Harvard University - Red Book Yearbook (Cambridge, MA)

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the liberal rules for concentration and the wide variety of subjects for senior theses. Theory, however, is not neglected, nor is the depart- ment concerned with training a horde of miracle-working psychoan- alysts. But the premise that knowledge of people can not be gained at long range make most of the courses pretty practical. The usefulness of this knowledge has made Psychology a popular pre-medical or pre- law course, while many concentrators, though not interested in further work in psychology, find it generally valuable in later life. The im- port of psychological testing to armies, and the use of psychological methods to treat war-time neurosis finds increased cooperation be- tween the department and governmental agencies. SOCIOLOGY Sociology at Harvard is mostly theoretical, aiming at producing sociologists and scholars familiar with sociological problems, rather than social workers. Professor Sorokin, colorful and interesting Rus- sian-born theorist, proves a great attraction in Sociology A (Principles of Sociology) and has gained much fame for Harvard ' s department. Associate Professor Zimmerman, now on leave of absence, is popular because of his courses on the family, and Rural Sociology. His optimum 4-child-family theory, which he has put into practice, has gained much favorable notice. Recognizing that the name alone does not prevent out-of-field courses from treating social problems, con- centrators are allowed to sample the works of other departments, with a low minimum of courses in the field being required. On the other hand, the large number of attractive courses offered, covering education, crime, the prevention of poverty, and other present-day problems, attracts anthropologists and psychologists in large numbers. Courses are also given in connection with the School of Public Health and the Law School. War-time problems, requiring many men skilled in human engineering, are developing interest in Sociology, and at the same time interesting the department in remedies, as well as causes of social ills. Ford Harvard ' s expert on Social Ethics and Housing { } } A. M. SCHLESINGER Higginson Professor of History C. H. TAYLOR Associate Professor of History A. D. NOCK Frothingham Professor of the History of Religion GEORGE SARTON Professor of the History of Science G. W. ALLPORT Ajtoo. Prof, ol Psychology E. G. BORING Prnfim uf Psychology H. A. MURRAY • L. WELLS Amir. iWiiMuir ..f Piyrbology AMtottnl iw.- .nr ol Pty«holo«y JAMES FORD A«« 0. I ' rnf i.l „ i.l 1. 1 1, Hi TALCOTT PARSONS A.«. ■. Pto fa wo i ) BoHolog) P. A. SOROKIN ProfM or of .Sociology C. C. ZIMMERMAN Amoc. Profenor of Sociology

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W. S. FERGUSON c H - HARING McLean Professor of Ancient BUM Professor of Latin American ami Modem History History and Economics. MICHAEL KARPOVICH Associate Professor of History W. L. LANGER Coolidge Professor of History D. C. McKAY Associate Professor of History FREDERICK MERK Professor of History R. B. MERRIMAN Gurney Professor of History and Political Science. S. E. MORISON Professor of History D. E. OWEN Assistant Professor of History ELLIOTT PERKINS Lecturer on Ilistory work of the last two centuries, is frequently taken by Humanities concentrators who want to take a look at the scientific forest, without studying the individual scholastic trees. Similarly, the two courses in the History of Learning describe the development and status of universities, and the history of science and learning in the Middle Ages for those desiring a survey course. Graduates and concentrators can do advanced work in historical methods, or on the history of a particular science, country, or period. History of Religions, and Philosophy of Religions combine the courses given by many departments into a plan, by which a student may get a quick look at the religions and philosophies of historical or present times, or delve deeply into the non-material aspects of cul- tures. Courses range from the Religions of Primitive Peoples — given by the Anthropology department, to contemporary irreligiousness. The religions of all peoples are represented, while the philosophies of these beliefs and the social and psychological causes behind them are adequately treated. Brilliant Professors from the Divinity School, Philosophy, Sociology, Anthropology, Semitics, and Celtic Depart- ments help to explain the history of man ' s ideas about God. PSYCHOLOGY The Department of Psychology presents the various problems in dealing with the human mind, its quirks, and foibles. Plenty of opportunity is given to the undergraduate concentrator to work out problems, case histories, and research, for many of the courses de- mand personal study of the problems dealt with in the lectures. Cooperating with hospitals and welfare organizations, students may observe clinical work at closer ange, or choose to watch any one of the many experiments carried on at the Psychological Clinic on Plympton Street. Associate Professor Murray ' s course on Dynamic Psychology, for example, requires an extended case-history of one person, while on the other hand, Psychology 30, on Public Opinion, deals with large groups and mass action. The same freedom of action is reflected in Boring psychoanalyzes a dictaph one GAETANO SALVEMINI Lauro de Bosis Lecturer on the History of Italian Civilization R. B. SCHLATTER Instructor in History {26}

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NATURAL SCIENCES A considerable proportion of the subjects represented in the area of the Natural Sciences are new in academic educa- tion. This is not true of mathematics and it applies in part only to astronomy and physics, but recognition of chemistry, biology, and geology has come only recently. Here at Harvard the Natural Sciences received little attention until the middle of the last century, and it was only under the regime of Eliot that they received adequate acknowledgement as subjects for undergraduate study. How different this is from the situation now, when no Harvard student can graduate without at least one course in the sciences, and so much of the energies of students and professors flows in the channels of science. But the change is a natural one. It only reflects the temper of our time, which is so largely the result of the scientific develop- ments of the last hundred years, developments which have come in great part from the universities where, more ex- clusively than perhaps any other branch of thought, science finds its natural environment. JEFFRIES WYMAN JR., Associate Professor of Zoology Lamb teaches chemistry with smoke and chalk