THE UNIVERSITY OFCHICAGO 9 RECOEDJanuary 31, 1972 An Official Publication Volume VI, Number 1CONTENTS1 EQUAL EMPJ OYMENT OPPORTUNITIES:AFFIRMAT . ACTION4 CRITERIA OF ACADEMIC APPOINTMENT5 THE INTEGRITY OF THE APPOINTMENTPROCESS6 THE WORLD HAS MANY CENTERS8 SUMMARY OF THE 338TH CONVOCATION8 THE PLACE FOR SCHOLARSHIP10 COMMITTEE ON FEDERAL AID PRIORITIES11 COMMITTEE ON THE ROLE OFPRIVATE GIVING1 1 COMMITTEE ON THE PROBLEMS AND SCOPEOF GRADUATE WORK12 COMMITTEE ON THE ROLE ANDOPPORTUNITIES IN BROADCASTING12 COMMITTEE ON TEACHING13 COMMITTEE ON TRADITION ANDINNOVATION13 DISCIPLINARY REVIEW BOARDTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLER<Tcu)©1971 by The University of Chicago. All rights reserved.THE UNIVERSITY OF CHICAGO RECORDEQUAL EMPLOYMENT OPPORTUNITIES:AFFIRMATIVE ACTIONPeceiitber 23, 1971To: Edward H. LeviIn view of additional requirements contained inDepartment of Labor Revised Order No. 4 (December 1971), relating to equal employmentopportunity, this appears to be a good time toreview those actions which the University hastaken in the past three years which are relevantto equal employment opportunity.Responsibility within the University's administration for the implementation and monitoringof its affirmative action program has been assigned to the Provost for academic employmentand to the Vice President for Business andFinance for non-academic employment. The VicePresident for Programs and Projects joins withthe other two officers in periodic reviews of theeffectiveness of the program and coordinatesthe University's responsibilities for two-waycommunication with Government agencies.University ActivitiesAs part of the University's commitment toequal employment opportunity, I have joinedwith John T. Wilson and Gilbert L. Lee, Jr., inconducting an analysis of employment databearing on equal employment opportunity forfaculty and staff. We are now discussing thedata with deans, department chairmen, and non-academic department heads.*Academic AreasIn areas concerned with academic matters,four important committees were established. TheFaculty Committee on Minority Group StudentConcerns (Harris Committee) was appointed inApril 1968. Subsequently the Committee wasasked, in addition to looking at problems concerning students, to look at questions concerning*This takes the form of first an independent analysis by my office and then a separate session withthe head of each unit. faculty appointments. The Committee held aseries of meetings with department chairmen asa means of specifying and developing solutionsto the problem of broadening the base fromwhich faculty members are recruited.The Committee on University Women (Neu-garten Committee) was appointed in May 1969and was charged by the Committee of theCouncil of the University Senate to inquire intothe status and opportunities open to academicwomen at the University, giving special attentionto the question of equity regarding salaries, promotion, and tenure for faculty women. As ameans of implementing the recommendationsof the Neugarten Committee, a faculty-studentCommittee on Women (Reiner Committee) wasappointed in December 1970.The fourth committee, the Committee on Appointment Inequities (Kruskal Committee) wasappointed in March 1971 to handle questionsof alleged discrimination in connection withfaculty appointments or reappointments.Finally, the Committee on the Criteria forAcademic Appointment (Shils Committee),while not specifically having a charge in thisarea, gave particular emphasis to the following:There must be no consideration of sex, ethnic,or national characteristics, or political or religious beliefs or affiliations in any decisionregarding appointment, promotion, or reappointment at any level of the academic staff.The academic units of the University havebeen informed of the University policy throughpublication of a policy statement in the Record (November 13, 1969), and by means ofmemoranda from the President and the Provost.The units have also participated in annual analyses of employment statistics and in projectingemployment data for reporting to HEW.As early as 1967, the University recognizedthat an "overly strong" policy for nepotismcould have an adverse effect on the recruitmentof women for the faculty. The policy was revised at that time to avoid such an effect, and1the revised policy was again brought to theattention of the faculty in December 1970.Non-Academic AreasIn non-academic areas and for non-academicstaff throughout the University, the major administrative role has been assumed by the Personnel Office, which reports fo Gilbert L. Lee,Jr. To assist in the discharge of this role, Edward C. Coleman was appointed in December1969 as Assistant Director of Personnel withparticular responsibility for equal employmentopportunity and affirmative action. More recently, Mrs. Wanda V. Cornelius, Assistant Director(Salaries and Classification), has also assumedresponsibilities in the areas of equal employment opportunity and affirmative action. In addition, Mr. Lee will be able to refer any casesinvolving alleged discrimination against non-academic staff to a University-wide committeewhich is being established.The largest concentration of non-academicemployees is to be found in the Hospitals andClinics. Here an extensive training program hasbeen developed to provide training for higherlevel jobs, including administrative and supervisory positions.In its dealings outside the University community, attention is drawn to the University'sequal employment opportunity stance. Contractors and suppliers doing an annual volume ofbusiness greater than $10,000 are required toprovide an assurance of non-discrimination. Inaddition, the University has an on-going programto identify and utilize minority-owned businesses.In recruitment and hiring for jobs, the University takes care to insure that applicants areaware that persons of either sex may apply.Job titles which may designate sex (e.g., houseman) are being changed so that applicants ofeither sex will feel free to respond. It is madeclear that the University is interested in findingthe best qualified person available for each andevery job, and that race, color, religion, sex, andnational origin are not criteria which influencethe hiring process.Affirmative Action PlanRequirements and ReportingAs part of a general HEW program, in May1969 the University was advised that as a condition of accepting Federal contracts it was required to develop a formal and documentedaffirmative action plan to implement the require ments of Executive Order 11246, which pertainsto equal employment opportunity. Since thattime the University has provided HEW with aplan and a series of annual reports. The originalplan was published in The University of ChicagoRecord of November 13, 1969.The reports provided in June 1970 and June1971 consisted of a narrative report and statistical tables. The narrative reports highlightedactions taken by the University to implementits affirmative action program. The statisticaltables, developed from information provided bydeans and department heads, were broken downby department or unit and included listings ofnumber of employees in each job category andthe highest and lowest salary paid. The numbersof employees were further divided according tothe standard Federal minority groupings. In eachyear a projection was made to show the composition of the staff (academic and non-academic)as of June 1972. In the June 1971 report, abreakdown of staff according to sex was added,in compliance with Executive Order 11375.As well as providing the annual reports, wehave acceded to requests to provide more detailed data on employees. After reaching agreement that employees would not be identified byname, we supplied tables broken down by academic or other unit. These tables showed thejob code, sex, race, salary, work week (whereapplicable), service date, birth date, and payrollnumber.In April 1971 we were informed that HEWwas going to conduct a review of our affirmativeaction program, particularly with emphasis onwomen. We were requested to supplement earlierdata by providing the beginning position andhighest academic degree for each employee. Thisinformation was provided in the form of anupdated version of the report mentioned in thepreceding paragraph. The compliance review,which is not yet completed, began with an on-site visit starting August 9, 1971.As mentioned in the opening paragraph, arevision of the requirements for an acceptableaffirmative action program has recently beenissued. The main thrust of the revision is torequire that employment projections are analyzed with an eye to the question of sex discrimination as well as racial discrimination. However,there are also a series of significant additionalrequirements which we are studying. Recommendations for action on these will be forthcoming.2We have recognized the difficulties involvedin data collection and the problems generated bythe desire to keep employment data current. Weare working with the Personnel Office to develop methods for record keeping which are designed to reduce the effort required of thedepartments, schools, and other units. However,these areas will have continuing obligations,particularly for providing employment projections.William B. CannonVice-President forPrograms and ProjectsDecember 27, 1971To: The Faculty and StaffThe University's policy with respect to activities to implement its program to avoid discrimination in appointments or employment because of race, color, religion, sex, or nationalorigin is of long standing and has been frequentlystated. It is important that we share an understanding of the University's purpose, and ofthose specific steps taken and procedures established to carry out the University's own commitment.With respect to academic appointments, Ihave had occasion in the last several weeks towrite two memoranda — one to the Chairmen ofacademic departments, and the other to thefaculty generally — emphasizing what I believeare appropriate standards for faculty appointment. The memorandum to the DepartmentChairmen pointed to the University's continuingeffort to implement its policy not to discriminatein faculty appointments on the basis of race,creed, sex, or political attitude. It stated that theUnversity's objectives require that appointmentsbe made on the basis of scholarly qualificationsand promise. The memorandum to the facultycalled attention to the "consideration of excellence in scholarship as the proper basis for academic appointment." The Committee on theCriteria of Academic Appointment, at my request, has since issued a statement elaborating onits prior report, and this supplementary statementhas now been published.I believe it is important that the University'sprogram to avoid discrimination should beviewed, and should be carried forward, as partof its own commitment to seek scholarly excellence wherever it can be found. Broadening the search for scholars of excellent quality is infurtherance of the University's commitment; andfurthermore, over time, if proper standards aremaintained, can increase the supply and thequality of scholars. It is for this reason that bothProvost John T. Wilson and I have urged Deansand Chairmen of departments to take steps to"systematically broaden bases for seeking candidates."I believe we should recognize that positiveprograms to broaden the scope of candidatesconsidered for academic appointments do imposeadded costs upon the institution; they do add tothe work of Departmental Chairmen and thework of faculty members who recommend appointments, and they do go beyond the requirements of nondiscrimination. This recognition isrequired to give full meaning to our continuingprogram and to understand the extent and seriousness of our commitment. While we haveestablished procedures to implement this commitment, they should be coupled with an insistence, true to the purpose of procedures foracademic appointments, that ambiguities in whatis meant by "qualifications" should not be takenas meaning minimum or standard qualificationsrather than a search for the best.The University has been aided in its positiveprogram by the advice given some years ago toDepartmental Chairmen by the Harris Committee, by the report of the Neugarten Committee,and by the continuing work of the present Committee on Women.Provost Wilson is responsible for the administration of the positive programs of academicdepartment and staff. In addition, last March aFaculty Committee on Academic AppointmentInequities was established, to which the Provostcan refer individual cases.Vice-President Gilbert L. Lee, Jr., has responsibility for all nonacademic departments andunits and nonacademic staff. I have asked that aUniversity-wide committee be established towhich Mr. Lee can refer for advice on issuesand instances of alleged discrimination involvingnonacademic staff to supplement procedures nowin effect.Vice-President William B. Cannon's officeserves as the point of administrative coordinationand liaison. It reports annually on attainmentsand problems, and promotes dissemination ofinformation throughout the University, and interchange and communication among all units ofthe University.3These officers are involved, along with othershaving academic and administrative responsibilities, in a continuing review of the program.If this review indicates the procedures are notworking well, they can be modified.Whatever the procedures, I am sure theirultimate success will depend upon a recognitionthat their objectives are in furtherance of a longstanding commitment of the University.Edward H. LeviPresidentDecember 9, 1971To: Academic DeansDepartmental ChairmenThe purpose of this communication is to callattention to the work of the Committee onWomen, of which Professor Erica Reiner isChairman, and to the continuing effort to implement the University's policy not to discriminate in faculty appointments on the basis of race,creed, sex, or political attitude.The University's objectives require that appointments be made on the basis of scholarlyqualifications and promise. This should be wellknown. I refer to such documents as the reportof the Committee on the Criteria of AcademicAppointment. Channels of endorsement shouldnot operate in such a way as to narrow, on anyother basis than scholarly qualifications or prom-On 2 December 1971, the Committee on theCriteria of Academic Appointment was askedby President Levi to reconvene so that it couldelaborate its views on political criteria in decisions regarding academic appointment, reappointment, and promotion.December 13, 1971To: Edward H.LeviIn the Report of the Committee on the Criteriaof Academic Appointment we said: "There mustbe no consideration of sex, ethnic or nationalcharacteristics, or political or religious beliefs ise, the scholars who are considered for appointment. For this purpose, Chairmen have developed forms of letters of inquiry which explicitlyrequest that consideration of sex, race, and creedbe disregarded, emphasizing that intellectualquality is what we seek. Chairmen have consciously broadened the range of departments andscholars at other institutions from whom theyseek recommendations of candidates for appointments. These matters have been discussed inthe past at meetings of the Chairmen, and atmeetings of the Chairmen with what was thenknown as the Harris Committee. It is importantthat we continue to share and to learn from thecomposite experience of the various departments.The Committee on Women can be helpful tothe Chairmen in sharing this experience and infocusing attention on those procedures whichwill enhance the appointment process. I under-sand that the Committee on Women will be incommunication with individual Chairmen.Miss Reiner has assured me of her Committee's willingness to respond to inquiries fromChairmen who wish advice on procedures whichhave been issued in other areas. I would alsourge Chairmen to make sure that the Committeeon Women is given copies of forms of lettersor notices of other procedures which particularChairmen have found most helpful.Miss Reiner's extension is 3-2495 and heroffice address is Room 317, Oriental Institute.Edward H. LeviPresidentor affiliations in any decision regarding appointment, promotion or reappointment at any levelof the academic staff" (Section IIB, "The Application of Criteria," The University of ChicagoRecord, IV, 6 [December 17, 1970], pp. 3-4.)Further on in the Report, in connection with"academic citizenship," we affirmed the earlierstatement about "the irrelevance of political orreligious beliefs and affiliations to decisions regarding appointments" (Section IIIC, "Contributions to the Intellectual Community," ibid.,p. 12).We now wish to elaborate the foregoing statements as follows:In discussions and decisions regarding appoint-CRITERIA OF ACADEMIC APPOINTMENT4ments, promotions, and reappointments, appointive bodies should concentrate their consideration of any candidate on his1 qualificationsas a research worker, teacher and member ofthe academic community. The candidate's pastor current conduct should be considered onlyinsofar as it conveys information relative to theassessment of his excellence as an investigator,the quality of the publications which he laysbefore the academic community, the fruitfulnessof his teaching and the steadfastness of his adherence to the highest standards of intellectualperformance, professional probity, and the humanity and mutual tolerance which must prevailamong scholars.There are, accordingly, certain matters whichwhen they do not unambiguously and demonstrably bear on the application of the foregoingcriteria, must be studiously avoided in discussions about academic appointment. These mattersinclude a candidate's past and current associations and the objectives of his past or currentemployer, the sources of the funds which supporthis research and the uses to which third partiesmight or have actually put its results independently of his desires. It behooves all membersof The University of Chicago to do all they canto ensure that the standards set forth above arestrictly observed in discussions and decisionsregarding academic appointments.S. Chandrasekhar, The Morton D. Hull Distinguished Service Professor of Astronomyand Physics.Dr. Roderick W. Childers, Associate Professorof Medicine. ',John Hope Franklin, the John Matthews Manly Distinguished Service Professor of History.Arthur Friedman, Distinguished Service Professor of English.Jacob W. Getzels, the R. Wendell HarrisonDistinguished Service Professor of Educationand Psychology.Harry G. Johnson, Professor of Economics.Saunders Mac Lane, the Max Mason Distinguished Service Professor of Mathematics.Edward W. Rosenheim, Jr., Professor of English and College Humanities, Secretary.Edward Shils, Distinguished Service Professorof Sociology and in the Committee on SocialThought, Chairman.John A. Simpson, The Edward L. Ryerson Dis-1"His" throughout this statement stands for "hisor her." tinguished Service Professor of Physics.Lorna P. Straus, Assistant Professor of Anatomy and Biology, and Dean of UndergraduateStudents.H. G. Williams-Ashman, Professor of Biochemistry and in the Ben May Laboratory forCancer Research.THE INTEGRITY OF THEAPPOINTMENT PROCESSDecember 6, 1971To: The FacultyThe suggestion has been made in a recentnewspaper article and in a radio broadcast thatthe Department of Anthropology of The University of Chicago improperly denied an academic appointment or the use of its library facilities to a scholar who is an alumnus of theUniversity. The two reports are not quite thesame but they both imply that the Universityor the Department denied the academic appointment or the use of its facilities because of thescholar's position on the war in Vietnam or hisinvolvement in some way in that war. The newspaper article suggested that "the professors considered" the scholar's "association with RANDreason enough to refuse the request"; the radiocommentary places the refusal on the faculty'spossibly erroneous view as to the scholar's pro-Vietnam war sentiment.There is, of course, a common belief, heldby some on the left and some on the right, thatif a scholar is not given an appointment, thefailure to do so must have been based on politicalviews. While such beliefs have always been popular, their current strength is undoubtedly inpart a reflection of the readiness to accept thenational debasement of academic qualifications,which means a consideration of excellence inscholarship, as the proper basis for academicappointments.The process of making academic appointmentsis, of course, not a perfect one. It involves individual judgments of academic qualifications madeby individual faculty members of the area.I would be personally shocked if a departmentshould determine not to recommend for an academic appointment because the scholar waseither in favor of or opposed to the Vietnamwar. I would be shocked if it were thought anappointment had to be made because of a position on the Vietnam war.5I am informed that the question of the appointment for the scholar as a research associate,which is an academic appointment, was raisedin the Anthropology Department, where it wasdeliberated upon, and the decision was made onacademic grounds not to recommend the appointment.The question of the scholar's ability to usethe research library facilities at the Universityto write a book was not involved. An alumnus,holding a doctorate from the University, is en-by JOSEPH M. KITAGAWA*This indeed is a memorable and happy day, notonly for the graduates and their families, butfor the entire university community as well.The Convocation provides an occasion to remindall of us that a university is an expression ofthe human spirit, and that particular sort ofexpression which is never fully realized. Thatis to say, the educational institution is in largepart the life of human beings, and if the university is to be alive, the students, the facultyand the alumni must together continue to discover and rediscover the unique genius of theinstitution and to unfold and actualize its potentialities. Thus, on this occasion, this university community not only salutes the academicachievements of the graduates and welcomesthem simultaneously to the rank of alumni, butin so doing reaffirms and reexamines its commitment to the original vision which brought aboutthe birth of the University and the developmentof that vision on the part of those who havesustained it through its history.Speaking more personally, exactly two decadesago, I, too, sat where the graduates sit today.But much to my embarrassment I recall onlydimly the eloquent address delivered by a learnedgentleman on that occasion. Then I was somewhat bewildered by the mystery of the graduation exercise, which marks a turning point inone's life. And, in a state of half daydreamingduring the ceremony I recalled my early childhood in the peaceful countryside of Japan, the* Joseph M. Kitagawa is Dean of the DivinitySchool and professor in the Divinity School and theDepartment of Far Eastern Languages and Civilizations. titled to use the facilities of the library.I am sure that most faculty at The Universityof Chicago would agree that during this period,as in others, it is important to maintain theintegrity of the appointment process, to excludethe consideration of political views, or otherpressures which unintentionally demean the objectives of the University.Edward H. LeviPresidentcollege life in the great metropolis of Tokyo,and my graduate student days here at Chicago.My recollection was mingled with memories ofteachers and friends who had played significantroles in my personal growth and education bothin my native land and here in this country.Since my graduation, I have had opportunitiesto visit other parts of the world. Wherever Itravel, I am struck by a simple fact: every individual, every people, every culture live not onlyin a geographical or physical world but also inwhich might be termed a "world of meaning."Some are more conscious than others of themental and psychic processes involved in theordering of diverse experiences and meaningsthat comprise the mystery of life. But what istrue for virtually all individuals, communities,or nations is that each thinks its "world ofmeaning" is most important or most central.In Helen Keller's charming little book, Teacher, we are told how Annie Sullivan attemptedto teach the deaf and blind child by spellingin Helen's hand, suiting the word to the actionand the action to the word. Although it tooksome time before Annie Sullivan could reachthe mind of the child, she patiently repeated thismethod of instruction until the child made contact with reality. One day, according to thebook, "while Annie Sullivan pumped water overher hand it came to the child in a flash thatwater, wherever it was found, was water, andthat the finger motions she had felt on her palmmeant water and nothing else. In that thrillingmoment she found the key to her kingdom.Everything had a name and she had a way tolearn the names." This, to be sure, is an extremeTHE WORLD HAS MANY CENTERS6example, but like a slow-motion film it showsnow each one of us learns to grow out of thatphase of life which Helen Keller calls "a phantom living in a world that is no-world." To befully human means to be able to shape one'sown structure of meaning, through associationand imagination, through education and effort,regarding things we observe and experience.Unlike Helen Keller, most of use acquire our"world of meaning" in a more normal manner at home, in playgrounds and schools, andthrough our association with a wide varietyof people and events. For the most part weinherit what has been handed down to us — notonly the language with its "magical circle ofwords" and ideas as well as values, but also thesmall intimate habits of daily life, the way ofgreeting friends, putting on clothes, or hushinga child to sleep. Thus, consciously and unconsciously, our own "world of meaning" approximates the "world of meaning" implicit in ourculture and religious traditions, which in turnexert decisive influence in patterning our behavior, beliefs and goals in life. In this respect,university education, too, however unsettling itmay appear to be at times, nurtures men andwomen to become educated and useful citizenswho relate to the mores and values of the societyto which they belong.The task of the university, however, cannotbe exhausted only by preparing students forrespective professions in their own society. Asthe first President of The University of Chicago,William Rainey Harper, made abundantly clear,the primary purpose of the university is to makemen and women sensitive to the fundamentalissues and problems of civilizations. The realization of such a vocation for the university is exceedingly difficult, and yet all the more importantin our own time, when the very foundation ofhuman civilization seems to be shaken by atremor of social and cultural change which is felton every continent. Whatever the setting, however, it is the peculiar task of the university,here as elsewhere, to try to understand the basicissues that confront civilization today.Coming as I did from Asia, I may be moreconscious of the fact that part of the dilemmaof our time is due to the fact that the nineteenthcentury, in which the "world of meaning" of theWesterners dominated the main stage of thewhole world, lasted a little longer than simply theyear 1899. Actually, to the majority of thehuman race which lives outside Europe and the Americas, it was not the year 1900 but the year1945 which marked a significant line of demarcation between two worlds of experience. Thus,according to the "world of meaning" of modernAsians and Africans, to repeat Irving Kristol'sway of putting it, the twentieth century beganonly in 1945. In a real sense, the basic problemof our time is not the emergence of many newand quarrelsome nations in Asia and Africa inthe post- 1945 era, but rather what both causedand resulted from their political independence,namely, the momentous redefinition of man'sconception of the dignity, value, and freedom ofman. Conversely, people in Asia and Africa arenow destined to experience, as much as Westerners do, the anguish and agony of life in the twentieth century, for the world in which all of us livetoday, shaped by science, technology, industry,and business, tends to repudiate the sacredpieties, morals, and rituals of former times. Thus,modern men everywhere, having lost much ofthe old sense of the absolute, are now lookingfor a new "world of meaning," which will takefull account of common, basic problems of human existence without, however, obliterating theparticularities of diverse ethnic, national, andcultural experiences. This is one of the greatissues which confronts human civilization inour century.It is no accident that people everywhere,especially the educated ones, are disturbed bythe brokenness of human community. Yet manyof them, including some with university educations, are driven toward premature resolutioneither by resorting to oversimplified formulaewhich promise instant relevance or by resortingto a pre-modern, parochial "world of meaning,"which still has an anaesthetic appeal to those whoview life in terms of their own ethnic, nationalor cultural framework. It may well be thatmodern man, in order to comprehend the newcoherence, is destined to experience, as ThomasMann's Joseph experienced in Egypt, that "theworld has many centers."This is to recognize that individuals andcommunities, nations and cultures, do indeedhave a "world of meaning" which orders theirexperience. It is even to recognize that these"worlds of meaning" will be held and defended passionately, as some will hold thattheir own "world of meaning" is most important and central. But to know that the worldhas many centers means that is it ever moreimportant to cherish the life of the univer-7sity, where these "worlds of meaning" can beexplored, examined, and understood. As institutions in particular societies universities willalways be enticed to defend their particular"worlds of meaning." At the same time somewill claim that the university can only be trueto itself when no world or worlds of meaningare expressed. The university, however, like theworld, has many centers; and that is why,fragile though it be, it has such importance tothe well-being, and even survival, of civilizations.SUMMARY OF THE338TH CONVOCATIONThe University awarded 378 academic degrees,one honorary degree, and one RosenbergerMedal at its 338th Convocation on December17, 1971. Edward H. Levi, President of theUniversity, presided; the speaker was JosephM. Kitagawa, the text of whose address isprinted above. Academic degrees awarded were:Bachelor of Arts, 26; Bachelor of Divinity, 1;by S. CHAN DRASEKH AFTThe 336th Convocation Address delivered byProfessor S. Chandrasekhar is being reprinted atthe author's request. Mr. Chandrasekhar hasstated that:The published version of the Convocation Address I gave on June 11 and 12 in the Record(October 11, 1971) has been so mutilated byan unauthorized editor that I find it distastefulto read.Robert Hutchins once defined a Universityas a community of scholars. The implicationsof this definition are that scholarship is worthpursuing and that the University is a place forit. But these implications can no longer betaken for granted as they once were: the valuesof scholarship are now under serious question.They are questioned, for example, by a sub-*S. Chandrasekhar is the Morton D. Hull Distinguished Service Professor in the Departments ofAstronomy and Astrophysics, and Physics, the EnricoFermi Institute, and the Committee on the Conceptual Foundations of Science. Bachelor of Science, 2; Master of Arts, 109;Master of Science, 22; Master of Arts in Teaching, 8; Master of Science in Teaching, 3; Masterof Business Administration, 93; Doctor ofPhilosophy, 114.Honorary DegreeDoctor of ScienceJames L. Gowans, Professor, Sir William DunnSchool of Pathology, and Director, MRCCellular Immunology Unit, University ofOxford, EnglandPioneer in defining the function of thelymphocyte in the immune response and inthe transmission of immunological memory.Rosenberger MedalCrawford Hallock Greenewalt, Chairman,Board of Directors, 1962-67, and Chairman,Finance Committee, E. I. du Pont de Nemours & Co.In recognition of your scientific achievementsin revealing the mysteries of the flight, color,and song of birds, and for your leadershipin the public interest.stantial segment of the students who are concerned with the lack of social and humanjustice in contemporary society.Let me illustrate the nature of these questionings.About a year ago, I appeared before agathering of students, along with two youngercolleagues, to discuss the motivations underlying scholarly pursuits. On that occasion Iwas asked how I could justify myself for beingan astronomer, coming, as I do, from a countryin which poverty and semi-starvation are common ways of life; and how under these circumstances one can support the effort and theexpense involved in building observatories andlaboratories. Questions such as this one cannotbe evaded or dismissed. While I shall not attempt a direct answer, I shall talk about someperipheral matters which may suggest an answer.But first I should like to raise some furtherquestions of the same character as the one Iwas asked.THE PLACE FOR SCHOLARSHIP8It is hardly necessary for me to expand onthe inhumanity and the injustice to which thepeoples of Africa have been subject during thepast centuries. Consider in this context the factthat the National Museum of Kenya has sponsored and supported extensive excavations in theregion of Lake Rudolf in Northern Kenya.These excavations have unearthed, during thepast two years, no less than sixteen bonespecimens belonging to the genus homo ofwhich man is the single species. This uniquecollection of hominids provides for the firsttime an appreciable sample of early Pleistocenehominids from a single dated locality; and theyadd two million years to the history of humanevolution. In the present context of Africa, isit justified to support and sponsor these expensive studies?Again, it is not necessary for me to expandon the encroachments and exploitations thatcontinue to be perpetrated against the Indiansin their reservations. Under these circumstances, can one justify the expense that is involved in preserving,, in the Mesa Verde National Park, the delicate artistry of the cliffdwellings of the Pueblo Indians during theninth to the thirteenth centuries? And yet theprotection of these same dwellings against thesonic booms was one of the persuasive arguments that was used against the supersonic airtransport.Finally, was the Metropolitan Museum ofNew York justified in acquiring the great portrait of Juan de Pareja by Velasquez for$5,544,000? The Directors of the Museum havebeen accused of callousness to the urbanproblems that beset the city of New York forpurchasing this portrait at such a price. Arethe accusations justified?The one feature that is common to thequestion that was put to me and the furtherquestions that I have raised is that they involve value judgements in the context of pressing human needs. On this account it may beinstructive to see how the value judgement ofothers at other times has been affected by socialand political environment.It will be conceded that the period of theFrench Revolution and the Napoleonic era thatfollowed was a time comparable to ours inmany ways. It will be recalled, for example,that the great chemist, Antoine Lavoisier, whoreleased chemistry from the dead hand of thephlogiston theory, was guillotined. And this, shall I say senseless, act elicited from the greatmathematician, Joseph-Louis Lagrange, thememorable comment, "It required only a moment to sever that head and perhaps a centurywill not be sufficient to produce another like it."And yet the reaction of two men of genius —Mozart and Beethoven — to the stresses of thattime were very different.It is significant that Mozart, who literallylived in the midst of the French Revolution,never once mentions it. As one of his biographershas remarked, Mozart, in his apparent unconcern with the political circumstances of histime, resembles Shakespeare. On the otherhand, Beethoven, though he was mostly apolitical, did respond to the sentiments of theFrench Revolution; and he admired Napoleonbecause he seemed sensitive to its ideas. AndBeethoven dedicated his great Eroica symphonyto General Bonaparte. But when he heard thatNapoleon had been proclaimed Emperor, hetore off the dedication page; and it was withdifficulty that he was prevented from destroying the entire score. Contrast Beethoven's impulsive reaction to destroy the score of one ofthe greatest musical compositions of all timeto Mozart's preoccupation with his Magic Fluteand apparent unconcern with the events of histime. After nearly two centuries, how do we, asindividuals, rate the influence of Napoleon, ofMozart, and of Beethoven on our own lives?Let me turn from these specific instances toa more general reference frame. KennethClark, in his recent magnificent television serieson "Civilisation — a personal view," defines civilization in terms of creative power and theenlargement of human faculties. And he hasexpressed the view that "almost everything ofvalue which has happened in the world hasbeen due to individuals"; and further that asociety is valuable only to the extent it makespossible the existence of individuals of genius.Whether or not one subscribes to this view, onecannot help feeling that the supremely greatfigures in history — Michelangelo, Shakespeare,Newton, Beethoven, Tolstoy— are to some extent the summation of their times.So far, my illustrations have been derivedfrom the arts. Let me turn briefly to the valuesthat are to be attained by scientific pursuits.In the final analysis, the case for science isthe same as the case for any activity that enlarges human faculty and human understanding. It is in this sense that we must understand9what an Arabian scholar of the eleventh century, Abu 1-Qasim Said ibn Ahamad, said inhis book entitled "The Category of Nations.*'He said, "The category of nations which hascultivated the sciences form an elite and anessential part of the creation of Allah." And heenumerated eight nations as belonging to thisclass: the Hindus, the Persians, the Chaldeans,the Hebrews, the Greeks, the Romans, theEgyptians, and the Arabs. This confident assertion extolling science was made nine centuriesago; it would hardly be made today. For thisreason it may be well to restate what the compelling motives are that stimulate science. In avery real sense the motives derive from a simplecuriosity that seeks to comprehend the harmonyin the Universe around us. While we no longerseek this harmony, as Kepler did, in the staticforms of regular solids, we still share Kepler'sbelief in the mathematical harmony of the Universe and seek it in the dynamical laws thatgovern it. Perhaps it will be helpful if I clarifythese generalities by a concrete example.The fact that the Sun is the source of allthings and all manner of things led in ancienttimes to a worshipful attitude towards it. But indue course, this attitude changed into a questafter the source of the life-giving radiant-energy of the Sun. Is the solar energy limitless?And if it not, how long has it endured; and howlong will it last? Questions such as these haveCOMMITTEE ON FEDERALAID PRIORITIESA Committee on Federal Aid Priorities hasbeen named to provide an analysis of the kindof federal aid which would be most beneficialto the University, nationally justified, and consistent with the aims of education. Nine facultymembers and one University administrator haveagreed to serve on the Committee at the requestof President Edward H. Levi.Chairman of the Committee is Warner H.Wick, Master of the Humanities Collegiate Division, Associate Dean of the College, and Professor of Philosophy and in the College. Othercommittee members are:William K. Baker, Professor and Chairman ofthe Department of Biology and Professor inthe College and in the Committee on Genetics constantly recurred to contemplative man. It isdifficult to believe that this quest after thesource of solar energy would have been abandoned and the questions left unanswered. Thebroad outlines of the answers to the basicquestions concerning solar energy have gradually emerged doing the past two decades. Butthe larger problem of the ultimate source ofenergy in the astronomical universe has by nomeans been solved: it now appears, for example, that the centers of galaxies such as ourown Milky Way system are seats of violentprocesses where energy is liberated on a scaleand a profuseness that baffles our present comprehension. Again, I cannot believe that thequest after the new knowledge that will beneeded to unravel these newly discovered phenomena will cease as long as man retains thatcuriosity that has been a part of his makingfrom the beginning.Well! I started with some questions concerning value judgements. I have not attempted toanswer them directly. But it does seem to methat at least one thing is clear: that humanendeavor, at its best, is directed towards twogoals: a goal that will ensure that society "havea giant's strength" but is not "tyrannous to useit as a giant"; and a second more long-rangegoal that will make men individually approachthe ideal of Hamlet's soliloquy:How noble in reason, How infinite in faculties.Dr. James E. Bowman, Associate Professor inthe Departments of Medicine and Pathologyand in the College, Medical Director of theBlood Bank, and Director of Laboratories forthe Hospitals and ClinicsWilliam B. Cannon, Vice-President for Programs and Projects and Associate Professorin the School of Social Service AdministrationJulian R. Goldsmith, the Charles E. MerriamDistinguished Service Professor in the Department of Geophysical Sciences and theCollege, and Associate Dean of the Divisionof the Physical SciencesDr. Richard L. Landau, Professor in the Department of Medicine and the CollegeEdwin McClellan, the Carl Darling Buck Professor of Japanese Literature, Professor and10Chairman of the Department of Far EasternLanguages and Literatures, and Professor inthe CollegeBernice L. Neugarten, Professor and Chairmanof the Committee on Human DevelopmentDon R. Swanson, Professor and Dean of theGraduate Library SchoolArthur E. Wise, Assistant Professor and Associate Dean of the Graduate School of Education, and Assistant Professor and AssistantChairman of the Department of EducationCOMMITTEE ON THE ROLEOF PRIVATE GIVINGA Committee on the Role of Private Giving hasbeen named to evaluate the significance of private universities, past and present, and toanalyze, with particular reference to The University of Chicago, both the implications andissues relating to the role of private giving.Seven faculty members have agreed to serveon the Committee at the request of PresidentEdward H. Levi.Chairman of the Committee is James H.Lorie, Professor of Business Administration andDirector of the Center for Research in SecurityPrices in the Graduate School of Business.Other Committee members are:Albert V. Crewe, Dean of the Division of thePhysical Sciences and Professor in the Departments of Physics and Biophysics, theEnrico Fermi Institute, and the CollegeDr. Albert Dorfman, Chairman and the Richard T. Crane Distinguished Service Professorin the Department of Pediatrics, Director ofthe Joseph P. Kennedy, Jr., Mental Retardation Research Center, and Professor in theDepartment of Biochemistry, La Rabida-University of Chicago Institute, and the Committee on GeneticsJulian H. Levi, Executive Director of the SouthEast Chicago Commission and Professor ofUrban Studies in the Division of the SocialSciencesArthur Mann, the Preston and Sterling MortonProfessor of History Edward Shils, Distinguished Service Professorin the Department of Sociology and in theCommittee on Social ThoughtGeorge J. Stigler, the Charles E. Walgreen Distinguished Service Professor in the Department of Economics and the Graduate Schoolof BusinessCOMMITTEE ON THEPROBLEMS AND SCOPEOF GRADUATE WORKA Committee on the Problems and Scope ofGraduate Work has been named to provide areport on specialization or overspecialization ingraduate work, the relationship between voca-tionalism and graduate work, or with professionalism, and the relationship between graduate work and undergraduate study. Twelvefaculty members have agreed to serve on theCommittee at the request of President EdwardH. Levi.Chairman of the Committee is Martin E.Marty, Professor of Modern Church Historyand Associate Dean of the Divinity School.Committee members are:Howard Aronson, Associate Professor in theDepartments of Linguistics and Slavic Languages and Literatures and in the CollegeAlan Donagan, Professor of PhilosophyJacob W. Getzels, the R. Wendell Harrison Distinguished Service Professor in the Departments of Education and PsychologyEric P. Hamp, Professor in the Department ofLinguistics and in the College and Directorof the Center for Balkan and Slavic StudiesIrving Kaplansky, the George Herbert MeadDistinguished Service Professor in the Department of Mathematics and in the CollegeRichard P. McKeon, the Charles F. Grey Distinguished Service Professor in the Committee on General Studies in the Humanities,the Committee on Ideas and Methods, theDepartments of Classical Languages andLiteratures and Philosophy, and in the College11Norman H. Nachtrieb, Professor in the . Department of Chemistry, in the James FranckInstitute, and in the CollegeHewson H. Swift, Distinguished Service Professor in the Department of Biology and inthe CollegeDr. Alvin R. Tarlov, Chairman and Professorof the Department of MedicineHenri Theil, University Professor in the Department of Economics and Director of theCenter for Mathematical Studies in Businessand Economics in the Graduate School ofBusinessJ. A. B. van Buitenen, Professor and Chairman of the Department of South Asian Languages and CivilizationsCOMMITTEE ON THE ROLEAND OPPORTUNITIESIN BROADCASTINGA Committee on the Role and Opportunities inBroadcasting has been named to determinewhether it is desirable to change, augment, orredirect University activities in broadcasting,especially television. Six faculty members haveagreed to serve on the Committee at the requestof President Edward H. Levi.Chairman of the Committee is Edward W.Rosenheim, Professor and Associate Chairmanof the Department of English and Professorin the College.Other Committee members are:Charles E. Bidwell, Professor of EducationNorman M. Bradburn, Master of the SocialSciences Collegiate Division, Associate Deanof the College and Associate Dean of the Division of the Social Sciences, and Professor inthe Graduate School of BusinessJohn G. Cawelti, Professor in the Departmentof English and in the College and Chairmanof the Committee on General Studies in theHumanitiesPhilip B. Kurland, Professor of Law Kenneth J. Northcott, Professor and Chairman of the Department of Germanic Languages and LiteraturesCOMMITTEE ON TEACHINGA Committee on Teaching has been named toconsider the different aspects to the problems ofteaching, the methods which may be used, theresponsibility of faculty and the purposesserved. Nine faculty members have agreed toserve on the Committee at the request ofPresident Edward H. Levi.Chairman of the Committee is Stuart M.Tave, Professor in the Department of Englishand in the College.Other Committee members are:Wayne C. Booth, the George M. Pullman Professor of English and Professor in the CollegeDr. Jarl E. Dyrud, Professor and Director ofClinical Services in the Department of PsychiatryDonald A. Fischman, Associate Dean for Curriculum in the Division of the BiologicalSciences and The Pritzker School of Medicine and Assistant Professor in the Departments of Biology and Anatomy and in theCollegeNeil Harris, Associate Professor in the Department of HistoryEugene N. Parker, Professor and Chairman ofthe Department of Physics and Professor inthe Department of Astronomy and Astrophysics, the Enrico Fermi Institute, and in theCollegeJoseph J. Schwab, the William Rainey HarperProfessor of Natural Sciences in the College and Professor in the Department of Education.George H. Sorter, Professor in the GraduateSchool of Business and Director of the Institute of Professional AccountingJanice B. Spofford, Associate Professor in theDepartment of Biology, in the College and inthe Committee on Evolutionary Biology12COMMITTEE ON TRADITIONAND INNOVATIONA Committee on Tradition and Innovation hasbeen named to examine the relationship offormal education to the process of the reasser-tion of the values of tradition, the maintenanceof certain institutional ways, and the incorporation of change and experimentation. Ten facultymembers have agreed to serve on the Committee at the request of President Edward H. Levi.Chairman of the Committee is James M.Redfield, Associate Professor of the Committeeon Social Thought and in the College.Other Committee members are:James C. Bruce, Associate Professor in the Department of Germanic Languages and Literatures and in the CollegeMorrel H. Cohen, Professor and Director ofthe James Franck Institute and Professor inthe Department of Physics, the Committee onMathematical Biology, and in the CollegeDr. Daniel X. Freedman, the Louis Block Professor in the Department of PsychiatryPhilip W. Jackson, Director of Pre-CollegiateEducation and Professor in the GraduateSchool of Education, the Department of Education, and the Committee on Human DevelopmentHelene J. Kantor, Professor in the Oriental Institute and in the Department of Near EasternLanguages and CivilizationsDr. Charles E. Oxnard, Professor in the Departments of Anatomy and Anthropology, the Committee on Evolutionary Biology andin the CollegeHerman L. Sinaiko, Associate Professor in theDivision of the Humanities and in the NewCollegiate Division and Executive Secretaryof the Committee on Social ThoughtMilton B. Singer, the Paul Klapper Professor ofthe Social Sciences in the College and Professor in the Department of AnthropologyConstantine Trypanis, University Professor ofClassical Languages and LiteraturesDISCIPLINARY REVIEW BOARDOn May 12, 1970, the Council of the UniversitySenate adopted new disciplinary rules and procedures, which provided for a Disciplinary Review Board. The Board has authority to reviewdecisions of University Disciplinary Committeesset up under the procedures adopted. All members other than the Dean of Students serve one-year terms beginning the Winter Quarter of eachacademic year. The faculty members for 1972are:Gwin J. Kolb, Professor and Chairman of theDepartment of English and Professor in theCollege, ChairmanCharles D. O'Connell, Dean of Students and Associate Professor in the Humanities CollegiateDivisionHarold A. Richman, Professor and Dean of theSchool of Social Service AdministrationOne undergraduate and one graduate student willbe named to the Board.THE UNIVERSITY OF CHICAGO RECORDOFFICE OF THE VICE PRESIDENT FOR PUBLIC AFFAIRSRoom 300, Administration Building13HXmflm50HooSn>ooSOmooeraoo^1z„ o o^ X 33J Q c iTJ— : O ¦*>j° 1Z "_ — CO O2 z °2 3N^ o m*5> o3