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

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ing of political and economic theory, and a knowl- edge of history that will enable him to see today ' s problems in perspective. He must also go outside of the social sciences. He will be ill-equipped for the responsibilities of leadership if he knows little of other aspects of our own culture or if he fails to understand how differences in culture and values shape the conduct of other peoples. He will be equally ill-equipped if he has not learned to think about his own personal values, not solely in terms of political and economic goals but in the broader context that comes with the study of philosophy and the arts. He must know something about the natural sciences, if only to enable him to understand the tremendous impact of scientific progress on our political and economic life. One element of strength in the social sciences at Princeton is the spirit of cooperation that makes it possible for departments to work together both in developing inter-departmental programs and in broadening the scope of departmental programs. Associate Professor W. J. Baumol, Professor L. V. Chandler. Economics PRuFE .Jk A. 1. M.ASU.N, i ' uhtui

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Pkofessor G. a. Graham, Chairman of Politics Department SOCIAL SCIENCES By Dana Gardner Munro, Ph.D., LL.D., William Stewart Tod Professor of Public Affairs, Director of the Woodrow Wilson School of Pi hlic International Affairs If a college is to do its right service, Woodrow Wilson said, it is indispensable that the air of af- fairs should be admitted to all its classrooms. It is this idea that shapes the undergraduate teaching in the social sciences at Princeton. In a college which the same great alumnus could describe as The Seminary of Statesmen, the tradition of training for public service must be a strong one. Admitting the air of affairs to the classroom does not mean concentrating on the study of current events. The student must be interested in the great issues with which his generation will have to deal, but he must also equip himself for dealing with them. He must have the tools that he needs: an understand- Professors R R Paimik, W, F. Craven, E. H. Harwmjn, G. A. Craio. tlniu,) Professor O. MoRuiiNsiiiRN, Economics

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The Woodrow Wilson School and the American Civilization Program are the conspicuous examples. Both of them seek and receive help not only from History, Politics, and Economics, but also from sev- eral departments outside of the social sciences. A flexible administrative system makes easy the ex- change of personnel and also makes it possible both for the special programs and for the regular depart- ments to tap the resources of the numerous research offices, vi hich not only enrich the teaching work but often give substantial assistance to undergraduates in their independent work. Many students, confronted by the richness of the opportunities that the University offers, are troubled because they feel that they cannot possibly learn all that they ought to learn in four short years of college. College, of course, is merely the beginning of a man ' s education: an opportunity to lay a foun- dation on which to build in later life. The problem of the student is to make this foundation as broad as possible without missing the equally valuable ex- perience of getting a substantial and well-rounded understanding of one subject. Professor A. M. Friend, Jr Ar( and Archaeology Professor | R s i k -i i r Cba iituii of Hnlni] Di juiZ fjent Professor R. A. Lester, Chairman of Economics Department Professor D. G. Munro, Director of S.P.I.A.