhysics, in the Enrico Fermi Institute, and inthe College. Telegdi was a member of one ofthree teams to have experimentally proved thenonconservation of parity theory for whichtwo former University of Chicago students(Chen Ning Yang and Tsung Dao Lee) wonthe Nobel Prize. He has also done significantwork on the properties of the weak interactionsin radioactive decay. Elder J. Olson, Professor of English, is aneminent poet, literary critic, teacher and scholar.He is author or co-author of nine books andnumerous scholarly articles. Among honors hehas received for his writing are: the Foundationfor Literature Award; the Eunice TietjensMemorial Award; the Longview FoundationAward for Poetry; the Young Poet's Prize; theWitter Bynner Award; and the Levinson Award.BERNARD MELTZER NAMED TOJAMES PARKER HALLPROFESSORSHIPBernard D. Meltzer, Professor in the LawSchool, has been named to the James ParkerHall Professorship. Meltzer is particularly wellknown for his knowledge of labor law and thelaw of evidence. He joined the faculty of TheUniversity of Chicago in 1946 as a professoriallecturer and a year later was made Professorof Law. He recently has been a consultant tothe assistant secretary of labor, and has servedas a labor arbitrator; he has conducted master'shearings for the National Labor RelationsBoard. His service to the government also includes a period as special assistant to theassistant secretary of state and acting chief ofthe foreign funds control division (1941-43),assistant to the chairman of the SEC (1938-40),and trial counsel for the Nuremberg War Trials,for which he received a commendation from theUnited States Army. His most recent majorwork is The Law of Labor Relations: Cases andMaterials.The chair to which Meltzer has been appointed honors James Parker Hall, a foundingmember of the Law School faculty who laterserved as Dean for twenty-five years.IN MEMORIAMMiss Nell M. Eastburn, a faculty member ofthe University for 32 years, died Tuesday,March 2, at Billings Hospital.Miss Eastburn was an Associate Professor ofPhysical Education, A veteran of World WarII, she was a commander in the U.S. CoastGuard Women's Reserve at the time of herdeath.86DISTINGUISHED SERVICE AND NAMED PROFESSORSHIPSDistinguished Service and Named Professorships are awarded to members of the University Facultyin recognition of their outstanding scholarship in their chosen field and their service to the University.DIVISION OF THE BIOLOGICAL SCIENCESGeorge W. BeadleDr. Luis A. CibilsDr. Albert DorfmanDr. H. Fernandez-MoranDr. Daniel X. FreedmanDr. Lawrence C. FreedmanDr. Hans H. HechtDr. Charles B. HugginsDr. Leon O. JacobsonDr. Joseph B. KirsnerHeinrich KliiverRichard C. IxwontinDr. John R. LindsayDr. Sidney SchulmanDr. George WiedDr. Frederick P. Zuspan William E. Wrather DistinguishedService ProfessorshipMary Campau Ryerson ProfessorshipRichard T. Crane DistinguishedService Professorship in The PritzkerSchool of MedicineA. N. Pritzker Professorship in BiophysicsLouis Block Professorship in the Division of the Biological SciencesFoundations Fund for Research inPsychiatry ProfessorshipBlum-Riese Professorship in MedicineWilliam B. Ogden DistinguishedService ProfessorshipJoseph Regenstein Professorship inthe Biological and Medical SciencesLouis Block Professorship in the Division of the Biological SciencesSewell L. Avery Distinguished Service Professorship EmeritusLouis Block Professorship in the Division of the Biological SciencesThomas D. Jones Professorship inThe Pritzker School of MedicineEllen C. Manning Professorship inNeurologyBlum-Riese Professorship in Obstetrics and GynecologyJoseph Bolivar DeLee Professorshipin Obstetrics and GynecologyDIVISION OF THE HUMANITIESWayne C. BoothHerlee G. CreelBenedict EinarsonArthur FriedmanIgnace GelbHans G. Giiterbock George M. Pullman Professorship inEnglishMartin A. Ryerson DistinguishedService ProfessorshipEdward Olson Professorship in GreekDistinguished Service ProfessorshipFrank P. Hixon Distinguished Service ProfessorshipTiffany and Margaret Blake Distinguished Service Professorship BiologyObstetrics and GynecologyPediatricsBiophysicsPsychiatryPsychiatryMedicineBen May LaboratorySurgeryMedicineMedicineDivisional GeneralBiologySurgeryMedicineObstetrics andGynecologyObstetrics andGynecologyEnglishHistoryFar Eastern LanguagesClassical LanguagesEnglishOriental InstituteLinguisticsNear Eastern LanguagesOriental InstituteNear Eastern Languages87Edward E. LowinskyRichard P. McKeonElder J. OlsonA. Leo OppenheimEdward WasiolekBernard Weinberg Ferdinand Schevill DistinguishedService Professorship in theHumanitiesCharles F. Gray Distinguished Service ProfessorshipDistinguished Service ProfessorshipJohn A. Wilson Professorship in Oriental Studies at the Oriental InstituteAvalon Foundation Chair in theHumanitiesRobert Maynard Hutchins Distinguished Service Professorship MusicPhilosophyClassical LanguagesEnglishOriental InstituteNear Eastern LanguagesSlavic LanguagesRomance LanguagesDIVISION OF THE PHYSICAL SCIENCESA. Adrian AlbertAlberto CalderonS. ChandrasekharJulian R. GoldsmithClyde A. Hutchison, Jr.Mark G. InghramIrving KaplanskySaunders Mac LaneWilliam W. MorganRobert S. MullikenYoichiro NambuStuart A. RiceClemens C. J. RoothaanJohn A. SimpsonValentine L. TelegdiAnthony TurkevichGregor WentzelWilliam H. ZachariasenAntoni Zygmund Eliakim Hastings Moore Distinguished Service ProfessorshipLouis Block Professorship in the Division of the Physical SciencesMorton D. Hull Distinguished Service ProfessorshipCharles E. Merriam DistinguishedService ProfessorshipCarl William Eisendrath Distinguished Service Professorship inChemistrySamuel K. Allison DistinguishedService ProfessorshipGeorge Herbert Mead DistinguishedService ProfessorshipMax Mason Distinguished ServiceProfessorshipBernard E. and Ellen C. Sunny Distinguished Service ProfessorshipErnest DeWitt Burton DistinguishedService Professorship EmeritusDistinguished Service ProfessorshipLouis Block Professorship in the Division of the Physical SciencesLouis Block Professorship in the Division of the Physical SciencesEdward L. Ryerson DistinguishedService ProfessorshipDistinguished Service ProfessorshipJames Franck Distinguished ServiceProfessorship in ChemistryAlbert A. Michelson DistinguishedService Professorship EmeritusErnest DeWitt Burton DistinguishedService ProfessorshipGustavus F. and Ann M. Swift Distinguished Service Professorship MathematicsMathematicsPhysicsAstronomy and AstrophysicsGeophysical SciencesChemistryEnrico Fermi InstitutePhysicsMathematicsMathematicsAstronomy and AstrophysicsChemistryPhysicsEnrico Fermi InstituteChemistryPhysicsPhysicsEnrico Fermi InstituteEnrico Fermi InstituteChemistryEnrico Fermi InstitutePhysicsPhysicsMathematics88DIVISION OF THE SOCIAL SCIENCESBruno BettelheimBenjamin S. BloomDaniel J. BoorstinRoald F. CampbellAllison DavisDavid EastonFrederick R. EgganJohn Hope FranklinMilton FriedmanJacob W. GetzelsChauncy D. HarrisPing-ti HoWilliam F. HutchinsonDonald H. LachWilliam H. McNeillHans J. MorgenthauTheodore W. SchultzTHE COLLEGEGeorge W. BeadleNorman F. MacleanRichard P. McKeonJoseph J. SchwabMilton B. Singer Stella M. Rowley Distinguished Service ProfessorshipCharles H. Swift Distinguished Service ProfessorshipPreston and Sterling Morton Distinguished Service Professorship inHistoryWilliam Claude Reavis ProfessorshipEmeritus in Educational AdministrationJohn Dewey Distinguished ServiceProfessorshipAndrew MacLeish DistinguishedService ProfessorshipHarold H. Swift Distinguished Service ProfessorshipJohn Matthews Manly DistinguishedService ProfessorshipPaul Snowden Russell DistinguishedService ProfessorshipR. Wendell Harrison DistinguishedService ProfessorshipSamuel N. Harper Professorship inGeographyJames Westfall Thompson Professorship in HistoryPreston and Sterling Morton Professorship EmeritusBernadotte E. Schmitt Professorshipin HistoryRobert A. Milliken DistinguishedService ProfessorshipAlbert A. Michelson DistinguishedService ProfessorshipCharles L. Hutchinson DistinguishedService Professorship EmeritusWilliam E. Wrather DistinguishedService ProfessorshipWilliam Rainey Harper Professorship in the CollegeCharles F. Gray Distinguished Service ProfessorshipWilliam Rainey Harper Professorshipin the CollegePaul Klapper Professorship in theCollege EducationPsychologyPsychiatryOrthogenic SchoolEducationHistoryEducationEducationPolitical ScienceAnthropologyHistoryEconomicsEducationPsychologyGeographyHistoryHistoryHistoryHistoryHistoryPolitical ScienceEconomics89Joshua C. Taylor William Rainey Harper Professorshipin the CollegeKarl J. Weintraub Thomas E. DonnelleyProfessorship in the CollegeGRADUATE SCHOOL OF BUSINESSSidney Davidson Arthur Young Professorship in Accounting in the Graduate School ofBusinessJohn E. Jeuck Robert Law ProfessorshipMerton H. Miller Edward Eagle Brown Professorshipof Banking and FinanceGeorge J. Stigler Charles R. Walgreen DistinguishedService Professorship in the GraduateSchool of BusinessArnold Zellner H. G. B. Alexander Professorship inBusiness AdministrationDIVINITY SCHOOLJerald C. Brauer Naomi Shenstone Donnelley Professorship in the Divinity SchoolMircea Eliade Sewell L. Avery Distinguished Serv- History of Religionsice ProfessorshipLAW SCHOOLKenneth Culp Davis John P. Wilson Professorship in LawGrant Gilmore Harry A. Bigelow Professorship inLawBernard D. Meltzer James Parker Hall Professorship inLawNorval Morris Julius Kreeger Professorship in Lawand CriminologySCHOOL OF SOCIAL SERVICE ADMINISTRATIONRachel Marks Samuel Deutsch Professorship in Social Service AdministrationHelen H. Perlman Samuel Deutsch Professorship in Social Service AdministrationEdward E. Schwartz George Herbert Jones Professorshipin Social Service AdministrationCOMMITTEE ON APPOINTMENTINEQUITIESA faculty "Committee on Appointment Inequities" to handle questions of alleged discrimination in connection with faculty appointments orreappointments has been appointed by John T.Wilson, Provost. The committee will serve asadvisors to the Provost. It was established atthe recommendation of Deans Robert McC.Adams (Social Sciences), Phil C. Neal (Law),and Robert E. Streeter (Humanities), acting asa committee. Members of the committee are:William H. Kruskal (Professor and Chairmanof Statistics and in the College), ChairmanRobert Z. Aliber (Associate Professor in theGraduate School of Business)Dr. James E. Bowman (Associate Professor ofMedicine, Pathology, and in the College)Donald W. Fiske (Professor of Psychology)Bernice L. Neugarten (Mrs. Fritz) (Professorand Chairman of the Committee on HumanDevelopment)90FACULTY HONORSSaul Bellow (Professor and Chairman of theCommittee on Social Thought), the NationalBook Award for fiction, for Mr. Sammler'sPlanet.Dr. Kenneth P. DuBois (Professor of Pharmacology and Director of the Toxicity Laboratory), the Merit Award in Toxicology for1971, from the Society of Toxicology.Dr. Daniel X. Freedman (Professor andChairman of the Department of Psychiatry),named chairman of a U.S. Department ofHealth, Education and Welfare panel to consider the use of behavior modification drugson school children.Dr. Hans H. Hecht (Blum-Riese Professor inthe Departments of Medicine and Physiology),the 1971 Distinguished Achievement Awardof Modern Medicine magazine.Dr. Frederick P. Zuspan (Joseph BolivarDeLee Professor and Chairman of the Department of Obstetrics and Gynecology),named President Elect of the Association ofProfessors of Gynecology.RECENT PUBLICATIONSBernard S. Cohn (Professor and Chairman ofthe Department of Anthropology and Professor of History), India: The Social Anthropology of a Civilization (University ofChicago Press, 1971)Shepard Forman (Assistant Professor of Anthropology and in the College), The RaftFishermen: Tradition and Change in theBrazilian Peasant Economy (BloomingtonIndiana University Press, 1971) Joseph M. Kitagawa (Professor and Dean ofthe Divinity School and Professor of FarEastern Languages and Civilizations) andManning Nash (Professor of Anthropologyand in the College) (contributors), Religionand Change in Contemporary Asia, Robert F.Spencer (editor) (University of MinnesotaPress, 1971)Peter G. Peterson (Trustee), Foundations,Private Giving, and Public Policy (Universityof Chicago Press, 1971)David T. Roy (Associate Professor of FarEastern Languages and Civilizations), KuoMo-Jo: The Early Years (Harvard UniversityPress, 1971)Theodore W. Schultz (Charles L. Hutchinson Distinguished Service Professor Emeritusin the Department of Economics), Investmentin Human Capital: The Role of Educationand of Research (Free Press, 1971)Victor W. Turner (Professor of Anthropologyand in the Committee on Social Thought),Profiles of Change (Volume III, Colonialismin Africa Series; Cambridge University Press,1971)Edward Wasiolek (Avalon Foundation Professor in the Department of Slavic Languagesand Literature, Professor in the College, andChairman of the Committee on ComparativeStudies in Literature) (editor and translator),The Notebooks for "The Brothers Karamo-zov" by Feodor Dostoevsky (University ofChicago Press, 1971)Bernard Weinberg (Robert Maynard HutchinsDistinguished Service Professor in the Department of Romance Languages and Literature and in the College), Trattati di poetica eretorica del cinquecento, Volume HI (Bari:Guiseppe Laterza & Figli, 1911) (Italian Renaissance Treatises on Poetics and Rhetoric)THE UNIVERSITY OF CHICAGO RECORDOFFICE OF THE VICE PRESIDENT FOR PUBLIC AFFAIRSRoom 300, Administration Building91HXwC<H*!OnEo>owooaoo*>o3ooasu>n Zm ± oc 35 n? >=i O TJ c/> no|zPO p > •vO o5si a -1> a3<O n'os22 m