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

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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.

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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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HUMANITIES B) Ira Owen Wade, Ph.D., Jo m N. Woodhull Professor of Modern Languages, Chair- man of Department of Modern Languages The humanist ... He crosses the campus with measured steps. He himself teaches literature, but he has close friends, also humanists, who teach his- tory, philosophy, religion, art, social and political institutions. He resembles his companions very close- ly. As a matter of fact, he is indistinguishable from them, save that each has more of something than he has: the historian is a bit more historical, the phil- osopher a bit more philosophical ; he, in turn, is a bit more literary. What unites them is, however, more important than these petty differences. They all have a proprietary interest in man, his achievements, his failures, and his possibilities. Our friend is preeminently a teacher: that is, a teacher rather than a scholar. Not that he eschews scholarship, of course, but it has to be a very peculiar sort of scholarship. If it is factual, he feels demeaned. If it is objective, he feels diminished. If it is scientific, he feels frustrated. He is apt to think of scholarship in terms of insights, sudden inspirations, large Professor I. O. Wade, of Modern Languages Department Professor A. Mendel, Chairman of Music Department Professors C. H. Baker, Chairman, L. R. Thompson, English Professors R. M. Scoon, L. Wood, Chairman. Philosophy