THE UNIVERSITY OFCHICAGO V RECORDNovember 15, 1977 ISSN 0362-4706 An Official Publication Volume XI, Number 6CONTENTS123 A STUDY OF EMPLOYMENT OF 1975-76 DOCTORATES— Anita Sandke131 REPORT OF THE STUDENT OMBUDSMAN FOR THE SPRING QUARTER,1977 — Virginia L. Blanford133 REPORT OF THE VISITING COMMITTEE TO THE DIVISION OF THEHUMANITIES133 REPORT OF THE VISITING COMMITTEE TO THE CENTER FOR FAREASTERN STUDIES135 THE 363RD CONVOCATION ADDRESS: BIRDS, BEASTS ANDSTUBBORN LITTLE STONES-^ Jonathan Z. Smith137 363RD CONVOCATION STUDENT ADDRESSES— Clarence Burt Norman,Eugene Priest Forrester II, Rebecca Anne Roberts140 SUMMARY OF THE 363RD CONVOCATION140 QUANTRELL AWARDS141 OFFICERS OF THE UNIVERSITYTHE UNIVERSITY OF CHICAGOFOUNDED BY JOHN D. ROCKEFELLER©Copyright 1977 by The University of Chicago. All rights reserved.THE UNIVERSITY OF CHICAGO RECORDA STUDY OF EMPLOYMENT OF1975-76 DOCTORATESTo: Charles D. O'ConnellVice-President and Dean of StudentsApril 29, 1977For the sixth consecutive year we have collectedinformation from the individual departments andprofessional schools regarding the employment ofPh.D.'s. We received data from each of the departments and schools and, where necessary,these were checked in the Office of Career Counseling and Placement and supplemented by additional data obtained directly from the Ph.D.'s.Unfortunately, despite the efforts to obtain datafor all, the status of eight, or 2.2 percent, of thePh.D.'s in the study remains "unknown."The study covers the four quarters, autumn1975 through summer 1976. Three hundred andeighty-two Ph.D. degrees were awarded in thisperiod. This study, however, has been concernedonly with U.S. citizens and permanent residents:25 people who held temporary U.S. visas weredeleted. As a result, the study deals with a totalpopulation of 357: 261 men and 96 women.The results are presented in the following tables. Table I shows the overall data for the divisions and for those professional schools thatawarded the Ph.D. in 1975-76. Of the 357 students awarded degrees, 202 (56.6 percent) are incollege or university teaching and/or research.When 7 in college or university administration and5 in school teaching and/or administration areadded to the above, we have 214 Ph.D.'s (60 percent) engaged in the educational enterprise.As part of this study, we also look at the institutions at which our Ph.D.'s teach and conductresearch. Table III indicates that 61 percent areemployed in institutions that are members of theAssociation of Graduate Schools (AGS), theCouncil of Graduate Schools (CGS), or theCanadian Association of Graduate Schools(CAGS), which include the most highly respecteduniversities in this country and in Canada.An additional 44 Ph.D.'s (12.3 percent) are onpostdoctoral fellowships. Eleven of these stayedon at The University of Chicago, 27 are in otherU.S. institutions, and 6 are studying abroad. To complete the employment statistics, we find15 Ph.D.'s (4.2 percent) engaged in business andindustry; 9 (2.5 percent) in government; 32 (9.0percent) in nonprofit organizations; and 3 (0.8percent) who are self-employed. Known employment, then, totals 317 (88.8 percent), using thebase population of 357 Ph.D.'s1Twenty-one Ph.D.'s (5.9 percent) are furthering their education. Fourteen of these are from theBiological Sciences Division and all are involvedin medical study or residencies. One male in theHumanities has entered Harvard Law School. Inthe Social Sciences Division, one male from history is in medical school, and one male fromhuman development is a psychology intern.Four — two males and two females from the psychology department — are regarded as furtheringtheir education; two are preparing for state licensure, one is a medical resident. Unfortunately, thearea of the fourth is unknown. Only two persons,both females, were reported to have not soughtemployment.Nine Ph. D.'s (2.5 percent) are definitely knownto be unemployed and actively seeking positions.Of these, five are male and four are female. Thefour women represent about 4 percent of thefemale population, whereas the five men representjust under 2 percent of the male population. Itshould be noted that more than 55 percent of theunemployed were awarded their degrees in summer 1976, a time when academic vacancies for thesucceeding year are already filled. All of the unemployed women were summer graduates, somewith geographical restrictions connected withtheir job search.Tables IIA-E show the data for the individualdepartments, divisions, and professional schools.The Biological Sciences, the Physical Sciences,and the professional schools do not report anywho are unemployed; nor is there evidence inthese areas of underemployment.In the Humanities Division, two persons areunemployed. One female in South Asian languages and civilizations is in India for the year andis listed as unemployed. The unemployed male isin comparative studies in literature. Seven (4 percent) are unemployed in the Social Sciences. Of1. Were we to subtract from the base figure those Ph.D.'sfurthering their education and those not seeking positions, sincethey were not in the labor market, we arrive at the percentage of94.9 employed (using a base of 334 in the labor market).123<0QXQlOO<O0)DCLU>COImOzLUs>-oLULU-Jffi< m VO o Tf (N >0 O 00 ON VO »n CM$. o© <n VO <N ?-H ^" <N ON .p. ... »o © <N <Nac2 © cn *n t-»00 <N »/">m CO O r< •o •O ON (N^^ m m ON 008 M £' /— s /"— \ /— Vfa (N fj, O ^fVO m ^^ m © © ^-* »0 (N Tf CM§ /-V /—N ^"VOn <n VO O ^.^ ^r TT <N ON <N CN vo © •O VO^ rj, w ^f "''t — N (S| ^<CO to mom o§33 m o © © © © © © © © ©CO s VO © VO o o o o Tf © © © © ^ _ © © © © ¦oCO"3 oCO to tT © Tf o 3 3 3 ^f © © © © © © © © © ©c"53en >s s 00 ro «0CN <N o o o o © © © © © © © © © ©4JCmo /— \ ^^ ^-^£ i/5CO to o o o © © © ©s^' S^ ^-^ o © © © © © © © © ©' ©§ x ^ <o © © © o u~> © © © ©' © © © © © ©s««^ ^— ' v— ^^ o o <N <N VO 00 ON ON VO (^ vo ON w~>© 2 »0 (N "— ^ (N ON © vo © CN <N^-s /-V ^v03 © m ON Tf ^ r- vo ¦*- 1—H r- •O »0 ON '— < <N »— <N ON 00O z, m t-h »— im m *— ' <N w "3" VO ^ m (NHto ^ (N 0\ON 00 g §9^ ^1- m - m © © — m <N ^t fNenc § cn r- *ntf *•* <N<N CN 2^ 8 S 5 o ^r Tf N C\ ^ - VO © »0 VOCO to oo ~- r- O O o CM VOm <N - ^ o r- ~ <N ^ m -#© 6oCO s m oo «o~^ m ~< «o 00VO <N m vo "^ ¦ <n - Tf © ^t mQ /— V z— S Z-NCO to m ^h <n « 99^ ^^ © © © © © © © © © ©>> § Z-S /-*v Z-^vJCOn ^- oo votj- m •o t-"- c*^ >o^^ o w ^ mi © © m C4 <N © © © © "s to ^ © ^~CN <N 3 O^ O^ o v~> ~ © <N © m © © ~ — « —ffi § oo t-n r-m m. /— S z— N /^"N aO O <N <N <N - fN — ^ © ^ © - -"3 to vo © vo Z-N Z-*v /*¦ Vo ^ o *-* (N © © © © © © CO © © ©CO/-v /~ s ^-s00 S r^ © r-m m m «o O oo¦^^ ^s •<«-? - © © -^ (N m © -H © © ,—MJCC>uc«CD tnS2 ^ . <« >> CD >>¦«-» -ariT3 (> ^ o 2 1 1 O C/3-CD c 5C 3T3 oC393P h.D.'sAwardoreign(Temp.h.D.'sinJob 0>toBooT3¦*¦*© niversityofCtherU.S.InsloreignInstitutotal >'3.2 <^03 CDft GO3 CDCJ =w o T3CGOc*j3CD >"3DCDGOJU"3- '33< gj3gCDH'oo-CoCO u'33< usinessandInovernment onprofit T3CDO-3P-ISiCO NotWorking iFurtherEducatiNotSeeking T3CDO"a3mo CsPQ On PU 0h | (In P O fc H ou u oaOZ Z 31243o H c<) O m 5^3°^ m» © © *-* <N m © ti- © © -to vo © VOr^ © i^m mi B S B ^m •o © oo <N © © © © © ©~-* © © ^ ^ <"*¦> © m © ©. ~ © © ©Pharmacological& Physiological Sci. to © © ©^fr © ^t O © © ©O © o © © © © © © © ©(N © © © © © © o © ©<N © © ©©Pathology to © © ©TT © Tt © © © ©© © © © © © © © © © ©© © © © © © © o © ©Tf © © ©©Microbiology to ~- o -<m © m © © © ©~ — © <N © © © © © © ©— © O © © © © — © ©op© ©© .Genetics to © © ©m © mi © © © ©© © © © © © © © © © ©— © © © © ~ © o © ©— © © ©©EvolutionaryBiology to © © ©— o ~ © © © ©o — © — © © © © © © ©© © © © © © © o © ©o © © ©©Biopsychology to © © ©— o — © © © ©© © © © © © © © © © ©— © © © © © © © © ©o © © ©©Biophysics &Theo. Biology to — o ~t^ © t^ o — © —— — © <N © © © © © © ©<N © © © ~ — « © © © ©© © © ©Biology to — o —m © rn © © © ©- -h O M »- © © © © © ©© © © © — © © © © ©© © © ©©Biochemistry to <N © <N00 © 00 © © © ©o — © — • — < © © © © © ©<N © © — < © — < © — © ©m © © ©©Anatomy to ~ o —m o m © © © ©O © © © © © © © © © ©<N © © © © © © — © ©— © © ©©BaseData Ph.D.'sAwardedForeign(Temp.Visa)Ph.D.'sinJobMarketPostdoctoralFellowsUniversityofChicagoOtherU.S.InstitutionsForeignInstitutionsTotal Occupation College&University Teachingand/orResearchCollege&University Administration SchoolTeachingand/orAdministration BusinessandIndustryGovernment Nonprofit Self-Employed NotWorking FurtherEducation1NotSeekingNotEmployed soSIJ*cp (D125"3o Hto2 382462101372461 O O <N «S©¦© o o© © CN C4 o m ~< rr ^ "* o|Q i— i © <N © m ©jo <n ~ ra ^ -h 0 ~ ^ <M© ~* ~*,-H O ~ <NSouth AsianLang. & Civ. to2 <N O <Nmom o o o oo o o o ~* o o o o o oC4 o © © © © © o © <-o © © ©Slavic Languages& Literatures to2 .-* O ~*o o o © © © ©o o o o O ^-h o o o o oo o o o o o o o © ©o © © ©©Romance Languages& Literatures fa2 m o m^H 0 ~* © © © ©o o o o ra o o "¦* © o o*-« o o o o o o o o ©o © © ©©Philosophy to2 o o o o o o oo o o o o o o o o o oi-n o o ~ ^ o o o © ©~ o o ©©New Testament &Early ChristianLiterature fa2 o o oi-N O -< o o o oo o o o o o o © o o oo — < o o o o © o © ©o © © ©©Near EasternLang. & Civ. fa2 o o o«o ~^ rf o o o oo o o o o o o o o o om *-< O O O O O o © ©o © © ©©Music to2 ^ O -<^ o ^ o o o oo o o o o o o o o o oi—i o o © © © o o ~ ©o © © ©©Linguistics to2 <s o ciNON o o o oo o — — <N © O © © © ©~* © © © © © © o o ©o © © ©©History of Culture tos ^ O -H1-H 0 -< o o o oo o o o o © © © © ^ ©-< o o © © © © o © ©o © © ©©Germanic Languages& Literatures to2 ^H 0 — •*-* o — o o o oo o o o o © © © © © ©~h o o © © o © o o ©o © © ©Far EasternLang. & Civ. to2 -HO—"mom o o o oO O ~ -H o © © ^ © © ©i-h o o ^ o o'o o o ©o © © ©©English Language &Literature to2 «o o «o<N O <N . © © © ©o o o o m © o o o n oo © ~* © © '-* © o © ©o © © . ©©Conceptual Foundationsof Science to2 o o o^ o ~ o o o oo o o o o © © © © © ©^h o © © © o o © © ©© © © ©©Comparative Studiesin Literature to2 <N O <N<— O -< o o o o© © © © C4 ' © © © © © ©o © © © © © © © © ©o © ~ ©©Classical Lang. &Literature to2 ^ o ^© © o o o o oo o o o ~H O O © © © ©o © © © © © © o © ©o © © ©©Art to2 <N O C4 o o o oo o o o Tt- © o © © © ©(N © © © © © © o © ©o o © ©©BaseData Ph.D.'sAwardedForeign(Temp.Visa)Ph.D.'sinJobMarketPostdoctoralFellowsUniversityofChicagoOtherU.S.InstitutionsForeignInstitutionsTotal Occupation College&University Teachingand/orResearchCollege&University Administration SchoolTeachingand/orAdministration BusinessandIndustryGovernment Nonprofit Self-Employed NotWorking FurtherEducation1NotSeekingNotEmployed i126TABLE IIC: EMPLOYMENT BY DEPARTMENT— DIVISIONOF THE PHYSICAL SCIENCESAstronomy&Astrophysics o3 2. <T>fl> oCD *< 23o*C/5 ^0C/)C/3 TotalBase DataPh.D.'s AwardedForeign (Temp. Visa)Ph.D.'s in Job Market M F M F M F M F M F M F M F T3 00 03 0 13 05 08 0 2 10 02 1 6 12 04 1 19 01 018 .0 1 10 11 0 44 38 136 2 47938Postdoctoral FellowsUniversity of ChicagoOther U.S. InstitutionsForeign InstitutionsTotal 0 03 00 03 0 0 07 00 07 0 0 10 00 00 1 0 01 00 01 0 5 06 03 014 0 0 00 00 00 0 (5) (D(17) (0)(3) (0)25 1 (6)(17)(3)26OccupationCollege & UniversityTeaching and/or ResearchCollege & UniversityAdministrationSchool Teaching and/orAdministrationBusiness and IndustryGovernmentNonprofitSelf-Employed 0 00 00 00 00 00 00 0 0 00 00 00 01 00 00 0 0 00 00 01 01 00 00 0 3 10 00 00 00 00 00 0 0 00 00 0100 02 00 0 0 00 00 01 00 00 00 0 3 10 00 03 02 02 00 0 4003220Not WorkingFurther EducationNot SeekingNot Employed 0 00 00 0 0 00 00 0 0 00 00 0 0 00 00 0 0 00 00 0 0 00* 00 0 0 00 00 0 000Unknown 0 0 0 0 0 0 0 0 1 0 0 0 1 0 1127"3o H *-* ON CM00 f- S W' O ^ t -^ n- t-~ -^ <m cm© CM vo ^ r- ¦*¦fa2 123588111557(D(D(3)(1)(D(0)52 vo cm ^ »-h © r- ^cooo cm co vo tj- »o — <VO — CM ^ CO^- © ^" COSociology fa2 r» o r-vo CM ^» ' o O ©' oo o o o VO © © © © ^ ©^ © © © © © © © © ©© © © ©©SocialThought fa2 o o ©co © co o o o oo ©. o o © © © © © © ©CO © © © © © © © © ©© © © ©©Psychology fa2 ON © ONon © on r-H i-H ¦ © fM'"H ^ © <N "<t © © © © ~ ©co © © © © cm © CM © ©cm o © ©©PoliticalScience fa2 on co vo © © © ©© ~ © -H co © © © © -< ©ON © O ^ N (N O © © ©© © © ©Committee onPlanning fa2 *-. o ~© © © © © © ©© © © © -< © © © © © ©© © © © © © © © © ©© © © ©©HumanDevelopment fa2 v© O VOCM © <N © © © ©© © © © ^t © © © © ~ ~*© © © © © © © © © ©t-H © -« ©©History fa2 «o o «o»0 O »0<m cm © © © ©0 0 ^ ^H co © © © © © ©© © © Tf *-< "O © © © <N^-i © CO ©©Geography fa2 ^H © ^»o o >o © © © ©© © © © © © © © © © ©"* © © © -H © © © — ©© © © ©©Education fa2 1217011216 © © © ©© © © © 00 CM ~h — « © CM ©VO CM CO © © © © © © -H© © © *~" 'Economics fa2 ^ o -*m co OCM CM © © © ©© © © © ~ © © © © © ©CM © © — h © VO © © © ©© © © ©BehavioralSciences fa2 ^ © ^^ o *¦* © © © ©© © © © <-< © © © © © ©~ © © © © © © © © ©© © © ©©Anthropology fa2 vo O VO00 O 00 © © © ©© ~ © ^ •O © © © © ^ ©VO © © © © © i-i © © ©© © © ©©BaseData Ph.D.'sAwardedForeign(Temp.Visa)Ph.D.'sinJobMarketPostdoctoralFellowsUniversityofChicagoOtherU.S.InstitutionsForeignInstitutionsTotal Occupation College&University Teachingand/orResearchCollege&University Administration SchoolTeachingand/orAdministration BusinessandIndustryGovernment Nonprofit Self-Employed NotWorking FurtherEducationNotSeekingNotEmployed elce <L>#T3o .S •§ ^ ^¦§ ss ^ .§ §-« -I fe I s'* f ~ ~ *» £2 2 fcS qu ^ ^ ^128TABLE HE: EMPLOYMENT BY PROFESSIONAL SCHOOLSGraduateSchoolofBusiness SocialServiceAdministration TotalBase DataPh.D.'s AwardedForeign (Temp. Visa)Ph.D.'s in Job Market M F M F M F M F T8 03 05 0 28 43 025 4 6 30 06 3 42 76 036 7 49643OccupationCollege & UniversityTeaching and/or ResearchCollege & UniversityAdministrationSchool Teaching and/orAdministrationBusiness and IndustryGovernmentNonprofitSelf-Employed 5 00 00 00 00 00 00 0 25 40 00 00 00 00 00 0 4 30 00 00 00 01 01 0 34 70 00 00 00 01 01 0 41000011zUJs>-oUJX Ho (/)oc Z< "^"UJ u.</> OUI UJoc Q.ocO >-Hoz >CD< 0)o Qz £x Q.o o< oUJ <H O>-H Xo0)OCUJ u.o> >-z HD 0)oco UJz >< zUJ DoUJj>oo T-« u.— OUJJOQ<«- * —^-s /— s /*— S /— s /— s ^— s ,—s. /—s1 ^ ^ ^ ^ ^ ^ ^ «CN CO »n Tfr 00 m Tj- ota»n ^ d ^v r^ rn ri in o© ^— ? CO CN w w CN w wHr- o m ^ ON «n 00 in ^ CN»nCO vO t *-h ^- *-* oCN<CO ON ,_* CN CO O — * O O O r-COV3o43CO 43o13S3 CO> ONCN o co r- ~* cn ^ *-« *-« ONCN#55as Q0)CmOM C/3^ C/3"cw »n o co ^ O O ^ O O m3QQ/— \ /""¦S /""N /—s /—~V /"— -. /— V /—S ^-s« ^ $ ^ ^ ^ ^ ^ sIS VO « vq o 1; <n in tv) o>n tj- oo «n r-^ o cn vo o- o m - ^^n ^^H'«¦ ON «n o oo cn co -^ o ^»— « »n co »— " co *— > VOCO*oC/5 CN CN 0\ 0\ h iri N m hCO —h CN 3ci »— HoCO05fl.2[35 CO"£ 00 O O co © *-• o o O ^tS 43 COS CN vo O vo *-' i— < ro oVO Tj-'oCO co VO ^- CN ^ O O O O co3oS >>44S3 43.g o "So O2: >- *S3>'SoCOD Z? C/3.& o 43u 3 .21 1 § ° a t s.tS ,*3 to <U O & >B2 22 £ ^ U J3 ^ Ccdofi4^C/3 q^ *3W) IS 1) c G n H> S J3^ co 0 « S S *So o < S 1 1 s U6 U t> > *c343 O <u '3 oOh U H D < U U co ft- O fc H uo<ocDOUCO0Uoo43- oco042<130these, five are in history2, one in education andone in human development. In these divisions, werealize that there are those Ph.D.'s who areunderemployed or are not fully employed asteachers and/or researchers. Our best estimate ofpeople employed in occupations not in keepingwith their training are eight in the Humanities andthree in the Social Sciences. There are others whoare engaged in teaching, who are on temporary orpart-time jobs.2. For convenience, the history department is carried in theSocial Sciences Division, even though history also has studentswhose degrees are awarded through the Humanities. Of the fiveunemployed in history, one male and one female were in theHumanities.June 29, 1977It is satisfying to be able to report, after months oftrying to sort out loan grievances, that a new assistant dean of students in the University has beenappointed with special responsibility for overseeing loans. The loan office has also added twocounsellors to its staff (doubling the number available) and hired additional clerical help. The expanded staff, located in larger quarters on thesixth floor of the Administration Building, shouldbe able to process loans more efficiently and avoidsome of the problems that have arisen so oftenthis year.Loan problems, like housing problems, tend tobe seasonal; by the end of spring quarter theyhave almost disappeared. Other kinds of complaints continue unabated, however. Two moreconcerns were brought to this office about gradingprocedures; together with the case I outlined inmy last report, these complaints underline theproblems that arise when professors delegategrading responsibility to others. In each case thecomplainant was unhappy that his work had beengraded by someone other than his own professor(in one case a course assistant; in the otheranother professor). In each case, the original professor was reluctant to overrule the grader. Itdoes seem incumbent on faculty members to takeresponsibility for the grades awarded in their We still see, then, as we noted in last year'sreport, the continuing problem in the Humanitiesand the Social Sciences (particularly in history), infinding suitable entry placement positions forPh.D.'s. While more of them seek and find satisfactory alternative careers when faced with a limited academic market place, there still are thosewho will not.Anita SandkeAssistant Dean of StudentsDirector, Career Counseling and Placementcourses and to review those grades themselveswhen students request such a review.Complaints about athletics have been rare, buta request for help by an intramural team shouldresult in the rewriting and clarification of severalintramural policies. The appealing team in thiscase had been required to forfeit two games because of protests about ineligible players. Therewas considerable confusion, however, both aboutthe origin of the protests and about what constitutes intramural eligibility. The written policyon eligibility was ambiguous, and there was nodefinition of a "formal protest" indicating bywhom such a protest could be filed. The ambiguities of the policies were brought to the attention of the physical education department, and thefollowing changes should be instituted next fall: 1)Team rosters, filed in alphabetical order by captains, will be checked by the IM office against theregistrar's rolls before each IM season starts, andcaptains will be informed of any player's namewhich does not appear there. It will then be incumbent on the captain to produce a valid studentID for the player to establish his eligibility; 2)Protests will be accepted only if filed on officialforms by noon of the day following a game, andonly if signed by the captain of the opposing team(or the opposing individual in individual sports).These new regulations should avoid situationssuch as that which arose this spring.131REPORT OF THE STUDENT OMBUDSMANFOR THE SPRING QUARTER, 1977Students continue to be plagued by emergencyroom bills from Billings Hospital. I must agreewith Student Health officials that students shouldmake every effort to use the Student Health Service and Clinics rather than the Billingsemergency room (and such efforts will probablybe rewarded with faster service). But when students must go to the emergency room — late atnight or over a weekend — bills are supposed to besent directly to Student Health. Occasionally theyare not. It would of course simplify things if theproblems didn't arise in the first place — if, that is,the hospital had an entirely efficient accountingsystem. But Ivy Annamunthodo, administrativeassistant to the director of Student Health (Billings S109), consistently is able to resolve suchbilling problems. I urge students who use theemergency room to make sure they provide staffmembers there with their student ID numbers andclinic numbers. And if you do receive a bill thatyou know is incorrect, take it immediately to Ms.Annamunthodo — don't wait for a letter from a collection agency to arrive before taking action.This office undertook a rather unusual servicethis spring, which perhaps deserves a footnote inthe history of the office: we became, briefly, impresarios. Students complained that tickets fortwo University-wide lectures describing theTutankhamun exhibit cosponsored by the University had been distributed over spring break,when most students were off campus. With thecooperation of the dean of students in the University and the president's office, I arranged for athird lecture, open only to students. This officereserved the hall, contacted the lecturer, distributed publicity (which was designed by secretary to the office, Laura Cuzzillo), and generallydiscovered the insecurities and neuroses of tryingto put on a show. The help of Myrna Simon at theOriental Institute and particularly of MarieHauville at Student Activities is much appreciated, as is the cooperation of David Silverman, project Egyptologist for the Tutankhamunexhibition, who delivered the lecture.Finally, a student whose case was outlined verysketchily in my fall quarter report has asked that Imake several corrections in my description, whichI am happy to do. The complaint as reported wasthat a graduate student had failed her preliminaryexams twice because several advisers had left theUniversity and much of her time had been spent intracking down new help with her dissertation. Infact, the exams involved were not prelims butPh.D. orals based on a paper which substantivelyrepresented her dissertation. In other words, the student was well into work on her dissertationwhen she was terminated from the program; andher dissertation proposal had been approved by acommittee from her department. The student'scomplaint was less that advisers had left the University (although several had, with little notice)than that she was unable to find anyone in thedepartment with the concern and interest in herwork necessary to guide her through the difficulties of Ph.D. work and of preparing a dissertation. Specifically, she complained: her firstadviser recommended she take the oral exam, butthen failed to support her work during the exam,indicating that he had had questions about theadequacy of her work before the exam. He shouldhave told her this. She was then advised to retakethe exam, although neither of her new advisershad worked closely with her to prepare her for it,and neither had given concrete indication of whatto expect. Questions about her work arose duringthe course of the second exam which the studentcontends her advisers should have anticipated.Finally, she was never told what the consequences would be (termination from the program)of a second failure. Overall, the student was concerned about the lack of concrete guidelines forstudents in her program, and about her own lackof guidance throughout her career in the program.The problem here was clearly more complexthan my original statement indicated, but its complexity only further highlights the need for clearerguidelines for graduate students. I continue to beconvinced that, as outlined in my fall report,graduate departments must undertake responsibilities to their students beyond providingcourses for them. I am not suggesting that thefreedom of departments to make decisions abouttheir students be inhibited. I am suggesting that,although each department is free to run its ownshow, the students who enter that department forgraduate study have the right to be told when theyenter just how the show is run. A simple sentenceor two in whatever material the department givesits entering students would solve a major part ofthis rather complex problem. These sentenceswould clearly state the responsibilities of the student (that is, the approximate time schedule andperformance level he must meet) and the responsehe can expect from the department (that is, whenand for what reasons his "forward progress" canbe halted). And may I mention: it is clear from myexperiences this year that a department should inform a student as early as possible in his career ifthe department has doubts about the quality of hiswork or about his ability to become a professional132in the field. The more work a student does (collecting A's along the way) the more difficult ter mination becomes for him, and the more unfair itseems.Virginia L. BlanfordREPORT OF THE VISITING COMMITTEE TOTHE DIVISION OF THE HUMANITIESJuly 13, 1977The committee followed, this year also, its longstanding practice of having a meeting each quarterto hear presentations from the faculty of the division about some of the work being done in ourHumanities. Late in June of 1976 we had a dinnermeeting at the Quadrangle Club at which Professor Neil Harris told the members about thework of the Institute on Humanities and Technology which the National Endowment for theHumanities has funded for four years at the University. Early in the fall the members of the committee were all invited to participate in the Festival of French Culture that was going on at theUniversity under the auspices of the HumanitiesDivision. At our regular autumn quarter meeting,Professor Jonathan Z. Smith, the Associate Deanof the Division and now Dean of the College,gave us a very interesting report on his own work,entitled, "The Book and the Books: BiblicalStudies and the Humanities." The bad winter thisyear interfered with plans for a winter quartermeeting. But in spring we had a nice meeting atthe Quadrangle Club again where the membersmingled with some of the students on VisitingCommittee Fellowship funds and where welearned from the three student officers of the Chicago Linguistic Society what that group ofyoung humanists is doing. The chairman of thecommittee and the dean also attended the bigmeeting in January of all the chairmen of visitingcommittees to discuss common problems.The committee, this year also, continued thecontributions from members to the VisitingCommittee Fellowship Fund in the Humanities.By May 31, 1977 we had received gifts totaling$17,070. Last July 1, 1976 there was a balance stillof $13,890 which was used up for fellowships during the past academic year. For the period afterJuly 1, 1977 the division has $10,908 to spend onaid from this fund for the beginning academicyear, and until we solicit new funds. As the deancontinues to assure me, this fellowship aid is ofvery great value to the students of the division.Our meetings were generally well attended,about one-half of the committee's total membership usually being present. The response to oursolicitation for funds was warm and generous.The committee has lost several members by resignations or nonrenewals and it will be appropriate to appoint some new members to it.Gardner H. SternChairmanREPORT OF THE VISITING COMMITTEE TOTHE CENTER FOR FAR EASTERN STUDIESJuly 7, 1977The Visiting Committee to the Center for FarEastern Studies devoted much of its energy in the 1976/77 season to developing new sources of support for the Center.First, a word about the Center itself. The Center trains scholars and produces original research133on China and Japan — their histories, their art andliterature, their religions, their political and socialstructures. To do so, the Center brings togetherthirty-one Far East specialists from nine University departments: Far Eastern languages andcivilizations, art, economics, geography, history,linguistics, political science, sociology, plus theDivinity School, the Graduate Library Schooland the Graduate School of Business. The currentdirector of the Center — an administrative burdenshared on a rotating basis by the faculty — is Tet-suo Najita, Professor in the Departments of History and Far Eastern Languages.The visiting committee consists of forty members, most of them with special business interestsin the international field and particularly in the FarEast. Other members include friends and alumniof the University with a special interest in thisarea of the world.Several Japanese businessmen based inChicago have been among the most interested andinvolved participants in our activities. As thesemen are promoted and transferred to other areas,we try to involve their replacements in the activities of the visiting committee as rapidly as possible.New members of the visiting committee duringthe past academic year included: Frank Gibney,Vice-President of the Encyclopedia Britannica;George Baker, Executive Vice-President of theContinental Illinois Bank and Trust Co.; FranklinA. Cole, Chairman of Walter E. Heller International; attorney Kenneth Montgomery, andMrs. Robert S. Ingersoll.We hope soon to include two new members inour visiting committee. They are Mr. Iwao Shino,President of The University of Chicago alumniassociation in Tokyo and also President of thepharmaceutical company, Pfizer/Taito; and Mr.John Day, Vice-President and Branch Manager ofthe First National Bank of Chicago in Tokyo. Mr.Shino is serving as cochairman with Mr. RobertIngersoll of the Campaign Committee in Japan,and Mr. Day is the executive secretary of thesame committee.In addition to our pursuit of major grants, thecommittee and faculty have also been active intrying to generate smaller, continuing grants fromChicago and Japanese corporations, particularlyfor the purpose of an ongoing program of acquisitions for our Far Eastern library, already one ofthe finest in the United States.William McDonough, Executive Vice-President of the First National Bank of Chicagoand a member of our committee, has been most helpful in this regard. In June of 1976, he gave aluncheon at the bank at which invited guests heardtalks by Professor Bernard Silberman and Professor William Parish on varying aspects ofChinese and Japanese organizations.In September, a comparable luncheon washosted at the Chicago Club by W. Stewart Addis,Vice-President and Chicago Manager of theHongkong and Shanghai Banking Corp. Speakersat the luncheon were Peter B. Moody, economicadviser to the chairman of the Hongkong Bankgroup, and Professor Ping-ti Ho, James WestfallThompson Professor of History at the U. of C.Their topic was, "The Economic Growth andOutlook in Southeast Asia."Erwin Salk, another active member of thecommittee, was instrumental in arranging a lecture by Professor Joseph Needham, Director ofthe East Asian History of Science Library, Cambridge. The lecture, given when ProfessorNeedham was in Chicago to receive an honorarydegree from the University, was under the auspices of the Center and the National HumanitiesInstitute.The spring meeting of the visiting committeewas held at the Joseph Regenstein Library inApril. A tour of the Far Eastern library and aspecial display of rare books was followed by teaand a talk by visiting committee member FrankGibney on the "Problems of Cultural Translation," in which he told of his experiences insupervising the translation of the EncyclopediaBritannica into Japanese. A reception at theQuadrangle Club attended by President Wilson,followed the talk.Several major grants were received during theyear, some of which were generated with assistance from the visiting committee and others bythe faculty working in tandem with the University's Development Office.In this respect, I cannot emphasize too stronglythe supportive time and effort given to this enterprise by the faculty of the Center, and in particular, its dynamic director, Tetsuo Najita, whospent several weeks in March working withRobert Ingersoll in Japan to develop additionalsources of support there.Major grants received included a grant of$225,000 with a potential for $300,000 from theNational Endowment for the Humanities for astudy of "Political Leadership and Social Changeat the Local Level in China, 1850 to the Present."The Henry Luce Foundation made a grant of$124,000 over a period of three years to fund "TheChicago Seminar in American- Asian Cultural Re-134lations." The University Development Office alsosecured for the Center a grant of $300,000 fromthe Mellon Foundation.Our goal for 1977-1978 is to widen our base ofsupport by using our visiting committee to increase awareness throughout the Chicago busi-THE 363RD CONVOCATION ADDRESS:By JONATHAN Z. SMITHJune 10 and 11, 1977In traditional societies, an occasion such as thiswould be celebrated by a rite of passage whichwould mark, for both the individual and the community, an increase in maturity, wisdom, andprestige. It would not be difficult to parallel thecentral stages within the complex rites of passageto our educational process or to find parallels ofritual detail between initiation ceremonies and thisconvocation. Indeed, some three years ago, onespeaker suggested from this podium that an important part of any traditional initiation is discomfort, an ordeal, and that that role is fulfilled, inour ritual, by your having to endure a convocationaddress "seated on hard benches, for a noticeablelength of time." It is not to such well known features of initiatory scenarios that I should like todraw your attention today, but rather to another,less studied aspect. In a significant number of initiations, an important educational moment appears to be what might be called "unmasking,"perhaps even "debunking."For example, among almost every Australiantribe the central act of initiation is the displayingof the Bull Roarer, a little piece of wood with a slitin it that is whirled around at the end of a string toproduce a loud humming noise that is identified asthe voice of a deity. Among the Aranda, the ini-tiants had previously been taught that this soundwas the voice of Tuanjiraka — a monstrous beingwho lived in a rock, walked with a limp whilecarrying one leg over his shoulder, and ate little ness community and Japanese business community of the outstanding programs of the Center,and to encourage support for these programs on acontinuing basis as well as through major grants.Emmett DedmonChairmanboys and girls. Tuanjiraka, it was said, was responsible for all pain, including the pain of circumcision which the young boy had just undergone. Now that he was a man, the tribal eldersshow him, for the first time, the Bull Roarer anddisclose its secret:We have always told you that your pains are causedby Tuanjiraka, but you must abandon belief in Tuanjiraka and understand that Tuanjiraka is only thissmall piece of wood which you have just seen. . . .There really is no Tuanjiraka . . . but do not tell thewomen and children that this is the case.A quite similar turnabout occurs among anumber of Southwest Amerindian tribes wheresocieties of masked dancers are thought, by theuninitiated, to be visiting deities. While occasionally appearing as clowns or bugaboos, their primary role is beneficent, bringing gifts to the children and supervising village affairs. In preparation for initiation, the youths are singled out forspecial kindnesses by these "deities" and are instructed in the complexities of their lore. Then, inthe culminating moment of the ceremony, thedancers appear (for the first time without theirmasks) and are revealed to be the initiants' neighbors and relatives. Fieldworkers have collected anumber of autobiographical accounts which hintat the shock:When the Katcinas entered the Kiva without masks,I had a great surprise. They were not spirits buthuman beings. ... I had been told all my life that theKatcinajs were gods. I was especially shocked andBIRDS, BEASTS AND STUBBORN LITTLE STONES135angry when I saw all my uncles, fathers, and clanbrothers dancing as Katcinas. I cried and cried in mysheepskin that night, feeling I had been made a foolof. How could I ever watch the Katcinas danceagain? I hated my parents and thought I would neverbelieve [again what] the old folks said.Do we have anything analogous? Is there anypoint during today's proceedings when we recognize your maturity by displaying our tricks anddropping our masks? Surely we have trained younot only to debunk your childhood beliefs and thethings your parents told you, but also what anyone has claimed for certain — we call this the spiritof critical inquiry. But this is a lifelong process ofdiscrimination between those things that aremake-believe and things that are worthy of beliefand there will be no disturbing, although ultimately comforting, moment of nudity in which"what is the case" will suddenly become clear.At this University, there can be no uncertaintyas to the identity of these arcanely robed figureswith whom you have marched today. And while Ihave heard any number of epithets, I have neverheard of a professor's voice being mistaken (atleast by you) for one of the gods. You have, byour deliberate choice and design, been preventedfrom confusing us with divinity. The majority ofour dealings with you have been without the benefit of a proscenium. You have met us, face toface, as we are, in the classrooms and laboratories. Because most of us live, with you, in HydePark, you have not only encountered us teaching,thinking, and talking but also playing with ourchildren in the parks, sniffing cantaloupes in thestores and holding hands with our spouses in theevenings. No mysteries here.But — and now I dare confess it, although I suspect that some of you will have long guessed thesecret as I suppose there are young Aranda andHopi who are likewise "in the know" — there isone sense in which we have disguised ourselveswith masks, one sense in which we have committed a socially sanctioned fraud, which we haveinvited you to join with us in tricking yet anothergeneration. For we have met with you and workedwith you and now confer a degree upon you notonly in the name of the University, but also in thename of a department or degree program. Wehave pretended that departments and programs,those strange, artificial and arbitrary units,adequately describe who we are. And yet you andI surely know that when we seek out colleagues,we are not confined by departmental limits; thatwhen we seek materials directly relevant to ourresearch in Regenstein we are not restricted to any one floor or wing or color of carpet or set ofcall letters. For those of you who go on in theacademy as well as for those of you who departfor the business or professional world, the problems you will face, those which are most interesting because they are most difficult, will not conform to the map which this institution has drawnor to the nomenclature upon your diploma. Makeno mistake about the power of these propernouns; they are as difficult to think around as theyare to work with. Indeed the best that most of uscan come up with when we try to break away innew, experimental directions is to link two ormore traditional departmental titles with the ubiquitous "and" (a little conjunction that has donemore desperate service in the history of universitypolity than the third person of the Trinity has performed in the history of Christian thought). Theunforgivable sin of our departmental organizationis not that it entices you to commit the fallacy ofmisplaced concreteness, it is that it is so damnablyboring. One might, at least, have wished that ouracademic categories had been designed by thesame impish mind that assigned the color scarletto theology in the silk linings of academic hoods(or, for that matter, though I abstain from furtherexegesis, the color pink to music) or who assignedthe call letters BS to Scripture in the Library ofCongress system (apparently shrinking from thetemptation to designate the Hebrew Scriptures byBC).I do not propose that a central element of yourrite of passage ought to be the debunking of what,for some of you, has been an article of faith out ofany malicious desire to awaken the ancient debates between general and specialized studies.Both of these moments in any educational processare equally ill served by taking departments withany more seriousness than we take being assigneda given zip code number — a convenience for sorting varied messages (so long as the tariff has beenpaid) — but scarcely a matter of ontological orepistemological moment.No, it is not to theories of the organization ofknowledge that I appeal. These tend to be Man-ichaean, to be relentlessly binary in a way that I,for one, find endlessly unilluminating. For example, one could compile a bulky academic bestiaryconsisting of quotations from those who havesought through the device of animal pairs to contrast what they have perceived to be the fundamental dualities of human knowledge: Plato'swhite horse of discretion and black horse of impulse; Burke's noisy minority of (French) grasshoppers and silent majority of stolid (British)136cows; the vulnerable ant and the agile grasshoppercelebrated by broguish characters from Joyce'sFinnegan to Donne's Mr. Dooley; Francis Bacon's distinction between those men of experiments who, like the ant, only collect and use andthe reasoners or men of dogma who, like spiders,spin cobwebs out of their own substance; or, thelongest lived of them all, Archilochus' epigramthat "the fox knows many things but the hedgehogknows but one thing," strategically revised byErasmus, and generalized in Isaiah Berlin's brilliant juxtaposition of the intellectual hedgehogswho insist on relating everything to a single central vision, a unifying principle in terms of whichall things have meaning, and the intellectual foxeswho revel in the variety of the world and remainuninterested in relations. Such contrasts are fun,they are fascinating exercises in fabulist ingenuity; they reveal Tittle except that a truespecies rarely crossbreeds. But these are not matters of species or of substance, rather they arehighly individual matters of style. I would as soonargue as to whether one's first glimpse of Chicagois better garnered as a bird's eye view from the topof the Hancock Building or on the ground from aGray Line bus. Either way is a proper beginning;each will have to be corrected, later, by the other.It is another aspect of the natural world that Ithink about most when I reflect on the process ofeducation: the intractable and durable stone. Notthe philosopher's stone, mind you, but a quite particular though utterly ordinary stone. It is the rockthat Dr. Johnson is alleged to have kicked in anattempt to refute Bishop Berkeley's theories ofbeing and perception. I am not at all concernedwith the vexing questions as to whether this was aproper refutation or whether Johnson in fact hadcorrectly understood Berkeley. But I remain fascinated by the notion that there are real stoneswhich cannot be thought away, nagging thingswhich will stop one cold regardless of one's modeof attack. For these stones will endure long afterthe horses, grasshoppers, cows, ants, spiders,foxes, and hedgehogs will have turned to dust.For myself, I was brought up short by such astone in college when I first read the observationby Frederick Teggart that of the forty occasionson which war broke out in the Roman Empirefrom 58 B.C. to 107 A.D., twenty-seven weretraceable to changes of policy of the seeminglyremote Han Chinese government. The implications of this statement have changed myunderstanding of history and of human civilization. It debunks, it unmasks all of my provincialinsularities. I have never been able to escape the force of Teggart' s remark as it affects what scholarly competence in my primary field of research inthe religions of late antiquity might entail; a forcebefore which our traditional departmental structures crumble and a competence for which nosingle department could train.I would hope that each one of you has stubbedyour toe on such a stone at least once during yourtime with us and that you will continue to experience many such contusions. I would hope thateach one of you will add to the maroon whichsome of you proudly wear today, will add to thedisciplinary colors which some of you sport, thehonorable bruise mark of the black and blue. If so,you are truly among the initiated and it is, indeed,time for you to make your passage.I wish you well.Jonathan Z. Smith is Dean of the College, theWilliam Benton Professor of Religion and HumanSciences in the College, and Professor in the Divinity School, and in the Division of theHumanities.363RD CONVOCATIONSTUDENT ADDRESSBy CLARENCE BURT NORMANMr. President, members of the faculty, membersof the class of 1977, parents, and friends. Fouryears ago, many of us came to The University ofChicago with some great expectations. Our expectations were that in return for four years ofrigorous work, we would receive an educationthat would be exceeded by very few institutions.At that same time, the faculty and administrationof the University awaited the arrival of the classof 1977 with great expectations. Their expectations were that in exchange for four years of instruction, we, the top 2 percent of the high schoolseniors would use that instruction to make contributions that would demonstrate why the veryspecial type of people of the University give it thereputation for greatness it deserves.Four years later, the initial exchange has beenmade. We have reached the point where we willbegin to make our contributions, either as schol-137ars or in the professional world. Wherever we go,our accomplishments will be a credit to this University, while its contributions will be a credit toits alumni. However, this relationship does notend here. Along with those exchanges came somevery important responsibilities. Among them isthe duty of both the University and its graduatesto ask themselves the question, "Where do we gofrom here?" And, regardless of the degree of social consciousness present in the individuals heretoday, we cannot deny that the knowledge contained within this institution, and passed on to us,will indirectly penetrate the lives of many peopleof whose cultures and lifestyles we know little.Whether we return to our homes or move intolarger policy-making positions, we will be made torealize that even though the amount of availableknowledge is constantly increasing, the amount ofspace that these many people occupy is not. Wewill also be made to realize that while we live in aland of plenty, there are others whose lives areone perpetual struggle for survival, a conditionthat leads men to desperation.At this point it might therefore be wise to askourselves if there is still room for a nation to usedisproportionately high amounts of the earth's resources, or for the cultural orientation of one ofthe many people of this nation to exert a disproportionately high amount of influence and determination on its people. We can observe conflicts as far away as South Africa (across anocean) and as near as Humboldt Park (across acity), that establish that those leaders who wentbefore us were either unable or unwilling to submit their policies and inventions, as well, to thequestion of the possible long-term effects on theirfellow men. If we are to survive as a people, it isgoing to be our job, the job of this institution aswell as its alumni, to institute this type of in-depthconsideration. This responsibility lies almost entirely upon this new generation of leaders, because we have been given the knowledge that isneeded to improve the world.Therefore as we prepare to leave college behindus, I ask that we all commit ourselves to the initiation of a new era of thought. An era where thewell-being of man is given the first priority. Asalumni we can commit ourselves to assuring thatthe decisions we make won't reflect and reinforcethe injustices and inequities that exist today. ThisUniversity can commit itself to assuring that access to it, will be denied no one, and to opening itsdoors even wider to those who once found thesedoors locked.The class of 1977 has proven itself worthy of respect because its members have been given aremarkable ability to learn and a chance to exercise that ability. This institution has proven itselfworthy of respect because it has been given a remarkable amount of knowledge to impart, and anextraordinary group of people to receive it. Itherefore ask that we all ask ourselves, "Who willthese gifts benefit?" I also ask that we considerthe following statement found in the Book ofLuke, chapter 12, verse 48, and ask ourselves ifwe are living up to our potential. The verse is asfollows:. . . For unto whomsoever much is given, of himmuch shall be required; and of whom men havecommitted much, of him they will ask the more.Thank you.Clarence Burt Norman received a Bachelor ofArts degree during the convocation; his majorarea of study was Political Science.363RD CONVOCATIONSTUDENT ADDRESSBy EUGENE PRIEST FORRESTER IIWhat truly distinguishes this honor of addressingconvocation from any other is that our peerschoose those individuals who they feel will bestrepresent the views of the graduating class.I feel highly honored, and only hope I fulfilltheir expectations.Although there are two somewhat diversegroups here today, students on one hand, facultyand parents on the other, what I have to say willhopefully bridge the gap and in some sense definethe common ground among us all. The question Iwould like to address is one that has plagued manand woman since the beginnings of their rationalexistence. And it is, "How in some sense do weachieve happiness?"Although I don't profess to have solved themystery, these past four years have given mesome sense of where these answers might lie.Essentially it comes down to the feeling that we asindividuals define our own happiness. This mayseem self-evident, yet people seem more andmore inclined to allow outside forces to shapetheir feelings and notions of happiness. Too oftenprofessional careers choose students. Studentsfeel that life style, salary, and other benefits prom-138ised to the successful professional mean that happiness easily follows. Society does little to clarifythis misconception and most students don't realize their mistake until it's too late. There hasbeen a loss of respect for our ability to make personal choices. There is the growing notion thatour tastes and desires are more efficiently definedfor us.Surely there are the imponderables of life thatsneak up from behind and momentarily affect ourhappiness. Someone in our family dies, an accident occurs, we win the lottery. These things dohappen. But when all is said and done, it is in theheart of the individual, alone, introspective, andas Sartre declared, separate from the world, thathappiness is truly understood.Although all this may sound a bit pessimistic, infact the opposite is true. This past year I've beeninvolved with a remarkable group of students inlaunching a new community publication, TheChicago Journal. When setting up the structure ofthe Journal, we had a unique chance to implementour belief in the individual's need for an equalvoice in the decision making process.There were positions of responsibility but thosepositions were sought not for their power, butrather because someone was attracted by interestto that part of the paper. We found, therefore, thatthe staff was composed of discrete interest groupswith discrete concerns working for a commongoal: the publication of a newspaper. First andsecond year students who in other organizationsare relegated to menial positions, exploited thisopen environment to the limit of their talents. TheJournal's advancement was remarkable, with anincredible sense of accomplishment felt by us all.This University, alone among institutions inAmerica today, reinforces and defines the individual as supreme. Implicit in all this, therefore, isan almost inextinguishable optimism. An optimism that means our efforts can affect a realchange. But more significantly, this optimism implies responsibility. If the individual alone defineshappiness, then it follows that the individual isresponsible for his or her happiness. Our lives arein our hands, and where they go is up to us.For parents who feel they have left us a dismalworld, know that it is not the world that shapes usbut rather we who shape the world.Thank You.Eugene Priest Forrester II received a Bachelor ofArts degree during the convocation; his majorarea of study was Politics, Economics, Rhetoric,and Law. 363RD CONVOCATIONSTUDENT ADDRESSBy REBECCA ANNE ROBERTSThis is not a time for praise — this school does notthrive on praise; and this is not a time forcriticism — this school does not bend to criticism.Instead, let's just talk about it.A week from today I will be fighting forest firesin western Montana with The University ofChicago in my back pocket. Fire fighting is hardbut I can do it. In fact, having masochisticallyenjoyed the pressures of this school for fouryears, I feel as if I can do anything. I know that asa graduate of this College I can be the only womanon a Forest Service fire crew.Recently I was at my home in South Carolina,talking with some friends about the Universityand trying to explain the origin of this serene self-confidence which I share with the school. I beganwith art and philosophy, turned to rhetoric anddespair, and finally ended with mystery. I do notknow how The University of Chicago works. Butit does work. It is an activity, not a stagnant bodyof facts designed to show us the truth. We mustevaluate the school in terms of its activities.I think of my education as a series of good conversations with professors and friends. Conversations here seem to go somewhere, to lead tojudgment and discovery, whether it be about LouBoudreau and Robert Benchley, or philosophy,art, and rhetoric. Here we converse about the philosophy of art, the art of rhetoric, the rhetoric ofphilosophy, the art of philosophy, and the philosophy of rhetoric.A conversation started by two minds rubbingtogether can blow up like a sudden forest fire,encompassing other minds and other conversations, generated by its own power. By thinking on your feet in conversations, you developtiming and control. You know when and how tochange — attitudes, jobs, lifestyles, or even toolsfor fighting fires.As I said, I do not know how The University ofChicago works, and I do not yet know exactlyhow I have been worked over by it, because inthis educational process at The University ofChicago, you win sometimes and you lose sometimes. When I lose, I blame only myself, but all ofthe bouts have taught me something.I will take the University with me to Montanaand each of you will take it with you wherever yougo. With time and distance we will be able to as-139sess the damage and the bruises, and then to flextighter intellectual muscles. And, having completed this activity here, we can go on to otheractivities, other challenges, other environments,other conversations, and other fires.Rebecca Anne Roberts received a Bachelor ofArts degree during the convocation; her majorarea of study was English Language and Literature.SUMMARY OF THE 363RDCONVOCATIONThe 363rd convocation was held on Friday andSaturday, June 10 and 11, 1977, in RockefellerMemorial Chapel. John T. Wilson, President ofthe University, presided.A total of 1,569 degrees were awarded: 333Bachelor of Arts, 14 Bachelor of Science, 95 Master of Arts in the Division of the Humanities, 7Master of Fine Arts, 104 Master of Arts in theDivision of the Social Sciences, 6 Master of Artsin Teaching, 13 Master of Science in Teaching, 12Master of Science in the Division of the BiologicalSciences and The Pritzker School of Medicine, 32Master of Science in the Division of the PhysicalSciences, 31 Master of Arts in the DivinitySchool, 13 Master of Arts in the Graduate LibrarySchool, 5 Master of Arts in the Committee onPublic Policy Studies, 166 Master of Arts in theSchool of Social Service Administration, 376Master of Business Administration, 162 Doctor ofLaw, 2 Master of Law, 95 Doctor of Medicine,and 103 Doctor of Philosophy.Two honorary degrees were conferred duringthe 363rd convocation. Recipients of Doctor ofHumane Letters degrees were Louis Charles JeanDumont, Directeur d'Etudes, Ecole Pratique desHautes Etudes, Paris; and Joseph Needham,former Master of Gonville and Caius College,Cambridge University.Three Llewellyn John and Harriet ManchesterQuantrell Awards for Excellence in Undergraduate Teaching were given to Norman H.Nachtrieb, Professor in the Department of Chemistry, in the James Franck Institute, and in theCollege; Ralph W. Nicholas, Professor in the Department of Anthropology and in the College; andHewson H. Swift, George Wells Beadle Distinguished Service Professor in the Departments of Biology and Pathology, in the Committees onGenetics and Developmental Biology, and in theCollege.Jonathan Z. Smith, William Benton Professorof Religion and Human Sciences in the College,Master of the Humanities Collegiate Division,Associate Dean and Dean-designate of the College, Professor in the Divinity School, and in theDepartment of New Testament and Early Christian Literature, and Associate Dean of the Division of the Humanities, delivered the principalconvocation address, entitled "Birds, Beasts andStubborn Little Stones."Bachelor of Arts candidate remarks were givenby Clarence Burt Norman, Eugene Priest Forrester II, and Rebecca Anne Roberts.QUANTRELL AWARDSThe University's 1976-77 Llewellyn John andHarriet Manchester Quantrell Awards for Excellence in Undergraduate Teaching were presentedduring the 363rd convocation, June 10-11, 1977.Upon the recommendation of Charles E. Ox-nard, then Dean of the College, and D. GaleJohnson, Provost, John T. Wilson, President,designated the following three winners:Norman H. Nachtrieb, Professor in the Department of Chemistry, in the James Franck Institute and in the College;Ralph W. Nicholas, Professor in the Department of Anthropology and in the College;Hewson H. Swift, George Wells Beadle Distinguished Service Professor in the Departmentsof Biology and Pathology, in the Committees onGenetics and Developmental Biology, and in theCollege.A total of 146 Quantrell Awards have beenmade since the program was established in 1938.140OFFICERS OF THE UNIVERSITYPresident: John T. WilsonProvost: D. Gale JohnsonVice-President for Business and Finance: WilliamB. CannonVice-President for Public Affairs: D. J. R.BrucknerVice-President and Dean of Students: CharlesD. O'ConnellVice-President for Academic Resources:Chauncy D. HarrisVice-President for Community Affairs: JonathanKleinbardVice-President for the Medical Center: Robert B.Uretz (Acting)Vice-President-Comptroller: Harold E. BellTreasurer: Mary PetrieSecretary of the Board: Allison DunhamDEANS AND CHAIRMENThe CollegeDean: Jonathan Z . SmithCollegiate Divisions and Their MastersBiological Sciences: Edwin W. TaylorHumanities: Jonathan Z. SmithNew Collegiate Division: The Dean (Acting)Physical Sciences: Leon M. StockSocial Sciences: Keith M. BakerThe Division of the Biological Sciences and ThePritzker School of MedicineDean and Vice-President for the Medical Center:Robert B. Uretz (Acting)Associate Vice-President for the Medical Center(Medical Services) and Chief of Staff: Dr.Henry P. RusseAssociate Vice-President for the Medical Center(Business and Finance): David M. BrayAssociate Vice-President for the Medical Center(Development): John J. Piva, Jr.Departments and ChairmenAnatomy: Leonard B. Radinsky (Acting)Anesthesiology: Dr. Donald W. BensonBiochemistry: Dr. Donald F. SteinerBiology: Arnold Ravin (Acting)Biophysics and Theoretical Biology: RobertHaselkornMedicine: Dr. Alvin R. TarlovMicrobiology: Bernard S. Strauss Neurology: Dr. Barry G. W. ArnasonObstetrics and Gynecology: Dr. Arthur LeeHerbstOphthalmology: Dr. Frank W. NewellPathology: Dr. Werner H. KirstenPediatrics: Dr. Samuel SpectorPharmacological and Physiological Sciences: Dr.Alfred HellerPsychiatry: Dr. Daniel X. FreedmanRadiology: Dr. John J. FennessySurgery: Dr. David B. SkinnerInstitutes, Centers, and Degree-grantingCommitteesBen May Laboratory for Cancer Research: El-wood V. Jensen, DirectorCancer Research Center: Dr. John E. Ultmann,DirectorClinical Pharmacology Research Center: Dr.Leon I. Goldberg, DirectorCommittee on Developmental Biology: EugeneGoldwasserCommittee on Evolutionary Biology: Lynn H.ThrockmortonCommittee on Genetics: Dr. Wolfgang EpsteinCommittee on Immunology: Dr. Frank W. FitchCommittee on Virology: Bernard RoizmanA. J. Karlson Animal Research Facility : Dr. WardR. Richter, DirectorLaRabida-University of Chicago Institute: Dr.Samuel Spector, DirectorFranklin McLean Memorial Research Institute:Robert N. Beck, DirectorZoller Dental Clinic: Dr. Robert C. Likins, DirectorThe Division of the HumanitiesDean: Karl J. WeintraubDepartments and ChairmenArt: Charles CohenClassical Languages and Literatures: Arthur W.H. AdkinsEnglish: Stuart M. TaveFar Eastern Languages and Civilizations: AkiraIriyeGermanic Languages and Literatures: Kenneth J.NorthcottHistory: Barry D. KarlLinguistics: Howard I. AronsonMusic: Robert L. MarshallNear Eastern Languages and Civilizations: Edward F. WenteNew Testament and Early Christian Literature:Robert M. Grant141Philosophy: Ted CohenRomance Languages and Literatures: Peter F.DembowskiSlavic Languages and Literatures: Norman W.InghamSouth Asian Languages and Civilizations: EdwardC. Dimock, Jr.Centers and Degree-granting CommitteesCenter for Balkan and Slavic Studies: Eric P.Hamp, DirectorCenter for Far Eastern Studies: Tetsuo Najita,DirectorCenter for Middle Eastern Studies: Marvin Zonis,DirectorCommittee on Art and Design: Charles C. CohenCommittee on Analysis of Ideas and Study ofMethods: Charles W. WegenerCommittee on Comparative Studies in Literature:Kenneth J. Northcott (Acting Chairman, 1977-78)Committee on the Conceptual Foundations ofScience: William C. WimsattCommittee on General Studies in the Humanities:Herman Sinaiko (Acting Chairman, 1977-78)Committee on History of Culture: Karl J. Wein-traubSouth Asia Language and Area Center: Edward C.Dimock, Jr., DirectorThe Division of the Physical SciencesDean: Albert V. CreweDepartments and ChairmenAstronomy and Astrophysics: Eugene N. ParkerChemistry: Josef FriedGeophysical Sciences: Robert N. ClaytonMathematics: Paul J. Sally, Jr.Physics: Hellmut FritzscheStatistics: David L. WallaceInstitutesInstitute for Computer Research: Robert L.Ashenhurst, DirectorEnrico Fermi Institute: John A. Simpson, DirectorJames Franck Institute: Robert Gomer, DirectorYerkes Observatory: L. M. Hobbs, DirectorThe Division of the Social SciencesDean: William H. Kruskal Departments and ChairmenAnthropology: Raymond T. SmithBehavioral Sciences: Norman M. BradburnEconomics: Arnold C. HarbergerEducation: Philip W. JacksonGeography: William D. PattisonHistory: Barry D. KarlPolitical Science: Susanne H. RudolphSociology: Evelyn M. KitagawaCenters and Degree-granting CommitteesCenter for Far Eastern Studies: Tetsuo Najita,DirectorCenter for International Studies: Chauncy D.Harris, DirectorCenter for Middle Eastern Studies: MarvinZonis, DirectorCenter for Urban Studies: George S. Tolley,DirectorDivisional Master's Program: Salvatore R.Maddi, DirectorCommittee on International Relations: MortonA. KaplanCommittee on Social Thought: Paul WheatleyMorris Fishbein Center for the Study of the History of Science and Medicine: William H.McNeill, DirectorSouth Asia Language and Area Center: Edward C.Dimock, Jr., DirectorCommittee on Public Policy Studies:Stanley Katz, ChairmanThe Graduate School of BusinessDean: Richard N. RosettThe Divinity SchoolDean: Joseph M. KitagawaThe Law SchoolDean: Norval MorrisThe Graduate Library SchoolDean: Don R. Swan sonThe School of Social Service AdministrationDean: Harold A. RichmanThe University Extension DivisionDean: C. Ranlet LincolnThe Oriental InstituteDirector: John A. Brinkman142The Sonia Shankman Orthogenic School Rockefeller Memorial ChapelDirector: Jacquelyn Sanders Dean: E. Spencer ParsonsPre-Collegiate Education The University LibrariesDirector: R. Bruce McPherson Director: Stanley McElderryTHE UNIVERSITY OF CHICAGO RECORDVICE PRESIDENT FOR PUBLIC AFFAIRSRoom 200, Administration Buildingo z"3 I — omS c ?3D P ¦ooPOSTAGAIDiO,ILUNTNO.31 7+OcSCD3-* O m 2..&. — oCO 3