THE UNIVERSITY OFCHICAGO 9 EECOEDDecember 17, 1971 An Official Publication Volume V, Number 8CONTENTS135 REPORT OF THE COMMITTEE FOR THEJOINT AB/MD DEGREE OPPORTUNITY140 COLLEGE CURRICULUM COMMITTEE REPORT144 CRIME IN UNIVERSITY COMMUNITIES147 THE OPERATIONS OF THEUNIVERSITY OF CHICAGO LIBRARY156 ART CENTER GROUNDBREAKING161 TRUSTEE ELECTION162 MICHAEL REESE APPOINTMENTS162 VISITING COMMITTEES164 CHANGES IN FACULTY STATUSTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLER©1971 by The University of Chicago. All rights reserved.THE UNIVERSITY OF CHICAGO RECORDREPORT OF THE COMMITTEE FOR THEJOINT AB/MD DEGREE OPPORTUNITYJune 10, 1971To: Deans Roger Hildebrand andLeon O. JacobsonI. Background and PurposeWithin the last two years a phenomenal shifthas been observed in the interest of studentsat all collegiate levels in human biology, particularly biomedical careers. There is also anincreased public awareness that we must deliverbetter medical care to all our citizens withinthe immediate future. This heightened studentinterest and public awareness is pressuring theUniversity to train more people, more rapidly,for medical careers. The question this committee faced was whether The University ofChicago could satisfy these goals within theframework of a quality liberal arts educationwhich we have always maintained at Chicago.It is our conclusion that we can, and withoutany major shift in curricula for many of ourundergraduate students.There are two factors which make this possible now at The University of Chicago. In thefirst place, our University has an almost uniqueadministrative arrangement, with The PritzkerSchool of Medicine and the departments in thebasic biological sciences in the same division.1This has resulted in a close coordination ofundergraduate, graduate, and medical schoolcurricula. Members of clinical departmentspresently teach college courses, and membersof the basic science departments are teachingin the medical school.The second factor which makes possible morerapid progress within a liberal arts frameworkis the state of human biology today as contrasted to a decade ago. Although it has beenpossible for some time to provide a liberal artsstudent with basic knowledge of physiology,furthermore, the Associate Dean for Curriculum is responsible for the medical school coursesas well as the senior and graduate offerings of thebasic science departments, and the Master of theCollegiate Division of the Biological Sciences isan Associate Dean in the Division. metabolism, and morphology by using humansas prime examples, only relatively recentlyhave we been able to give the same kind ofbasic training in cyto-genetics, molecular biology, population biology, cell biology, and possibly in developmental biology. This meansthat most of the current curriculum in the firstyear of medical school — which consists of basicscience courses in anatomy, genetics, biochemistry, cell biology, physiology, immunology,neurobiology, and cellular pathology — shouldbe considered as liberal arts courses, in whichbasic principles are taught with an emphasis onhuman examples or on examples relevant tohuman welfare. We see no reason why upperdivision undergraduate students interested inhuman biology should not be taking thesecourses to fulfill their elective requirements forthe A.B. degree if they so desire. Students working towards graduate degrees whose interestslie in human biology should also have easyaccess to these courses.The present restricted teaching laboratoryfacilities and the number of teachers appearto be the only reasons for not opening up thesecourses for undergraduate students. Certainlyit is within the capabilities of the University toovercome these two problems. If this were done,it would provide our undergraduates majoringin biology or chemistry, or possibly in fieldsoutside the natural sciences, with the opportunity of entering a regular medical school atthe beginning of clinical training (second year),or beginning a program in paramedical training, or in fact commencing graduate training inany discipline in which a background in humanbiology is essential or desirecl. Opening up thesecourses would thus make possible a reductionin the time and cost of training a substantialnumber of our doctors as well as reducing thetime and cost of graduate education for thosestudents securing doctorates in some aspect ofhuman biology.Even more important from the student standpoint is the flexibility provided for the individ-135ual. Some students may want to take four yearsbefore they begin their concentration in humanbiology, others may want to finish their undergraduate B.A. requirements, say in the socialsciences, by taking electives in their last yearsof medical school, while still others may desireto push rapidly towards the M.D. degree. Allcan be accommodated. We wish to emphasizethe fact that this new degree opportunity isnot the premedical program here; rather it provides an opportunity for certain students.Of importance to the University as a wholeis the fact that such interdigitation of study programs of the social, physical, and biological sciences with the clinical sciences will strengthenthe scientific and intellectual quality of ourmedical education, since we will better utilizethe total resources of the University. It shouldhelp bridge the gap between liberal arts andprofessional training.This enriched opportunity for undergraduates should be an attractive force in influencingstudents to enroll at The University of Chicago.Few, if any, universities have as good a possibility as we to integrate successfully liberal artsand medical training.2II. The Combined AB/MDDegree OpportunityAn important feature distinguishes the educational opportunity we wish to offer undergraduate students who are considering the possibility of a career in the biomedical sciences:this is the opportunity to plan in an integratedfashion a course of studies leading to the baccalaureate degree and a course of studieseventuating in the degree of Doctor of Medicine. In the opportunity we envision there isno clear demarcation needed or desired betweena strictly undergraduate program and a strictlymedical one. Rather the student is awarded theA.B. degree when he has satisfied the existingrequirements for this degree in one of the divisions of the College, and he receives the M.D.degree at the end of the total course of studies.Many students may receive the A.B. degreeafter four years and the M.D. degree afterseven. It is possible, however, for the A.B.degree to be awarded after the fifth or evensixth year of the course of study, while grant-2We have received and studied material on"accelerated" joint degree programs at Michigan,Illinois, University of California at San Diego,Johns Hopkins and Boston University. ing the M.D. degree at the end of seven yearsThree advantages accrue from the integratedplanning of studies leading to the A.B. andM.D. degrees. The first is the possibility 0fshortening by at least one year the length oftime required to obtain the M.D. degree. Thisshortening is made possible by the rational useof the opportunity to take many elective coursesin both the program leading to the A.B. degreeand the one leading to the M.D. degree. Thusfor example, many of the electives available inthe undergraduate curriculum can be chosen sothat they constitute a sound scientific base foran advanced stage (say, the current secondyear) of medical training, while at the sametime fulfilling the concentration objectives ofan undergraduate program.Another advantage is the means afforded toavoid undesirable redundancy in course workfor students proceeding from undergraduate tomedical training. Frustration is understandablewhen students who are eager to undertake theclinical part of medical training are requiredto study, albeit in a new form or context,material they have studied before.Finally, considerable flexibility is afforded bythe opportunity to plan one's undergraduate andmedical programs in an integrated way. Thus,there is no need to take within four years allof the courses that are considered essential toa liberal arts education. Some of these coursesmay profitably be left for the fifth or evensixth year: a course in sociology or economicsmay have its greatest educational impact uponsome medical students when they have alreadystudied psychiatry and the social aspects ofmedical care delivery. Moreover, some electivecourses are available in the second year of thepresent medical curriculum. These may beselected in such a way as to fulfill requirementsof a particular undergraduate concentrationprogram while redounding to the benefit ofthe medical training.The opportunity for pursuing an integratedcourse of studies leading to the A.B. and M.D,degrees would probably be of interest to College students concentrating in the natural sciences but is not necessarily restricted to them.Below we show how such a course of studiescan be arranged by: (a) students in the Biological Sciences; (b) students concentrating inChemistry; (c) students in the Social Sciences,Humanities, or the New Collegiate Division.By whichever avenue a student enters medical work, an integrated program would assure136that he had taken the following courses priort0 beginning the major part of his clinicaltraining: biochemistry; a cell biology coursecombining cytology and histology; genetics(with orientation towards human problems); amammalian anatomy course similar to GrossAnatomy now offered as part of the medicalcurriculum; developmental biology; organ physiology; neurobiology; and cell pathology. Letus call this group of courses the basic biologicalfoundation of the curriculum.(a) Students Concentrating in theBiological SciencesA typical four-year program for such students is given in Appendix I. Such a programwould not need to be modified in any significant way to achieve the objectives of anintegrated curriculum leading to the A.B. andM.D. degrees.A student in biology now has to take a three-quarter sequence in physics, five quarters ofchemistry (through organic), two quarters ofcalculus, and one quarter of statistics. In thebiological sciences, he takes biochemistry, andone course each in cell biology, genetics, organism al biology, developmental biology, andpopulation biology. We propose that the biochemistry, cell biology, genetics, and developmental biology requirements be met by thespecific corresponding courses in the basic biological foundation mentioned above, and thatthe organismal biology requirement be metby taking the anatomy course mentioned above.Thus, five of the "core" requirements of theundergraduate curriculum in biology will bemet by specified courses that constitute thebasic biological foundation of the A.B./ M.D.curriculum.Because the anatomy course might very wellbe the equivalent of two College courses intime and effort, this would probably necessitategiving up one of the free electives now available to biology students. We would also specifythat courses in organ physiology, neurobiology,and cell pathology, be taken in place of threeof the remaining free electives now availablein the A.B. program. The undergraduate studentin biological sciences could take all of the basicbiological courses in the integrated A.B. /M.D.curriculum while fulfilling the current A.B. program in the biological sciences and still enjoyas many as five free electives in that program.Satisfactory completion of the foundation wouldenable the student to begin at approximately the current second year level of medical training.(b) Students Concentrating in ChemistryThe program for students concentrating inChemistry is also given in Appendix I. Itmay be seen that three 200-level courses inbiology can be taken by the Chemistry majorin his third year and his entire fourth year isavailable for electives. Thus, he can readily takethe designated biochemistry, cell biology, genetics, mammalian anatomy, developmental biology, organ physiology, neurobiology, and cellpathology courses during his third and fourthyears when he has the opportunity to take asmany as twelve courses in the biological sciences. Thus, the chemistry major can readilycomplete all the requirements for a degree inChemistry in four years and at the same timecomplete the entire basic biological core requisite for entry into what is currently consideredthe second year of medical training.(c) Students Concentrating in the SocialSciences, the Humanities, or theNew Collegiate DivisionThe opportunity to take the integrated courseof study leading to the A.B. and M.D. degreesis possible as well for a student who, in hisundergraduate years, wishes to concentrate inthe above named divisions. However, in hiscase, some care would have to be exercised inplanning work during the first and second yearsin College. For example, a student concentrating in these areas should be certain to takeChemistry 105-6-7 to meet the Physical Sciences common year requirement in the firstyear. He should also plan to meet the Math-Language requirement in such a way as to getcalculus into his program in the first or secondyear. If it is clear to the student in the secondyear that he definitely wishes to complete theintegrated course of study leading to the A.B.and M.D. degrees, he would be able to complete the A.B. degree in any one of a numberof the Social Sciences or Humanities fields bytaking the basic biological foundation of theintegrated A.B./ M.D. curriculum as the electives available in his A.B. program. In the caseof certain Social Science, Humanities, and NewCollegiate programs, some of the concentration requirements would have to be met byutilizing the electives available in the currentmedical curriculum. It is clear that these students will need especially competent advisors.137Such students could be appropriately advised bythe Senior Advisor in the Collegiate Division incollaboration with whatever committee isformed to oversee the opportunity for anintegrated curriculum leading to the A.B. andM.D. degrees.III. ImplementationThree questions pertain to implementation ofthe A.B./ M.D. degree opportunity: administration, space, and staff.(a) AdministrationIf the courses now considered first year medical courses are made divisional offerings opento undergraduate, graduate, and medical students, we estimate that space, staff, and administrative facilities must be provided which arecapable of handling 125 students at a time.Perhaps 20 would be joint degree opportunitystudents, 80 would be medical students whohave bachelor degrees, and 25 would be undergraduate and graduate students. The administration of this degree opportunity — especiallythe parts pertaining to student advising andguidance — will be covered below.We recommend this program be jointly administered by the College and the Division ofthe Biological Sciences, with primary controlat the college level. Success of the program willdepend upon close cooperation between administrators and faculty within the College andthe Division. Every effort must be made to seethat the college students taking these largecourses in Human Biology (which had previously been considered medical school courses)be closely followed, and the material in thesecourses be adjusted — if necessary — to insuresuitability for a University B.A. degree.To implement these goals, we suggest theappointment of an A.B./ M.D. Advisory Groupto insure that the aims of the joint degreeopportunity are understood by students andfaculty, that each student is enrolled in anappropriate curriculum, and that the academicprogress of each student is monitored. The advisors would see that students desiring to applyfor entrance to The Pritzker School of Medicine do so at the appropriate time. It is recommended that up to 20 students be accepted toThe Pritzker School during their third collegiate year. This decision, made some time duringthe third year, would be honored the followingyear if the student continued to perform at ahigh academic level. To assure close interdigitation of college andmedical school course work, it is recommendedthat a Subcommittee of the College and ThPritzker School of Medicine Curriculum Committees be set up to examine closely the curricu-lar content (to insure their liberal arts nature)and the scheduling of these Human Biologycourses.Considering the fact that not all collegestudents taking these courses in Human Biologywill go to The Pritzker School of Medicine, itis suggested that an additional study be madeof the possible admission at advanced standingof some of these students to other medicalschools.3(b) SpaceDivisional teaching facilities are inadequateboth in space and equipment at the presenttime. Any expansion of class size to 125 students will require enlargement in studentlaboratory space and a probable expansion insome lecture rooms. The courses we are considering (gross anatomy, cell biology-histology,physiology, biochemistry, neurobiology andcellular pathology) are taught now in CobbHall lecture room (biochemistry), Anatomy(gross anatomy, cell biology-histology, physiology, neurobiology), Abbott Hall (physiologylab), Billings P-117 (cellular pathology lectures) and the pathology lab (cellular pathology). None of these is capable of holdingmore than 104 students.(c) StaffingThe present basic biology components of themedical curriculum are courses with large enrollments, but this does not make them totallyunlike many of the undergraduate courses witha third the enrollment. The reason is the individual attention which is given the student inthese courses because of the physical presenceof a number of faculty members — in additionto graduate assistants — during the laboratoryperiods. This is true in several of the presentcourses; we would hope it will be true of allthese courses in the future. Indeed, our recommendations with regard to staffing are predi-3The Committee has looked into the problem ofthe correlation between emotional maturity andchronological age, since for some students entrance into medical school will be at an earlier agethan at present. We believe that individual variation and not age is the big factor; therefore, we donot anticipate any greater problem than we haveat present.138cated upon the belief that in laboratory coursesthe optimal teacher-student ratio for the foundation courses is 1 to 25.It is our considered judgment that severaladditional faculty will have to be recruited,part of whose duties will be to fulfill theseteaching responsibilities in basic human biology.These new appointments may fall within thecurrent hiring plans of several of the basicscience departments. William K. Baker, ChairmanWilliam DockenDr. Frank FitchDr. Donald FischmanDr. Godfrey GetzMaynard KruegerArnold RavinDr. Paul SiglerJohn StrausserDr. John UltmannN. C. YangAppendixPOSSIBLE COURSE SCHEDULES FORSTUDENTS TAKING AB/MD DEGREE OPPORTUNITYYear1st3rd4th1st2nd3rd4th Students Concentrating in Biological SciencesAutumn Winter SpringHumanities (Common Year = CY)_Social Sciences (CY). Chem 105 (PhySci CY)Math 1512nd Humanities (Music or Art) Chem 106Math 152 Chem 107ElectiveHumanities (elective)Humanities(Music or Art)Social Sciences (group of three courses to meet second quartet requirement)BioSci (CY) BioSci (CY) BioSci (CY)Chem 220 chem 221 BioSci 200Physics 121 Physics 122 Physics 123BioSci (Genetic) BioSci (Cell Biology) BioSci (Populational)Elective Elective ElectiveBioSci (Organismal) BioSci (Developmental) ElectiveStatistics Elective ElectiveElective Elective ElectiveStudents Concentrating in ChemistryChem 105 Chem 106 Chem 107Math 151 Math 152 Math 153Humanities (Common Year = = CY)Social Sciences (CY)Math 200 Math 201 Math 202Physics 121 Physics 122 Physics 123BioSci 111 BioSci 131 BioSci 151Extra Divisional SequenceChem 220 Chem 221 Chem 222Chem 261 Chem 262 Chem 201BioSci 2-- BioSci 2-- BioSci 2 - -Elective Elective ElectiveElective Elective ElectiveElective Elective ElectiveCOLLEGE CURRICULUM COMMITTEE:REPORT AND RECOMMENDATIONS ON THE"SECOND QUARTET"June, 1971In its "Interim Report" on curricular review(February 3, 1971) the committee promised aninvestigation and recommendations concerningthat ingredient of the College Curriculum commonly referred to as the "Second Quartet." Theorigin and function of this part of the Curriculum was outlined in that report, but forthe sake of completeness we quote again fromthe 1966 legislation which authorized and defined this requirement:The equivalent of a second year (i.e., overand above the "common year") [is to be] reserved by each Collegiate Division for an additional four year-long course sequences, ortheir equivalent, outside the student's Departmental field of specialization, at least two ofwhich should be extra-divisional or inter-divisional. This recommendation reflects thecommittee's understanding that the commonyear does not mean a restriction of the General Education portion of the four-year program under development to one year only.The Committee also suggests that part of thisrequirement could be met by an inter-divisional seminar in the student's final year.Our February report pointed out that changesin the College since 1966 and differences ofinterpretation of this legislation by the severalCollegiate Divisions, as well as the progress ofa general curricular review, suggested the desirability of a review by an all-College agencyof the present meaning of this requirement.To this end the Committee undertook to investigate the present practices of the CollegiateDivisions, to ask whether and how the educational purposes intended by the "Second Quartet" notion remain viable in the College of1971, and to make appropriate recommendations by the end of the Spring Quarter, 1971.This promise we now endeavour to fulfill.The results of our investigation of this problem and our reflection upon it are summarizedin the argument which follows. This argumenthas led us to the following recommendations:(a) Six courses or their equivalent can bereserved in a student's program for work pre requisite to, or supplementary/ complementaryof, his concentration program; however, in nocase should this include work below a minimumstandard of intellectual substance; specifically,no elementary language course (Level I) isacceptable for this purpose unless it is a secondlanguage.1(b) Six courses are to be devoted explicitlyto substantial encounters with subject mattersand modes of thought basically different fromthose characteristic of the student's concentration program. While it is not necessary thatthese fall outside his Collegiate Division, itis to be expected that this would usually atleast in part be the case.(c) Courses satisfying the requirement setforth under (b) should fall into recognizableand defensible relations to each other, withemphasis given to achieving coherent groupingsof two or three within the total of six.(d) The Collegiate Divisions should consultwith themselves and with each other in a reexamination of their curricula from the pointof view provided by this report and these recommendations, and should report in detail tothe College Council how they would understandand implement these requirements, includingthe provisions they intend to make for interpreting them to students in individual cases.2No implementation is to be made until thesereports have been acted upon by the CollegeCouncil.It will be observed in the 1966 legislationthat the "Second Quartet" ("second" incidentally, to the "first" of the "common year")xThe effect of this would be to make the firstyear of a foreign language a deficiency requirement,thus applying to the whole College the rules nowoperative in the Physical Sciences Collegiate Division.2It is clear that once standardized options are nolonger the only ones available, advisory discretionbecomes necessary. It is of central importance,therefore, that those who must exercise this discretion be adequately instructed. There must bedevices available to minimize both whimsicalityand rigidity. Some efforts to resolve this problemhave already been made. (Biological Sciences Collegiate Division booklet, pp. 11 and 120.)140actually consists of two "duets." They differ10 that the second must satisfy a criterion ofgreater distance from "the student's Departmental field of specialization." In practice, inthe interpretations given to the "Quartet" bythe Collegiate Divisions, this difference has beentaken to mean that half of this requirement ismore specifically "divisional" than the otherhalf, not always in the sense that it falls withthe same Collegiate Division but rather in thesense that it forms part of the education of thestudent in the region of or in supporting relation to his major.Very commonly this requirement has beeninterpreted to allow of "prerequisites" of agiven concentration whether within or outsidethe Collegiate Division concerned. In thephysics program in the Physical Sciences Collegiate Division, for example, this "duet" consists of two sequences of mathematics courses.In the chemistry program it consists of a mathematics sequence and a physics sequence. Inthe Biological Sciences Collegiate Division itis absorbed into the eight "non-biology sciencecourses" required of all majors: "a year-longcourse in Physics (usually 121-122, 132), twoquarters of Organic Chemistry (Chem 220,221), two quarters of calculus, and a coursein statistics (Stat 220 or 240). "3 It will benoted that in the latter case, though these"prerequisites" or complements to the biological concentration are in fact all "extra-divisional," they are not accepted as satisfying the"extra-divisional" requirement of the "secondduet."But it is already evident from these examplesthat the relation of "first duet" to concentrationis not always one of "prerequisite." It may beone of complement or supplement. In somecases it is apparently thought that an education in the general field of the concentration ispart of the function to be served by this "divisional requirement." In other cases the relationship is not so clear. In the case of themathematics concentration, for example, the"extra-mathematics" requirement (which is differentiated from the "extra-divisional" requirement) is so defined as to eliminate any simple"prerequisite" relation and suggest a variety ofother contexts into which mathematics may beplaced: "The two extra-mathematics requirements must be approved by the DepartmentalPhysical Sciences Collegiate Division booklet,PP-' 20 and 10; Biological Sciences Collegiate Division booklet, pp. 11-12. Counselor. Some possibilities are: GeophysicalSciences 131-132-133, Statistics 230-240-250,Statistics 230-244-245, Philosophy 320-330-350[mathematical logic], and various sequences inchemistry and physics."4 On the other hand,the requirement in the Humanities CollegiateDivision that every student in the Divisionachieve a "level III" language proficiency,take a history sequence (presently defined asHistory 131-2-3), and take a "non-verbal art"5sequence represents the rounding out of humanistic education as well as incorporation of somebasic tools of humanistic scholarship. Thestructure of things in the Social Sciences Collegiate Division is complex, but to that we shallreturn later.It will be apparent that these curricular arrangements amount to assertions about theways in which bodies of knowledge and intellectual skills are related to each other, andthat the relations so far examined are generallydescribable as reinforcing, supporting, or supplementing. The most common interpretationplaced upon the "second duet" is rather different. This requirement is interpreted rather asa demand for contrast, for exploration of radically different regions, for intellectual breadth.The tendency in both of the science CollegiateDivisions is to require the student to "cross thecampus," though exceptions are allowable inthe Physical Sciences Collegiate Division. Inthe Biological Sciences the requirement is flatlystated: "Each student takes a second year inboth Humanities and Social Sciences." (In theHumanities the options are two quarters ofmusic or art and a third quarter of the student's choice. In the Social Sciences the requirement has recently been broadened so thata group of courses considering "the development, causation and change of our major socialinstitutions over a long period of time" is"urged" but no longer prescribed. A good dealof discretion is left to the Senior Advisor inapproving alternative groupings.)6 The requirement in the Physical Sciences is that one ofthe sequences "build significantly upon theCommon- Year offering of one of the other Col-4Physical Sciences Collegiate Division booklet,pp. 16-17.5Humanities Collegiate Division booklet, pp. 1-2.It is somewhat surprising that this requirement becomes a music requirement for art students and anart requirement for music students. Presumably weare all verbal.6Biological Sciences Collegiate Division booklet,pp. 11-12.141legiate Divisions," while the other is unrestricted. While the requirement as writtenwould not seem to exclude biology sequencesas satisfying the first part of this prescription,in practice the choice seems to be restrictedto the non-natural-science divisions. It is further worthy of note that courses preparing forLevel I language proficiency are not acceptablefor this requirement unless the language is asecond language.7If we may venture to interpret this sort ofrequirement — and we would point out that inboth the Physical and Biological Sciences it isexplicitly described by reference to the common year and thought of (in whole or part)as an extension of that year — we may see itas part of the classical tradition of "generaleducation." The intent is to avoid intellectualparochialism or provincialism, and the remedysupplied is exploration of regions of subjectmatter remote from those forming the primary focus of the student's education. Themotto here is the simple and sensible onewhich might be supplied by an easy adaptationfrom Hamlet: "There are more things in heavenand earth than are dreamt of in any department, or even in any collegiate division." Aneducated man should be aware of the existenceof all the objects which thoughtful people findinteresting. To be effectively aware of theirexistence, he should have encountered them inthe terms appropriate to them, and have acquired for himself some of the ideas and skillsthat have been developed for dealing withthem. The relations of bodies of knowledgepostulated here are those of widely differentsubject matters defined by radically differentobjects of knowledge and interest. While itwould be going too far to say that the pointhere is the absence of any relation to the student's concentration rather than the discoveryof a connection, certainly the trend of the selection and the terms in which it is urged anddescribed is opposite to that uncovered earlier.The practices of the Social Sciences Collegiate Division, while embodying much the sameassemblage of intentions, reveal some of thecomplexities into which they can lead. The"second duet" or "extra-divisional" requirementin the Social Sciences is a mathematics/ language requirement and clearly functions primarily as a provision for skills and tools usefulTPhysical Sciences Collegiate Division booklet,pp. 5-6. in all fields of social inquiry.8 The demand f0intellectual variety and breadth is met, curiously enough, not by an extra-divisional re.quirement but by an eight-course requirementwithin the social sciences. The terms in whichthis is defined are worthy of note.The eight courses required of all studentsin the Social Sciences are designed to introduce the student to an advanced study 0fsignificant aspects of his own Western cultural heritage; introduce him to the problemsof sophisticated understanding of some onenon- Western culture concept or area; andmake him acutely aware of the potentials ofsocial sciences disciplines other than thoseclosely related to his own field of concentration. Thus the eight courses consist of thefollowing: a three-quarter sequence in theHistory of Western Civilization or WorldHistory; a three-quarter sequence involvinginterdisciplinary study of a civilization orculture outside Western Europe and NorthAmerica (sequences in Africa, the Far EastIndia, Islam, Latin America [sic] and Russiaare available); and a two-quarter sequencein the social sciences, which may be eitheran interdisciplinary sequence at the 100 or200-level or a sequential pair of courses inone of the social sciences disciplines significantly different from the student's field ofconcentration.9Whatever may be thought of this requirementas an educational program, it does make a significant contribution to the discussion, for itsuggests that significant kinds of intellectualvariety may be found within the same regionsof inquiry.And indeed it should be obvious that thisis the case, even though the most obvious kindof intellectual variation is perhaps a variationof subject matter — poetry is different from themotions of bodies in vacuo and social changeis different from both. From this point of viewit is the case that provincialism is avoided bytravel: each of us has an intellectual home ina subject somewhere and should make somesort of foray into other regions to observe thedifference of terrain and the exotic flora andfauna (to say nothing of the interesting habitsof the inhabitants). And something of immenseimportance may thereby be achieved — provided that the analogy which makes travel aspectator sport is not in fact maintained.But this sense of variety is supplemented byanother which may, in any given case, appar-8Social Sciences Collegiate Division booklet,pp. 204.nbid.142ently contradict it. There are intellectual differences which we sometimes think are bestexhibited in the same materials — and converselyit is sometimes thought that a variety of materials will best show forth the similarity of intellectual style. Thus the feeling sometimesvoiced by scientists that no significant "extra-divisional" effect is achieved by requiringhumanists to take a course in the History ofWestern Civilization may express the feelingthat any humanist who does not by naturethink historically is not a humanist at all, andtherefore that calling History 131-132-133"social science" does not really make it intoa significantly different kind of intellectualexperience. Is it not possible to travel in selectedregions of statistics, other forms of mathematics, economics and even psychology withoutnoticing a significant change of analytical technique and mode of thought? On the other hand,when a physicist undertakes the serious studyof the history of his science, may he not discover dimensions of meaning and kinds of interrelations which derive their force and noveltyprecisely from the "sameness" of the materialhe has elsewhere encountered?It has been argued10 that we shall never makeany sense of the "second quartet" problemwithout some way of characterizing effectivelyhe alternative ways in which the "same" ma-erials can be handled so that radically different problems are dealt with. At one time,:or instance, it was customary to distinguishsharply in certain continental universities be-ween courses clearly marked out as "positiveaw" and courses clearly labeled as "normativeaw." Whatever one may think of such a dis-inction, what is "educational" in such a struc-ure is the sense of living intellectual varietiesvhich define each other and constitute subjectnatters at once interrelated and radically different. What makes the problem more difficult,)f course, is that minds have quite understand-tble tendencies to work in certain ways, totssume that a given way is natural and proper,o fail to notice that other minds work in othervays, and to select out of the intellectual environment what is congenial. In this respecthe world has not changed much since Aristotle>bserved that:the effect which lectures produce on a hearerdepends on his habits; for we demand thelanguage we are accustomed to, and that10By Arcadius Kahan. which is different from this seems not inkeeping but somewhat unintelligible and foreign .... Thus some people do not listento a speaker unless he speaks mathematically,others unless he gives instances, while othersexpect him to cite a poet as witness ....Hence one must be educated to know howto take every sort of argument.11Perhaps it would not be a bad formulation ofthe objective of a liberal education (and evenof the "second quartet"!) to say that studentsmust "be educated to know how to take everysort of argument." How that is to be accomplished is perhaps not so clear, but what isclear is that a net constructed of descriptionssuch as "extra-departmental" or "extra-divisional" is a coarse one for catching this sortof bird.What conclusions may profitably be drawnfrom this survey of present practice and intention?First, two quite distinct sorts of educationalfunctions are presently being discharged by thecourses prescribed under the legislation providing for the "second quartet," that these aretwo groupings of functions rather than a simplebifurcation, that the definition of the functionand the options suitable to it depend upon thepoint of reference — the concentration — fromwhich one starts,12 and that therefore one mustrely ultimately upon the good judgement, imagination, and good faith of the responsiblefaculty groups.Second, a most important purpose — a liberation of the mind consequent upon perception ofgenuine intellectual differences and their functional significance — is pursued within thesearrangements, that it is not necessarily reducible to a variation of "subject matter," and thatin any case the achievement of this end is notguaranteed by formulae written in terms of theinstitutional location of courses.Third, the present rules are frequently interpreted so as to provide — in contrast to theobjective of variety or liberation from limitations — for the objective of providing supplements, roundings-out, or, at an extreme, merely^Metaphysics, ii, 3.12Thus it is obvious, for example, that the relation of mathematics courses to physics courses inthe physics program is different from the relationof mathematics courses to physics courses (asoptions satisfying the "extra-mathematics" requirement) in the mathematics program, that a coursein the History of Western Civilization will not perform the same function for a biology as for ahumanities major, etc.143ancillary techniques (pre-requisites) ; that thecourses prescribed for these purposes fall intotwo roughly discriminable groups: those, suchas elementary language courses, that are at solow a level of intellectual engagement as tomake it implausible that they might serve someother function as well, and those which have asubstantial intellectual content in their ownright.1313It seems fairly obvious that there are realproblems in such a pretention to duality of function. When the humanists say that there are nomathematics courses for a humanist to take beyond the most elementary they may mean thatthere are no courses of an appropriate level ofdifficulty, but this seems implausible, since everybiologist and every social scientist can find mathematics courses he can take. Presumably what theymight mean is that there are no courses anyonewould take were it not that he can see them asuseful tools in doing something else: no coursesone would take just to find out what mathematicians do. In other words there are plenty ofcourses in mathematics for social scientists, mathematics for physics, mathematics for professionalmathematicians (it is not asserted that there areno problems about such courses) but no coursesin mathematics for intellectuals (it is not impliedthat only humanists are intellectuals).By Walter L. Walker*Tuesday, November 9, 1971Crime in the area from 47th Street to 61stStreet and from Cottage Grove to Lake Michigan has shown a modest decline from December 31, 1970 through November 3, 1971, compared to the period from December 31, 1969to November 3, 1970. We have had two murders in the area, compared to a total of fivein a comparable period of time last year. Rapehas increased slightly: there were twenty-eightreported rapes thus far this calendar year andtwenty-seven in a similar period last calendaryear. We have experienced six serious assaultsthis year, compared to one last year. Robberieshave decreased from 351 to 319. Burglarieshave decreased from 655 to 595.Reported CrimeCrime statistics are an excellent reflection ofthe number of crimes reported in a given area* Walter Walker is Vice-President for Planning andAssociate Professor in the School of Social ServiceAdministration. Finally, the recent changes in allowableoptions exemplified by the new language [nwhich the Biological Sciences Collegiate Divi.sion allows for a "group of courses . .individually selected, chosen to build on eachother and contributing] to the understandingof a topic" suggest the difficulties inherent ina requirement of "year-long sequences" in acurriculum in which such constructions are becoming rarer."14Phillip HoffmannDonald LevineCharles Wegener, ChairmanLennard WhartonJoseph Williams(Kenneth Dam, who participated inour discussions, was unable to takepart in the formulation of thisreport. )14Biological Sciences Collegiate Division booklet,pp. 11-12.over a given span of time. These statisticstypically serve to aid the police in planningthe distribution of law enforcement officersover a given geographical area. The principle isthat they oil the squeaking door and that thesqueak to which they are most responsive isreported crime. Reported crime statistics serveto help the police deploy their normal patrolforces, and they also help to determine whetheror not special tactical forces are required byspecial circumstances. For example, last yeara series of reported strong-arm robberies developed in the 6000 block of Ingleside Avenue.The area was saturated by tactical forces untilthe problem was cleared up.It should be emphasized that police forcesare deployed on the basis of reported crimes.Unfortunately, communities vary in the extentto which victims report crimes to the police.Reporting varies from crime to crime: murderis almost always reported; rape, on the otherhand, is often under-reported because of feelings of shame, worry about accusations of complicity, and fear on the part of the victim.CRIME IN UNIVERSITY COMMUNITIES144Instances of rape where the victim and therapist were previously known to each otheroften are not reported. Serious assaults typically are reported because they usually requiremedical attention. Robbery is under-reported,especially when the financial loss involved isminimal in the mind of the victim. Burglary istypically reported because insurance claimsoften must be substantiated by a police report.AttitudesA variety of attitudes explain why somepeople are reluctant to report crimes to thepolice. Foremost among these is the reluctanceon the part of citizens to be involved in thereporting process. Reporting involves citizenswith police officers, and it can involve what isregarded by many as the waste of a great dealof time.Many people hesitate to report crimes to thepolice because they fear that the police willbe hostile to them. This is particularly trueamong those whose behavior, political ideas,mode of dress, and length of hair may beoffensive to the police. Many people are reluctant to report blacks or neighborhood kids tothe police for fear of being accused of racismor of an overreaction. Some view the policefrom an ideological perspective which definesthem as an inappropriate answer to a symptomrather than a real solution to the causes of theproblems which provoke people to commitcrime.For others, the reasons are not so complicated; they simply ask "What good will it dome?" The truth of the matter is that crimesare seldom solved, and criminals are seldomcaught. Thus, a person has reason to believethat calling the police and reporting the crimewill not be an effective remedy for the transgression.But police presence can be an effective deterrent to crime, and police presence can mosteffectively be guaranteed by reporting crimes.I am reminded of the student in Boucher Hallwho was accosted by a teenage group andharassed from 55th Street to the door ofBoucher Hall. He was so relieved that he hadnot been assaulted or robbed that he simplywent to bed. One of his fellow students comingalong ten minutes later was attacked by whatprobably was the same gang. If the first studenthad called either University security or theChicago police, the odds are that the gangwould not have been in a position to seek an other victim. This is not to say that the gangwould have been arrested, but that they probably would not have acted violently in thepresence of the police called into the area bythe first student. Needless to say, I am convinced that the reporting of crimes, major orminor, is the most effective means of securingan adequate police presence.ApathyHyde Park-Kenwood as a neighborhood iscapable of generating a great deal of communityactivity and interest on any given issue. Thoughthat is the strength of the community, in manyways it is a central weakness, for the community has shown no capacity for a sustainedinterest in the area of crime. The Hyde ParkHerald has tried to stimulate community interest over a period of weeks this fall. It haspublicized police community meetings, printedinterviews with the police commander, and generally kept the subject before the public. Yet,the police community meetings have beensparsely attended; and there has been very littlesustained community action against crime.A notable exception is the effort of manypeople in the eastern sections of Hyde Park-Kenwood to repossess the "Point" for their use.Their mere presence on the Point has servedto avert many of the typical problems withbongo drum players, etc., that have prevailedin previous years.Hyde Park has another disadvantage in thatit has within its boundaries a university thatannually attracts into the community manypeople who are not seasoned urban dwellers.Perhaps my personal observations on the freshmen and the first year law and graduate students who live in Burton-Judson might be instructive here. I have found that newcomers tothe area quickly develop a false sense of confidence, coupled with a perverse pleasure atbeing able to survive in an environment theyregard as hostile. Many people are chauvinisticabout living in the community; this is particularly true of freshmen when they are first confronted with the realities of urban living.I remember the case of a freshman fromIowa who took great delight in describing howhis apartment had been invaded by two gunmen, the occupants of the apartment forcedto submit to search, and the resultant robbery.He told the story in a very casual manner as ifto communicate that this was behavior that wasexpected in the City, and that somehow he had145become accustomed to it. The attitude thatcrime is inevitable and that one gets used toliving among criminals has a certain attractionfor people who have been sheltered from therealities of urban living prior to their comingto the University. This attitude, however, isnotably absent from law students and graduatestudents who completed their undergraduateyears at Harvard, the University of Pennsylvania, Northwestern, Washington University inSt. Louis, or Columbia. Students who havecome of age in these educational environmentshave a much more realistic idea about thepotential and the liabilities that flow from urbanliving.Fear of PoliceIt is important to remember that many ofthe younger members of our community havegood reason to fear the police. Some of ourstudents and others in the community are involved in experimentation with drugs, and involvement with the drug culture involves fearof the police. Many of the students can besubject to the harassment of individual policeofficers because of their appearance and becausethey tend to loiter in public places. Anotherpotential point of conflict with policemen stemsfrom the communal life styles affected by manystudents. Thus, the conflict of their life styleswith the prevailing mores of society can resultin unpleasant contacts between them and theforces in society who feel their function is touphold the standards of the larger society.The Problem in PerspectiveCrime statistics can be misleading unless onecompares them against comparable areas on alongitudinal basis. The 21st Police District,which includes Hyde Park-Kenwood, has apopulation as of the 1970 census of 100,000people. For the year 1970, this entire districtexperienced 5,949 index crimes. Index crimesare murder, rape, robbery, burglary, seriousassault, auto theft, and theft of over $50. Thecomparable figures for Berkeley, California are116,716 people and 6,442 index crimes. Thefigures for Pasadena, - California for 1970 are113,327 people and 7,111 index crimes. Thefigures for Peoria, Illinois are 126,963 peopleand 5,902 index crimes. South Bend, Indianahas 125,580 people and experienced 5,506 index crimes in 1970. New Haven, Connecticuthas 137,707 people and experienced 8,473 index crimes. Index crime in the 21st Police District in.creased 8.3 per cent from 1965 to 1970. p0rthe same period Cambridge, Massachusetts sawcrimes increase 113.6 per cent, from 3,541 to7,563; Pasadena, California, 107.6 per centfrom 3,425 to 7,111; Peoria, Illinois 83.6 percent; South Bend, Indiana 219.2 per cent; andNew Haven, Connecticut, 209.8 per cent, from2,735 to 8,473.As I previously indicated, crime statisticsrepresent only the tip of an iceberg. The increase in reported crime in Cambridge, Berkeley, Pasadena, Peoria, South Bend, and NewHaven is dramatic when compared to the increase in the 21st Police District. In 1965 the21st District topped all of the cities reviewed.The 21st District was exceeded in the numberof index crimes in 1970 by Cambridge, Berkeley, Pasadena, and New Haven.Measures to Combat CrimeAlthough crime can never be completely controlled, it can and should be vigorously fought.What measures are available to members of theHyde Park-Kenwood community? Communityorganization is the fastest way to develop anetwork for crime reporting, cooperation withthe police, and caring for one another.The South East Chicago Commission represents a greatly under-utilized resource in thisregard.The police community meetings are just astart. Informal organization and the development of techniques that would help neighborshelp each other holds a great deal of promisein the crime control battle.The recently inaugurated mini bus servicethat serves to transport University faculty,students, and staff on well publicized routesthat center on the Regenstein Library will doa great deal towards substantially reducing therisks associated with walking around the neighborhood after dark. This risk has most keenlybeen felt by many of the students who live inthe married and single student residence hallsand apartments.The deployment of heavy concentrations ofChicago policemen will be accomplished to theextent that crime statistics warrant such a deployment. Thus, the responsibility for Citypolice deployment rests on the community. Ifwe report crime, then the police will be deployed. If we don't, then the police will nothave a rationale for increasing their patrolactivity.146The University supports the fourth largestprivate security force in Illinois. This force,however, does not have full police powers. Itis a private force whose primary function isthe deterrence of crime through the mechanisms of watching and guarding. It costs theUniversity over one million dollars a year tosupport. Its members can be helpful in providing a deterrent force, but they are not supposed to be solvers of crime. A report toUniversity security must be supplemented bya report to the City police if the crime is tobe part of the area's official record.The emergency phones located throughoutthe community are to be used whenever youfeel the need for protection. Picking up oneof those receivers will result in a security cararriving on the scene within minutes. They areto be used whenever you feel threatened.August 15, 1971An identification of milestones marking theemergence of The University of Chicago Library as a research facility would necessarilybegin with the purchase by President Harperof the "Berlin" Collection in 1892. This suddenaddition of a very carefully selected, very scholarly collection of more than 50,000 volumesand 39,000 dissertations enabled the University by 1900 to report total holdings of 329,000volumes. These resources compare with the560,000 then reported by Harvard, the 360,500at Yale, the 295,000 at Columbia, 275,000 atCornell, 182,000 at Pennsylvania, and 151,000at Princeton. The largest state-supported libraryat the time was apparently that at Berkeley,with 81,000 volumes.In the year just concluded, at least two othermilestones were observed: the superb newJoseph Regenstein Library was opened forservice, and the Library added its three millionth volume.It might be thought that the new building,the existing kinds of library services, and the*Herman H. Fussier has resigned as Director ofthe University Libraries to become a full-timeProfessor in the Graduate Library School. Apparent damage to one of these phones shouldbe reported at once for prompt repair. Theyrepresent a link to the Security Force that willresult in an immediate response to a perceived problem. They are a great resource,and should be treated as such.ConclusionHyde Park-Kenwood does not have to beregarded as a soft touch for criminals. Promptcitizen cooperation with law enforcement personnel, participation in community organizations, and the development of a renewed senseof community responsibility can go a long waytoward destroying the incentive to commitcrime in Hyde Park-Kenwood. In a very realsense, the fate of this community is in ourown hands.By Herman H. Fussier*present collections, augmented by a reasonablelevel of new acquisitions each year, would satisfactorily meet the general cultural, teaching,and research needs of the University now andin the future. This is not so. Growth in thetotal body of relevant research literature andinformation at rates well in excess of currentacquisition capabilities of even the very largestlibraries; the increasingly complex needs ofusers in terms of the scope of required materials, changing subject interrelationships, and therequirements for identifying needs accuratelyand securing access to needed materials withinreasonable periods of time; the emergence ofa variety of new forms of relevant data orliterature — some ephemeral and some machine-readable only; and rapidly escalating costs forevery aspect of library operations; all combine,with other factors, to pose quite critical intellectual, operational, technical, and fiscal problems for all research libraries and their users.Effective responses to these complex problems will, we think, require a variety of measures, including: (1) development of new andmajor extensions of existing joint-access systems to insure the availability of increasingbodies of infrequently-used serials, as well asother kinds of literature or data; (2) furtherTHE OPERATIONS OF THE UNIVERSITY OF CHICAGOLIBRARY FOR FISCAL YEAR 1970-71147development and substantial improvement ofgeneral systems of literature control, providingindexing, abstracting, cataloging, evaluative,and locational information; (3) developmentand application of more sophisticated librarymanagement and operational techniques, including better fiscal control and planning, cost-effectiveness evaluations, staff development, andimproved means of measuring library performance and literature access; (4) developmentand wise application of appropriate technologies, including computer-based data processing, photographic and other photo-opticalmeans of storing or displaying textual and otherinformation, and communications technologies;and (5) almost certainly, more money.The completion of the Regenstein Libraryoffers an incomparably strong base upon whichsuch new and improved capabilities can beerected. However, in order to improve existingsystems of literature access in a significant,long-term sense, the University must continueto learn more of the actual basic requirementsof users, to examine more critically a varietyof alternative solutions, to measure more accurately the current responsiveness of thelibrary, and to help provide a better nationalor international structure for the developmentof joint-access systems. The single universitylibrary must be able to meet, and meet effectively with its own resources, a very high proportion of the needs of its consfituency, but itcan no longer — if it ever did — expect to meetthem all from its own locally-held resources.The essence of the problem is to strengthenthe quality and scope of locally-held resourcesto match as closely as possible the current andfuture needs of the University, to build systemsof local access that function in a highly-responsive way, and to create new systems of efficientaccess to materials that are not held locally.To give one specific example of the need tobuild an effective system of joint access: Atthe end of 1961-62, the Library was receiving some 19,700 current periodical and serialtitles. For those titles carried on the generalserials budget, the subscription costs came to$81,128. At the end of 1970-71, the Librarywas receiving some 41,628 titles, and the costson the general serials budget had risen to$299,587. All serials costs for the Library, including laboratory collections and serials on restricted and endowed funds, came to an estimated $434,892, or roughly 42 per cent of allbook and serial expenditures. The average annual rate of growth from 1961-62 to 1970^71 in the number of serial titles received hasbeen just under 9 per cent, compared with a3-3A per cent average growth rate for thebook collection as a whole. The average rateof increase in the cost of serials, on the generalserials budget only, for the same period hasbeen over 15 per cent annually and was 23per cent in 1970-71 — a year in which totallibrary expenditures increased by 5.5 per cent.Fast and otherwise convenient local accessto a very large body of serials is an indispensable University need. Nonetheless, cost increases at the rate of 23 per cent annually forone category of library services or resources isclearly dangerous, and there are at least someserial titles that are very rarely used. If thesetitles were under adequate abstracting or indexing control — and many are not — and if onecould be assured of access to them within alimited period of time by means of a pool orother joint arrangements, important economiesor extensions of the accessible literature base,or both, would seem entirely feasible. In fact,such a system for science and technology andportions of the social sciences is now operatingin the United Kingdom. The alternatives are(1) to face the prospect soon of all availablefunds being required for serial publications;(2) to curtail access to serials in ways that mayseriously impair research and teaching, or (3)to provide very large annual increases in theLibrary budget.OperationsIn nine months of operation the Joseph Regenstein Library has met or exceeded functionaland performance expectations in almost allrespects. It has been warmly received by almostall students and faculty, a reception verified byentrance rates, typically ranging from 2500 to3500 a day, but exceeding 4000 on one ormore days in each academic quarter.Book moving, postponed to the last possiblemoment because of delays in construction andequipment deliveries, started on July 20, 1970,and was essentially completed on September 21,1970. The Library opened for public service onSeptember 23 rd. Under the immediate supervision of Robert F. Moran, Jr., approximately1,800,000 books and 2700 pieces of furnitureor equipment were moved. The? move involved26 separate collections; eleven bookstack collections, ranging from about 17,600 to 800,000volumes; 14 reference and reading room collec-148tions; and approximately 100,000 volumesreturned from storage to the Regenstein collections. Some 120,000 volumes, the balance ofthe storage collections, were moved in Octoberto the existing, old bookstack area in the Harper-Wieboldt-Classics basement bookstacks.The major collections or library services thatwere moved included: the Biology Library, theBusiness/ Economics Library, the Classics Library, the Music Library, the Education Library, the Harper-Wieboldt-Classics stack collection, the Modern Language Reading Room,the Harper Periodical and Microform Collections, the Oriental Institute Library, the FarEastern Library, the South Asian ReferenceCollection, the general Reference Collection,the Social Science Reading Room, the Department of Special Collections, the Geography/Geophysics Library, the Map Collection, thephilosophy portion of Swift Library, the Photo-duplication Department, the Library's administrative, reserve-book, circulation, and technicalprocessing staffs and collections, the GraduateLibrary School, and the storage collection.A very large number of books from differentlocations, but falling into the same subjectclasses, needed to be interfiled to make up theinitial 1,600,000 volumes in the Regensteingeneral book stack. New reference collectionswere established for each of the Regensteinreading areas. New staff alignments and organizations were devised to respond to the Regenstein service concepts, and to utilize staff talentsmore effectively.A second major event of 1970/71 was theopening of the new Harper (College) Library.As soon as Business and Economics had beenmoved to Regenstein, its third floor readingroom was cleared, cleaned and rearranged toserve as temporary quarters for the new Collegelibrary. The General Reading Collection, carefully assembled over the past several years, wasthen quickly moved from Wieboldt, and thenew College Library, looking quite attractive,also managed to open for service on the firstday of the Autumn Quarter. During the AutumnQuarter, the former Harper and Wieboldt reading rooms were completely refurnished, carpeted, and otherwise modernized. The entirecollection was then moved into this refurbishedspace during the Christmas recess, and thanksto Miss Jean McClelland, Stanley Gwynn, andother devoted members of the staff, was readyfor full operations at the beginning of the Winter Quarter. When remodeling of the Harper East tower and Business/ East has been completed, the new Harper Library entrance willbe shifted to the East tower and the formerBusiness/ Economics reading room will be madean integral part of the College Library. Thevery attractive new facility has been well received and heavily used.During the year, the Library added 128,822volumes (a decline of 14.5 percent from 1969/70), bringing the size of the total collection to3,077,270 volumes on June 30, 1971. Acquisitions are described in greater detail in a supplement to this report,* an abridgment from theannual reports of the various bibliographers andother selection officers. Total book expendituresdeclined by 6 percent. The average costs ofcurrent publications, antiquarian materials, andserials continued to rise sharply. At the closeof the year a special effort was started to reduceunneeded duplicate serial subscriptions, to screenproposals for new subscriptions more critically,and to cancel subscriptions for highly marginalserial subscriptions where possible. The budgetpressures combined with increasing numbers ofpublications and higher prices for books hadthe effect of significantly reducing the acquisition of antiquarian materials. Choices betweencurrent and retrospective publications tend tofavor the sciences and penalize the historicaland humanistic disciplines. On the other hand,a failure to acquire needed current imprints atthe time of publication will impair access toneeded materials for all disciplines and willresult in much higher costs for ultimate procurement and processing.Once again there were major additions tomany parts of the Library. The most notablesingle items were those added to the Helen andRuth Regenstein Collection of Rare Books. TheLibrary and the University continue to begreatly strengthened by the generous and understanding support of Mrs. Joseph Regensteinand Miss Ruth Regenstein. At the close of theyear, Professor Chauncy D. Harris presentedto the Library his extraordinarily comprehensive collection of more than 3000 volumes relating to the geography of the Soviet Union,Eastern Europe, and, to a lesser extent, otherparts of the world. The collection as it relatesto the Soviet Union is believed to be the mostcomprehensive collection in the Western worldon Russian geography for the period 1945-1970, with the possible exception of that in theLibrary of Congress.* Available from the Library office.149A second major collection of several thousand items relating to the Czech and Slovakcommunities in the United States from 1848 todate was presented by Dr. Zdenek Hruban, ofthe Department of Pathology. Professor Emeritus Bessie Louise Pierce has made a gift of anextensive body of manuscript and printed materials relating primarily to the history of Chicago. Mrs. Quincy Wright presented a substantial body of Professor Wright's papers. FairfaxM. Cone gave his nearly comprehensive collection of books on the development and historyof advertising to the Library. Friends of Mr.Cone had earlier provided an endowment bookfund in his honor to maintain this collectionand to acquire other materials in the fields ofbusiness and economics. Particularly appreciated for personal reasons was a major gift fundfor the acquisition of rare books and manuscripts, which was given by Professor BernardWeinberg in honor of the undersigned. Important support for the acquisition of referenceand Harper Library materials came from theSears-Roebuck Foundation. Miss Emily Hollo-well, a greatly valued member of the Librarystaff from 1920 to 1941 and Head of the Cataloging Department for many years, left a majorbequest to the University from which the Library will receive $108,489. The funds will beused primarily to support acquisitions in 1971—72. In compliance with Miss Hollowell's wishes,a portion of the bequest will be used for thewages of student assistants in the Library.Other personal donors have included: Mrs.Katherine Kuh, Mrs. Raissa Palyi, ArnoldDeutchman, Dr. George Matula, Saul Bellow,Milton Friedman, Robert J. Havighurst, HansJ. Morgenthau, John Rewald, George J. Stigler,Philip Auerbach, Mrs. Dora Goldberg, Frank L.Sulzberger, Lloyd Smith, Mrs. George Williamson, and Gay lord Donnelley. A list of endowedbook funds is given in the Appendix.*We are pleased to report that under the general leadership of Jan Wepsiec, Bibliographerfor the Social Sciences, the Library's selectionofficers during the past year have given substantial time to preparing a written summary of theacquisition policies of the Library. Such a statement should be extremely useful in coordinatingeffective collection development and in identifying gaps in coverage or areas where lower priorities may be assigned. The drafting of such*A list of personal donors, Appendix A of thefull report, is available from the Library office. a statement presents a variety of difficultproblems.Total library expenditures came to $4,076 -570, an increase of 5.5 percent over 1969/70.This increase went primarily to increasing salaries, meeting increased retirement costs, andcovering higher postage, printing, supply, andother expense items. Recorded circulation declined by an apparent 13.9 percent. Other statistical data are presented in Table 1. Thecirculation decline may, in part, be attributedto the 5.8 percent decline in enrollment, verylimited circulation from Regenstein-related departments during the two-month moving period,the more extended use of the 24-hour reserve-book loan period, and a few other factors. Itwill be essential in Regenstein in the future tobegin to measure non-recorded use (e.g., thereshelving of materials used in the bookstacksand reading areas) to get a more consistentpicture of reader use. We have long expressedsome skepticism about the utility of existingkinds of circulation data as more than an approximate, and rather crude, measure of libraryuse. This point can best be illustrated by thecirculation data for the Law Library. Recordedcirculation for Law in 1970/71 came to 43,919,but the number of volumes reshelved by theLibrary's staff was 306,964. The ratio of unrecorded use to recorded use is not this high inlibraries with more liberal loan policies thanthose prevailing in Law, but it is known to besubstantial. General circulation loan periodswere increased from four to five weeks, a convenience for those using materials that are notin frequent demand, but such a long loanperiod is not helpful in improving access tosome bound periodical volumes and other materials that may be needed by many readers. Asystematic review of all loan periods and circulation policies is in order, and some preliminarydiscussions of these matters were held with theBoard of the Library and the Library's StudentAdvisory Committee.In addition to the planning for the Regenstein and Harper Libraries, substantial amountsof time were given by Stanley Gwynn and otherstaff members to planning some relatively minoralterations in the Billings Library, the expansionof the Art Library into the former Classicsreading room, a minor expansion of Chemistry,a preliminary review of the possibility of acombined Geophysics and Chemistry Libraryin Jones, a review of space needs in Eckhart,the relocated storage facilities, and the disposi-150o3 So ft§ >u *\o\soONoONOC^-sONsoONONSO"v.00SOON co so co oo00 SO so ©+ + + + co on on »o cn cn cn °i cn^' 00 ^ 6 N h h SO»0 CO i-H ^f '^+ + + + + I I I + ONO CM»n vd ON ^c4 oo U^CO>OONON^hONOI + I + + + + I + I I>o 00 CO rH »o o o>o ^f o Tf (S r- r»*cn" CO COSO" ©" ON so" cnco 00 T-H >o o r*- r*-o i-H CN CO »o o ©^^ i-H of -<t co" CN 00 00 ON t*»cs cn © ^ r^oo so tj- © so <o.. .. .. 1 »orH © SO CM CO"<t so >o COoo oSO^ ONon" cn"O T^V3- CN *o o t^- t^ t^ 00 »o SO COON CO CO <o «fr r-H Tf o CO CNcn" COcn" CNCN so©" 00SO" ©" T— t»o r- CO so r- *o CO t^ SO »oCNcn" ^ 00co" ONcn" 00 00ONCNsoON CO o CO CO SOSO CO ON ON CO**\ t^ CM r^ CN>o i-T t^ *<t on"T— 1 CN ON 00©^ CN CN ON CO CN so so soN H 00 VOM \0 N N O G\ M 2d en rf <o K K K mi— i >o >o co r^ so »oSO^ 00^ »H 00CO* CNV5- oSOSOON *H SOCN oot^ cnCN CN00 T-H K>. 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CO^* 43 tn >^X! t^^ O 61) L CO3 S *5 w fjoo I* a> co "^. ^5--la'so cd& ft « -tion of furniture and equipment not moved bythe Library into Regenstein or into other libraryunits.The year 1970/71 was an eventful and pivotal one for the Library Systems Developmentgroup under Charles Payne. The NationalScience Foundation-funded project for thedevelopment of an integrated, computer-basedbibliographic data system for a large universitylibrary was ended. During the year, work wentinto a new system for using machine-readablecataloging data from the Library of Congress,an order claiming system, a list printing facility,an acquisitions fiscal system (not yet implemented), and system efficiency reviews andchanges. Two major reports documenting thesystem and a final report to NSF were preparedand distributed. The ongoing Bibliographic DataProcessing System maintained regular operations and, through May of this year, producedmore than 503,000 catalog cards, 33,000 purchase orders, and 61,000 charge card and pocketlabel sets, as well as many other formatted andprinted outputs. The operation has faced increased billings as equipment changes weremade and billing algorithms revised by theComputation Center, a trend contrary to forecasts made by the Computation Center.A three to five-year Library Data Management System project was started in January,1971, with new grants awarded by the Councilon Library Resources and the National Endowment for the Humanities. The staff for thisextension of the system was recruited and facilities in Regenstein were provided. Work isunderway on the first of the project tasks — todesign, build, and test a general purpose librarydata management system. Development andtesting of the List Printing facility, started underthe NSF project, has continued through cooperation with Dean Don Swanson and a Graduate Library School research project.During the year the Student Advisory Committee on the Library gave its attention to theLibrary's book recall procedures and policies,to access to the Library by non-University personnel, to Regenstein book locker proceduresand policies, to problems of student conductin the Library (including the drafting by thestudents of a proposed code, which the Librarywill duplicate for distribution), to a review ofthe Library's fines and penalties, reserve-bookpolicies and procedures, renewal procedures,and several other matters. The views and effortsof the Committee in these matters were very valuable to the Library in furthering mutualunderstanding of problems. During the yearthe Library had several highly constructivediscussions with Tony Grafton, the StudentOmbudsman.The Board of the Library gave its attentionamong other matters, to policies related to theassignment of faculty studies, book lockers, theuse of library seminar rooms, the disclosureof borrowers names to other readers seekingspecific titles, the circulation of books fromthe Harper Library, and the general circulationof journal volumes. It also considered hours ofpublic service, and reconsidered matters relatedto the South Asian reference collection, thefunctions of the Board, and certain budgetaryproblems of the Library.The administrative organization of the Library was revised in 1970/71 to meet the neworganizational and operating concepts of theRegenstein Library. In some of its relationshipsthis reorganization was on a provisional basis,both to accommodate the new concepts ofRegenstein and to provide for the consolidationof more than eleven, heretofore physicallyseparate, major library units and their staffs.Finding the most effective patterns for the organization of large university libraries is currently a matter of widespread general concern,and continuing attention will need to be givento this matter by the Library to insure that it isresponding well to changing University requirements, that staff members are provided withappropriate means for participation in policyformation and other decision-making processes,and that performance measures for all aspectsof Library operations can be developed andutilized. The growing pressure of budgetaryrestraints in the face of rising costs, and thegeneral size and complexity of operations arelikely to require rather different organizationalstructures as well as new managerial, analytical,and fiscal skills on the Library staff that havenot previously been common in libraries.It is greatly to the credit of the Library staffthat it handled the transition to the Regensteinand Harper libraries, maintained somewhatlonger hours of public service in these new facilities, discharged a variety of new functions,and met other new and recurring obligationswith almost no increase in staff size. MichaelKarr and Jill Reddig of the Binding Department achieved what appears to be the mostnotable internal improvement in operating efficiency of a single department within the year,152but other significant improvements in staffutilization and the transfer or elimination ofur/needed positions occurred in several otheraiajor areas of the Library.The effort of a group of Library staff members to organize a labor union consumed a verylarge amount of senior administrative and otherstaff time. Many of the legal and other issuespresented to the University and the Libraryby this organizing effort were not generallyunderstood by all staff members or other members of the University community. Throughoutthe proceedings the University was meticulousin its effort to protect the rights and interestsof all individuals, including those who soughtunion representation as well as those who wereopposed.By virtue of the National Labor RelationsBoard's recent expansion of jurisdiction, theUniversity must now be considered an employersubject to the provisions of the National LaborRelations Act. Under that law and NRLB procedures, there are certain strictures designed toprotect the rights of all interested parties. Theseinclude such matters as delineations of thoseemployees who may or may not participate inthe formation of a union and the solicitationof support manifested by a "showing of interest" of employees in favor of a collective bargaining representative; those categories of employees who may or may not hold office in aunion which seeks to represent employees orotherwise influence its policies; and those employees who may or may not have a sufficientcommunity of interest to warrant their inclusion in a single unit appropriate for collectivebargaining, e.g., clerical as distinguished fromprofessional staff members, and Library clerical as distinguished from all University clericalemployees.Thus the University, when asked by a groupof Library staff members to recognize a localof the National Council of Distributive Workers of America as a bargaining agent for abroad group of library employees, immediatelypetitioned the National Labor Relations Board,asking that impartial agency to conduct a secretballot election to determine whether the union,in fact, had the support of a majority of Library employees in a unit appropriate for collective bargaining. The NLRB thereupon commenced hearings aimed at resolving questionsas to what would constitute an "appropriatebargaining unit." Testimony was first taken onwho, among the Library's professional staff, were supervisors excluded by law from anyappropriate bargaining unit certified by theNLRB. The NLRB then announced a postponement pending an administrative investigation of the case undertaken by the NLRB atits own initiative. The University did not atany time request or suggest such an investigation. The Board subsequently formally dismissed the case because of the Board's findingsthat Library staff supervisors had, in fact, actively participated in the formation of theunion and the solicitation of employee supportfor it. It is the opinion of the university'scounsel that if the University were to recognizethe presently constituted local as bargainingrepresentative for a unit of non-supervisoryemployees, or a mixed unit consisting of supervisory and non-supervisory employees, as proposed by the union organizing group, it would,without question, be engaging in an unfairlabor practice and thus be in violation of thelaw.It should be noted in this connection thatthe Library's administrative officers and theUniversity have long been concerned with theeffort to identify and correct, wherever possible, the legitimate grievances or related concerns of the Library Staff. Such concern willundoubtedly continue.ConclusionIt is a common practice for librarians, uponleaving office, to give some attention in theirfinal reports to comparisons between things asthey were upon assuming office and as theyare upon departing. The comparisons normallysuggest that matters have improved in the interim. Since this is my twenty-third and lastannual report, I believe it is not inaccurate toreport that the Library is basically in relatively good health, though it shares with manyother university libraries some important general and local problems. The Library is, bymost criteria, a much more responsive andmuch stronger facility than it was in 1948. Themost conspicuous physical improvements during this period were, of course, the great newRegenstein Library, the Law Library, the Social Service Administration Library, and thenew Harper Library. Preliminary plans weredeveloped for a new science library, but thefiscal resources of the University were insufficient to implement such a plan.The enduring base of any scholarly libraryis made up of its collections, and these have153been greatly enriched and, in many cases, mademuch more accessible. Much more systematicand more rapid selection and acquisition programs have been created and have long beenoperational.There has been a substantial strengtheningof the staff, and of staff benefits. In some instances, members of the present Library staffare among the most able and respected librarians in their respective fields in the country.Many major library services have been eitherestablished or strengthened during the intervening years. The Library has continued to bea leader in the sensible applications of technology to scholarly needs in its photoduplica-tion services and in its development duringthe past five years of one of the major, integrated, operational computer-based systems forhandling bibliographical data. Ultimately suchsystems will, it is hoped, offer to readers modesof access, as well as direct and indirect libraryservices that are not now feasible.The Library at the beginning of 1948/49 held1,705,398 volumes. It now holds 3,077,270.*Library expenditures in 1948/49 came to $668,-177, of which only $201,692 went for booksand binding, compared with the expendituresof $4,076,570 in the year just concluded, with$1,216,303 for books and binding.There are at least two changes in the Library's situation that I had not anticipated inOctober of 1970 when I asked to be relievedas Director at the end of the academic year:*It would appear that only this library and Yale,both from necessity, have withdrawn over theyears substantial numbers of duplicates and marginal materials. Chicago, unlike Yale, transferredsubstantial numbers of non-duplicate volumes tothe Center for Research Libraries. Total withdrawals between 1948 and 1971 came to about433,000 volumes. Without such withdrawals theindicated rate of growth would, of course, havebeen higher. the union organizing drive with the unfortunatepolarization of the staff that has resulted, andthe loss in 1970/71 and early 1971/72 of Somany senior staff colleagues: James Riley, MrsBarbara Smith, David Farley, and Miss IrisByler. Miss Byler was the first personnel officerin the Library and has given the Library, itsstaff, and the University a highly informedhumane, and conscientious personnel servicethat has over the years greatly strengthenedthe Library and its staff. Mr. Farley was theone nearly indispensable man in helping theDirector and other members of the staff tocarry through the several thousand details inthe planning and furnishing of the RegensteinLibrary. Mrs. Smith, after serving as an extremely able Circulation Librarian in Harpercame back to the Library, and, during the pastyear, applied her skills to clarifying many procedural, policy, and liaison problems of thedepartmental libraries. Mr. Riley's joining ofthe staff in 1968 had added greatly to its general administrative strength; his abrupt departure in mid-year was, in consequence, aserious blow. These various departures have, ofcourse, added to the burdens on Stanley Gwynnand other devoted members of the staff.I should like to express my deep appreciation to the members of the Library staff, theUniversity faculty, the University's administrative officers, and the many other friends of theLibrary who have helped to strengthen andmaintain the Library over the years. A greatresearch library represents a major trust, to beheld, administered, and augmented for the benefit of current and future students and scholars.I believe these obligations have been fulfilledand am honored to have been given the opportunity by the University to share in sucha trusteeship during a critical period in thelife of the Library and the University it serves.CURRENT UNIVERSITY LIBRARY ENDOWMENT FUNDSNameThe Celia and Delia AustrianFundThe William E. BartonLincolniana FundThe Frank BillingsLibrary Fund PurposeEarly English andAmerican DramaMaterials relating toAbraham LincolnMedical books andjournals Established192919321925154Name Purpose EstablishedThe Charles W. Boand Books for theLaw Library Fund Law Library 1969The Fairfax M. Cone Books in advertising,Book Fund marketing and related fields 1968The Louis G. Cowan Books for the Law ReactivatedLaw School Library Fund Library 1970The Allan T. Dunham To maintain a library of non-professionalMemorial Book Fund books for Law student reading 1964The Essington and McKibbin Books for the LawLaw Book Fund Library 1968The Herman and Fannie FeldsteinMemorial Book Fund No restrictions 1964The Morris H. Fishbein Books relating primarily toCollection the History of Medicine 1956The Jerome Frank Books for the LawMemorial Law Library Fund Library 1964The Benjamin E. Gallup Books relating toMemorial Fund American History 1921The Goodspeed New Testament Preservation and enlargement of theManuscript . Fund Goodspeed New Testament collection 1962The William B. Hale Materials for research and study inMemorial Law Library Fund the field of monopoly 1971The Carter H. Harrison To augment the Harrison collection of earlyLibrary Fund travels, cosmography, and American history 1970The Wallace Heckman Books for the LawMemorial Law Book Fund Library 1929The David Horwich To further the study ofLaw Library Fund Ethics and Law 1965The Hazel Kyrk Books in consumerMemorial Library Fund economics 1958The Law Library Books for the LawBook Fund Library 1967The Emil Martin Martinson Purchase of books forDivinity Book Fund the Divinity Library 1955The Olga Menn and Paul Menn Purchase of books on music,Foundation playwriting, and storywriting 1949The Harriet Monroe Purchase of books for the Harriet MonroeModern Poetry Fund Modern Poetry Library 1931The William Vaughn Moody Books in AmericanFund literature 1917The Public Relations Society Purchase of books in theLibrary Book Fund field of public relations 1962The James Nelson Raymond Purchase of books forLaw School Library Fund the Law Library 1929The Edwin P. Wiley Books for the LawLaw Library Fund Library 1970The William R. WoodwardLibrary Fund No restrictions 1969The Frederick Woodward Books for the LawLaw School Library Fund Library 1964155ART CENTER GROUNDBREAKINGGround was broken for the first phase of afine arts complex at The University of Chicagoon October 29 in the 5500 block of SouthGreenwood Avenue. The ceremony inauguratedconstruction of the Cochrane-Woods Art Center, the David and Alfred Smart Gallery, andthe Sculpture Court.The Art Center will be the first componentof a block-long, multi-unit center. The University is seeking funds to make possible classroom and office facilities for music, an art library, and a theatre.The four speakers at the groundbreaking werePresident Edward H. Levi, Frank H. Woods,John Smart, and Robert Scranton.Edward H. Levi,President of The University of Chicago:All of us are conscious today that we aremaking a major commitment to the future.What we do now has been long in coming.Seven years after this University was founded,President Harper called for the establishmentof the Department of Art. "The aesthetic sideof educational work has not yet been recognized by the University. The conditions, indeed,make it impossible for men and women, whatever may be their talent, to pursue studiesalong these lines. No objection could have beenmade to this policy fifty years ago, but in thesemodern days, when in every stage of the educational process the aesthetic plays so importanta part, to ignore it ... is to blind ourselvesand those whom we are guiding."I find some rueful satisfaction that it tookanother five years before the Department ofArt was created. It emerged through the transformation of the Department of Classical Archeology. Its first Chairman, Frank Tarbell,was a classicist who studied the works of antiquity. It is a pleasant coincidence — and perhaps more than a coincidence — that the presentdistinguished chairman is in the same tradition.Professor Tarbell, as new chairmen of new departments are likely to do, soon urged uponthe University the necessity for proper facilities, so that when the "time comes, it will bepossible, given the necessary funds, gradually to equip the Department with casts of coins, ofgems, and of works of bronze and marble sculpture, with copies of studies of paintings, andperhaps even with the original works of art,ancient and modern." That was in 1904. Today,67 years later, we commence the building ofthese facilities.I do not for a moment suggest that the history of the Department of Art at The University of Chicago can be written in terms ofthis deliberate speed. It has had facilities, forafter all somehow it has been housed, and itsfacilities have been significantly added to in recent years. The Midway Studios, through theefforts of the Women's Board of the University,and the Bergman Gallery, on the top floor ofthe modernized Cobb Hall, given through thegenerosity of Mr. and Mrs. Edwin Bergman,have made it increasingly possible for our students, particularly undergraduates, to have theexperience of working in the visual arts, and toobserve the creation of significant works byexperienced artists in residence. Moreover, formany years the work of the Department hasbeen enormously enhanced by its possession ofthe Max Epstein Archives, a superb collectionof photographs of original works now numbering half a million.Through the years the work of the Department has proceeded, frequently marked withthe greatest distinction, not of possessions, perhaps, but of those faculty and graduates whoseinsights and scholarship reflect the excellencewhich this University has sought to attain. Andas to this excellence, in this area as well asothers, one may dare to suggest that it is builtupon the conception of the unity and related-ness of knowledge and understanding, so thatan awareness of pattern and structure, traditionand innovation gains strength here from thework of the entire University, and pervasivelyadds to the quality of the whole institution.This is a perverse university. One could saythere are many reasons not to begin the creation of an art building and an art gallery today.The financial difficulties of the private universities are well known. We need no new warningsof the financial cost of galleries; I have nodoubt we shall be reminded of this fact more156often than we would wish. Moreover, it is commonplace that many galleries at many universities do not contribute in any central way toteaching and research.During this period when budgets are beingreduced, and projects are everywhere beingprodded to have immediate practical results, interms of goals set forth in the latest opinionpoll, endeavors quaintly termed cultural arefrequently the first targets for elimination. Thereare, undoubtedly, many reasons for extendingthe 67-year delay into the indefinite and uncertain future. And yet, in a way which I thinkis characteristic of our University in its endeavor to be true to itself, we have determinedto go ahead.Indeed, we hope the earth we turn todaymarks not only the beginning of an art building and an art gallery, but a music building,an art library later to come, and a modesttheater as well. We propose an eventual cultural center, of which the Art Center will bean important part, knowing that, unlike somestate-supported institutions, we cannot countupon instant creation. It is the organic growthover the many years, not only of art, but ofmusic and the student theater as well — eachquite individualistic, and with different dimensions, strengths, and opportunities — which givesus the confidence to know we are dealing withessential elements that help make up the pattern of the educational experience. It is notaccidental that the work of the Art Departmentoccupies a central relationship to humanisticteaching and research and to the extraordinarilysuccessful efforts of the University to add tothe understanding of non- Western cultures. Ihave remarked on the coincidence of the firstand the present chairmen's work in classicalarcheology. But it is more than a coincidencein that one would always find within this department similar relationships which reflect thecentrality of its work in the life of the University.Since we are determined to go ahead, we areparticularly fortunate that the structures for theCenter and the gallery within the Center havebeen made possible by most generous gifts fromthe Woods Charitable Fund and the Smart family Foundation. I should say to Frank Woods,our Trustee, and John Smart, our former neighbor, that we welcome them not only for today,but for many similar occasions.The Cochrane-Woods Art Center will consistof two limestone buildings enclosing a sculp ture garden. The Center is named in honor ofthe family of the late Frank Henry Woods andhis wife, the late Nelle Cochrane Woods, whoendowed the Woods Charitable Fund. A majorportion of the Cochrane-Woods Art Center willbe the David and Alfred Smart Gallery, namedin honor of the founders of Esquire Magazine.The David and Alfred Smart Gallery will consist of 7,000 square feet of exhibit space forpermanent collections and traveling exhibits,conservation room, darkroom, storage area,workshop, and administrative offices. The Cochrane-Woods Art Center will have classrooms, a50-seat lecture hall and faculty studies.Chairman Tarbell dreamed of the University's having its own collections of originalworks of art. The Center and Gallery will beendowed with the impressive collection of 200paintings, lithographs, and works of sculpturecontributed by Mr. and Mrs. Joel Starrels inhonor of their son, Joel, who was my studentand my friend. Katharine Kuh, the noted artcritic, will present another 200 works, a testament to her remarkable powers of discrimination, knowledge, and discovery, and her commitment to this institution. Mrs. Claire Zeisleris donating her extraordinary collection of primitive African sculpture, contemporary paintingsand sculpture, and American Indian basketry.These works of art will augment those alreadyon campus, including the Joseph Shapiro collection from which students and faculty areprivileged to rent pieces at nominal fees to experience in their own rooms and homes.The buildings which will be created havebeen designed by Edward Larabee Barnes todisplay rather than to distract from the worksexhibited, and to enhance communication amongthe scholars. He has skillfully prepared his design so that the other buildings of the culturalcenter, when they come, will complement andrelate to these structures. Indeed, with a humorand wit which architects do not always possess,he has made the second floor art library dependent upon the completion of the musicbuilding upon which it will rest. What self-fulfilling optimism we hope this is!The importance of the Cochrane-Woods ArtCenter and the David and Alfred Smart Gallery, of course, cannot be assured even by thenotable design and the extraordinary collections which have been given. It will dependupon the wisdom and help of many — ChairmanScranton and the other members of the facultyof the Art Department, who have created this157Center through their ideas, their work, the tradition they exemplify and, what has sometimesbeen more difficult, their acquiescence in thecarrying out of their ideas. But just as I knewthrough my own experience the great numberof individuals who hoped and waited moreyears than they thought possible for this groundbreaking, so I think into the future of thosefaculty and students who will come and whowill add a part of their lives to the meaningof these structures. In behalf of these futurestudents and faculty, I thank all of you whohave made this possible.Robert Scranton,Chairman of the Department of Art andProfessor of Classical Archeologyat the University:When the preparations for this occasion wereat an early stage, it was suggested to me that Imight speak to you on the history of the Department of Art in this University. Now, ahistory can be as long or as short as one choosesto make it, and one could make much of thedistinguished and devoted people, the troublesand the achievements, of the Departmentthroughout its history. More, perhaps, thanmany of you want to hear. But I do think itwould be appropriate and useful to speak atleast of the beginnings — the genesis of the Department.The first mention of the Department of Art,in those specific words, in the Public Recordsof the University is in the Announcements of1902/3. Here are listed offerings by three men:Frank Tarbell, James Breasted, and George Zug.Everyone knows who James Breasted was, andI suspect that few here know now who GeorgeZug was (he taught courses in art from themedieval period on into modern). Some of youmay know who Frank Tarbell was: he was amember of the Department of Greek, andamong other things was the beginning of thisDepartment. In 1893 he got the whole thingstarted by offering three courses: "Introductionto Classical Archaeology," "Greek Mythologyin Greek Art," and "Greek Life from the Monuments." For the next two years he was the solefaculty member of the Department of Archaeology, the ancestor of the Department of Art;from 1895 to 1902 he and Professor Breastedconstituted the entire faculty.The considerable qualities and accomplishments of Professor Tarbell, of those who joined him in the first years of the Departmentand of their successors in the following decadeshave contributed notably to the lustre of theUniversity, but instead of detailing all of theseI should like rather to emphasize by contrastwhat the net result of it all has been, and whatthe Department of Art is today.From one man teaching three courses, theDepartment has become a curiously, and sometimes obscurely, complex organism. There is thefaculty of the history of art, with some 15members teaching courses and directing research in the history of European and Orientalart from classical times to the present; the faculty of the Midway Studios, five in number,giving instruction in the practice of art; theBergman Gallery, itself a College facility, butwith a program shared by the Department whichincludes teaching in the regular academic curriculum of the College combined with publicexhibitions and extracurricular studio activityfor students; the collection of slides, one ofthe best in the country, which services theteaching activity; the Epstein Archive of Photographs, also one of the largest in the country,which provides materials for research and studyfor both faculty and students; and the Art Library, which is again not under the direct administration of the Department, but is designedto function in teaching and research in specialand intimate ways, different in many respectsfrom other parts of the University Library because of the special character of the books andthe ways in which they are used in the teaching and research of the Department.While not the largest in the country, or inthe University, the Department is still large.It is almost impossible to represent in figuresthe "size" of a department, but during the academic year 1970/71 there were 1,039 registrations in 146 courses in the graduate and undergraduate programs in the history of art; 326registrations in the College Humanities introduction to art; 344 registrations in courses instudio art.But these figures do not represent the totalityof our contact with students. Through the Bergman Gallery, and through our affiliation withthe Renaissance Society, we help to make experiences with art available to the whole societyof the University, and to some extent the community beyond. Many of our staff are activein the world of art in the community at large —as artists, critics, leaders in the movement todiscover and preserve historic monuments, art158historians. Many of our students — through forceof financial circumstance, perhaps, but nonetheless — are teaching in institutions throughout the entire Chicago area, and our graduatesare spread throughout the United States andCanada. Further, with the aid of grants fromthe Kress Foundation and other externalsources of aid, and to some extent through affiliations with other institutions in this countryand abroad, our advanced students may befound in most of the countries of Europe, inIndia and in Japan.In all of this activity — often seemingly unrelated — there is, I personally believe, a unityof purpose in the common concern for an understanding of the visual arts as a means ofexpressing aesthetically (I quote Bruno Bettel-heim) the "true nature and essence of reality,"and the idea that by bringing together peoplewith various approaches to the problem, something more may be discovered than by allof them working separately. Some of us areconcerned directly with the actual making ofmeaningful works of art which convey thevalues of the maker to his public. Others areconcerned with those processes as they havebeen realized in history, and with what theworks of art as realized did in fact conveyto the public of their own time and may convey to us in understanding the historical publicand in expanding our own understandings.Others are concerned with bringing these understandings to people, through the experienceof art in the ordinary environment of life. ThisDepartment is unusual, if not unique, in attempting at least to create and maintain aneffectual community and interchange amongthese various activities.Of course much of this should be taken forgranted in The University of Chicago, but Idwell on it today to illuminate the point ofhistory where we now stand, 78 years after Professor Tarbell announced the first course in thehistory of art. For today marks not simply thebeginning of a new building, but the beginningof a new phase for the study of art in this University. During the last 35 or 40 years — halfthe life of the Department — it has functionedin essentially the quarters it now occupies. Itwas only recently that the Bergman Gallery inCobb Hall was given to the College. The Midway Studios have remained for a generation inthe already historic studios of Lorado Taftwhere they were born, and it was only a fewyears ago that the energy and generosity of the Women's Board provided funds for their renovation, and for the limited enlargement we hopewill be completed this year.But the investigation and teaching of theproblems of art in the historical dimension, withthe collection of slides, the archive of photographs, the library of books, has remained inGoodspeed Hall, increasingly cramped, andthere has been no University gallery at all.The arts, in almost all ages and places, depend heavily on the patron. Good patrons —sensitive, understanding, intelligent patrons —have been responsible for saving many of thegreat artists of the world, and many of theirsignificant works. For the future we hope for —we depend on— such patrons to help us develop our ideal of increasing the understandingof art in its historical dimensions. Some, wehope, will make gifts of appropriate works ofart. But there must also be patrons who understand the other needs of a Department of Artin a University, with its own peculiar processesof increasing the understanding of the meaningof art and disseminating that understanding toits students and the community. For this Department to fulfill its function ideally conceived,there is required not only an ideal and a faculty,but patrons who understand the ideal, and alsothe processes and their needs: the Gallery —to present works of art in accordance with thepurpose; the instructional building — in whichthe students and faculty can work in moreformal ways; and the library and archives — onwhich their work is based.On this day, then, which marks a conspicuouspoint in the history of the Department, wewould express our appreciation to two suchpatrons. The thoughtful understanding of theSmart* family and of the guiding spirits of theWoods Foundation allow us to embark hereon the construction of such a gallery, and suchan instructional building — a giant step towardthe realization of the goal.John Smart,Chairman of the board of trustees of theSmart Family Foundation, which donated $1-million toward construction of the David andAlfred Smart Gallery (He is also chairmanand director of Esquire, Inc., publisher ofEsquire and other magazines. The gallery willbe named in memory of his older brothers.):I am very glad to be here for this groundbreaking ceremony for the Cochrane-Woods Art159Center and the David and Alfred Smart Gallery. And I am glad that this building is risingin Chicago, the city in which I grew up andthe city I will probably always consider myhome. My brothers, David and Alfred, wereborn in Omaha, but they came to Chicago whenthey were so young that they, too, consideredChicago their real home for the first half ofthis century.It is fitting that Chicago should be the siteof a building that honors their memory. Theywere always grateful to this city as the placethat gave them the opportunity to make good.Within the city of Chicago the choice of TheUniversity of Chicago as the location for thisbuilding is also logical. The University has along history of independence and toughminded-ness — qualities that both my brothers admiredand that I feel they themselves stood for.Because they both believed in and practicedindividual initiative, I know they would haveapproved of the giving of this gallery to aninstitution that is privately supported and freeof government restraints, one that has pursueda course characterized by willingness to experiment, to test, and to risk being wrong. Thischaracteristic has led The University of Chicago to become and to continue to be an innovator and a leader in higher education. Thiscountry needs universities that are independentand have a pioneering spirit, that have both themeans and the inclination to chart a coursethat others may follow. Probably there are onlytwo or three other universities in this wholecountry — certainly no more than a handful —of which that can be said.I'm sure my two brothers would want to leadthe applause for the Smart Family Foundation's choice of The University of Chicago asthe site of this building which is going up intheir honor.David and Alfred Smart were workers inthe labor force of the arts. I am using the termin its broadest sense, to include magazines andfilms which help to spread the art of appreciation, which is, after all, the foundation for theappreciation of art. As such, they would bepleased and honored today to know that theirefforts to broaden the appreciation of art willbe carried on in their name, and on the highestlevel.As their surviving brother, I feel absolutelysure that I can speak for both of them whenI say that they would deeply appreciate thismoment. Frank H. Woods,Trustee of the Woods Charitable Fund, lnc.ywhich provided a $1- million gift for the ArtCenter (The Art Center will be named inhonor of the family of the late Frank HenryWoods and his wife, the late Nelle CochraneWoods, who endowed the Fund in 1941.Frank H. Woods, a son, is a Trustee of theUniversity, president of the Sahara CoalCompany, and past president of the board oftrustees at the Art Institute of Chicago.):This is a great day for The University of Chicago. The breaking of ground for the Cochrane-Woods Art Center, the David and Alfred SmartGallery, and the Sculpture Court is a ceremonyof future significance. It reflects the growingawareness of the importance of the arts notonly by this university, but also by all universities, and by society in general. There is an increasing realization of the arts as part of man'sdevelopment, as able not only to enrich lifebut also to illuminate it.I am not suggesting that appreciation of thearts in Chicago is a recent development. Theoriginal building of the Chicago Historical Society perished in the great fire of 1871. Itspresident in 1877 issued a clarion call for thecity to develop its cultural facilities (perhapsto counter its "Hog Butcher" reputation).The next twenty years were fruitful. The ArtInstitute opened in 1879. The Symphony firstplayed in 1891. The Columbian Exposition of1893 stimulated interest in both art and architecture. The Field Museum of Natural Historywas a result of the 1893 Fair. These years sawthe beginning of the Chicago School of Architecture with Sullivan and Adler and, later,Frank Lloyd Wright.Professor Scranton has reminded us thatcourses in history of art date back to the earliest days of the University. Lorado Taft, oneof the great sculptors of the day, made his homeat The University of Chicago. Taft attractedother sculptors and artists to his workshop inMidway Studios. The Studios — now a NationalHistoric Landmark — are today the home of theUniversity's programs in painting, sculpture,graphics, and ceramics.But while the arts have flourished on theMidway, they have had no focal center of theirown. This concept was often discussed, but itwas not until 1965 that definitive planning gotunderway. Ed Barnes evolved a plan that couldbe programmed in four phases as financing wasassured.160Today marks the start of Phase 1 — the Cochrane-Woods Art Center, the David and AlfredSmart Gallery, and the Sculpture Court. Wecan hope that this start will encourage futurefunding of the Art Library, the Music Building,and the Theatre. All are equally needed andimportant to the future of a "complete University."You may wonder at the hyphenated namegiven to the Art Center. My mother was aCochrane — a Nebraskan, though Illinois-born —and had many friends in the University community with whom she was in contact until herdeath in 1950. The friends are long gone, butmany here will readily recall the name Abbott,among others. How she and they would haveliked to join in this ceremony!With support of the arts a charter commitment given to us by the founders of the WoodsFund in 1941, our Trustees readily respondedto the University's planning. We are proud toshare in this facility, which we believe willfurther enhance The University of Chicago asa leading force in American higher education.TRUSTEE ELECTIONThe election of five new members to The University of Chicago Board of Trustees has beenannounced by Gaylord Donnelley, Chairmanof the Board.They are:Charles L. Brown, Lake Forest, Illinois,President of the Illinois Bell Telephone CompanyMargaret Bell Cameron (Mrs. George GlennCameron), Ann Arbor, Michigan, daughterof Nathalie and Laird Bell, late Chairmanof the BoardMarvin Chandler, Glen Ellyn, Illinois, Chairman of the Executive Committee of theBoard of Directors of the Northern IllinoisGas CompanyW. Leonard Evans, Jr., Chicago, Presidentand Publisher, Tuesday Publications, Inc.Hart Perry, New York, Executive Vice-President-Finance and a member of the Boardof Directors of the International Telephoneand Telegraph Corporation, and a Universityof Chicagp alumnus. Four members of the Board have becomeLife Trustees. They are:Dr. Lowell T. Coggeshall, Vice-PresidentEmeritus of the UniversityFerd Kramer, President of Draper & Kramer,Inc.Sydney Stein, Jr., Limited Partner, Stein Roe& FarnhamJ. Howard Wood, Chairman of the ExecutiveCommittee of the Tribune Company.The complete list of trustees follows.TrusteesRobert O. AndersonNorman Barker, Jr.B. E. BensingerCharles BentonEdward McCormick BlairPhilip D. Block, Jr.Robert E. BrookerCharles L. BrownJames W. ButtonMargaret B. CameronMarvin ChandlerKenneth B. ClarkEmmett DedmonGaylord DonnelleyKingman Douglass, Jr.James C. Downs, Jr.W. Leonard Evans, Jr.Marshall FieldKatharine GrahamWilliam B. GrahamRobert C. GunnessRobert P. GwinnIrving B. HarrisStanley G. Harris, Jr.Ben W. HeinemanRobert S. IngersollDavid M. KennedyEdward H. LeviJohn G. NeukomEllmore C. PattersonCharles H. PercyHart PerryPeter G. PetersonGeorge A. PooleJay A. PritzkerGeorge A. RanneyJoseph Regenstein, Jr.John D. Rockefeller IVGardner H. Stern161J. Harris WardGeorge H. WatkinsChristopher W. WilsonFrank H. WoodsJoseph S. WrightHonorary TrusteesGeorge W. BeadleRobert M. HutchinsLawrence A. KimptonLife TrusteesWilliam BentonWm. McCormick BlairNorton ClappD wight M. CochranLowell T. CoggeshallFairfax M. ConeJames H. DouglasCyrus S. EatonHoward GoodmanArthur B. HallPorter M. JarvisWilliam V. KahlerFerd KramerGlen A. LloydEarle LudginJohn L. McCaffreyDavid B. McDougalJohn F. MerriamHarold A. MooreJames L. PalmerAlbert Pick, Jr.David RockefellerAlbert W. ShererHermon D. SmithSydney Stein, Jr.Frank L. SulzbergerJ. Howard WoodTheodore O. YntemaMICHAEL REESE APPOINTMENTSThe University of Chicago Board of Trusteesvoted on October 14, 1971, to adopt an amendment to University Statute 13(b) to establisha new category of academic, non-faculty appointment which will be limited to non full-time (voluntary) clinical staff members ofMichael Reese Hospital and Medical Centerwho are involved in the medical educationprograms of The Pritzker School of Medicine.The amendment states: (4) Clinical Professors — Michael Reese, In ThePritzker School of Medicine, non full-timemembers of the clinical staff of Michael ReeseHospital and Medical Center who are engagedin the educational programs of the School maybe appointed to one of the following designatedpositions :Clinical Professor (Michael Reese)Clinical Associate Professor (Michael Reese)Clinical Assistant Professor (Michael Reese)Clinical Instructor (Michael Reese)Appointments are subject to continuation ofthe formal arrangement with Michael ReeseHospital and Medical Center, and may be madefor periods of one to two years. Reappointments may be made without limitation as tonumber of reappointments in any rank. Connection with the University ceases at the endof appointment or upon the earlier terminationof the staff member's appointment at MichaelReese Hospital and Medical Center. Such appointments carry no salary, fringe benefits orperquisite responsibility by the University. Individual staff members shall be recommendedfor such appointments by Michael Reese Hospital and Medical Center, but the appointmentswill be made in accordance with the University's normal academic appointment standardsand procedures.VISITING COMMITTEESThe following persons were appointed members in Class 1 of the Visiting Committees fora term of three years expiring September 30,1974:I. Council on the Graduate School ofBusiness:Karl R. BendetsenEugene P. BergWilliam O. Beers*James W. ButtonWilliam A. Buzick, Jr.*Ralph E. Gomary*Thomas HancockWilliam G. Karnes*Raymond A. Kroc*Alvin W. Long*Ray W. MacdonaldJohn A. MattmillerOscar G. Mayer, Jr.*New appointments.162Hart PerryEli Shapiro*T. M. ThompsonC. R. Walgreen, IIPChristopher W. WilsonWilliam T. Ylvisker*II. Visiting Committee on the College:Barbara Phelps Anderson*Arthur A. BaerIra Corn*John F. Dille, Jr.William S. Gray, IIIJohn T. HortonKeith I. ParsonsChristopher Peebles*Sydney Stein, Jr.Philip C. WhiteIII. Visiting Committee on the DivinitySchool:Rosecrans Baldwin*Robert E. BrookerMarvin Chandler*Milton F. Darr, Jr.*Christopher H. Davison*James C. Downs, Jr.William G. KarnesEdward H. McDermottKeith I. ParsonsGeorge H. WatkinsCharles W. Lake*IV. Visiting Committee on the GraduateSchool of Education and the Departmentof Education:Luther H. FosterJames F. RedmondSydney Stein, Jr.George H. Watkins, ChairmanV. Visiting Committee on the Humanities:James W. AlsdorfArthur A. BaerCharles BentonEdwin A. BergmanLeigh B. BlockMrs. George V. BobrinskoyMichael BraudeGaylord DonnelleyPaul FrommJames R. GetzLeo S. GuthmanCharles C. Haffner, III James F. Hoge, Jr.Denison B. HullSigmund W. KunstadterMrs. George T. LanghorneEarle LudginMrs. C. Phillip MillerMrs. Gilbert H. OsgoodMrs. Edward L. RyersonMrs. Sydney Stein, Jr.VI. Visiting Committee on the Law School:Hammond Chaff etz*Frank Cicero, Jr.*James H. Douglas, Jr.*Franks Greenberg*J. Gordon Henry*William E. Jackson*Robert J. Kutak*Rex E. Lee*Frank D. Mayer, Jr.*Robert McDougal, Jr.*The Hon. Stanley Mosk*Dallin N. Oaks*Roberta C. Ramo*Grantland E. Rice*The Hon. Walter V. SchaefferMilton Shadur, ChairmanEdward L. Wright*VII. Visiting Committee on the OrientalInstitute:Arthur S. BowesMrs. G. Corson Ellis*John W. B. Hadley*Mrs. John J. LivingoodAlbert H. NewmanNorman S. ParkerWilliam J. RobertsSydney Stein, Jr.Mrs. Sydney Stein, Jr.VIII. Visiting Committee on the School ofSocial Service Administration:Mrs. John J. BerganMrs. Robert L. FooteMrs. Zollie FrankIrving B. Harris*Kenneth F. MontgomeryKenneth NewbergerJoseph Regenstein, Jr.Lawrence K. SchnadigMerrill ShepardHerbert R. StratfordMaynard I. Wishner163CHANGES IN FACULTY STATUS EFFECTIVE JULY 1, 1970Name Date DepartmentPROMOTED TO PROFESSORAlperin, Jonathan 10/1/70 Mathematics and CollegeAzrael, Jeremy 7/1/70 Political ScienceBaer, Klaus 7/1/70 Near East. Langs. /Oriental Inst.Bieniarz, Jozef 1/1/71 Obstetrics and GynecologyBidwell, Charles E. 12/1/70 EducationBrinkman, John A. 7/1/70 Near East. Langs. /Oriental Inst.Burnett, Anne P. 10/1/70 Classical Langs. /CollegeCarnovsky, Ruth F. 7/1/70 Graduate Library SchoolCibils, Luis A. 12/1/70 Obstetrics and GynecologyCivil, Miguel 7/1/70 Near East. Langs. /Oriental Inst.Cropsey, Joseph 9/1/70 Political ScienceDopuch, Nicholas 9/1/70 Graduate School of BusinessEppen, Gary D. 7/1/70 Graduate School of BusinessFlathman, Richard E. 10/1/70 Political Science/CollegeFromm, Erika 10/1/70 PsychologyGlagov, Seymour 7/1/70 PathologyGlauberman, George I. 10/1/70 M athematics/CollegeHallock, Richard T. 7/1/70 Near East. Langs. /Oriental Inst.Kitagawa, Evelyn M. 7/1/70 SociologyMay, Peter 10/1/70 MathematicsMcCawley, James 10/1/70 Linguistics/Far East. Langs.Nims, Charles F. 7/1/70 Near East. Langs. /Oriental Inst.Pingrey, David E. 7/1/70 History/Near East. Langs.Rattenborg, Christen C. 3/1/71 AnesthesiologyReid, William J. 5/1/71 School of Social Service AdministrationRichman, Harold A. 8/12/70 School of Social Service AdministrationScanu, Angelo M. 7/1/70 MedicineShireman, Charles 10/1/70 School of Social Service AdministrationSorensen, Leif B. 7/1/70 MedicineStock, Leon M. 9/1/70 ChemistryStoring, Herbert J. 10/1/70 Political ScienceUltmann, John E. 7/1/70 MedicineWeintraub, Karl J. 7/1/70 History/CollegeWente, Edward P. 7/1/70 Near East. Langs. /Oriental Inst.Tarlov, Alvin R. 7/1/70 MedicinePROMOTED TO ASSOCIATE PROFESSORDruyan, Robert 7/1/70 MedicineEarle, Richard E[. 7/1/70 MedicineEaton, Morris L. 10/1/70 StatisticsEsterly, John R. 7/1/70 Pathology/Obstetrics & GynecologyFreeman, Leslie G. 7/1/70 AnthropologyHassan, Shakeela Z. 3/1/71 AnesthesiologyKazazis, Kostas 1/1/71 Linguistics/CollegeMerbs, Charles F. 10/1/70 AnthropologyMueller, Janel M. 10/1/70 English/CollegePalmer, Patrick E. 10/1/70 Astronomy and Astrophysics164Rubenstein, Arthur H. 7/1/70 MedicineTuttle, Russell H. 7/1/70 AnthropologyWeil, Roman L. 9/1/70 Grad. School of BusinessWeiner, Paul S. 7/1/70 PediatricsPROMOTED TO ASSISTANT PROFESSORBibbo, Marluce 9/1/70 Obstetrics & GynecologyBlackburn, Joseph D. 6/1/71 Grad. School of BusinessBlattberg, Robert C. 5/1/71 Grad. School of BusinessBrosnan, Jerome J. 7/1/70 RadiologyChiang, Tze-Chun 1/1/71 RadiologyCollins, Phillip A. 7/1/70 RadiologyDickhaut, John W. 2/1/71 Grad. School of BusinessDuckworth, Ruth 10/1/70 ArtEpstein, Laura 9/1/70 School of Social Service AdministrationFerrari, Virginio 10/1/70 ArtHoffer, Paul B. 7/1/70 RadiologyJovanovic, Dusan 7/1/70 Obstetrics & GynecologyKieff, Elliot D. 7/1/70 MedicineKranzler, Jeffrey K. 1/1/71 RadiologyKye, Hoon T. 7/1/70 AnesthesiologyLing, Robert F. 4/1/71 Grad. School of BusinessLu, Chien-tai 1/1/71 RadiologyMatz, Joseph F. 1/1/71 Zoller Dental Clinic/SurgeryMcGinn, Bernard 7/1/70 Divinity SchoolOwen, David G. 1/1/71 Zoller Dental ClinicPaulissian, Robert 1/1/71 AnesthesiologyPearson, Donald 7/1/70 SurgeryScott, Ann 10/1/70 Music/CollegeSmith, Vernon H. 1/1/71 Zoller Dental ClinicStern, Jack T. 9/1/70 AnatomyStickney, Clyde P. 12/1/70 Grad. School of BusinessWall, Alfred 7/1/70 MedicinePROMOTED TO INSTRUCTORApril, Edwin 7/1/70 RadiologyElkin, Leonard 7/1/70 PsychologyEng, Ana A. 7/1/70 MedicineFielding, Christopher 7/1/70 MedicineGehloff, David 7/1/70 PsychologyGenoe, Gordon A. 7/1/70 RadiologyHeck, Larry L. 7/1/70 RadiologyKlass, David 7/1/70 PsychologyKrone, Ronald 7/1/70 MedicineLandman, Silviu F. 7/1/70 RadiologyMeholic, Andrew J. 7/1/70 RadiologyOlmsted, Wendy 10/1/70 New Collegiate DivisionPaine, Charles S. 7/1/70 PathologyPalmer, Donald W. 7/1/70 MedicinePark, Jung K. 7/1/70 PathologyRoda, Pedro L. 7/1/70 AnesthesiologySchneider, John F. 7/1/70 MedicineVariakojis, Daina 7/1/70 PathologyYanowitz, Frank 7/1/70 Medicine165NEW APPOINTMENTS FROM JULY 1, 1970BIOLOGICAL SCIENCES DIVISIONAltmann, Stuart Professor 9/1/70 Anatomy/Biology/BCDCohen, Sidney Professor 1/1/71 MedicineLarramendi, Luis Professor 9/1/70 Anatomy:Zeitler, Elmar H. Professor 1/1/71 Biophysics/PhysicsCreditor, Morton C. Assoc. Professor 7/1/70 MedicineDeull, Thomas F. Assoc. Professor 2/15/71 MedicineKolb, Louis Wayne Assoc. Professor 4/1/71 SurgeryPankovich, Arsen M. Assoc. Professor 2/1/71 SurgeryRosenberg, Irwin Assoc. Professor 8/15/70 MedicineSelker, Robert G. Assoc. Professor 11/1/70 SurgeryVirolainen, Kaija Assoc. Professor 9/9/70 Zoller Dental CI.Anderson, Winston A. Asst. Professor 9/1/70 AnatomyBibbo, Marluce Asst. Professor 9/1/70 Obstet. & Gyne.Brooks, Harold Asst. Professor 7/13/70 MedicineErnest, J. Terry Asst. Professor 10/1/70 SurgeryHammerstad, John Asst. Professor 7/1/70 MedicineKieff, Elliott D. Asst. Professor 7/1/70 Medicine^Kohler, Heinz Asst. Professor 7/1/70 Pathology/BCDKulkarni, Bidy D. Asst. Professor 8/7/70 Obstet. & Gyne.Lebeiko, Carol Asst. Professor 10/1/70 PediatricsLenn, Nicholas Asst. Professor 7/1/70 PediatricsLin, Chung- Yuan Asst. Professor 11/1/70 SurgeryLindheimer, Marshall Asst. Professor 7/1/70 Medicine/Obstet. & Gyne.Martin, Terence E. Asst. Professor 1/1/71 Biology^Morley, Colin Asst. Professor 9/1/70 Medicine/BCDSteck, Theodore Asst. Professor 7/1/70 MedicineSteffek, Anthony J. Asst. Professor 7/1/70 Zoller Dental ClinicVerrusio, A. Carl Asst. Professor 7/1/70 Zoller Dental ClinicVick, Nicholas Asst. Professor 7/1/70 MedicineApril, Edwin Instructor 7/1/70 RadiologyBoggan, William Instructor 7/1/70 PsychiatryChampagne, Fred Instructor 1/1/71 AnesthesiologyChiang, Tze-chun Instructor 9/1/70 RadiologyChy-Koa, Leticia Instructor 7/1/70 Pediatricsde la Fuente, Domingo J Instructor 7/1/70 MedicineElkun, Leonard Instructor 7/1/70 PsychiatryEng, Ana Abayang Instructor 7/1/70 MedicineEnkvetchakul, Boonmee Instructor 2/1/71 AnesthesiologyFedson, David Instructor 6/1/71 MedicineFielding, Christopher Instructor 7/1/70 MedicineFosslien, Egil Instructor 1/1/71 PathologyGambetta, Miguel Instructor 7/1/70 MedicineGehlhoff, David Instructor 7/1/70 PsychiatryGenoe, Gordon A. Instructor 7/1/70 RadiologyHeck, Larry L. Instructor 7/1/70 RadiologyHopper, John Instructor 7/1/70 Medicine/ACRHHosseinian, Abdolhamid Instructor 7/1/70 Obst. & Gyne.Hunter, Robert, Jr. Instructor 7/1/70 PathologyKim, Hyo Sook Instructor 7/1/70 AnesthesiologyKlass, David Instructor 7/1/70 PsychiatryKrone, Ronald Instructor 7/1/70 Medicine** Listed in two or more areas.166Landman, Silviu F. Instructor 7/1/70 RadiologyLipp, Harry Instructor 6/1/70 MedicineLu, Chien-tai Instructor 7/1/70 RadiologyMeholic, Andrew Instructor 10/1/70 RadiologyMurray, Joel Elizabeth Instructor 7/1/70 MedicineOh, Seiok Instructor 4/26/71 AnesthesiologyOppenheim, Bernard Instructor 9/1/70 Radiology/ACRHPaine, Charles S. Instructor 7/1/70 PathologyPalmer, Donald W. Instructor 7/1/70 MedicineRoda, Pedro L. Instructor 7/1/70 AnesthesiologySchneider, John F. Instructor 7/1/70 MedicineSiegler, Mark Instructor 3/1/71 MedicineVariakojis, Daina Instructor 7/1/70 PathologyWoo, Diana Instructor 12/1/70 PediatricsYanowitz, Frank Instructor 7/1/70 MedicineYao, Shang Jeong Instructor 3/1/70 SurgeryHUMANITIES DIVISIONIz, Fahir Professor 7/1/70 Near Eastern Lang.**Kent, George Professor 10/1/70 English/HCD**Ricoeur, Paul Professor 4/1/71 Philosophy/Divinity**Hoppe, Manfred Assoc. Professor 10/1/70 Germanic Lang./HCDJonikas, Peter (Part-time) Assoc. Professor 7/1/70 Slavic Lang. & Lit.Svejkevsky, Frantisek Assoc. Professor 7/1/70 Slavic Lang. & Lit.Tripet, Arnaud Assoc. Professor 1/1/71 Romance Lang. & Lit.** Cohen, Charles Asst. Professor 10/1/70 Art/HCD**deCosta, Rene Asst. Professor 7/1/70 Romance Lang./HCDDifnoth, Gerard Asst. Professor 7/1/70 LinguisticsDuckworth, Ruth Asst. Professor 10/1/70 ArtGalansino, Giorgio Asst. Professor 10/1/70 ArtGragg, Gene Asst. Professor 7/1/70 Ling./Ori. Inst./NEL**Jaffe, Samuel Asst. Professor 10/1/70 Germanic Long. & Lit./HCD** Roach, Eleanor Asst. Professor 10/1/70 Romance Lang./HCD**Weisberg, Richard Asst. Professor 1/1/71 Romance Lang./HCD**Wimsatt, William Asst. Professor 1/1/71 Philosophy/BCDGangloff, Eric J. Instructor 10/1/70 Far Eastern Lang. & Civ.**Herlinger, Jan W. Instructor 10/1/70 Music/HCDVolkerding, Laura Instructor 10/1/70 Art**Zimmerman, Kenneth J. Instructor 10/1/70 Romance Lang./HCDPHYSICAL SCIENCES DIVISIONKaplan, Lewis D. Professor 10/1/70 Geophysical Sciences**Zeitler, Elmar H. Professor 1/1/71 Physics/BiophysicsFefferman, Charles Asst. Professor 10/1/70 Mathematics**Fisk, Zachary Asst. Professor 10/1/70 Physics/JFI/PSCDForster, Dieter Asst. Professor 10/1/70 Physics/JFIGoedken, Virgil Asst. Professor 10/1/70 ChemistryHaberman, Shelby Asst. Professor 10/1/70 Statistics**Jodeit, Max A., Jr. Asst. Professor 10/1/70 Mathematics/PSCDKluger, Ronald H. Asst. Professor 10/1/70 ChemistryMilne, George McLean, Jr. Asst. Professor 10/1/70 Chemistry**Muller, Dietrich Asst. Professor 10/1/70 Physics/EFI/PSCDTung, Wu-Ki Asst. Professor 7/1/70 Physics/EFI** Bunch, James R. Instructor 10/1/70 Mathematics/PSCD**Day, Brian Instructor 10/1/70 Mathematics/PSCD**Madsen, lb Instructor 10/1/70 Mathematics/PSCD** Mitchell, William J. Instructor 10/1/70 Mathematics/PSCDPercell, Peter Instructor 10/1/70 Mathematics**Sung, Chao-Ho Instructor 10/1/70 Mathematics/PSCDSOCIAL SCIENCES DIVISIONBecker, Gary S. Univ. Professor 7/1/70 EconomicsEpps, Edgar Professor 7/1/70 EducationFromm, Erika Professor 10/1/70 PsychologyKitagawa, Evelyn Professor 10/1/70 Sociology**Csikszentmihalyi, Mihaly Assoc. Professor 7/1/70 Human Develop. /SSCDFischer, Stanley Asst. Professor 10/1/70 Economics**Kirshner, Julius Asst. Professor 7/1/70 History/SSCDNoel, Joseph R. Asst. Professor 10/1/70 PsychologyPederson, George Asst. Professor 7/15/70 EducationSchwartz, Barry Asst. Professor 10/1/70 Sociology** Shapiro, Judith Rae Asst. Professor 10/1/70 Anthropology/SSCDSlaughter, Diana Asst. Professor 10/1/70 Education/Human Dev.Wainer, Howard Asst. Professor 7/1/70 PsychologyWoods, John E. Asst. Professor 7/1/70 History** Alb ares, Richard P. Instructor ¦10/1/70 Sociology/SSCDMurray, James R. Instructor 7/1/70 Human DevelopmentPeterson, James Instructor 10/1/70 SociologyTHE COLLEGEBiological Sciences Division**Altmann, Stuart Professor 9/1/70 also Biology & Anatomy**Kohler, Heinz Asst. Professor 7/1/70 also Pathology**Morley, Colin Asst. Professor 9/1/70 also Medicine**Wimsatt, William Asst. Professor 1/1/71 also PhilosophyHumanities Division**Kent, George Professor 10/1/70 also English**Hoppe, Manfred Assoc. Professor 10/1/70 also Germanic Lang.** Cohen, Charles Asst. Professor 10/1/70 also Art**deCosta, Rene Asst. Professor 7/1/70 also Romance Lang.**Jaffe, Samuel Asst. Professor 10/1/70 also Germanic Lang.** Roach, Eleanor Asst. Professor 10/1/70 also Romance Lang.**Weisberg, Richard Asst. Professor 1/1/71 also Romance Lang.**Herlinger, Jan W. Instructor 10/1/70 also MusicSwenson, William Instructor 10/1/70**Zimmerman, Kenneth J. Instructor 10/1/70 also Romance Lang.Physical Sciences Division**Fisk, Zachary Asst. Professor 10/1/70 also Physics/JFI**Jodeit, Max A., Jr. Asst. Professor 10/1/70 also Mathematics**Muller, Dietrich Asst. Professor 10/1/70 also Physics/EFI** Bunch, James R. Instructor 10/1/70 also Mathematics**Day, Brian Instructor 10/1/70 also Mathematics**Madsen, lb Instructor 10/1/70 also Mathematics** Mitchell, William J. Instructor 10/1/70 also Mathematics**Sung, Chao-Ho Instructor 10/1/70 also Mathematics168Social Sciences Division**Csikszentmihalyi, Mihaly Assoc. Professor 7/1/70 also Human Development**Kirshner, Julius Asst. Professor 7/1/70 also History** Shapiro, Judith Rae Asst. Professor 10/1/70 also Anthropology**Albares, Richard P. Instructor 10/1/70 also SociologyLozar, Barbara Instructor 10/1/70Robinson, George M. Instructor 10/1/70New Collegiate Division** Morrison, Roy D. II Asst. Professor 7/1/70 also DivinityOlmsted, Wendy Instructor 10/1/70GRADUATE SCHOOL OF BUSINESSFisher, Marshall L. Asst. Professor 10/1/70Flynn, James 0. Asst. Professor 9/1/70Frenkel, Jacob Asst. Professor 10/1/70Garstka, Stanley J., Jr. Asst. Professor 7/1/70Blackburn, Joseph D. Instructor 7/1/70Dickhaut, John W. Instructor 10/1/70Ling, Robert Instructor 7/1/70Ouchi, William G. Instructor 6/1/70Sen, Subrata K. Instructor 7/1/70Stickney, Clyde P., Jr. Instructor 10/1/70DIVINITY SCHOOL**Ricoeur, Paul Professor 4/1/71 also Philosophy** Morrison, Roy D. II Asst. Professor 7/1/70 also New Coll. Div.LAW SCHOOLBarnes, Janette Bigelow TeachingFellow/ Instructor 9/10/70Fyr, Donald W. Bigelow TeachingFellow/Instructor 9/10/70McCormack, Wayne Bigelow TeachingFellow/Instructor 9/10/70Vaver, Pauline F. Bigelow TeachingFellow/ Instructor 9/10/70Weidner, Donald John Bigelow TeachingFellow/ Instructor 9/10/70SOCIAL SERVICE ADMINISTRATIONCohen, Stephen Z. Asst. Professor 10/1/70Durham, Earl L. Asst. Professor 10/1/70Epstein, Laura Asst. Professor 9/1/70Hammerman, Jerome Asst. Professor 10/1/70Miller, James E., Jr. Asst. Professor 7/1/70GRADUATE SCHOOL OF EDUCATIONGeiselman, Lucy Ann Asst. Professor 7/1/70Krasno, Richard M. Asst. Professor 9/1/70Page, William Douglas Asst. Professor 9/1/70Schwartz, Henrietta Asst. Professor 10/1/70169DEAN OF STUDENTSGruss, Brigid MacTier Instructor 10/1/71GRADUATE LIBRARY SCHOOLAsheim, Lester Professor 6/1/71Franklin, Ralph W. Asst. Professor 6/1/7110/1/70 Phys. Ed., WomenVISITING FACULTY STARTING JULY 1, 197010/1/70 9/30/71 Abu-Shumays, Mary Visiting Asst. Professor History3/29/71 6/5/71 Adams, John F. Visiting Professor Mathematics7/1/70 6/30/71 Annamalai, Elayaperumal Visiting Asst. Professor So. Asian Langs. & Civs.6/22/70 9/4/70 Benavides, Ricardo Visiting Professor Romance Langs. & Lit.7/1/70 8/31/70 Ben-David, Joseph Visiting Professor Sociology1/4/71 3/19/71 Brown, Philip Visiting Professor Grad. School of Business7/1/70 8/31/70 Carter, Brandon Visiting Assoc. Professor Physics/EFI10/1/70 9/30/71 Cronin, James Visiting Professor Physics/EFI3/29/71 6/12/71 De Rijk, Rudolph P. G. Visiting Asst. Professor Linguistics7/1/70 8/31/70 Ellis, George F. Visiting Assoc. Professor Physics/EFI7/1/70 6/30/71 Failey, Crawford F. Visiting Professor Biochemistry10/1/70 6/30/71 Firth, Raymond Visiting Professor Anthropology10/1/70 12/31/70 Fischer, Kurt R. Visiting Professor Philosophy6/11/70 8/31/70 Geroch, Robert Visiting Assoc. Professor Mathematics/Physics/EFI7/1/70 8/31/70 Greenball, Melvin N. Visiting Assoc. Professor Grad. School of Business7/1/70 12/31/70 Gugelot, Piet Visiting Professor Physics6/22/70 9/4/70 Henry, John R. Visiting Instructor Art7/1/70 7/30/71 Hiraoka, Masayasu Visiting Instructor Medicine9/30/70 12/19/70 Jonas, Hans Visiting Professor Social Thought4/1/71 6/15/71 Julian, Paul R. Visiting Assoc. Professor Geophysical Science1/1/71 6/10/71 Kotz, Hein D. Visiting Professor Law School10/1/70 12/15/70 Kriegel, Annie J. Visiting Professor Political Science10/18/70 11/28/70 Kruskal, Martin Visiting Professor Mathematics10/1/70 9/30/71 Kubert, Joseph M. Visiting Professor Grad. School of Business3/1/71 6/30/71 Kudlien, Fridolf A. Visiting Professor History3/1/71 6/30/71 Lai, B. B. Visitingv Professor So. Asian Langs. & Civs.7/1/70 6/30/71 Landow, George Visiting Assoc. Professor English/College6/22/70 9/4/70 Langsdorf, Martyl Visiting Instructor Art10/1/70 9/30/71 Larsen, Helge Visiting Professor Germanic Languages7/1/70 9/30/70 Lev, Baruch Visiting Asst. Professor Grad. School of Business3/29/71 6/11/71 Lupton, Tom Visiting Professor Grad. School of Business7/1/70 6/30/71 Madarnas, Prometeo N. Visiting Instructor Pathology10/1/70 12/31/70 Maynard-Smith, John Visiting Professor Theoretical Biology3/29/71 6/12/71 Mayne, Richard Visiting Professor Comm. on Social Thought1/4/71 3/29/71 Merchant, Moelwyn, W. Visiting Professor New Collegiate Division7/1/70 12/31/70 Musil, Frantisek Visiting Assoc. Professor Pathology6/22/70 9/4/70 Neumann, Patricia S. Visiting Instructor Art4/1/71 9/30/71 Newall, Geoffrey Visiting Asst. Professor Geophysical Science1/1/71 6/30/71 Otten, Charlotte Visiting Professor Biology/College4/1/71 6/30/71 Parsons, Talcott Visiting Professor Sociology2/1/71 6/30/71 Penn, David R. Visiting Asst. Professor James Franck Inst.10/1/70 6/30/71 Perlman, Michael Visiting Asst. Professor Statistics1/1/71 6/30/71 Petrovic, Svetozar Visiting Assoc. Professor Slavic Langs. & Lit.1707/1/70 6/30/71 Pinkney, Alphonso Visiting Professor Sociology/College6/22/70 9/4/70 Plosky, Charles Visiting Instructor Art1/1/71 6/30/71 Rachford Jr., Henry H. Visiting Professor Mathematics6/22/70 9/4/70 Rader, Ralph W. Visiting Professor English4/1/71 9/30/71 Rochman, Hyman Visiting Asst. Professor Pathology10/1/70 9/30/71 Rosenberg, Bernard Visiting Professor Social Sciences College7/1/70 6/30/71 Seymour, Anthony Visiting Asst. Professor Pathology3/1/71 11/30/71 Shitara, Hiroshi Visiting Asst. Professor Geophysical Science10/1/70 12/31/70 Silverstein, Michael Visiting Asst. Professor Anthropology4/11/71 4/24/71 Stewartson, Kieth Visiting Prof essor Mathematics10/1/70 12/31/70 Taft, Philip Visiting Professor Grad. School of Business1/1/71 3/31/71 Tait, William Visiting Professor Philosophy6/21/71 9/3/71 Thompson, John G. Visiting Professor Mathematics2/1/71 6/30/71 Trautman, Andrzej Visiting Professor Physics/EFI1/4/71 6/7/71 Vasiliu, Emanuel Visiting Professor Linguistics10/1/70 6/30/71 Wets, Roger J. Visiting Professor Grad. School of Business10/1/70 9/30/71 Wreto, Tore Visiting Asst. Professor Germanic Langs.10/1/70 10/31/70 Zohary, Daniel Visiting Professor Biology4/1/71 1/31/72 Zwi, Saul Visiting Professor MedicineFACULTY TERMINATIONS SINCE JUNE 30, 1970PROFESSORS DEPARTMENT*Wright . Adams MedicineC. Knight Aldrich Psychiatry*J. Kyle Anderson Physical Education (Men)David Bakan Psychology, CollegeWilliam R. Barclay MedicineCharles Barrett James Franck Institute*R. Pierce Beaver Divinity SchoolPeter M :. Blau SociologyDonald Brieland School of Social Service AdministrationRonald F. Campbell Education, School of Graduate Education*Leon Carnovsky Graduate Library SchoolRuth F. Carnovsky Graduate Library SchoolVere C. Chappell PhilosophyRobert C. Coburn PhilosophyRobert S. Daniels Psychiatry/GSB* Joseph P. Evans NeurosurgeryJoseph , A Fitzmyer Near Eastern Languages & CivilizationsClifford Geertz Anthropology, CollegeE. Peter Geiduschek Biophysics* Richard T. Hallock Oriental Institute*S. William Halperin HistoryMerel H. Harmel AnesthesiologyGeoffrey Hazard Law School**Hans H . Hecht MedicineWilliam Hiltner Astronomy and AstrophysicsF. Clark Howell AnthropologyMarshall Ketchum Graduate School of BusinessAlbert Lorincz PathologyMyer Lubran PathologyCharles McCartney Obstetrics and GynecologyRobert B. McKersie Graduate School of Business* Emeritus (retired) ** Deceased171* Henry MehlbergRene Menguy* Gerhard Meyer**Lothar Meyer*Hans J. MorgenthauRobert MoseleyDallin H. OaksGerald PeskinRaymond PetersonJames C. PhillipsG. RamachandranJohn Rewald** Richard RichterJun J. SakuraiEdward E. SchwartzJoel SeidmanM. Brewster SmithMilada SouckovaEdward StankiewiczCharles R. StinnetteGerald SuttlesJerome TaylorJohn G. Thompson*Paul D. VothRichard C. WadeKamil Zvelebil PhilosophySurgerySocial Sciences Collegiate DivisionChemistryPolitical ScienceRadiologyLaw SchoolSurgeryPediatrics, La RabidaPhysics, James Franck InstituteBiophysicsArtMedicine (emeritus)Physics, College, Enrico Fermi InstituteSchool of Social Service AdministrationGraduate School of BusinessPsychologySlavic LanguagesSlavic Languages, LinguisticsDivinity School, PsychiatrySociologyEnglish, CollegeMathematicsBiology, CollegeHistoryLinguistics, South Asian LanguagesASSOCIATE PROFESSORSE. AnnamaliNorman E. BoothJoseph BraudoRobert A. BurtDaniel CardenasPaul E. CarsonClarence Cohn*John R. Davey** Nellie EastburnJohn FennessyEverly FleischerCharles F. FoxRobert W. HodgeNorman E. HugoJohn E. KasikNicholas A. KefalidesRay KopplemanGeorge LandowRoy F. LawrenceArsen M. PankovichRandall C. ReidSheldon K. SchiffRobert G. SelkerDavid StreetTaketoshi SugiyamaSidney K. Wolfson DEPARTMENTSouth Asian Languages and CivilizationsPhysics, College, Enrico Fermi InstitutePediatricsLaw SchoolRomance Languages and LiteraturesMedicineMedicineCollegePhysical Education (Women)RadiologyChemistryBiochemistrySociologySurgery (Plastic)MedicineMedicine, La RabidaBiochemistryEnglish, CollegePhilosophy, CollegeSurgeryEnglish, CollegePsychiatrySurgerySociologyBen May Laboratory, PathologySurgery172ASSISTANT PROFESSORS DEPARTMENTLawrence M. AllenWayne AndersonLynn L. AultKatherine BaileySaul BalaguraFranklin H. BarnwellStanley BatesLawrence F. Bernstein** Joachim BirkeValentine BolenRichard K. BrailJerome J. BrosnanMarianne L. CarlsonRobert E. ClearyGiovanni ConfortoWilliam S. CooperGlen W. DavidsonLaurent G. DesbailletsRobert DombroskiGuido DoniniSamuel DoohaBurdette S. DunbarRichard DunnRichard C. ElderJacqueline M. FalkJames FennesseyZachary FiskJacob FrenkelFloyd A. FriedHenri FrischerAlbert FurtwanglerHarriet E. GleatonPhillip H. GinsbergLorenzo Gonzalez-LavinDonald GreenJ. Stephen HazlettDonald HeckermanPaul D. HerringIvan B. IngerMichael IssacharoffCharles S. JaegerRaymond L. JerremsDavid R. JonesDon P. JonesDusan JovanovicBruce KallickRodney W. KilcupCornelius J. KileyEdward J. KollarHoon T. KyeAgnes LattimerJudith L. Laws MedicinePsychologySurgery (Orthopedics)English, CollegePsychology, CollegeBiology, CollegePhilosophy, CollegeMusic, CollegeGermanic Languages and LiteraturesCollege HumanitiesUrban StudiesRadiologyFar Eastern Languages and CivilizationsObstetrics and GynecologyPhysics, Enrico Fermi InstituteGraduate Library SchoolDivinitySurgeryRomance Languages, CollegeClassical Languages, CollegeSchool of Social Service AdministrationAnesthesiologyRomance Languages, CollegeChemistryHuman DevelopmentSociologyPhysics, James Franck Institute, CollegeGraduate School of BusinessSurgeryMedicineEnglish, CollegeAnesthesiologyLaw SchoolSurgeryEnglish, CollegeEducationGraduate School of BusinessEnglish, CollegePediatrics, PsychiatryRomance Languages, CollegeGermanic Languages and LiteraturesGraduate School of EducationEnglish, CollegeMedicineObstetrics and GynecologyCommittee on Information SciencesHistory, CollegeFar Eastern Languages and CivilizationsAnatomy, CollegeAnesthesiologyPediatricsGraduate School of Business173Baruch LevBaruch LevineCathryn LevisonAnn LitchfieldJames LumengWilliam J. McGrathGlenn K. ManacherRichard ManckeJerome ManganKenneth MarantzWilliam M. MasonFriedericka MayersBarbara H. MonterRobert A. MoodyAlan NelsonHans J. NissenNatividad OzoaLauren M. PachmanRobert P. ParkerRichard ParksJerry P. PetasnickTheodora H. PriceThomas W. PullmanPeter RabideauFriedheim RadandtMartin B. RichmondKarl H. W. RieckmannCarl H. RinneRobert M. RippeyRobert W. RobertsHumberto E. RoblesMerrill RosenbergElizabeth K. RossSuzanne SchumannDavid F. ShannoDonald ShojaiThomas H. SteeleArthur SteinClarence S. ThomasJohn R. ThomasD. J. TigertJerry H. TitelDonald P. TuckerRalph UnderhillMauritz Van LoonWilliam M. VaughnAlba WatsonHerbert D. WeintraubRobert WellsFarinda W. WestDonald H. WilliamsThomas R. WilliamsJames WittingTors Wreto Graduate School of BusinessSchool of Social Service AdministrationPsychiatryEducationPathologyHistory, CollegeInformation SciencesGraduate School of BusinessBiology, CollegeGraduate School of EducationGraduate School of BusinessSchool of Social Service AdministrationSlavic Languages, CollegeSurgeryEnglish, CollegeOriental InstitutePediatrics, La RabidaLa Rabida, PediatricsGraduate School of EducationEconomicsRadiologyArtSociologyBen May LaboratoryGermanic Language, CollegePsychiatryMedicineGraduate School of EducationEducation, Graduate School of EducationSchool of Social Service AdministrationRomance Languages, CollegeRomance Languages, CollegePsychiatryPsychiatryGraduate School of BusinessEnglish, CollegeMedicinePediatricsSurgeryPsychiatryGraduate School of BusinessAnesthesiologyEconomicsGraduate School of BusinessOriental InstituteGraduate School of BusinessPsychiatryAnesthesiologyMathematics, CollegeEnglish, CollegePsychiatryEducationGeophysical SciencesGermanic Languages174Rostik ZajtchukFred M. Zimring SurgeryPsychologyINSTRUCTORSThomas W. AndrewsEdwin AprilLeif O. ArkerydMaurice P. BarcosStephen A. BarnettFrancis J. BeckJellen R. BeckerToseph N. BellJay BerkelhamerMarsha E. BowersJames Raymond BunchMarta ChaplynskyCameron ClarkMaureen ClearyEdward J. CollinsRajai M. DajaniFernando de la UgarteJames B. DowlingKatherine M. DusakBoonmee EnkvectchakulChristopher FieldingKenneth L. FieldsJonathan FinkelsteinDavid W. FlemingGordon A. GenoeDonald M. GreerPhillip GriffethPaul G. GeltneStephen A. HermanPeter HessMichael A. JacksonFazlue KhanPaul KettlerDavid B. KlassSteven G. KramerRonald J. KroneRobert E. KuttnerWilliam LakinSilviu F. LandmanJoel D. LevinsonArthur D. LoewyBarbara LozarThomas D. McCafferyCarl O. Meadlb H. MadsenChauncsy J. MellorFrank C. MeyerKatharyn L. MillerRichard T. Miller MedicineRadiologyMathematicsPathologyAnthropologyEducation, Graduate School of EducationAnthropology, CollegeNear Eastern Languages, Oriental InstitutePediatricsPhysical EducationMathematics, CollegeRadiologyLaw SchoolNew Collegiate DivisionHistory, CollegeObstetrics and GynecologySurgeryMathematics, CollegeGraduate School of BusinessAnesthesiologyMedicineMathematics, CollegeCollegeLaw SchoolRadiologySurgeryMathematicsAnatomy, CollegeLaw SchoolMathematicsLaw SchoolRadiologyGraduate School of BusinessPsychiatryOphthalmologyMedicineObstetrics and GynecologyMathematics, CollegeRadiologyMedicineAnesthesiologyPsychology, CollegeMedicineSurgeryMathematics, CollegeCollegeGraduate School of BusinessCollegeMathematics175Bernard J. MizockJames R. MurrayMarianne O'DonoghueJoan R. OrlandoRobert A. OrlandoCharles PainePeter R. PeacockJames PetersonWilliam C. RichardsonGeorge RobinsonKenneth I. RothmanJay RubinAndria SaltupsHoward SchachterFrederick A. SchlipfLeroy B. SchwarzLeonard ScottStanford T. ShulmanLouise StanekSolomon VictorWalter R. WallingfordRoss WattsStephen L. WilliamsYolande WilsonHarry WolinskyFrank YanowitzPatricia Zygmun SurgeryIndustrial Relations CenterMedicineMedicinePathologyPathologyGraduate School of BusinessSociologyCenter for Health Administration StudiesSocial Sciences Collegiate DivisionSocial Sciences division, CollegeFar Eastern LanguagesMedicineMedicineGraduate Library SchoolGraduate School of BusinessMathematicsPediatricsGraduate School of EducationSurgeryMedicineGraduate School of BusinessMathematicsGraduate School of EducationMedicineMedicinePsychiatryField Work Assistant Professor — School of Social Service AdministrationMarion FisherJulius GaillardIrene M. SmithCarol M. ThackhamField Work Instructor — PsychiatryPhyllis Kravitz176THE UNIVERSITY OF CHICAGO RECORDOFFICE OF THE VICE PRESIDENT FOR PUBLIC AFFAIRSRoom 300, Administration Buildingm a*-C5 0K¦S33'"SSI-mm 0- O*'*»¦¦«>•*«• ¦O c* .o ca 'H» 53. -.o <*:cf - $s»O.£$ wcwH*!0nEo>owooaoo03oONoasu>n Z-0 _:m ± 0c 35 n? > TJ cn no|zPO p > •vOcn O<3si a -1> 03<O n'Os32 m