Yale University - Banner / Pot Pourri Yearbook (New Haven, CT)

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FACULTY PROFILES DEANE KELLER Believing that representative painting is not a dead issue in 1965, Deane Keller, Professor of Painting, is a conspicuous minority of one on the Yale Art School faculty. He commented, The curriculum is unhappily narrow, permitting students to graduate with little or no knowledge in the vast field of representational art. VVhile an undergraduate at Yale majoring in anthropology and sociology, Mr. Keller completed two years of work in the Art School during his afternoons. Following a three year fellowship in Italy as a winner of the Prix de Rome in painting, he joined the Yale Arts faculty in 1929, and was appointed full professor in 1947. Mr. Keller's philosophy of painting is based upon the conviction that people, their actions and emotions, are the dominating theme for the painter. He is concerned not only with the subject matter, but also those who look at the painting, the public. Painting should be done for the enjoyment and enrichment of life, and should therefore be comprehensible to the people. Mr. Keller contends that there is no substance to the belief that true representational techniques are no longer valued, nor will he accept the fact that newer art forms such as abstract expressionism should deny completely the experience and heritage of the past. Most students come indirectly into contact with this man, whether they know it or not, whenever they see any of the many portraits of Yale professors and officials which he has painted and which now hang in many of the classrooms around the campus. ARTHUR W. GALSTON Last July, Arthur W. Galston, Professor of Plant Physiology, was appointed the new director of the division of biological sciences. This honor came as no surprise to Yale observers, since Mr. Galston's impact on the Yale scientific community has been nothing less than profound. His lectures in elementary biology, one of the most heavily subscribed undergraduate courses, combine a vigor and clarity with a more-than- thorough knowledge of a rapidly changing field. In the laboratory Mr. Galston is presently involved in an investigation of the mechanisms by which plant hormones and light produce their effects. The main question is one of biological amplification--how such a small amount of hormone or photon of light can alter form and activity to such a tremendous degree. A former Guggenheim and Fulbright fellow, Mr. Galston grad- uated from Cornell and received his Ph.D. from Illinois in 1943. After serving in the Pacific during World War II, he taught at Yale and then spent twelve years at the California Institute of Technology. He re- turned to Yale in 1955 as a full professor at the age of 35. Commenting on the new trends in biology, Mr. Galston recently noted that biology, classically, has been a survey of different types of plants and animals, by inference, the emphasis has always been on the differences between creatures. It is now possible to arrive at a ra- tionale of the living state, to give the student a feeling of what the living machine is like as a machine, explained by the basic laws of physics and chemistry. A.W.G.

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Dean Georges Moy YALE'S NEW DEAN OF ADMISSICNS The admission office directly affects student life in the university community. Newly ap- pointed Dean of Admissions, R. Inslee Clark, Jr., directs the all-important policy concerned with the composition of each Yale class. Diversity of interests, geographical distribution, academic ability, and tradition are only a few of the many confiicting qualifications which must be judged and given proper weight in the creation of a successful admissions policy. Mr. Clark's background serves to give him a unique understanding of the problems facing a progressive Yale in the sixties. A native of Brooklyn, New York, he attended a public high school before matriculating to Yale as a member of the Class of l957. Following his graduation, Mr. Clark continued his education, receiving one M.A. degree in history from Syracuse University in 1959, and another from Columbia University in 1961. At the same time, Mr. Clark began a career as an educator and administrator, serving for QW years as a teacher of history and an ad- ministrator at the Lawrenceville School, and ly! years in the Administration of an Air Force Academy in Newburgh, New York. In 1961 Mr. Clark returned to Yale as Assistant Director of Admissions and Freshmen Asso. Deon Richard C. Carroll Asso. Dean Grunt Robley Scholarship. This position permitted Mr. Clark to travel extensively around the country, meeting with guidance counsellors, parents and students interested in Yale admissions. This period pro- vided Mr. Clark with the opportunity to evalu- ate the strengths and weaknesses of the Yale ad- missions policy as seen through the eyes of many diversly-oriented individuals. Mr. Clark has initiated an extensive talent search to strengthen the quality of the applicant pool. Seeking to broaden the base of applicants, Mr. Clark has set out to destroy systematically the image of Yale, still prevalent in many areas, as a rich man's school . This search for diversity depends to a great extent on the admission staff's ability to inform guidance counsellors, principals and students across the country of the significant changes that have occurred at Yale in recent years. To implement his ambitious talent search, Mr. Clark has doubled the size of the admissions staff, emphasizing the diversity of new staff mem- bers, and seeking to develop solid and intimate communication ties with many different com- munities. The country has been divided into six regional areas, each overseen by two members of the admissions staff. Meanwhile, the abolition of school ratings refiect Dean Clark's conviction that no school is deserving of preferential treatment, but instead the particular distinction, capacity, and motivation of individual applicants is of primary importance. The goal of Mr. Clark and the entire admis- sions staff is to make Yale a 20th century institu- tion, representative of American life and capable of facing the challenges of contemporary society. Mr. Clark does not shy away from controversy when he conceives it as an element of Yale's responsibility to the community. Mr. Clark even speculates that one way to broaden the applicant pool would be to educate both men and women at Yale, conceiving this as part of the responsi- bility and challenges of a major 20th century university.

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JAY MARTIN jay Martin, Assistant Professor of English and American Studies, is both a teacher and a confidant of many of America's greatest writers. As a teacher, he is the lecturer in A.S. 59, a survey course which covers Twentieth Century Ameri- can fiction. As a confidant, Mr. Martin has carried on a wide rang- ing correspondence with many of the major American writers whom he lectures about. His correspon- dence with Henry Miller, for ex- ample, is probably as extensive as any from that difficult writer. Re- cently Mr. Martin was asked by Nathanael West's literary guardians to write the authorized biography of Mr. West. Having such an inti- mate acquaintance with the lives of American writers, Mr. Martin's lectures are both informative and sympathetic. Mr. Martin received his bach- e1or's degree from Columbia in 1956. He then went to Ohio State to study for a M.A. After he re- ceived his doctorate from Ohio State, he joined the Yale faculty as an Instructor in English and American Studies. Since then he has been named a Fellow of Silliman College and has served as Yale Faculty Club Lecturer. He was granted a Morse Fellowship for the academic year of 1963-64 and upon its termination was appointed an Assistant Professor in English and American Studies and Director of Undergraduate American Studies. He has published Conrad Aiken: a Life of his Art, a cririral ap- praisal of Aiken as a poet from the standpoint of the movement in his art indicating his growing self- awareness. Mr. Martin's other book is a study of the relation of American culture and literature between the Civil War and the First World War. In this book he views literature as a vehicle which moves radical ideas into the American mind and imagination which suggest new ways of facing major problems. .l.W.F. 5 5 t JAMES W. FESLER james W. Fesler, Alfred Cowles Professor of Government, came to Yale in 1951 as Chairman of the Department of Political Science, after six years of wartime service on various government boards and after ten years on the faculty of the University of North Carolina. As Chief of the Policy Analysis and Records Branch of the War Produc- tion Board, and finally in 1945 as War Production Board Historian, he produced a 1,000-page report on Industrial Mobilization for War. Professor Fesler received his Political Science training at Berkeley fUniversity of Californiaj, the University of Minnesota, and Harvard, where he received his Ph.D. in 1935. Although the Yale College courses that Mr. Fesler teaches deal predominantly with the political institutions of the United States, his graduate teaching and research interests lie in the area of public ad- ministration. His most recent research has focused on comparative field administration, which is the study of governmental organization out- side a country's capital. In 1956 Mr. Fesler served as a consultant in field administration to the government of Vietnam and in 1961 as a consultant to the United Nations on decentralization in developing countries. Last year he was on leave studying administrative problems in France and England. He has also served as Editor-in-Chief of the Public Administration Review, the journal of the American Society for Public Administration. NEIL W. CHAMBERLAIN Whether writing a book, experimenting with depth painting, or just having a friendly chat, Professor Neil W. Chamberlain exudes an enthusiasm for exploration and action in life. Born May 18, 1915, in Charlotte, North Carolina, Neil W. Cham- berlain prepared for his A.B. degree in journalism at Western Reserve University. However, while writing for The International News Serv- ice, he realized that he wanted to learn a great deal more about his subject-unions and management. Once more he pursued his studies, this time at Ohio State University. After receiving a Ph.D. in 1942, he became hooked forever to the academic life. By 1960, when he came to Yale, Professor Chamberlain had been on the Board of Editors of the American Economic Review, served on the Executive Committee of Industrial Relations Research Asso- ciation, and completed eight major books. At present he is the Chair- man of Yale Economic Essays, a member of the Editorial Council of Management International, and a Fellow of Jonathan Edwards College. From a receptivity to the world of ideas, he has gained a broad un- derstanding of contemporary problems, ranging from world peace f The West in a World without Warj to the individual laborer fThe Labor Sectorj. In a recent article Retooling the Mind , he contends that as long as we treat the threat of automation as something to be met by reduced work weeks, longer vacation periods, accelerated retirement, or more aggregate spending, we are refusing to recognize the real nature of the problem. The solution, he believes, lies in developing a new conception of education, one which sees education as a process con- tinuing throughout a man's career, as much a part of his life as work. Professor Chamberlain's pet project is the relation of private busi- ness to the public sector. In determining how best to tailor public policy to such objectives as an increased GNP and decreased unemploy- ment, he is projecting the attempts of large corporations to plan their affairs into the context of our whole economy.