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Page 31 text:
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Professors A. C. .Slit-nstone. (Jiairnuin. M. li. W liilr, R. Sherr, F. C. Shoemaker. Departinent oi I ' hyiics allies to the personal equation involved in the in- terpretation of results. Also the sense of excitement that pervades the scientific atmosphere of a great university connnunitv where each new result is seen only as a take- off for a new and potentially more exciting inquiry. An endless procedure in which the doing and the partici- pation is its own reward. Furthermore, the wisdom of pursuing inquiry in the natural sciences in the context of the humanities and social sciences, as at Princeton, feeds hack to the ultimate benefit of the sciences themselves. For no scientific re- Professor K. I. Roiirr , Ihpiii tinfut of l ' h sii-s 27
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Page 30 text:
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Professor L. Spitzer, Jr., Chairman. PciKirtnient ol Astronomy perceive more of his world around him more reliably and to fashion this world more easily to satisfy his pur- poses. The skill, know-how. and the procedures of scientific metliod are available to the student at Princeton in a- hundance and excellence. There is enough to challenge the most gifted genius. More important, however, may be the setting within which the natural sciences are studied here. A setting where most scientists are fully aware that what is lauded as scientific method is by no means a cold, inhuman objectivity: a realization that scientific inquiry is shot through with the scientist ' s own value judgments from the selection of the problem and vari- Professors E. G. Butler. G. Fankhauser. Dejiartment of Biology Professors W. P. Jacobs, H. F. Blum, A. U. Chase, Jr., H. F. Johnson, A. K Parjiart. (Jiairman, Department of Biology 26
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Page 32 text:
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Professor J. Turkevitcli. Ueparlment of Chemistry Prfifessor W. Feller, Department of Mathematics Professor N. H. Furinan, Department of Chemistry- search is better than the prolileiii uliich initiated it. The all important task of good research and teaching involves the problem of problemization. The scientist sensitive to values described by the humanist cannot easily forget the wonder and grandeur of nature and of human nature. The scientist sensitive to man ' s increasing relationship to man as man ' s artifacts turn him more on himself cannot easily forget his social responsibility. In the Princeton context, the natural scientist can learn how to do and at the same time become aware that to answer the question of ' what for? he must go bevond the confines of scien- tific method itself. Professors C. P. Smyth, G. Dougherty, H. N. Alyea, R. N. Pease. Chairman, E. Pacsu. Department of Chemistry 28
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