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Page 27 text:
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A faculty of high quality is necessary for the functioning of a university. But too often faculty excellence becomes an end initself and the relationship to the student, especially to the undergraduate, becomes secondary. At Brown, the accessibility of a professor to his students, as well as his academic competence, is a prime consideration in assessing his contribution to the College. This contribution is measured not only by his own abhility as a scholar but also by his ability and willingness to generate enthusiasm in his students. Brown has succeeded in attracting a large number of faculty members who show such qualities. We study under men like the economist Taft, the linguist Twaddell, the engineer Maeder, the historian Graubard, and the classicist Putnam. To the classroom they bring the knowledge that enables them to give a thorough presentation but more important, they bring evident commitment and enthusiasm with which to communicate ideas. After classin offices or on Campus they are available to the interested student for questions that did not occur in class, for explanations of complex material, or for exploration of wholly new subject areas. This availability is extended even to discussion of non- academic issues, through social contacts in the Blue Room, at cocktail parties, or at faculty homes. Paradoxically, it is often the student, not the instructor, who is unwilling to meet and to question. The free exchange of knowledge between intelligent students and knowledgeable faculty is enhanced by these many opportunities for contact, formal and informal, within the Brown Community. The fact that professors are generally not aloof places the opportunities for learning within reach of the undergraduate. Here, faculty commitment can be more than the teacher-pupil relationship. It provides the stage for an exciting confrontation of professors and students. It is a confrontation, a dialogue, which does take place in all phases of University life.
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