Princeton University - Bric A Brac Yearbook (Princeton, NJ)

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THE FACULTY From time immemorial Princeton lias been a stronghold of the liberal arts and sciences, a fortress of the all-around, liberally-educated man. With the exceptions of engmeermg and architecture, little emphasis has ever been placed on pure vocational training. On the basis that the only true education is self-education, Princeton has endeavored to in- duce its students to find out for themselves — to carry their educations as far as their own inclina- tions and abilities will take them . . . Princeton ' s plan of study is the result of continuous experi- mentation. It has taken the role of the pioneer with such radical innovations as the preceptorial method of instruction and the independent program of study for upperclassmen ... In an effort to more ade- quately portray Princeton ' s liberal arts system, we have this year divided the faculty section into the four divisional programs of study, as interpreted by four well-known professors in those divisions. They are individual interpretations and will, we hope, add an interesting and human insight into that vague anomaly known as a Princeton education.

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Charles William Edwards Donald Bradshaw Aldrich James Douglas Brown 13

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SCIENCES By Arthur Kemble Parpart. Ph.D., George M. Moffet Professor of Biology, Chairnniu of Departvient of Biology Two of the most prized of the human vakies are truth and understanding. These are what the scien- tist is seeking when he endeavors to formulate the fundamental laws that underlie natural phenomena, whether these be the movement of celestial bodies in space, of the earth ' s crust, of molecules in the cells of an organism, or of protons and electrons in an atom. The theories that knit together various fundamental laws are the best approximations that a scientist can make at the moment, whether he deals with the concept of an expanding universe or evolu- tion of animal life. The base on which the funda- mental laws and theories promulgated by the scien- tist rest is the measurements which he makes in the course of experimentation or observations upon natural phenomena. This process is usually desig- nated as the scientific method. Professors E. G. Butler, W. W. Swingle, and E. H. Harvey, Biology Teaching at all levels in the sciences has as its primary aim an understanding of all the aspects of Professor A. K. Parpart. Chairman oj Biology Department Professor H. H. Hess, Chair in an of Geology Department Professor A. G. Shenstone. Chairman of Physics Department this scientific method. Each of the departments within this broad designation of Natural Sciences has its distinctive program of demonstrating this method. In the Biology Department the plan has