Commons ends service todayClosing explainedd\t “There are too many foodservices available on campus,”stated Lylas Kay, Director ofUesidence Halls and Com¬mons yesterday, while explainingthe reasons for the closing ofHutchinson Commons. Today is thehist day the Commons will serve.According to Miss Kay, the vol¬ume of business is not greatenough to continue operating theCommons.Ray Brown, vice president foradministration, stated that theUniversity’s eating facilities have“practically doubled’* in the lastr; years, with the opening of NewDorm, Pierce tower cafeteria andthe exoansion of the Billings cafe¬teria. In addition, there are newedeterias at the Chicago Theo¬logical Seminary and the new Cen¬ter for Continuing Education.In making the decision to close*' e Commons, the University tooki**to consideration the advantagesni the Commons as an eatingolace, stated Brown. But he saidthat considering the Commons inrelation to the overall situation inwhich there is a “large overea-oacity of eating facilities,’* theCommons was the most logical ofthe University’s eating facilities toclose.First, necessity of serving peopleliving in the unit is not present, aswith the New Dorm cafeteria.Also, said Brown. HutchinsonCommons would he more open toalternative uses. Preliminary dis¬cussions are now taking place onoossih'e uses of the Hutchinson-Rovnolds-Mandel complex, he con¬tinuedBrown stated that he had re¬ceived two petitions against theclosing of the Commons, one fromStudent Government, with a sizablenumber of signatures, and onefrom a group of employees. TheUniversity did take the petitionsinto consideration, he stated, butstill found it necessary to close theCommons because the “Universitycould not subsidize it to the extentnecessary,” especially in light ofthe fact that there are more mod¬ern places available.Brown said that students’ eatinghabits are apparently changing.“The Bookstore has been servingfrom 500 to 700 sandwiches perday this week.” Apparently, heNo changes“I am interested in studentopinion, but won’t change theStagg Scholarship this year,”stated Dean of Students War¬ner Wick, in a conference yester¬day afternoon with four membersol the Student Consultant Board onAdmissions and Scholarships. Be¬sides Wick and the four consultantIxuird members, Director of Ad¬missions Charles O'Connell andAssistant Director of Admissions incharge of College Financial AidRobert Charles were present.Considering the future of theStagg Scholarship, O’Connell statedthat since the Stagg conditions hadalready been announced the pro¬cedure for awarding the scholar¬ship this year would not be altered,and no definite changes have beenproposed for next year. He added,Lecture today oncriminals' argotDavid Maurer, from LouisvilleUniversity will lecture today onhow the language of variousgroups of men such as confidencewen, safecrackers, and forgers isrelated to their patterns of be¬havior.Maurer is the author of severalkooks including The Big Con whichhas recently been reprinted. Hewill be speaking in Classics 10 at3:30 pm on the argot of criminals.According to Raven McDavid,associate professor of English,Maurer is an authority on thevarious arts of the criminal world. continued, students “v a 1 u e theirtime or money,” and prefer to eatat the sandwich counter.Miss Kay said that another rea¬son for the loss incurred by theCommons is its high overhead.There are many problems with abuilding so large, and with the old,awkward layout of the cafeteriafacilities.The Commons has been losingmoney for the last 10 years, statedMiss Kay. In 1961-62 the diningroom lost $25,000. Of that loss,$20,000 was during the summer,when the Commons was open.As of December 31, 1962, theCommons had lost $21,000. Of this,$13,000 was “lost” during the sum¬mer months. This year, the Com¬mons was closed during the sum¬mer.The summer figures can besomewhat misleading, she ex¬plained, because many expensesthat are listed as summer expensesactually should be distributedthroughout the .year. For example,all decorating and painting is doneduring the summer, and employeesmust be given some vacation payeven though the Commons may notbe operating. Further, expensesare not always entered in themonth in which they are incurred,but rather than when the bill mustbe paid.The loss, therefore, incurred bythe Commons during the Autumnquarter of this year was $8,000, ascompared with a loss of $3,000 inthe same period of the previousyear.Last year during this period, theCommons had a gross income of$52,000. as comoared with an in¬come of $33,000 this year. Lastyear’s figure include dinners,whereas tins year dinners werediscontinued.As another example of how care Vol. 71 — No. 61 University of Chicago, Friday, February 1, 1963Folk Festival starts tonightHie third annual University of Chicago Folk Festival, featuring some of the country’sfinest folk singers and musicians, begins tonight.The program includes concerts tonight, Saturday, and Sunday in Mandel Hall startingat 8:15 pm; a children’s concert, tomorrow morning at 10:30; lectures, films, workshops,discussion groups, a hootenanny, —and a dance.Performers at tonight’s concertwill be Bill Monroe and the BlueGrass Boys, Jimmy Driftwood,Sunnyland Slim, The New Lost CityRamblers. Almeda Riddle, andBessie Jones. Tomorrow night.Monroe. Riddle and Jones will re¬appear. along with Junior Wells,Fred McDowell, and Hobart Smith.Smith, McDowell, the Ramblers,Monroe, Slim, and Driftwood willbe presented on Sunday. Riddle.Jones, and Driftwood will performat the Children’s Concert.Ralph Rinzler, Sam Charters,and Studs Terkel will act as mas¬ter of ceremonies at the concerts.Bill Monroe, a folk-blues singer,is generally credited with havingfounded blue grass music. He andthe Blue Grass Boys, with whomhe performs, developed it in theearly 40’s.Sunnyland Slim, a blues pianist,will perform at the Festival withFloyd Jones, a combination guitar¬ist and singer. Slim is an old handat blues piano, having played inand around Chicago with Big BillBroonzy and Bessie Smith, among party, at Northwestern Uni-others. versity tomorrow evening has beenJimmy Driftwood and Almeda cancelled by order of university ad-too, play a large variety of stringsamong them.Bessie Jones hails from St. Si¬mons’ Island, an island off thecoast of Georgia, which was oncecompletely covered with slaveplantations. She sings songs ofAfrican descent, which reflect thecustoms in which she was raised.Junior Wells, known to Chica¬goans as a modern blues singerand night club artist, will featurehis amplified harmonica at theFestival. He also plays guitar,bass, piano, and drums,Hobart Smith, from the BlueRidge Mountains of Virginia, is asquare dance musician by trade,and renders traditional southernsongs, accompanying himself onthe guitar, banjo, or fiddle. Finally, Fred McDowell, a Mis¬sissippi cotton farmer, sings spirit¬uals and blues. He plays the guitarin an unsual manner as well, bysliding a bottle up and down thestrings instead of using his fingers.All activities except the concertswill take place in Ida Noyes Hall.This includes lectures, workshops,etc. Some of the performers whowill be at the lectures and work¬shops will be Bill Monroe, JohnCohen, and Tracy Schwarz.Tickets are still available for theChildren’s Concert and for Sundayevening. They may be purchasedat the Mandel Hall box office, andcost $2.50 for reserved seats and$2.00 for general admission. Ticketsfor the Children’s Concert are $1.25and $.75.NU bans Rockwell talkby Andrew SteinThe scheduled appearanceof George Lincoln Rockwell,head of the American Nazi vice-president Pay son S. Wild andissued by dean of students JamesC. McLeod stated that:“No good purpose would beserved in granting George LincolnRockwell the privilege of address¬ing a group of students at North¬ful one must be when looking at Rkldle are ^th from the Arkansas ministrators because “no good pur- western. What he stands for, whatthese figures. Miss Kay stated atthis time last year, the New Dormcafeteria had lost $7,400. By theend of the year, the Dormitory hada net income of $19,000.Fourteen employees will be laid-off because of the closing of theCommons, said Miss Kay. Theyare not necessarily those who havebeen working in the Commons,however, because of seniorityrights. Ozarks, and specialize in songsfrom their native region. Riddlesings traditional ballads and songs,while Driftwood, who also sings,plays a large variety of string in¬struments.The New Lost City Ramblers,composed of Mike Seeger, TracySchwarz, and John Cohen, offersongs of the mountains, as well asold time ballads, dance tunes, andsongs from the Depression. They pose would be served” in allowinghim to speak.Rockwell had been invited tospeak by one of the Northwesterndormitories at a meeting to berestricted to members of thatdorm. University officials hadgiven permission to allow Rock¬well to speak but reversed thisdecision yesterday. he says is the antithesis of all westand for. He is on record as anti-Semitic, anti-Negro and woulddeny freedom of speech to anygroup or individual with whosephilosophy he disagrees.”The Student Association for Lib¬eral Action, who had planned topicket the Rockwell appearance,instead circulated a petition pro-A statement signed by university testing the speaker ban. The pe-president J. Roscoe Miller and tition was presented to the studentsenate last evening.It is believed that the ban wasprompted by threats that the Jew¬ish War Veterans Association wouldplanned for this year's Stagg scholarshowever, that the fact that no a lesser scholar, the award would fact that students believe in thechanges have been considered yet go to the former. Stagg candidates need principle will never get us to picket Rockwell’s appearance. Medoes not necessarily indicate that are required to fill out the same give everything on that principle. Leod also reported that he had re-there will be none. financial statement as any other He said that UC awards all its un- ceived a complaint from B’naiapplicant, O’Connell pointed out. endowed funds on a need basis. Brith’s Anti Defamation League.Last week’s student referendum when asked if what the admini- At the end of the meeting, O’Con- Matt Koehi captain of the Mid¬vote indicated that 71% ot the stu- Oration was doing could be termed nell told of a letter that H. Colin west division of the Nazi Party,dent body felt that need should be “,recruiting,” Wick agreed that re- Slim, asistant professor of music, asserted that “This is not the lastan integral part of a scholarship would be a fitting word, had written to a girl cellist in Cali- that Northwestern has seen of theaward. In connection with this. He added that he considered re- fornia. describing the music pro- Nazi Party,”O’Connell stated that, in his opin- cruiting a “good word.” gram here. Said O’Connell: “If Earli hion, if a choice between two Stagg . Walter Haas, professor of physical . / , ,,i, ,candidates of equal ability boiled Concerning the future Stagg ation did that for an athlete J b ^ a^ce f°r die ,I}oc^down to a question ot need, he scholar, and k.s relationship to he shot nobod thinks any. talk- Notified ot the Nazi lead-would not hesitate to award the rest of the compos, Wick asserted “ a* case.” hcnhnlarshin to the most needv. that, “We’re not looking for the B police, the FBI checked the hallHowever, he added that if one caii- well-rounded student; we’re look- Members of the Board at the m which he was to speak anddidate were a relatively non-needy ing for the well-rounded student meeting were Harris Jaffe, the found everything in order,student but a superior scholar, and community Concurring with chairman Jay Flocks, Kathy Sta- This faU. a scheduled talk byanother were a needy student but O’Connell, he added that “the mere ver, and Judy Magidson.Staff agrees to revamp biology courseA student,three coursesafter com- animation, which will have com-should mon elements for all the courses, Rockwell at the University of Illi¬nois was cancelled because theUrbana police would not insure thesafety of those attending the meet¬ing.The talk was to be sponsored byChanning-Murray, an off-campusThe staff of the college Ginsbergbiology sequence has agreed of a representative win help to show which of the «- —~£„ ZmSSTSZto produce an experimental body of biological knowledge. But penmental courses is most sue the universaijst_unjtarjan reiigion.Ginsberg pointed out that a stu- ubiology course in an effort torevamp the required biology se¬quence, said Beson Ginsberg, pro¬fessor of biology. dent couldn’t get by with just aknowledge of the facts. “You willhave to know how sicentists askquestions of nature, and what cessful in achieving their similarends.“This system would permit stu¬dents to be differentiated accord¬ing to their ability and interests. It was reported that over 200 mem¬bers of Jewish fraternities on theIllinois campus planned to protestthe meeting.Earlier this fall, a spokesmanAt a meeting Wednesday of the kinds of data they get, and how piaeement examinations would be for the Nazi party contacted thebiology staff, the recommendations they interpret this data,” he ex- given ^ advisor instruments to UC student government to find outplained. help the student select which of jf aay student group would be will-He added that a student after the several courses he should fol- jng to sponsor Rockwell on thisof a curriculum committee werediscussed. “There was a generalagreement on objectives and itwas agreed that these objectivesshould be implemented,” saidGinsberg.(At the moment we are going completing the courses shouldhave some scientific literacy.“The biology staff is going toattempt to produce several courses low,” said Ginsberg. campus. At that time no groupwished to do so.Rockwell coming to UCStudent Government is going to Last night, residents of Vincentre-canvass residents of C-Group House invited Rockwell to speakHours petition continuesto have one course with several that ha^® these objectives in com- ^ New this weekend with at the University of Chicago. A1possible variants. If possible we mon. And those that are approved a opposing women’s hours, though Rockwell himself has notwill even develop a multiplicity Wl be avai ab e students- Any students who are interested in yet accepted, a spokesman for theof courses for next year,” he said. A curriculum committee will helping solicit signatures door-to- Chicago Nazi Party said that Rock-The new biology program has monitor these courses to insure door in these dormitories should well would probably appear onseveral objectives, aocording to their appropriateness. And an ex- contact Steve Rosen, ait ext. 3273. campus in about a month.EDITORIALNonessential nonsense Letters to the editorThe letter printed todayfrom a student who has beenpunished for spending a week¬end out of town in violationo>f her curfew is an excellent illus¬tration of the nonessential nonsensethe University of Chicago has be¬come involved in as a result of itsdesirn^ to be the “in loco parent”of its students.We really cannot see that thestandards or reputation of the Uni¬versity of Chicago have beenlowered because Miss Altmanspent a weekend off-campus with¬out proper authorization to do so.On the other hand, we also do notsee how the standards or reputa¬tion of the University will be en¬hanced because six members of thefaculty have spent an afternoon dis¬cussing Miss Altman’s violationand after supposedly careful delib¬eration sentenced her to socialprobation.Will the University be a bettercommunity of scholars becauseMiss Altman has been reprimandedfor leaving her dormitory on a weekend? In fact, will Miss Altmanbecome a better scholar becauseshe has been reprimanded for sucha rivial offense? It not, what is thereason for the action?What Miss Altman’s case reallymeans, then, is that the University,in its dogged insistence to imposeupon its students curfew regula¬tions which are not worthy of themature individuals who should besought out to populate it, has actedin a manner which in no way willhelp it attract such students, andwhich in no way will lead to thedevelopment of students who havelearned to act and think independ¬ently and responsibly.Letters policyThe MAROON will consider forpublication letters of interest to theUniversity community.All letters must be signed, butnames will be withheld upon request.We reserve the riqht to edit allletters, and sugqest o maximumlenqth of 300 words. We do notquarantee the publication of all let¬ters received.Deadline for letters is 4 pm.WASHINGTONPROMENADESATURDAY, FEB. 23rdBand and Jazz ComboTICKETS WILL BEON SALE MONDAYCatering by Annette'sAlsoEntertainmentStudents $1.00 TONITEJAZZ CONCERTAT THELAST STAGEJoe Daley Trio & Ira Sullivan8:30 t 11:00 — OA 4-42001506 E. 51st St.General Admission $1.75DR. A. ZIMBLER, OptometristIN THENEW HYDE PARK SHOPPING CENTER1510 E. 55th St. DO 3-7644♦ EYE EXAMINATIONSPRESCRIPTIONS FILLED CONTACT LENSESNEWEST STYLING IN FRAMESSTUDENT DISCOUNT| SHARE-A-RIDE CENTRAL p2 Offers A Unique New Service To Our Mobile Society ^' Now You Can Find Share Expense Rides orj Riders to Any City Nationwide.Subscribe NOW! For Your Trip Home For Spring Interim.For Complete Information\ TELEPHONE FI 6-7263LAKE PAR K AT SjRDp-yde park NO 7-9071the (Vyde park theatreDate of remodeling changedWe are sorry to announce that clue to circumstances beyond our con¬trol, primarily due to the recent bad weather, it is necessary to post¬pone the remodeling of our auditorium to the very near future.Now playing:Antonioni’s L’Avventuraand Alain Resnais’ Last Year at MarienbadStarts Friday, February 8Japanese prize winning masterpiece The Islandand Agnais Varda’s Cleo from 5 to 7Starts Friday, February 15Loneliness of the Long Distance Runnerand Girl with the Golden Eyes Disciplinary action doesn’tcontribute to universityTO THE EDITOR:Though I am not Socrates 1 havefaced the Athenian assembly re¬convened in the form of the Dis¬ciplinary Committee, a bodyformed, at most times, of six pro¬fessors, called from their studiesby the Administration to ponderthe just enforcement of its dor¬mitory regulations, etc.In brief. I have been placed onsocial probation lor spending aweekend out-of-town in violation ofa curfew.The action of the Administration,despite its adoption of “clueprocess,” is not comparable to theenforcement, in our own largersociety, of its civil law, for it can¬not be justified by the need to pro¬tect others’ rights; it is rather anexaggeration of society’s enforce¬ment of its customs by social stig¬ma. “Due process,” reserved inthat sphere for the enforcement ofcivil law, is here perverted to en¬force social custom.\Although distinctions betweencivil law and social custom areoften arguable, the irregularity ofquasi-legal enforcement of the Uni¬versity’s social regulations is per¬haps too obvious to dispute.The question, then, is whether“legal” enforcement of social regu¬lations fas an addition to civil law,which, of course, governs us as itdoes society), is desirable in theUniversity.Since the regulations are theresult of the Administration’s crea¬tive labor, we might look first toit for justification for their exist¬ence; and not fruitlessly, for thereasons are abundant—one for eachAdministrator. Among the reasonsgiven to me for the existence ofthe curfew were that after 2 o’clockit becomes unsafe for me to be outof my dormitory, and that onemust be set some limit. Presum¬ably, childhood discipline has as¬sured the Administrator responsi¬ble for the latter statement (mustwe consider the former?) that itis Good that one enjoy herself fora pre-established time alter whichshe properly states, “It is time togo!” and withdraws, knowing thatshe has Done Well. Underlyingmany of the superficial reasonsthere seems to be this unquestionedassumption that a curfew forwomen is somehow “right.”Concerning reason #3; that with¬out such regulations, the Universitywill not attract good students, Iwould suspect that to this Admini¬strator, the goodness of a student. bears little relation to his academicgoodness. Here also judgment isbased not on analysis, but on as¬sumptions as to the Right RulesGood People Live By.The Administration, then, hasbeen unable to furnish a reasonfor the existence of this one of itsrules except evidence as to its ownrigorous upbringing.The principle of which the curfewis an example is stated in theStudent Handbook: “The University. . . requires behavior that is con¬sistent with . . . the generallyaccepted morals and manners ofour society”; the reason givenhere being that such are “the obli¬gations of membership in a freecommunity.”Realizing that required observ¬ance of customs extensive as theabove reduces the “free commu¬nity” to a nice term, we had betterat this point, thank the Administra¬tion very much for its many rea¬sons, and, in the absence of asuitable one, consider the possibleevils of enforced custom at theUniversity.Society has, of course, its ownCUlUfrStOI5U&5,O.CAL \ AK2. COUOtTlOMfcO1316 t. 53 w ST.II AM TO 10 PMM13-3407W*- wc 06UVEJL non-legal means for “enforcing” itsvarious conventions. Without dis¬cussing the social evils whoseremedies such pressures have sooften opposed in that context, letus merely note that the university,to the extent that it offers protec¬tion from society's pressures toassimilate, provides the settingwhere one can. without danger tohimself, seriously re-consider oldvalues. He who believes our soci¬ety’s morals and manners to beperfect, will no doubt disagree thatenforced conformity in the univer¬sity is a positive evil on thisground. For example, one who ap¬proves a generally accepted moralas “segregation” i.e., “plannedintegration” is not likely to appre¬ciate the moralities of personsassociated with universities whomight refuse to accept it.A second consequence of en¬forced conformity to Right Rule isfelt within the University itself, forit is inimical to the developmentof the inquisitive mind, an ideal ofany scholarly body. Necessarily,the mind taught not to questiondoes not question; and if, bychance, some luckless personshould learn this lesson badly andshould instead feel deeply his morescholarly studies, his awakenedmind will find such demands intol¬erable. Indeed, they can be tol¬erated only by the unthinking. Thescholar must either become apedant or find a new home.But possibly this problem of'cross-purposes will not be solvedby forsaking the ideal of a “com¬munity of scholars” in favor ofincreased production of the GoodWilling Worker. Perhaps the Ad¬ministration will deny to itself theomniscience needed to prescribethat proliferation of its namesakeamong us as . . good for every¬body” and will properly confineitself to the maintenance of thephysical plant.GAIL ALTMANMust attack status quoto solve race problemsTO THE EDITOR:The letter to the Editor of Karland Alma Taeuber (1/30) whichdiscusses the question of open oc¬cupancy in Hyde Park is an excel¬lent example of why statistical so¬ciologists are completely unable tosuggest meaningful solutions to theproblems which they attempt tosolve. What Mr. and Mrs. Taeuberare unable to do is look beyond thestatus quo, beyond the conditionswhich presently exist and whichare amenable to statistical anal¬ysis; to an idea of what should beand how to bring about THATsituation.Instead of attacking the problemof why our cities are deterioratingand are becoming less livable forall, and what the relationship be¬tween this factor and segregationis, the Taeubers (being an excel¬lent example of the mentality ofour sociology department) refuseto challenge the status quo. Theyrefuse, for example, to attack thepolitical situation of the city whichis in such a ludicrous state that itsleaders refuse even to ACKNOWL¬EDGE that there is a racial prob¬lem, no less aot to cure it; andthey refuse to discuss the failingsof an economic system which, de¬spite the great wealth of the coun¬try, does not provide adequatehousing for large numbers of itspeople.What they do tell us, however,is that: “between 1950 and 1960 inChicago the nonwhite populationdeclined by 400,000. There is noneed to assume that racial con¬siderations were an important fac¬tor in the decline of the white pop¬ulation—every large city in theU.S. and many throughout tiheworld are losing substantial num¬bers of their more well-to-do citi¬zens to surrounding suburbs.” Soimpressed by the fact that it ishappening everywhere, the Taeu¬bers are unable to come up withany explanation ol WHY this massexodus of people is occurring andwhat effect it is having on ourcities. Might not the fact that mostof our cities (including even Chi¬cago) are becoming uglier, moredangerous to walk in, smellier, thatthe public school education is notvery good, and that there is notvery good housing at decent prices,be some of the reasons why people with enough money (usually whitesbut Negroes with money try to getout also) are fleeing the oily andmoving to the suburbs; and mightnot segregation and the evils whichspring from it be one of the mostimportant factors behind the de¬teriorating conditions of the cities.I would suggest, for example, thatthe Taeubers ask the Board ofTrustees of this University whythey had once given thought tomoving the University of Chicagoout of the city, and see if “racialconsiderations” had anything to dowith it or not.To attempt to bring about a "sta¬ble interracial community” inHyde Park, without hitting, andhitting hard, the segregation andsegregation mentality which existsthroughout this city, is meaning¬less. Hyde Park will never solveits racial problems until these prob¬lems are solved throughout thecity. Segregation (in the form of“benign quotas”), the promise towhite people that Negroes will notbe freely admitted into the neigh¬borhood, cannot work on any longterm basis.The Taeubers state that, “thereis no indication in the past experi¬ence of any city area that COREcan have both local open occupancyand a stable interracial commu¬nity.” 1 ask, in return, if there isany indication in the past experi¬ence of this city that the SociologyDepartment can have local segre¬gation and a stable interracial com¬munity. Isn't it true, on the con¬trary, that every white neighbor¬hood which has had Negro entrantshas used segregation as a meansof “preserving” their neighbor¬hood, and that they have all failedin their attempts to keep the neigh¬borhoods from eventually becom¬ing all Negro?Two factors become increasinglyclear to us, there tare.1) That the inability of Chicagoto make progress in solving itsrace problems lies at the root ofmost of her difficulties, and thatattempts to discuss neighborhoodsolutions without attacking theoverriding problems of the citymakes these proposed solutionsmeaningless.2) That bold and original thinkingwill have to take place in order toprevent further deterioration of thecity and to make Chicago a livablecity for ALL of its citizens.It would be very refreshing if theSociology Department contributedsome of tilids thinking instead ofcontinuing its defence of the reac¬tionary policies of the University.—BERNARD SANDERSBowling lanes duplicateChrist Church dining hallTO THE EDITOR:Rumor says that new plans lorHutchinson Commons includetransmogrification into a bowlingalley; thus making Chicago theonly campus in the nation (in theworld?) with a bowling alley whichis a replica of Christ Church dininghall at Oxford.Further campus improvementsmight include the conversion ofRockefeller Chapel into a basket¬ball court (baskets to be fastenedto the choir loft); freezing overthe New Dorm main lobby so itcould be used for ice-skating (everice-skated in a goldfish bowl?);transmuting the bursar’s office intoa relay-obstacle race center where¬in continuous scoring would be car¬ried on, students receiving pointsfor outwitting the tellers and get¬ting out the door at last; the tellersamassing more points each time ahelpless student was once moresent to the end of the line.Yours for more athlete-scholars,A FRIENDAt the risk of squelching all thoughtsabout the development of the uniqueathletic facilities envisaged by thisauthor, we must report that rumors ofconverting the Commons into a bowlingalley are completely unfounded.Walter L. Hass, professor and chair¬man of physical education and dir**c}‘,rof athletics, one alleged source of therumor, said Wednesday that siigges*tions for using the Commons as abowling alley, when put fourth at aHurton-Judson party, weremerely in jest. EDITORQuote of the day H“I want the record to showtli at I do not smoke cigars/’—Leon Despres, 5th Ward Aider-man, at yesterday’s meeting of theCity Council Building and ZoningCommittee.Maroon to publish Curriculum Bulletin tl’ llir_Vttth this issue the Curriculum Bulletin initiates its publi- | [16 Oil 111161 V^OIIGy© LII I IC U I U111cation as a special section of the Maroon. In this way its **articles reach all readers of the Maroon and especially the by David W. Weiser, Dean of fhe Faculty, Shriner Collegestudents of the University who are most directly interested In 1896 President William Rainey Harper of Chicago nominated one-third of the trustees of a cor-in curricular revision. Copies are being mailed to members P°ration boasting the title, “The Frances Shimer Academy of the University of Chicago.” Since thennf the College faculty and to others, both inside and outside this inftitution- n°w kn°wn a* Shimer College, has shared with the University of Chicago a number of. tt holm ovnmc^ on innovating and often heretical ideas and practices in higher education.the l niv y, P, . , . 1 * A successful pioneer junior college, Shimer College proved in action President Harper’s ideas con-MaiiV of those who participated m the College’s unique cerning the separableness of junior and senior colleges, then later (in the 1940s) demonstrated theexperiment in general education during the 1940s have won- effectiveness, though not the popularity, of the newer Chicago concept of an integrated 4-year collegedered what COUld be accomplished along that line in a strictly program to follow 10 years of primary and secondary education. To improve its attractiveness to stu-undergraduate institution. David W. Weiser, Dean of Faculty dents, and with the bait of a large scholarship grant from the Fund for the Advancement of Educa-at Shimer College, tells the Story of developments in such a tion’ Shirner College began in 1950, to give the Chicago comprehensives and to award the bachelor’sschool and describes the present form of the Shimer cur- f°r theu completion of general education as defined by 14 examinations.• i .*>, hia ov'+ioir. WTaiaar- ,,7oe o Alter the scholarship funds ran out it became clear that the Chicago plan was in itself no morericulum in his article. WeLSet was a member of the physical attra<.tiv<, prospective students than the former Shimer plan had been. In the fall of ,19.% thescience's sta^ S ? numbei of yeats before Shimer faculty put into effect a bachelor’s program consisting of three years of common integratedhe lei I to assume ms piesent position. liberal studies and one year of specialized study. Thereafter enrollment grew —110 in 1957, 195 in 1959,Parts III and IV of Russell Thomas’ outline of “The Evo- 285 in 1961—-and it was evident that students would come for this plan,lution of the College and Its Curriculum” appear in this issue Shimer College curriculum now in operation is the result of 15 years of experimentation andfor the first time. Parts I and II are being reprinted for the development. It would be well to state briefly the conclusions we draw from this accumulated experi-convenience of those who may wish to have the entire story ...... „ t. , A . _ , „ ...in a sinele article The author acknowledges with sincere W 6(1116ve 1S Posslble effectively to defme (some, but not allt worthwhile educational objectivesSn tho iccicfan™I?^ u , b-v comprehensive examination. If this is to be done, the following circumstances ought to be present:. appreciation the assistance Of a number of tacultN membeis (l) The authors of the examinations are experienced, able persons, who are active teachers. (2) BothP' m *b(' preparation of^his article, especially John Davey, A1 essay and rnultiple-choice question sets are used, since each kind of question can test for educationalHayes, Knox Hill, John Mayfield, and Richard Storr. objectives difficult *for the other.THE UNIVERSITY OF CHICAGOThe CollegeCURRICULU BULLETINUMBER 4 FEBRUARY 1, 1963 (3) The examinations are closely related to specific courses, so thatthey can be validated as realistic measures of the results of effec¬tive engagement in particular experiences. (4) The examinationsare responsible for testing the behavioral outcomes of educationalexperience, and not for complete coverage of subject-matter. (5> Theexaminations take advantage of opportunities for cross-disciplinaryemphasis and for integrative inquiry among the parts of the cur¬riculum. (6) The examinations have tangible rewards attached, so thatstudents are encouraged to prepare adequately.We believe it is possible effectively to define (some, but not all>worthwhile educational experiences by prepared courses of study. Ifthis is to be done, the following circumstances ought to be present:(1) The course staff is primarily responsible for each course, subjectto such general objectives as the college may specify. (2) Student par¬ticipation in the course consists of membership in a group small enoughfor face-to-face interaction led by an instructor who is autonomouswithin the prescriptions of his course staff. (3) The course is primarilydefined in terms of a problem, and the subject-matter of the courseis justified by its relevance to the problem and not by other considera¬tions. (4) The course contains a dialectic, that is, queries are raised, n II Th whose possible answers are seen to involve other queries, and more-oy Kusse i i nomas. over a variety of possible answers are developed. (5) The courseThis account Of the development of the College and its curriculum has been prepared includes a significant portion of uninterpreted study materials, that is,with the hope that it may be useful to members of the faculty who have joined the Uni- materials for which no particular interpretation is endorsed by theversity community in recent years with little or no prior association with it. Many of the instructor or similar authority.problems which are currently the concern of the College Faculty can be better understood More generally we believe that we have learned that a general edu-when they are placed in the context of the history of the University and more particularly rational curriculum of significant depth can attract and hold an ableits undergraduate division. Many details are derived from three sources: (1) The Chicago faculty and an able student body. The essential condition for viabilityPlan, Boucher and Brumbaugh (Chicago: 1940), (2) The Idea and Practice of General is simply that every possible device for integrating the experience ofThe Evolution of the CollegeAnd its CurriculumEducation, Chapter 2, by Reuben Frodin (Chicago:1950*, and (3) archives of the University.The greater part of the account will concernevents associated with administative changes andcurricular development from 1930-41 to the pres¬ent. The administrative reorganization of the Uni¬versity approved by the faculty and the Board ofTrustees in that year was an action of extra¬ordinary significance to the subsequent history ofthe University as a whole and to the concept ofthe College and its function as a division of theUniversity. he could to see that the work of the Junior Col¬lege was well done. His conception of its functionand his hope to make it a “laboratory” for oneof the tasks of higher education is an importantfact in the history of the College.1892 -1930The first thirty-eight years of the University’shistory, 1892-1930, cannot be ignored altogether,however, since a few facts have considerable im¬portance for the state of the College in 1930.(1) The first fact of major importance is thatthe University was founded as a university in theexact meaning of the term. Its graduate and pro¬fessional schools were not grafted on to a liberalarts college with long-standing traditions. Presi¬dent Harper appointed the initial faculty primarilyfor its commitment to the purposes of researchand graduate instruction.Yet the initial campaign for funds had been con¬ducted in support of undergraduate education. Asa consequence the institution was committed fromthe beginning to serve the demands of two kindsof higher education — undergraduate liberal edu¬cation and the various banches of graduate andprofessional research and instruction.(2) Although President Harper conceived theprimary purpose of the University to be the pro¬motion of research in the arts and sciences, hehad definite views about the weaknesses of theAmerican collegiate system and no wish to per¬petuate them at Chicago.He believed the work of the first two years ofcollege was in fact an extension in aims and meth¬ods of the secondary schools and that the lasttwo years ought to be incorporated into the workof the universities. To make this distinction be¬tween functions attain some degree of practicalsignificance he succeeded in dividing the under¬graduate years into two units, calling the lowertwo years the Junior Colleges and the upper twoyears the Senior Colleges. Each unit had its ownDean, although the Office of Dean of the Facultyof the College of Arts, Literature, and Scienceswas created in 1894. The Deans of the Junior andSenior Colleges served under the newly appointedDean. (The use of the plural form is explained bythe fact that the official title of the undergraduatedivision was The Colleges of Arts, Literature andSciences. Each “College” was identified by its sev¬eral curriculums or degree programs and by thedegree it awarded, B.A., Ph.B., and B.S, respec¬tively.* In 1898 the unique function of the JuniorCollege was further recognized by the award ofthe certificate of Associate in Arts to studentswho completed the Junior College curriculum,much of which was uniformly prescribed at thistime. The certificate was dropped some yearslater..During the term of his Administration (1891-1906', President Harper sought as vigorously as aged in order to provide a large pool from whichdesirable graduate students could be drawn andalso to procure income needed to support research;(c) the College should be retained, its curriculumand instruction should be improved to provide a the faculty be utilized. For instance all faculty members must havea continuing experience in both general and specialized courses. Thefaculty must be qualified to understand and endorse the whole educa¬tional experience of the students. Without this commitment the collegeis not a college, but a collection of individuals, of course staffs anddepartments, and there is no common loyalty which can hold eitherfaculty members or students. Without this commitment faculty deci¬sions are made by adjustment and compromise and for protection of(3) A faculty of the kind which had been assem- separate interests and not on a basis of an agreed-upon commonbled for the new University naturally had many purpose.ideas about the function of undergraduate eduea- The most significant point, which gives Shimer College its particulartion and its relation to the graduate and profes- position in American higher education, is that the best educationalsional schools, some of which were not in harmony plan js not merely to turn master teachers loose with able students,with President Harper’s views. Three issues are We have rejected this philosophy because we believe from our experi-relevant to this account. First, there was a ques- ence that the rational organization of educational experiences enhancestion as to whether the University should continue the effectiveness of good teaching, instead of reducing it.undergraduate education at all, and if so, to what Now I come to the particulars of the educational plan we have putpurpose. Second, there was the perennial problem jnt0 effect at Shimer. Passing grades in 24 one-semester courses andof the undergraduate curriculum. Ihird was the g comprehensive examinations are required for graduation. Of thesematter ol admission requirements. courses, 17 are general and are common for all students. These includeThere appear to have been three principal 4 each in the Humanities, Natural Sciences, and Social Sciences, 2 inviews about the future role of the College during History, and 1 each in Philosophy, Mathematics, and a foreign lan-President Judson’s administration (1906-1923): guage at an intermediate level.(at the College ought to be abandoned and the Placement examinations are used, and acceleration is achieved byUniversity should be strictly limited to graduate meeting the objectives of any of the above courses. However, basicand professional research and instruction; (b) the non-credit courses are offered, in English, Algebra, and introductoryCollege should be retained, its enrollment encour- foreign languages, whose standards the student must also meet if heis to graduate. Moreover all comprehensive examinations must betaken and passed by each student regardless of the results of hisplacement.It will be clear that a normal program consists of 6 courses eachliberal education worthy of the institution. By the year, 3 each semester. Ihe important thing is to have courses of atime of Mr. Harper’s death and until at least 1923 sufficient magnitude to be really independent entities, but not so largethe second of these views appears to have domi- as 1° l°se unity of purpose. We believe this magnitude lies somewherenated educational policy decisions. between 5 and 10 courses a year.A detailed account of major curricular changes 1 shaU not describe the conte,lt of the °°urses’ im|?rtan‘during President Judson’s administration cannot aie in functioning of our curriculum, since they are not markedly d.lbe given here. From 1892 until 1904 the curriculum ferent the general courses now existing at the University oof the Junior Colleges was largely prescribed. Chicago. One of the differences which must be mentioned is thatThereafter to secure “a greater decree of flexi- instruction in writing beyond the basic- English course is specificallybility” something similar to the group distribu- assigned to four general courses: Social Sciences I, Humanities IItional system later to be introduced at Harvard and m 2111(1 History Iv- The coordination necessary to make this assign-was adopted. Departmental autonomy was nearly nnent effective is possible only to a committed and cooperating faculty,absolute, and the chief interest in curricular prob- Each of the 9 comprehensive examinations tests for the behaviorallems concerned those pertaining to specific de- objectives of several courses. Two of these, History and Philosophy,partmental requirements for degrees. Instruction are permitted to test for relevant portions of all introductory generalin freshman courses was assigned to graduate courses, as well as testing objectives of the particular courses sostudents, busy with their own research problems, named. The foreign language comprehensive examination may bein steadily increasing numbers. taken no earlier than 9 months after completion of the relevant foreignOriginally entrance to the Colleges was by ex- course, so that it tests realistically for retention. The threeamination in a specified list of subjects. Almost ami examinations in Humanities, Natural Sciences, and Social Sc¬at once this was abandoned on the'ground that ences cover in each case a 1 four courses so named (and Mathematicsit was unrealistic in the light of high school prep- in addition, ui the case of the Natuial Sciences .aration and the practices of other colleges and So far I have described six examinations which are a natural ex¬universities. By the end of President Harper’s ad- tension of the comprehensive examination system which Shimer andministration, a freshman entered on the basis of Chicago once shared. The three basic- examinations in Analysis, Logic,high school credits distributed over a wide range and Rhetoric, which cover among them all the introductory generalof courses, met minimal “group” requirements in courses, are an innovation. To be most informative in a brief space, 1the Junior College, completed his departmental will describe these in terms of present Chicago courses. Analysis testsrequirements, and elected such courses as he chose the analytical methods of Social Science 121-122 and Hutnanities 111-112-113, 124. Logic tests for the logical understanding involved inMathematics 101-102, Physical Sciences 106-107, and Social Sciences121-122. Rhetoric tests the writing skill developed in English 101-2-3and in the other introductory courses, with particular reference toSocial Sciences 111-112 and to Humanities 124 for problems in theemployment of rhetoric.(Continued in center spread)to earn additional required credits.(4) A period of highly significant activity beganfollowing President Judson’s retirement. PresidentBurton (1923-25) and President Mason (1925-28*were concerned about the state of undergraduate(Continued in center spread)Feb. 1, 1963 • CHICAGO MAROON' /Ii _ Thomas Traces the Evolution of(Continued from page three)education in the University, which seemed to themlethargic at best. Under the two academic deansof the College who served during this period(E. H. Wilkins and Chauncey Boucher) a numberof minor changes sti*engthened the College. Moreimportant, however, was the work of two facultycommittees appointed by the Administrationswhich produced some radical proposals whichwould eventually affect the structure of the Col¬lege and its relation to the University. Pi'esidentBurton appointed a Commission consisting ofseven members of the faculty and three trustees,charged with planning a broad development pro¬gram for the University; and this commission tookas a part of its task a study of the place of under¬graduate education in the future of the University.Though no action was taken by the Trustees onits suggestions for reorganization of the JuniorCollege, at least one ought to be noted, namely,that the completion of Junior College work oughtto be recognized by awarding a certificate or adegree, and if a .degree, preferably one of the tra¬ditional baccalaureate degrees. In terms of imme¬diate effects, however, a committee appointed byPresident Mason in March, 1928, produced a reportwhich was destined to have great consequences.Here are significant details of its recommenda¬tions.1. The credit-system of bookkeeping for admis¬sion and for meeting degree requirements shouldbe abolished.2. Junior College requirements should be statedin terms of comprehensive examinations ratherthan by number of course credits. Five compre-hensives were proposed: English composition andliterature, a foreign language, natural sciencesand mathematics, social science, and an electivecomprehensive which might consist of the earlystages of work in a special field. The length andcontent of the courses which would prepare forthese examinations was to be the responsibility ofthe faculty teaching Junior College courses. Itwill become clear that the basic principle of thisproposal was very like that which was approvedby the Faculty in 1930-31. The idea of courses de¬signed to cover the subject matters of examina¬tions as broadly identified as social science or nat¬ural science and mathematics was not new.In 1924 the College began an experiment with abroad general course in the natural sciences, en¬titled The Nature of the World and Man. It waselective, extended over two quarters and wastaught largely by lectures given by some of theablest men on the faculty. It was open to fresh¬men and (later) to sophomores. Also it was verypopular. It was a model for the “general” courseswhich were to come a few years later.What was happening in the years between 1923and 1930 at Chicago was very like what was hap¬pening throughout the nation. There was a strongcurrent of dissatisfaction with undergraduateeducation, and many curricular reforms and ex¬periments were being tried. Chicago’s experimentwith a “survey” course was not original. Colum¬bia, Dartmouth, Reed, Antioch, and others pre¬ceded Chicago in such experiments, and in somecolleges the courses were requirements ratherthan electives. But these events at Chicago wereunmistakably the foundation of the major changesto come in 1930-31.1930 - 1942 members of the College faculty must hold ap¬pointments in an upper Division was revoked bythe Senate, and the Dean of the College was em¬powered to make recommendations for appoint¬ments to the faculty with or without upper di¬visional appointment. By 1950 the majority of theCollege faculty held no departmental appointment,although there was no time in which there werenot joint appointments and exchanges of teachingpersonnel, (c) The Bachelor’s degree, like the Mas¬ter’s and Doctor’s, was under the jurisdiction ofthe upper Divisions. The College awarded a Col¬lege Certificate.(2) Curriculum. The curriculum of the Collegeapproved in 1930 was the extension of the recom¬mendations made in the Report of 1928. The newplan provided for: (a) measuring students’ achieve¬ment by comprehensive examinations instead ofcourse credits, the examinations to be adminis¬tered by an independent Board of Examinations:<b> encouragement of independence and initiativeby abolishing required class attendance and by per¬mitting students to take the examinations when¬ever they felt prepared regardless of coursestaken; (c) the creation of one-year general courseswhich students might take as a means of prepara¬tion for the comprehensive examinations.All students were required to pass seven examin¬ations. Five of these were uniformly required:English composition, biological sciences, humani¬ties, social sciences, and physical sciences. Studentsmight elect the remaining two, but their choicesrepresented a second full year of work in any twoof the four general subject matter areas. Thecourses which were offered as preparatory to thesewere: one-year general courses in the biologicalsciences and the social sciences at an advancedlevel, and three-quarter departmental sequences inthe humanities and the physical sciences (e.g., astudent might choose from a specified sequencein English literature, art, music, a foreign lan¬guage, and philosophy). In addition to the sevencomprehensives students were required to giveevidence of achievement in foreign language andmathematics as represented by two units of highschool work in each subject. Most students pre¬sented this evidence when they entered the Col¬lege. Those who did not were required to pass (ex¬aminations under the supervision of the Board ofExaminations. Students who passed the foreignlanguage examination might be credited with athree-quarter sequence in the humanities. The newprogram became effective in 193T32. From thatyear until 1958 the College was officially and ex¬clusively concerned with general education. Be¬tween 1931 and 1942 there were no major changesin either the administrative or curricular structureof the College. matters previously studied; (e) the equivalent ofa full year’s work in each of two elective se-.quences; <f) requirements in the foreign lan¬guages and in mathematics identical with those ofthe two-year program.It is impractical to summarize here the contentand organizing principles of the general courses ineither the two-year or four-year curriculums. Onlyone point must be recorded. Neither of the one-year “general introductory courses” in the natu¬ral sciences offered in the two-year program in¬cluded laboratory work. The four-year program didinclude laboratory work in each of the science se¬quences. In general all of the one-year introductorycourses in the two-year program tended to relyheavily on large group lectures (to as many as athousand students) supplemented by small discus¬sion sections meeting once or twice a week. Thefour-year program relied much more heavily onsmall discussion sections, using the lecture as asupplementary aid.The average size of the class entering the two-year program after graduation from traditionalhigh schools was about TOO during the decade from1931 to 1941. The experimental four-year programenrolled about 100 new students each year com¬post'd of students who had come up through thelaboratory schools and a few students from localhigh schools who transferred to the now programafter completing their Sophomore year. The foun¬dations for 4he merging of the two programs in1942 had been established by the events of thisimportant decade. quently offered only as sothe new types of courses vdation of undergraduatewas enormous.1942 -1953The 1928 Report of the Senate Committee on theUndergraduate Colleges, supplemented by the workof two other committees, was received enthusiastic¬ally by President Hutchins soon after his appoint¬ment in 1929. In October 1930 the Senate approvedihe recommendations of a new Report which in¬cluded principles of the 1928 Report and introducedimportant new ideas affecting the administrativeorganization of the entire university. Details maybe summarized briefly:(1) Administrative reorganization, (a) A reor¬ganization of the undergraduate Colleges and thegraduate Schools, which created five Divisions—a lower Division, henceforth to be called the Col¬lege, responsible for general education and fourupper Divisions: Biological Sciences, Humanities,Physical Sciences, and Social Sciences. The signi¬ficance of this change is that, officially, the Collegeof the University of Chicago was what had former¬ly been the Junior Colleges of Arts, Literature,and the Sciences. The programs of the formerSenior Colleges were henceforth under the juris¬diction of the upper Divisions and their respectivedepartments and became more closely associatedwith gradute programs. The functional distinctionbetween college work and university work stressedby Presidents Harper and Burton thus receivedofficial recognition, (b) In 1932 the stipulation that An experimental program, begun in 1936, had,however, considerable bearing upon events in 1942and thereafter. In 1933 the Board of Trustees ap¬proved a recommendation by the Senate whichtransferred the jurisdiction of the upper two yearsof the University High School from the Depart¬ment of Education to the Dean of the College andthe transfer of the appointments of some of thehigh school faculty members to the College. Thisgroup was charged with developing a four-year cur¬riculum for an experimental college program toembrace the last two years of high school and thefirst two years of college. The basic idea was notexactly novel. For some time, educators had beendiscussing the concept of a six year elementaryschool, a four year high school, and a four yearcollege. The University Elementary School hadbeen a six-year school for several years and theHigh School was a five-year school. Moreoverthere had been a provision that Junior and Seniorstudents in the High School might take certainJunior College courses, which in many cases re¬sulted in a reduction of one-half to one year ofnormal undergraduate time. Once again, the Uni¬versity was supporting ideas advanced by Presi¬dents Harper and Burton. The experiment, how¬ever, did not become operative until 1936-37. Thefour-year program included many of the provisionsof the two-year program. Achievement was to bemeasured by comprehensive examinations. Stu¬dents were required to attend classes during thefirst two years unless they demonstrated sufficientmaturity and responsibility to earn the freedomgranted older students. The curriculum wasmodelled upon that of the two-year program. Toprepare for the examinations it offered the follow¬ing courses: (a) a three-year sequence, Reading,Writing and Criticism; (b) a three-year sequencein the humanities and in the social sciences; (c)a two-year sequence in the biological and in thephysical sciences, with the provision that studentstaking the two-year sequence in one of the sciencesmight take the one-year introductory oeurse of¬fered in the two-year program in the other science;(d) a one-year course in philosophy, normally tobe taken in the fourth year, designed to serve anintegrative function through consideration of themethods of inquiry employed in the major subject The history of the College and its curriculumfrom 1942 to 1958, the year in which the presentadministrative structure became operative, is ex¬tremely complex. A simple outline such as this can¬not do justice to the principles which determinedits organization and its curriculum. The latter wassubjected to almost continuous modification. Norcan the account deal adequately with the causeswhich contributed to the abandoning of the legaldefinition of the College, adopted in 1930, and thereturn to a definition consistent with one whichhas been traditional in the American system ofhigher education.The foundations of the major reforms of theCollege adopted in 1942 had been laid in the admin¬istrative and curricular changes of 1930, and a briefrecapitulation of the most significant of these willbe useful in understanding the later changes. (1)The legislation of 1930 defined the College and itsfaculty as an autonomous division of the Univer¬sity, responsible solely for the development andadministration of a program of general education.(2) The legislation established the principles thatthe academic achievement of the students shouldbe measured by comprehensive examinations cov¬ering specified subject matter fields, prepared andadministered under the direction of an independentexamining body, the University Board of Examina¬tions and its representative, the University Exam¬iner. No instructor was directly responsible for thegrades of his students. The curriculum was, inprinciple and in fact, an instrument to preparestudents for the comprehensive examinations; butstudents were permitted to take examinationswhen they felt prepared, with or without the bene¬fit of course instruction. (3* The legislation in¬structed the faculty of the College to developquently offered only as electives. The role whichunited subject matters and disciplines in each offour broad areas: the humanities, the social sci¬ences, the biological and the physical sciences.Although general courses were not new in 1930,either at Chicago or in other colleges, earlier usesof them had been largely experimental and fre- It is significant that alk<legislation of 1930 were C(of 1942. Without the geneience of a decade it is dctaken in 1942 would haveadditional legislative actgreatly influenced the decfaculty in 1942 was the crperimental four-year colievious section of this accouThe revolutionary aetioibeen described as a mergthe two-year and the foudaily this has elements oyears, elements of both jBut what was aimed at bywhat was eventually realiof the concept of a two vpiemen tat ion of the coneewhich would admit studetwo or more years of liigluate them with a bacheloful completion of a fontat what would normally cthe sophomore year ofNominally the curricularfour-year college resemblmental program. Substandifferences almost immftlpies of a curriculum orgbroad areas of knowledgescience, the biological andretained; but the prineip]organization of the conteiwere quite different.The curriculum approxEnglish (a three-yeawriting, methods ofHumanities (a three-ySocial Science (a threBiological Science iaPhysical Science (a tA philosophically oi i<(one year)The requirements in (Insciences were modified bymight elect either of thetake a one-year course iiold one-year general eonsciences were retained iithis provision. Students’measured by comprehendeach year’s work in all ofbasic curriculum, theretoone-year courses which prteen comprehensive examfour years students lakiistill had room for the eqelective sequences in thevarious departments of tlpletion of this program siA.B. degree.The creation of the nevrevolutionary act, perhap:ever undertaken indepemcollege. The idea, howevebeen discussed for manycators, some of whom hain the Geman and FrenThe idea of an Americarsix-year elementary schooand a four-year college hearly decades of this ceiawarding the baccalaureapletion of such a systenChicago and elsewhereaction of 1942. In some r1942 was an extension ofviction that the first t\'American college were piWeiser Discusses(Continued from Page 3)After two years’ experience we have found these new examinations veryuseful in a practical sense, both in evaluating the progress of students andalso in presenting them with study objectives and challenges which transcendparticular courses. The general principle involved in these basic examinationsseems to be justified, but the exact definition of each is still under considera¬tion by our faculty.There are many possible formulas by which grades and progress toward adegree can take account of achievement in courses and comprehensive exami¬nations. Since we are under no illusions concerning the ultimate meaning-of grades as measures either of educational achievement or of real personalworth, we sought a formula which we believed would be effective in encour¬aging the study behaviors we desired. The formula arrived at is: A passinggrade must be achieved in all required courses and comprehensive examina¬tions. In the general curriculum, the student gets the higher of either theexamination grade or the average course grade of the courses preparatoryto the examinations. The final average for graduation must be C or better.The specialized courses available to the students have as prerequisites the,-relevant general courses; hence these are seldom appropriate in a student’sprogram before his third year. Some interesting courses are being developedto meet the special conditions of this restricted programming, but we wouldnot want to claim for these any more than parochial value because they arean integral part of our own curriculum. To illustrate: So long as Moby DickFeb. 1, 1963fIS sei(ses wiiate the College and its Curriculumctives. The role whichto play as the foun-ntellcctual experienceall.df these provisions in there continued in the reforms[enerallly satisfactory experi-s doubtful that the actionsia\c been possible. The oneact of that decade whichdecisions of the Universitye creation in 1938 of the ex-olleg|, described in the pre-ccounlt. the work of the secondary schools and of his actionin securing a sharp distinction between what hecalled “college work” and “university work” byinstituting a Junior College and a Senior Collegewhen the University was founded.ction of 1942 has sometimeslergiijg of the programs offour-year colleges. Superfi-s of (truth; since, for a fewtli programs were retained,t by |ho new legislation andealizid was the abandoningroyoitr college and the im-ncept of a four-year collegetalents who had completedilgli school and would grad-iclor’s degree upon success-'our-jtear program, that is,ly correspond to the end ofof the traditional college,lar requirement of the newnble<j those of the experi-tantively there were greatnfdljtefy. The basic princi-nganized in tex-ms of fourIge — the humanities, socialnd physical sciences — wasfiplts which controlled theitent of the new sequences During the decade from 1931-2 to 1942 there hadbeen very few changes in the initial legislationwhich required the sanction of either the Universi¬ty Senate or the College faculties. Perhaps themost significant was one that empowered the Deanof the College to recommend appointments to theCollege faculty without a joint appointment witha Divisional faculty. Curricular modifications werealmost wholly limited to those which any Staffin the College was privileged to make in the con¬tent and administration of its own course orcourses. Compared to the fifteen years which fol¬lowed it was a period of considerable tranquility.Confronted with the task of giving significantmeaning and practical achievement to an untriedconcept of liberal education, the faculty was con¬stantly facing new problems. Some of them con¬cerned the content appropriate to the new conceptand methods of instruction. Others were contingentupon the changing composition of the student bodyof the College. The admission of a considerablenumber of students to the campus of a large uni¬versity who were two or three years younger thanthe traditional freshmen student presented someproblems. The experiment began during the War;the abnormal conditions which prevailed then aswell as in the years immediately following wereanother source of problems which affected boththe curriculum and the administration of the pro¬gram. nifieant, however, that the Ph.B. program and de¬gree was dropped in 1946, thereby placing all stu¬dents under the full requirements of the A.B. pro¬gram. It should be mentioned, incidentally, that thelegislation of 1942 allowed the B.S. degree to re¬main in the jurisdiction of the Divisions of the Bi¬ological and Physical Sciences on the ground thatthis degree signified a form of professional or pi’e-professional training not necessarily implied inthe Bachelor of Arts, traditionally an award forthe completion of a program of liberal education.Perhaps, too, this is the place to observe that withthe transfer of the Bachelor of Arts and Bachelorof Philosophy degrees to the jurisdiction of theCollege, the several departments in the Divisionsof the Humanities and the Social Sciences em¬barked upon the development of three-year pro¬grams leading to the Master of Arts degree, aninnovation by no means the least significant amongthe reforms of the period. 1954 -1963oNi.ijjn 1912 provided for:ear sequence emphasizingof reading, and criticism)'e-year sequence)iree-year sequence)• a two-year sequence)i two-year sequence)•riented integration coursei be biological and physicalbj a provision that studentshe two-year sequences andin the other science. Thenurses in the two naturalin order to accommodateis’ achievement would beisivo examinations coveringof the subject matters. Theconsisted of thirteenprepared students for'thir-iminations. Over a span ofting a normal course loadequivalent of at least twohe courses offered by thethe University. Upon com-students were granted theew four-year college was aips one of the most radical•ndently by any Americanver, was not new and hady years by American edu-tad found much to admirenteh educational systems,an system consisting of a)ol, a four-year high schoolhad been advanced in the•ontury. Even the idea ofcate degree upon the com-Mtt had been advanced atseveral years before therespects the legislation ofi)f President Harper’s con-wo years of work in anproperly a continuation of One assumption underlying the aims of the nowCollege was that in a relatively short time themajority of entering students would have com¬pleted only two or at the most three years ofhigh school and that the numbers of such stu¬dents would be sufficiently large to make theCollege economically self-sustaining. These ex¬pectations were never realized. In 1943, in themiddle of the War, when the drain upon the malepopulation over 18 was at its highest, the numberof pre-high school graduates in the entering classwas 151 and the number of high graduates was419. In 1947, the peak year in the enrollment ofreturning veterans, the number of early entrantsin the entering class was 228 while the numberof high school graduates was 765. In the two yearsin which the number of first year early entrantsexceeded the number of entering high school grad¬uates ( 1952 and 1953) the differential was not dueto a large increase of the former but a marked de¬crease of high school graduates. The majority ofearly entrants wore consistently supported byscholarship aid.The legislation of 1942 took account of the prob¬lem created by the comparatively large number ofhigh school graduates by establishing two sets ofcurricular requirements. Pre-high school studentsentering the College were required to pass allthirteen comprehensive examinations. High schoolgraduates were to complete only eight, the equiv¬alent of two years’ work. The normal degree re¬quirements for high school graduates were metby passing examinations covering two years ofwork in both the humanities and the social sciences,one year of English, biological science, physicalscience, and the philosophical integration course.The legislation also provided for two bachelor’s de¬grees, the A.B. and the Ph.B. The program leadingto the Ph.B. permitted the substitution of twoelective sequences (e.g., in chemistry, mathematics,foreign languages, English literature, history ofart) for any two of the most advanced examina¬tions in the A.B. program. For high school grad¬uates this meant that students could substitute twodepartmental sequences for any two of the follow¬ing: Humanities 3, Social Science 3, and the philo¬sophical integration course. The purpose of thisprovision in the legislation was to allow oppor¬tunity for specialization somewhat earlier thanwas possible under the A.B. program. It is sig- Between 1942 and 1945 the major effort of thefaculty of the College was devoted to the develop¬ment of the new courses required by the newthree-year sequences. At the same time there wasmore or less continuing review of the substanceof the curriculum. The absence of any require¬ment for graduation in a foreign language, inmathematics, and in history were frequentlypointed out. Between 1944 and 1949 one-year coursesand corresponding comprehensive examinations ineach of these areas were added to the program.The number of comprehensive examinations wasincreased to fourteen, and two years of Englishwei'e dropped from the requirements, with the pro¬vision, however, that training in writing shouldbe given increased emphasis in the third year ofthe humanities sequence and that instruction inthe course be placed under the joint jurisdiction ofthe Humanities and English Staffs. By 1949 thefour-year A.B. program included the followingfourteen year-courses and examinations:English (1 year)A foreign language (with attention to generallanguage problems, 1 year)Mathematics (1 year)Humanities )3 years)Natural Science (3 years»Social Science (3 years)Philosophic integration (now called Organiza¬tion, Methods, and Principals of Knowledge,1 year)History of Western Civilization (1 year)Shimer Curriculumis a major work in the introductory humanities course, it does not need thesame kind of attention in the specialized American Literature course as if itwere not included in the general course.I can summarize the curricular principle of the Shimer bachelor’s programas follows: The primary purposes of the curriculum for every student aredefined by the Humanities, Natural Sciences, Social Sciences, History, Philos¬ophy and foreign language comprehensive examinations, together with theprincipal courses directly prerequisite to these examinations. A system ofbasic courses and introductory general courses, with placement tests, adjustflte required preparation according to individual background. Basic examina¬tions in Analysis, Logic, and Rhetoric measure the student’s progress at anintermediate stage of his education. Appropriate specialized courses take thestudent from the general curriculum to a point of contact with the largersystem of American higher education. Thus, with a buffer system on eachside of our own definition of educational ends, we t,re as free as possible todefine and develop these ends as we believe best.We are glad to acknowledge our debt to the staffs at the University of- Chicago who in the 1940s and early 1950s developed the courses and examina¬tions which were a necessary antecedent to the present Shimer College cur¬riculum. No small college, and only a very few universities, perhaps onlyone university, could possibly have invented such courses. We are also proudthat this enormous construction is not a static edifice, but a living organism,capable of self-maintenance, of self-critcism, of evolutionary growth. While the faculty was making these revisionsof the content of the curriculum other changesoccurred which were to have important conse¬quences for the future of the entire program. In1943 the College faculty approved a recommenda-tion of its Policy Committee which provided forthe construction of placement tests to be given toall entering students, the results of which shoulddetermine each student’s program. The purposeof this action was to adjust each student’s programto his individual needs. It was expected that highschool graduates would show significantly higherscores on these tests than early entrants and thatthe number of comprehensive examinations theymight be required to take would be correspond¬ingly much lower. The results, however, showedthat most high school graduates wei'e held fox1moi'e than eight compi'ehensives. Even the de¬vice of employing slightly less rigid exemptionscores for high school gi'aduates did not solve theproblem. The abolition of the Ph.B. program wasan additional handicap for high school graduates.By 1950 the average number of comprehensiveexaminations l'equii'ed of high school graduateswas 11.6. Thus the majority of high school gradu¬ates were required to spend about three years tocomplete their degree l'equirements while theearly enti'ant who entered the College after twoyeai'S of high school, even if he were inquired totake all fourteen examinations, could complete thedegree requirements in three and a half years.What was actually a progi’am of accelei'ation foreai'ly entrants pi’oved to be one which retailedthe pi'ogi’ess of the larger number of high schoolgraduates. This fact is undoubtedly the reason forthe serious decline in the number of entei’ing highschool graduates after 1952. The faculty acted tolimit the number of examinations for high schoolgi’aduates to twelve, allowing students to chooseany thi’ee of the five terminal courses in the pro¬gram; but this, too, failed to solve the problem.Meanwhile the number of entering pre-high schoolgraduates began to decline as the University with-drew much of the scholarship aid formely given.There were additional reasons which need notbe recorded hei'e. It is not part of the purpose of this article tospeculate at length on the reasons for the un¬fortunate showing of high school gi’aduates on theplacement tests or for the failure of the progi’amto attract lqjger numbers of early enti’ants. Thefacts of the situation compelled action; and in1953-54, after lengthy negotiations between com¬mittees of the College and the Divisional faculties,the Council of the University Senate took actionwhich, in effect, retui’ned the University of Chi¬cago bachelor’s degi’ee to its ti’aditional meaningas a certificate of the successful completion offour years of college work after high school. Thisaction gave to the College and the Divisions ofHumanities and Social Sciences joint jui’isdictionover the award of the Bachelor of Arts degi’ee, tothe College and the Divisions of the Biological andPhysical Sciences joint jurisdiction over the Bache¬lor of Science degree. For all students planningto enter the Gi'aduate Schools of Business, Law.and Library Science, or who elected to enter aPi'ogi’am of Tutoi’ial Studies, the College l’etainedconti’ol of the award of the Bachelor of Arts de¬gree. Those who took the “professional option”pi’ogi’am completed a three-year program in theCollege; and after the first year of work in theirprofessional studies, they were awarded the A.B.degree by the College.As a l'esult of this action by the Council, theCollege retained its autonomy as the ruling bodyresponsible for the program of general education.The action, however, necessitated the foi'mulationof joint degree pi’ogi’ams between the College andthe Divisions, and, in many instances, betweenthe College and the several departments within aDivision. The l'esult of these formulations wasthe loss of anything appi’oximating a uniform con¬ception of general education. Pi’ograms differedconsiderably in the relative amount of time devotedto general and departmental requirements. In onepi’ogram as few as seven of the general compre¬hensive examinations were requii'ed. In anotheras many as twelve were inquired unless placementtests wari'anted a reduction. In the majoi’ity ofprograms students were responsible for completingeight or nine examinations, but by no means thesame ones. Similai'ly the departmental require¬ments for a degree varied from nine to eighteenone-quai’ter coui'ses. Administi’ation of the pro-gi-ams was difficult and their rationale was hardto explain to students. The years between 1954 and1958 were in fact a transitional period in whichthe University was moving slowly toward a re¬definition of the College and its functions. Thenext step, which marked the end of an era oftwenty-five years, came with the constitution ofan enlai’ged College faculty committed to develop¬ing and administei’ing a program of liberal edu¬cation that sei’ves both the gcnei'al and the special¬ized aims of education.The legislative action which brought about thel’eoi'ganization of the College faculty and the fur¬ther revision of the undergraduate program wasbased on l-ecommendations of the Executive Com¬mittee on Undergraduate Education (ECUE) whichwas appointed by the Chancellor in April, 1957,and was composed of nine faculty members rep¬resenting all areas of the University. Between 80and 100 members of the Divisional faculties wereadded to the College fuculty. Thus enlarged, theCollege was entrusted with full control of theBachelor of Arts curriculum. Because of the spe¬cial l’esponsibilities of the Univei'sity for ti'ainingphysical and biological scientists, the joint Bache¬lor of Science programs in those areas were re¬tained side by side with A. B. programs in thevai'ious scientific fields. The new A. B. progi’ams.which became fully effective for the students en¬tering in the Autumn Quarter, 1959, allot theequivalent of two years of a student’s undergrad-uate work to general education, one to fi’ee andguided electives and one to specialized studies.The history of the undergraduate program ofthe Univei’sity has been one of almost constantexperimentation and change. The concepts adoptedin the 1940’s which sought to give a new meaningto the degree of Bachelor of Arts and to developa new cui'riculum for that degree wei’e so radicalthat they were not accepted by the educationalworld or the constituency of the University. Sur¬vival of the College seemed to x’equire a return toa moi’e ti'aditional foi'm. The continuing examina¬tion of the result and search for improvements, ofwhich the Curriculum Bulletin is a part, indicatethat change and experimentation mey be expectedto go on indefinitely.Feb. 1, 1963 • CHICAGO MAROON • 5 j4■v-A*:**.-4 Sale Starts Friday, February 1, for Two Weeks Only. Handsome reprints of distinguished booksin art, history, science, literature, religion. Quantities of each title limited, so come early for bestselection.9328. DRESDEN ART GALLERY. Captures allof the mmv;11ifi<-< nee and splendor of this n’reatmuseum. Contains more than 150 reproduc¬tions. (nli one-third in full color,' of the Mu.sell nils-mast rr pieces; Has a n oxtensi ve explana¬tory t> st List .Puce $s.50 °' Special $4.958201. PICTORIAL HISTORY OF THE AMERI¬CAN CIRCUS bv John and Mice Durant. The’■ - Urn V».v ( 1,to.-’the;1 i;rc-ent.‘! Outstanding /pei’foi mers ofpaM and pres* nt,; the Wild West and old-timewanton shows, show boats, freaks and clowns,etc. List of moie than 100 circuses and theirtl f;. V *; ' 'bl.uk- ad »'h 1 e , ’List Piic< Sin no f ■ Special $4.958796. Europe! \nintimate view by (’oiinSimpsonk The'rich and variecated panorama' ofI' ■. • i ’ ■ * i i I* *illustrated volume of',tia\el impressiojts. Thereaie ‘25 color plates and numerous black-and-,white ■ phot (••.-. raidi- .• List ;(‘i u e ST;■ Special $2.957328. SIX HISTORIC HOMESTEADS bv lniu-Vfetie It Oakley. Text and piet life- history andyuide “to fascinating.1 Americana—The . Moffatt-Ladd (1 oii-e. - The Quincy ^Mansion: The- Webb- Honse-"l'11*- J.11nu-1 House. Stent or a nil . MountCI;nv;.;Lisf f.P.riye. Js.50 Special $4.95.9402: A SPANISH SUMMER by Jo-Vph NVttis.Int reduction byHorace : Sutton. A- gorgeous: 9 "\ I 2" Tt'ict. i ri - -r d-te\t book it h'at,conveys t heKrandeurTiftfestivals. flamencos of ; Spain. Over.35?0 4m i vr n i f i<@nt < am* i a .-studies; cover‘'Spain,ifronrvif Madrid. to La r:C«)lilla. sSHoreyeis.; the;h'-ufl. or. iln; * on nt i y in a magtyi f iceiit. gift,-book. I.ist Price $ I j.50 . Special $5.958778. WATTEAU by M. f.:imbn-.iv Another tine:-..volume in The -Great . Painters sei i*--.. .. An en-clljil tin col lec.t ion ' of, t llr.puin t wo fks oft lie. 1.11- .-.n lid fashions of . t he l-Ycm-Ii court . of.Lo u is -. A I \ I he sensuous Tr Fetes Gal antes, t; t' par. - , J'r in full color. .-;'if f . f ..List Pm. $ ..‘I , ■; Special $3.958597. THE .GOLDEN PE ACOCK: A WorldwideTreasury of Yiddish Poetry «>*lit••<!: lav Jos* pKLeft" eh. Anew re vised and enlarged ■:.«•< 1111 mi; of. ien.vjiI. paralleled. anthologv- of Yiddish |.o*-t rvby tools o,d-and m-.w.Lis; I'iii ■ Special $3.959403 ITALY bv Kail‘ W Gull, i s and 'St i. gTrenter. The beauty of. Venice, the^grandeurof Rom*. t he hust le :of . Naples - Italy - her-rpeople- aiid\-h* i: .larida in '- thisi charming ;pu till ••bo*»k’. ’li.l.iisu aiin excellent;{.list oTiSp lades,- t'oikseevPa|>* r hound List Prue $!'•-, ' Special 95c8740. DEFENDERS OF THE DAMNED by. AlanHyml. I 111 spei-taeiil.ar.;. careers .of.,..the threegreatest criminal . I a wy e r syfY> f t h.e'fi-);iitur.y^|s^i’.'On r. iM *• ‘ Daf row:./ 'Joseph' ’ Fa llu.ii-;. ;• u ml,. \ Ea rl--Ruin-' .-. - It- brings jit he. reader -into t he court -room to watch those . legal wizards in a* I ion.List; I' . ' Special $1.957P83. KAETHE ItO.LL-WIT7. DRAWINCSh.,1 rip.- ' fi.11. i ■: i.. i. -1 - - ■ -1 -1 ’ -her HR H|L jpRa I o f fu-1 rti. ' ■s. . WHfFI.S \l K.lss IMIRII 1 \History of American Transportation by ClarenceP. Hornuny. A beautiful bool. encyclopedic ins ] ;v. s o' > " " at<-s,.tm>ie than .TUO- r s - "tais!. .l : •- - •'1 - - - f ' . if ol! \ . v. r . . .I t Price $12 50 ' Special $4.95HERE’S TO IT! .compiled bv John M.■i no' and pjact s |..i ill occasions and in, O't i-. kTV; -List 1’in e $2 0T t - ^ . Special $1.49S502 (.HFCKERS 1\ TEN Il'HiNs \ ,.,n>, aT < ■1 I-' ;.E ■ •Unni t'haiiiju'i. I'l'in VI '-i St. p-b\-■ m ; mi'li in. t o most cdmpl* x Ana-l\ t - 7 basic k.init s -'(, litu is, photos, ett ”i ,i| x s \ 11 | i i IN TO OBLIVION by A.A Hoehling. Tht stunng document of mon-- .win M from the I usit.mia to tin \ntlrea Doria,■mu-1 fat t-dT ' ; ■ -L st Pi It e $5 95 Special $2.958702. THE KING OK THE SCHNORRERS byIsr.iel. Zanifwill.T V ii. iv rtl it ituf ,of t 111s urcat--And I'i'i-'Jewish;, cl.a " i c. Ilea a t - f u ! iff i 11 list rat etl. .I. I'-.t-e $:!.!•:. Special $1.957090 THE LONG ROAD TO HUMANITY byStanton A. Coblentz. Atf admirable social his-l otvf t haf examiiit's i h. .custom . .til i-vV'T y civiji-zat’ion to dt ti rm t.e howf-.m:*n cyo;!-.,* d; as a so-Special $2.95List ;P r i c e -^.6. M.,8832 AESOP WITH-,OUT MORALS ti ansi it -’ed^ai tl edi^te,d'l$SgLlovd■ W- Daly. An "unifiiys'ni. d-". edit ion . of ‘ 't he' III, Vila: ; w tie II • < it a . - ii; -Vur Si hmi . Tiny- l-.'.cli.!. - as-. -fa.dulP«*lit*-i a-t., tur. • bast'clyvQn;vthe. niyw.^7\t lulb st tand 'mini: li Inc itrftjv e' ( I' i: ' ji-.k.••text s avatinbie. Ill.ust -i uti tl ’» ith w hurt t .tld av it.-.ts. List I yiicu:Specialjd;$2^S.8391 MOSTLY BASEBALL by Tom Meany , 53. ..ju."y. 2?;Cnv-biP?'yi;ail-;''bV.:avyfai:i>ousV'!t>ti;tls'y,ritt-iv1 .. .. ,|.s of 11 i M.• •• " J runt'-Pi i .tl and oth* 't i l’ut c $4 5(1 aV-i , ; • Special $1 958731 THE LADY WITH THE MAGIC EYES,MADAME BLAVATSKY. MEDIUM AND MA¬GICIAN by John bvmonds I be... incrediblest or> of an ast t>nisli: nv .occ-i:11 it--., a ml,dasc’initty: i■ *,-• - omanawho " as ’ a-T spi i i,t ua.lisj yo! yrrt atpo" . ■ f I i i tist rat oil; “.. ... T- V . :f-1,1'i.. I’l-m Jj.liiw .- , Special $1.958613 TO ISRAEL WITH LOVE More than200 Cartoons by Dosh. T'u- „i" -. lu.pbb-ms and,so: ■ ayf s Of the infa-i: st a f. Iiv. - mo s t pop U 111 I-'c;i l-'.t 'C-' ; > 5 ‘ '■s-'/yy’,-I. . |'I if S4 Special $1.958818. GEORGE EL.IOT: THE WOMAN by Mar¬garet Crompton. \V t u t.-e ...w u h a- "tuna.iija in-,-ti. -and iindt r-i a min -this; <l> t. |i|y-' mo\ in;'still ' brinirs to- littht new mati-i iii.l vand newi11iyi:i j• i • ■ t:11 ij>its . fpV Geo: y- Kihd . ' I liusti at* (I.I. • t'' it-.•. Ja.liii yf ' Special $1.958686. THE REAL JAZZ.', by IIa-; a. ■ -Panass'e.A ri * -- ■ i '■ \ .-d < d i : ioii . of -:t h is .*• xcit Uiy: book -.a vfiio atu . sensit i v e ami llivhI> : klitiw l*-tlvc;ible.M '.'dV voty. ja fa ml a 'fifsciluct in . dliri.i.pye’' intoits yytu.ld. A, ,ci.-i'sii rcf .a .-mla- t; pi-icct $.4.-9f> Special $1.957243. WORLD JEWRY TODAY -d.t.d Itj Si-in on I t-tlci-bush.. A t ompi cln nsi - .411 i tie toJc" 1-I1 communi.lies t 111 outrhout-tin- ■" orltl. (Tin;-,ta us backymund iri f oi rntcl ion on , I In vrelinious,-:polu.1 i-tiI ,sind.' economlea stiitiis oIeach of- thew ab'iv *11s 11* resell J-" ish -c.oninniirit.ies-. .I. P i.a- SI.1'.an Special $3.959317. THE GRAND PRIX YEAR i)y I.ini i s ,T:S, a: 111 y. (I rail tl 'Piav races, f rt»m -Sout h Am*-rit-at lii .iu-.-li Europe;.n-ntl the L'-.S. Min t- thanal t ... tdio’ns and |•*•>... pen ! • a t - of racirntdin* is and personalities. !. j “Li i .‘Price :$*.;50.''' ■ Special $.3.958932, SPCjRT INTERNATIONAL, edited by( a - .. s Harvi-y. An int t-nia t ion a I h a nil book for.'.cy - I‘v sport e;nt Irusia 1, Pro I ii'* I y 11 lust ratedt nioantaih 0t.1t suits. i>c r -ini a 111 it- s iuitl, ,|a r-lo 11,a a..List ■ Price : $ 1,9. Special $2.958747. THE LIGHT HORSE BREEDS. Thoi.Origin, 'Characteristics: and Principal Uses bftlo:hV;.,,\V. ' Patten. . A sumpt uou-' ' 6!nine illus-I fa i'-,. d by more t Ka if ii lump Inn . A com..pa t, •• llitle til tb.. Im-'-.ds-f y'f, fyilast Price $ 1 O.Dli Special $3.958975. THE MAGIC OF NUMBERS l,v Rob. , •'LoiVru.-t. A trold niii •• ioi-'anyot..-- " bo haf evi l-1:: i I .-'t. iiinl. r tin- hypnotic .'pc of .tuimb'-P.Ma'fhi'ma-tical.-tricks-, ■hiimaiifctiicul.itsu-s.uiiiusual,'ti mil., i s, etc. List,Pi it-*-,' $3.9.', Special $1,95: WltCHCKM I bs HChau. . L. . Tb-’.a 1,11 ,a iid -<1 * 1.1 il 1' t- w ti 1 k of 11. tnonoltic vStirsc* r\ iHlayk . Maitit ,-;V\ it t-bt i aft ainl Supcnsi ,tc..' ,ai1 m ■ a 1 f |■. 1 n.d- i,I' r, corded history. If. i spavn s JiPtin . *• ’ba ml.some boxed; vcdumeH. 'C?.!I. '! Pi p .. I.. ' ol. I *2u. Special (3 vol.) $9.957023 CEZANNE DRAWINGS. T. xt bv J„|,,Re,"aid N. .«1 1 v I mi pint. s r, presentir e\n vas pet t of Ct/ainie's ait — fncm. stutlies stilllifts inti lands, a p. . -bow t h. .1 ti-t'- -|.,,yfor frea Ii7:it liu, f s i, "x | | 1 ({List y. P i:iv-e ;S~ f. I. f! V! Seivr iai' ■ OC17060f'G UGUIN DRAWINGS; T, xt bv Jo'tVnK'-wabl. S, t.and ai:.:.:hi i n t Iff.(ia 114m,am) b' - c" at V, . .. s,,,,,!. I Jti reproductions.toal mil " r-M SI X I t I | s >; .List P-I-I.ft ST -,(| ", ’'"Special $3.958904. KILL rr BEFORE IT MOVES:’ HOW NO ITO PLAY COL F yIN SEVERAL HUMOROUS^-Iv-^^ONS b> Jot- James. \A .collection "of hiln-iri oils ' Il • 1.1 . ■. v. o rti-fa ml t-arltitiii on uo If wit hall its; pit tails, . K„r tilt ! i;oJf, ." bo!. takesAJiispaltp. I 00 -SCI . \ ;List IV11 e $J ‘i -- Special $1.498833. THE GREATNESS OF MAN: AN ESSAYON DOSTOYEVSKY AND WHITMAN by Pei. vD, V4 . st brtiok, 'l l.• scbolarly ktutly ' examines'th.- Utid.-I ly me op by o! Wlftma. amiI 111 .! ov t - k.V fa 1 t(, tlisiyiVclif tilt V fslu.la - 1 .' t-|f Hilda nnu. I a 1 In i'. I - .List I’t it . Sepcial $1.959652. FAMOUS PORTRAITS . d .1 by L. l-'t ii -<h*v rinVst - |un -t ivaits' -m.•<<!<• 'i.\t;hrQiiU-h'.o‘ut^;.tH‘f< f .ni.HiHrx^of;^’i»hofc»>.>St u<li• y.- <>! - Km.st » in..!,. Shaw*.• riint.s sFv! <• it sso r; '|i n jil rnan \- ot h* * rh#* \ N - V. ,•Tim. y u rit Iva-fTtillai'i-distiiiKuishrdl .!%i ‘i';brant I 'il. I | >lini oj ra |. Ii -. 1 J " . II " g ", bVaii-tifuboio (I. Ij\st% %M^: Special;$5.95; f >«. v (• ry a «e:: a neigh a n ; h I * • ,l; V: i.'al ' tips- .atid " i-tb.iii-Vis drawings. ’ ;Price $'2-.95 .SpecialTHE WORLD OF THE FOUN-IERS . dit.-tl by Saul .K'. Patlov, , . Apicture of the thiiikius, dehat. .VVvei s. ■ cttmiu-omiscs. . manners, ami n, ,union's earliest tlays ibrt.uyh tb-sp.-, . It.-s- and w i itmtrs of the men, Ainerica. Iiiu tratftl. .hint $7 ,<• SpecialBOTTICELLI bv Iliut. Ettniiau-itin. Ai.I art . book t-mhellished by 2.. 4I1pi and 3'.' reproductions lit rnk An excellent text and detailedtb. .paintuiys Vti't rare .utsiyb’ tnt8683. SEVEN AGAINST; mt Niun 1 ny • amEldi ldi.-'-. S.-'i-n iiiumti tub "ay'i- bal l It-;H4ai 11 -tthe foiVes Itf dai-kiP s>—-the stori. s t.f tVasmiis,Mitchia' i-lli. Mtittii sciyctit-.■-.■Diderot. Ib-Hiiinarchai-,St-hopetibiuit I ami: Ana tub France. IlhlitlrHlml.List Pi if* $6.On ' - Speed, $2.958680. THE STORY OF THE Al.EPH BETH byDavid Dirintrn. The facts and history <*f theHuf)r*vv alighahft. .A iihiVH»>gr a,a<1. in t i mtoly. an-isoi-binyt-out t ibui ioi t«> the history . of ,,thecivilisation- of 111ankiinl. Illustrated. f -List Price $3.95 f \ ,, Special $1.953142. REFLECTIONS OF THE LAW IN LIT¬ERATURE bv F, Lynian ;Winiitrlpli. Aiifinfor-:mai pr*sei.tatioi of the thoughts ol a -distil.yuisbt .1 attorney anti author on Trollope andthe Law, Shakespeare and the Law and Brown¬ing and the Law. three rt-w-artli 114 essays.List Priee $2.7 /• Special $1.493127. CRADLE OF CULTURE: THE PHILA¬DELPHIA STAGE 1800-1810 by Re* se DavisJam. s. The st to y of a vi vitl era in' theatrif-'alhistory win t. t be - Chot nut Sit..-I Tin at re.stal l.-il jusi ten'ycai-H after the Revolution; wasth. fort most pa lace of ent • • r l ai inn. ul in , Atn'tui-t-a. It 1-eCi-catcs I In- yt-a rs w hen . \ubei ant . ht-s .pi ails inti • 1 -1 • ■ t-t til t hi- c tit 11 re of the /Oi.l. World,and 'lost eretl t be cult urV- ot th. new.List Ib-icc S.t.'hn vf. Special . 51.953136. LETTERS TO LOUISE. THEODOREDREISER’S LETTERS TO LOUISE CAMPBELLedi ted w it b C<*mmi-ntary by LouisefCampbell-.Mi s. < aim.bell inerved Dreiser as editor.-- anilcritic flit, over I went yv five years. The iet'erswere'- otten-devoted to matuist-iiiitH thcy .woi keit;mi tit tret In-ir ot Iters w ere mitr.- personal revett I-ini: the humorous side of Dreiser. They providepertinent msprlit into a controversial nvan:List Price ?.’..50 > Special $1.959966. CONTROVERSY ON COMETS: Galileo,(irassi,; Giiiiliicci ai d Kepleif /iTranslated:, a ltd«-*lit*-<l bv • Stiilnian Drake anil C. I). O'Malley.For t be f.i-'st time in Kntrlisb one of the most I list or tut I\rchirccfurct|t <,fl tin \tNI. St Price $12.50Special $6.95 ?;£:9011. THE SEVEN LIVELY ARTS by GilbertSeldee. An expatiiled uiid annotated edition olthe tri'eat book .that marked the biprinninK-;plcriticism-.-jof 1 he - popular arts ini America r-music, comic at rips,-; .motion .pictures, ■adiii.. vaudeville statreand musical comedy.List Price $4.95 Special $1.957143. TALES OF THE FORTUNATE ISLES byPaul Eldrige. Drawings by Arthur. Zaidenberg.25 , tales by « a.: master story-teller . about , theCanary Islands. Humor tiasredy drama andpassion in these stories about the ' Canarios.Published in a fine edition biudintt. . f; , V .List Price $4.95 Specal $1.95THE UNIVERSITY OF CHICAGO BOOKSTORE5802 Ellis AvenueCHIC AGO MAR OON\►-Vt*„ ' Maroons play Brandeis atChicago Stadium tomorrowAfter eight straight losing sea¬sons, the University of Chicagocalled on one of its brightest starsof the past, Joe Stampf, to turn thetide. This he did with a 74-28record over the past five seasons.The Maroons have stepped up inclass of competition. Last year, forexample, they played Bradley to a| Calendar of Events |FRIDAYEpiscopal Holy Communion. 7:30 am..Bond Chapel.Lutheran Matins, Bond Chapel, 11:30am.Class: Intermediate Hebrew, HillelFoundation, 1 pm.Seminar: ‘Dominant Lethality andGenetically Non-transinissible Dam¬age Induced by Radiation,” Dr. R. C.Von Borstel, 5640 S. Ellis, Room 480,3:45 pm.SFRC Meeting: SG office, ,4 pm.l ecture Series: New Studies in Cancer.The Problem of Radiation—inducedNeoplasia,” Dr. Arthur C. Upton,Billings P117, 5 pm.Varsity Swimming Meet, Chicago vs.*George Williams College and Univer¬sity of Wisconsin, Bartlett Pool, 7pm.Motion Picture, *‘The Bank Dick,”Social Science 122. 7:15 and 9:15 pm.Jewish Sabbath Service, Hillel Founda¬tion, 7:45 pm.Varsity Basketball, Chicago vs. Wiscon¬sin State College, Fieldhouse, 8 pm.Motion Picture, “Kiss Me Kate,”Burton-Judson Courts. 8 and 10 pm.Third Annual University of ChicagoFolk Festival, Concert, Mandel Hall,8:15 pm.Hillel Fireside: Jewish Identity: IsReligion Necessary? Herman Sinaiko,Stanley Gevirtz, David F.akan, HillelFoundation, 8:30 pm.SATURDAYVarsity Fencing Meet, Chicago vs. Uni¬versity of Illinois (Chicago) andMichigan State University, BartlettGymnasium, 1:30 pm.Motion Picture, “The Brothers Kara¬mazov,” Henderson House Lounge,7:30 and 10 pm.Third Annual University of ChicagoFolk Festival: Children's Concert,Mandel Hall, 10:30 am; Workshops,lectures, Ida Noyes Hall, afternoon;Concert, Mandel Hall. 8:15 pm.Radio Series: The Sacred Note, WBBM,10:45 pm.SUNDAYRadio Series: Faith of Our Fathers,WGN, 8:30 am.Roman Catholic, Mass, 8:30, 10, 11 and12 m., Calvert House.Episcopal, Sung Eucharist with Ser¬mon. 9:30 am, Bond Chapel.Lutheran, Communion Service. GrahamTaylor Chapel, 9 am. Worship Serv¬ice, 10:30 am.Radio Series: From the Midway,WFMF, 11 am.University Religious Service, Rockefel¬ler Chapel, 11 am.Motion Picture, “The Brothers Kara¬mazov.” 2 pm, Henderson HouseLounge.Third Annual University of ChicagoFolk Festival, Folk Dance. Ida NoyesHall, 1:30 pm; Concert, Mandel Hall,8:15 pm.Carillon Recital, Daniel Robins, Rocke¬feller Memorial Chapel, 4 pm.United Vesper Service, Graham TaylorCthapel, 6:30 pm.Seminar:' Historical Determinism andChristian Hope, Chapel House, 7:15pm.I'P Open Caucus: Speaker from TWO.Temporary Woodlawn Organization,Ida Noyes Library. 7:15 pm.Concert, Gateway String Ensemble,International House, 7:30 pm.Folk Dance, Ida Noyes Hall, 7:30 pm.Lecture-Discussion Series, “The Prob¬lem of the Death of God: Nietzsche,”Werner Dannhauser, Hillel Founda¬tion, 8 pm.MONDAYClass: Poetry of Bialik and Tcherni-ehovsky, Hillel Foundation, 4:30 pm.Motion Picture, “Carry on Nurse,International House, 7 and 9 pm.Indian Civilization Course, “On theRoad in India,” Agehananda Bharati,Rosemvald Hall. 7 pm.Meeting, Community Relations Commit¬tee of SG, Ida Noyes Hall, ThirdFloor, 7:30 pm. _ , ,,Shorey Coffee Plus: “Robert Frost,Ron Weiner, Shorey House, 9 pm. standstill in the first half. Bradleytied Cincinnati for the MissouriValley Conference title and Cincin¬nati beat Ohio State for the secondstraight year in the NCAA tourna¬ment finals.One result of this great cage re¬vival is an invitation to meet theBrandeis University in the ChicagoStadium as part of an intersection¬al triple header tomorrow.The Maroons and Brandeis willplay the first game at 6:30 P.M.In the second contest, Iowa’s Big10 title contenders will face Loyola—the nation’s highest scoring teamlast year. Wheaton will take onTampa, one of the highest scoring(87.0 average) small college teamsof 1961-62 in the nightcap.Stampf, who led the Big 10 inscoring in 1940, relies on a strongdefense and a balanced attack,despite his equal knack for scoring.Last year’s Maroons allowed only53.3 points per game for third placeamong all NCAA schools in thesmall college category.Pacing the new edition of Ma¬roons are three seniors who l>edChicago to the NCAA small collegequarter finals as sophomores twoyears ago. Joe Zemans, forward;Gene Ericksen, center, and LarryLiss, guard. Also back is MikeWinter, senior forward and letter-man, plus such sophomores asEddie Custer, 6-6 forward fromRiverside-Brookfield High, andStephen Shuehter, former SouthShore High star. The February 2game will provide a rallying pointfor members of The Order of theC, a place to meet old friends andclassmates, while cheering theMaroons and their coach, JoeStampf. Mail orders are being ac¬cepted now for this game and forseason tickets, for these dyed-in-the-wool fans who want to see thevery best in college basketball.. reprinted from thephysical education office’sannouncement oftomorrow’s contest| Job Opportunities |Representatives of the following or¬ganizations will conduct recruiting in¬terviews at the Office of CareerCounseling and Placement next week.Information describing these organiza¬tions and the positions for which theyare recruiting is available for reviewin the Placement Office. Interview ap¬pointments may be arranged throughMr. Calvin, room 200, Reynolds Club,extension 3284.February 4:—J. Walter Thompson Com¬pany, New York, NY and Chicago,Ill.—Training program for studentsinterested in a career in any phaseof advertising—copy, media, re¬search, etc.February 6—Grey Advertising Com¬pany, New York, NY—Training pro¬gram leading to positions as accountexecutives.February 6—Colgate-Palmolive Com¬pany, New Brunswick, NJ—S B Math¬ematicians for research program¬ming; A. M. sociologists for summerl’esearch.February 7—Equitable Life AssuranceSociety, New York, NY—Career op¬portunities as actuarial trainees,management trainees, administrativetrainees, or sales trainees. Hutchins' Fund is out of fundsJ lie Fund for the Republic celebrated its tenth anniversary last week with a mammothfund-raising conclave in New York.Robert M. Hutchins, who resigned from his post as UC Chancellor in 1953 to becomepresident of the Fund, said that the original money from the Ford Foundation has nowall but expired. He added that “— —several millions must be raised to Institutions issues its agreements of law and then deny it to peoplekeep the Fund in existence. and disa§re'2rnenls in printed form we don’t like.“The fund is attempting to dosomething that is not being done,”Hutchins said, “by any university,corporation, church group, govern¬ment agency, or any other groupin our society. We are examiningthe major institutions of the twen¬tieth century in the light of theirimpact on the possibilities for thecontinued existence of democracy.”The Fund’: principal venture isthe Center for the Study of Demo¬cratic Institutions, Santa Barbara,California. The Center attempts tobring together a community ofthinkers with widely diverse opin¬ions, to think, converse with eachother, argue, disagree, and occa¬sionally agree on something ofmoment to the society. The. spreadof this knowledge into the societyas a whole is Hutchin’s ultimategoal. “I have tremendous faith inthe educability of us all,” he re¬cently stated. To this end, theCenter for the Study of DemocraticIranian studentsjailed for strike(CPS) — Washington DCpolice broke up a hungerstrike at the Iranian embassylast week, am] carted the pro¬testors off to jail. The strike wascalled by the Confederation ofIranian Students, an organizationof Iranian students studying inthe US.The students were angered by theShah’s plan to hold a referendumon his land reform program inIran. They feel it is a ruse to de¬ceive the people. They assert thatthe Shah is giving back some ofthe land originally taken from thepeasants in order to secure supportfor his tottering dictatorship.A total of 14 students were givensuspended sentences of 30 days injail or $50 fines each. Because oftheir actions, many of the demon¬strators would face arrest andpossible execution if they returnedto their homeland.The incident began Monday whensome 45 students went to theIranian embassy to present aformal protest for transmission tothe Shah, against the bypassing ofparliament in the projxised refer¬endum.When Ambassador H o s s e i nGhods-Nakhi refused to initial theircopy of the protest as a sign thatit had been received, the Iranianstudents decided to remain in theembassy’s lobby until he did so.The students spent the night onthe stone floor of the embassy. Inthe morning, after the studentsgave up their silent protest tochant, “Down with the Shah,” theembassy officials called the policewho removed the students. to all who ask—most all Centerpublications are free.In defense of the Fund againstCongressional critics, Hutchinssaid in 1955, “The Fund for theRepublic is a kind of anti-absurdityfund, a fund for the law of con¬tradiction, a fund to remind us thatwe can’t have things both ways.“We can’t brag about the BILLOF RIGHTS and talk about fifthamendment communists. We can’tsay that every man has the right toface his accusers and go on usingwhat the Denver Post has called‘faceless informers.’ We can’t pro¬claim our devotion to due process “The Fund for the Republic is asort of Fund for the AmericanDream. I do not think the Fundcan make the American Dreamcome true; but perhaps it canhelp keep it alive and dear. Per¬haps it can show where we areforgetting the dream as it oncewas dreamt and can point outthose places, and they are nu¬merous, where the progress to¬ward the realization of the dreamhas surpassed our most expansiveexpectations.“Who knows? Perhaps some day‘What will people say?’ will bereplaced as the battlecry of theRepublic by ‘feel free.’ ”University Theatre presentsMONTAGE... a month with the theatre artsDance, comedy, music and drama—three events for the price of two!Combined tickets to all the events listed below, #4.00 at ReynoldsClub desk. Individual tickets available at the prices indicated. Allcurtains 8:30.ONE NIGHT ONLY! SUNDAY, FEBRUARY 10!MERCE CUNNINGHAMAND DANCE COMPANYAs imaginative and exciting as anything modern dance has everproduced, Mr. Cunningham is a superb dancer blessed with a magnifi¬cent company. Musical Director John Cage is famous in his ownright for his prepared piano compositions, as is pianist David Tudor.$-1.50, 2.00, 2.50. Student discount of 50cFEBRUARY 15. 16, 17. 22, 23a rollicking campus musical ofthe roaring 20's!GOOD NEWS!Like many popular off-broadway musicals, this will be a good-naturedspoof of the 20’s musical, with songs like “Varsity Drag,” “JustImagine,” and “Lucky in Love.”$2.00, 2.50. Student Discount of 50cMARCH 1, 2, 3• modern verse dramaBLOOD WEDDINGby Federico Garcia LorcaConcerned with love that cannot become marriage, this play tracesthe movement of tribal ritual among the hill people of Castile towardan inescapable tragic end. Performed in the Law School Theatredesigned by Eero Saarinen, the play will feature live Flamenco music.$1.50, 2.00. Student Discount of 50cALL TICKETS AT REYNOLDS CLUB DESKTIKI TOPICSIRA SULLIVANand theJoe Daley Trioreturn toHyde Parkfor aJazz Presentationat the"Last Stage"Friday, Feb. 1st8:30 P.M. and 11:00Enjoy dinner first atCIRALS, HOUSE OF TIKI,and afterwards stop infor a cocktail to top offthe evening.CIRALS, HOUSE OF TIKI,1510 Hyde Park Blvd.LI 8-758551st and Lake Park Clark theatredark and madisonFR 2-2845 FEBRUARY - 50cspecial collegestudent price(bring I. D.)SUNDAY3)THE RE1) SHOESBRIGHT ROAD10)AREN'T WEWONDERFUL?LAST 10 DAYS17)WORLD OFCOMEDYOPERATIONSNATCH24)adulteressSTELLA MONDAY4)HOMICIDAL1 HOUR TO LIVE& LOVEIDHOUSE OF WO¬MENWORLD IN MYPOCKET18)THE SIN OF MONAKENTTHE GIRL INROOM No. 1325)STOP ME BEFOREI KILLDAY THEYROBBED The BANKOF ENGLAND TUESDAY5)FOUR DESPERATEMENTHE CHEATERS12)THIEF OF BAGDADSIEGE OFSYRACUSE19)THE BONNIEPARKER STORY &MACH1NEGUNKELLY26)SEVEN WAYS TOSUNDOWNX - 15 WEDNESDAYC)HOLE In The HEADALIAS JESSIEJAMES13)PORTRAIT OFA MOBSTERGEO. RAFT STORY20)ANGEL BABYSUBTERRANEANS27)DEVIL'S HAIRPINHELL TOETERNITY THURSDAY7)JET PILOT2 RODE TOGETHER14)SEVEN WOMENFROM HELLUNDER 10 FLAGS21)1 FOOT IN HELLSGT. RUTLEDGE28)SHE WALKSBY NIGHTDESIRE INTHE DUST FRIDAY1)WALK ON THEWILD SIDEBACK STREET8)THE LAST BRIDGETHE 8TH DAYOF THE WEEK15)SAPPHIRETOWN WITHOUTPITY22)MARJ.MORNINGSTARThe HONEYMOONMACHINE SATURDAY2)SWORDSMANOF SIENAESCAPE FROMZAHRAIN9)The CAPTAINFROM KOEPENICKCONFESSIONS OFFELIX KRULL16)HOUSE OFBAMBOOREAR WINDOW23)FLOWER DRUMSONGSTATE FAIR• open 7:30 a.m.• late show 3 a.m.• every friday is ladies' day ^• different double feature dailyFeb. 1, 1963 • CHICAGO MAROON • 7• . " 1ftiiM-'■V, ’#$as§• v ,***i*jd®iOka UC heads school study Roosevelt dean quitsThe United States is co¬operating with ten other coun¬tries in a comparative studyof the educational achieve¬ments of the school systems of theparticipating nations.The government granted $350,000to UC’s Comparative EducationCenter and the Teachers College ofColumbia University to jointly con¬ duct this study, to which the othercountries will contribute.The study is scheduled to takeabout three and a half years, andEngland, Scotland, Sweden, Bel¬gium, the Netherlands, Finland,Germany, France, Israel, andJapan will assist in the work, alongwith the UNESCO Institute atHamburg.According to C. Arnold Ander-ROOMS, APTS., ETC. » AltSPERSONALSFor rent, furnished tovvnhouse. 6039S. University, 4 bedrooms, Steinwaypiano, garage. April 1—Sept. 15. FA4-6796.Grad. stud, wants room & board w/Ger. family to improve German con¬versation. C. Dickinson. FA 4-8991. Bored with tapes? Will trade record¬ings in order to record. For exchangetape session. HY 3-3952.Maroon staff: remember, 5-8 pm Sun¬day.FOR SALETape recordings of 2nd half of P.Chem 262 and all of P. Chem 263.Call #19 Hitchcock.Would two people like two Paris-NewYork student flight tickets leavingParis. Sept. 13th in exchange for $132per ticket or 2 Europe-New York tick¬ets arriving in New York by August25th. Please call MU 4-7083.HELP AVAILABLEPUBLIC STENOGRAPHER• IBM EXECUTIVE TYPEWRITER• PHOTOSTATS• STENORETTE DICTAPHONE• LETTERS DICTATED VIA PHONE• MANUSCRIPTS. ETC.Hyde Park 3-3149Light housekeeping, personal laundry,5 day work week, salary open. AB4-4532.Susan Levitin, teacher of flute. Mrs.Levitin teaches at the studios of GavinWilliamson, 5518 Hyde Park Blvd.App’t by phone, 326-4121. or FA 4-3525.WANTEDStudent who has 1 hour to spare onThursdays to do some typing in lushcampus surroundings. Educational, cul¬tural, social, but no monetary rewards.Call ext. 3265. 3266 today.Student with car to make trip to Loopat 5 pm Monday-Thursday. Back oncampus by 6 pm Call ext. 3265, 3266today. ' Mr. Khan: the job is yours if you evercall back."War economy" isSubject of speechHarry Chester, an economicanalyst connected with thelabor movement, will speaktomorrow on “The PermanentWar Economy.”The speech, sponsored by theYoung People's Socialist League,will be in Social Sciences 122 at2:30 pm.Mr. Chester, originally from Aus¬tria. has long been active in radicaleconomic thought. He will discussthe role of the “military-industrialcomplex” in America, and its ef¬fects on the economy, governmentpolicy, the cold war, and the labormovement.Intramurs! scoreboardSqumrais .‘15—Fac 27.CTS 28—Moonliters 20.Feoffments 36 — Ambulance Chasers20.Unknowns 44—Ids 41.Coultrer 31—Phi Kappa Psi 16 (bteam).Phi Sigma Delta 22—Phi Delta Theta19.Phi Kappa Psi 31—Beta Theta Phi23.Phi Gamma Delta 44—Alpha DeltaPhi 24.Mead 32—Tufts North 18.Thompson North 43—Shorey North 31.East II 35—East I 15. son, the director of the Compara¬tive Education Center, the studywill be based on a system of ex¬aminations given children at thelevels corresponding to the ends ofelementary and secondary school.At the present time, the exami¬nations are being devised underthe direction of professor of edu¬cation, Maurice Hartung. The firstwill be in arithmetic and it will bepretested in the spring, then trans¬lated and given in each of the par¬ticipating nations next year. Afterarithmetic, tests in other subjectswill be constructed and given inthe same way, and (hen evaluated,with “profiles” of the educationalachievements of children in theparticipating nations compared.Also mentioned in the study isProfessor Benjamin Bloom, chair¬man of the program of testing andevaluation in the Department ofEducation of UC. The study is be¬ing co-ordinated by the Office ofCo-operative Research ol the officeof Education of the US government. George H. Watson, dean of stu¬dents at Roosevelt University anda graduate of UC, announced hisresignation from that office lastweek effective Aug. 31. He plansto remain at the university andhopes to return to teaching.His resignation came shortlyafter the end of a reportedly bit¬ter dispute over a discipline caseinvolving destruction of proper¬ty by Roosevelt students at JohnCrerar library last December.A committee chaired by Dr.Watson had been overruled in itsdecision by Dr. Edward J. Spar¬ling, president of the university.Both Dr. Watson and PresidentSparling denied any connectionbetween the resignation and theover-ruling.In the library case, two Roose¬velt students tore pages fromjournals at Crerar. The libraryreferred the ease to the universi¬ty where a committee investigatedand deeided oil penalties for thetwo. .Labor seminar held hereFrank McCulloch, chairmanof the National Labor Rela¬tions Board (NLRB) will beone of the participants in aone day seminar on changes inthe national labor policy. The con¬ference will be held tomorrow atthe Center for Continuing Edu¬cation.Also participating will be GeorgeShultz, dean of the GraduateSchool of Business, and ArnoldWeber, associate professor of busi¬ness. Weber will discuss socialand economic considerations be¬hind plant removals and the sub¬contracting of work.Since McCulloch was appointedto the NLRB by President Ken¬nedy, the Board has reversed anumber of its major rulings madeduring the Eisenhower administra¬ tion. Dramatic changes in Boardpolicy concerning what both em¬ployers and unions may and maynot do and say in the course oforganizing campaigns and duringcollective bargaining have beenparticularly important to man¬agement and labor.The aim of the Seminar is toprovide information and discussionon the most significant recent de¬velopments in labor relations. TheBoard’s rulings are to be con¬sidered in relation to developmentsin legislation, arbitration and inthe courts.Correction in ploy listinqThe International Players willnot present Don Juan in Hell thisweekend. It will be given next Fri¬day, Saturday and Sunday in theInternational House Theatre. Fortickets call FA 4-8200. Dr. Watson, whose resignationfollowed the President’s action byless than a week told reportersthat there was no connection between the two events. PresidentSparling also denied that the twowere related. Observers, however,felt that the decision by Dr. Spar¬ling served as a trigger for theresignation which has been rumored for some time.Officials of Crerar library questioned the effectiveness of Presi¬dent Sparling’s action in providing adequate punishment for thestudent offenders and in deteringfuture damage.Dr. Watson, who received hisPhD from UC in 1942, said hehopes to be appointed head of agraduate program in public administration at Roosevelt.Frost as a poet“Robert Frost and the Po¬etic Tradition” will be thesubject of a talk to be givenby Ronald Weiner, instructorin English, at Shorey Coffee PlusMonday night.Weiner, himself a poet, will discuss Frost’s place in the worldof poetry. Frost died Tuesdaymorning.The program will be held at 9pm in the 9th floor lounge ofPierce Tower. Coffee and dough¬nuts will follow.Austrian students strikeVIENNA (CPS) — All Austrianuniversities were hit by protestdemonstrations against a proposedslash in the federal educationalbudget last month. The demonstrations were called by the AustrianNational Union of Students, protesting that the budget cut wouldruin education in Austria.The University of Chicago YearbookT his year’s edition of the University of Chicago’s\ earhook strives to accurately represent thespirit ot the University through pictures and theprinted word. Edgar Lee Master’s words mayhint at what we of the Cap & Gown are seekingto capture . . .’ W ith dreams of spring stored in theimprisoned germ,An old life and new life all in one,A thing of memory and prophesy,Of reminiscence, longing, hope and fear,\\ hat has been ours is taken, what was oursBecomes entailed on our seed in the spring . .When I consider everything that growsHolds in perfection but a little moment That this huge stage presenteth naught blitshowsWhereon the stars in secret influence comment;When T perceive that men as plants increase.Cheered and checked by the selfsame sky,Vaunt in their youthful sap, at height decrease,And wear their brave state out of memory —Then the conceit of this inconstant staySets you most rich in youth before my sight,Where wasteful Time debateth with Decay,To change your day of youth to sullied night.And all in war with Time for love of youAs he takes from you, I engraft you new.William ShakespeareCAP & GOWNOn Sale at Spring Registration-