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K.M.W. .4-nu g si RICHARD A. GOLDSBY J.C.N. JUNE C. NASH The typical layman's association of anthropology with the stones and bones of archeology is an unfortunate and misleading impression, feels June C. Nash, Assistant Professor of Anthro- pology. To her, anthropology is much more: it is the analysis of contemporary community social structures in general and com- munity participation in rituals and customs in particular. Within her field Mrs. Nash specializes in the study of Latin American Indian cultures, especially the Central American Mayan cultures. Currently she is investigating the social relations and activities of the inhabitants of Tzo'ontahal, a small town located in the Mexican state of Chiapis. She is also interested in the social an- thropology of Burma, but, due to the difficulties encountered in obtaining a visa, she has not been able to do research in the field. Although anthropology has traditionally dealt chiefly with primi- tive societies, Mrs. Nash feels that this emphasis will of necessity have to pass in the future because the primitives are increas- ingly becoming members of our societies. While an undergraduate at Barnard College, Mrs. Nash be- came interested in anthropology from summer service with a Friends' mission in Mexico. She went on to the University of Chicago for her M.A. and Ph.D., and following a brief period of teaching in Chicago, she joined the Yale faculty in September 1964. R.A.G. Nothing is too good for Yale men! is the enthusiastic assertion of Richard A. Goldsby, Visiting Lecturer in Biology. Many aspects of Yale College have impressed Dr. Goldsby: he cites the individualism of students and the regard which the faculty has for the intelligence and responsibility of students. Dr. Goldsby, however, is not in sympathy with the emphasis undergraduates place on grades. Unfortunately, he observed, students have been conditioned to a strong grade orientation, almost like animals receiving rewards in a Skinner box. Instead of trying to get the overall scheme of what a lecturer says, too many students try only to dope out which details will be on the test. Dr. Goldsby impresses students and colleagues attending his lectures as a highly competent biochemist and a very casual and con- genial person. He is thoroughly acquainted with his subject, yet his lectures don't bog down on technicalities. When he does treat a minor point, he will frequently remark, Now don't copy this down. This is for educational purposes only. Dr. Goldsby still manages to maintain interest by drawing ironic parallels between such incongruous subjects as cells and political candidates. Dr. Goldsby comes from Kansas City, where in 1957 he received his B.A. from the University of Kansas. In 1961 he obtained his Ph.D. in chemistry from the University of California. As an undergraduate at Kansas, he was very active in student politics. Dr. Goldsby, as a visiting lecturer, is on leave from his regular work with the Dupont Corpora- tion in Wilmington, Delaware. Besides his scientific duties, he takes an active role in the civil rights movement.

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CHARLES E. SCOTT Charles E. Scott, Dean of Berkeley College, leads a double life. Together with his administrative duties, Mr. Scott instructs the Berkeley Seminar in Philosophy 13. Dean Scott approaches this double life from a solid edu- cational background. He completed his undergraduate education at Southern Methodist University. After a year of study at Tubingen University on a Fulbright Scholar- ship, he returned to the United States, earned his doc- torate at Yale and stayed on to become Dean and In- structor. Commenting on the Yale undergraduate, Dean Scott noted that the average student does not recognize the difficulty of clear thinking and cannot respond intensive- ly and reflectively to difficult intellectual problems. The undergraduate experiences a period of dissatisfaction with the easy life and raises some very profound questions. However, he fails to take his dissatisfaction seriously enough and is unwilling to pursue his questions energetic- ally enough to arrive at satisfactory answers. The under- graduate becomes preoccupied with career considera- tions and defines purpose in terms of professional goals. He goes on to lead a successful but ordinary and un- creative life. Dissatisfaction was only a moment briefly experienced but never utilized. The student body might well listen to Dean Scott's criticism. KARL M. WAAGE Whether trekking through Colorado, or finishing a manuscript in the shadow of the Peabody Mu- seum's plodding brontosaurus, Karl M. Waage, As- sociate Professor of Geology, finds much to challenge him in his job or as Research Geologist. As a teacher, he deals mostly with graduate students, yet on many occasions he has guided skilled undergraduates in their geologic researches. During the summer months he is off in the hills of the Dakotas, exploring, log- ging, tracing, mapping, doing all he can to gather and categorize a myriad of facts. Later when he returns to Yale, he attacks the prodigious task of interpret- ing his materials. Finally, during the twenty-fifth and twenty-sixth hours of his day, he fulfills his job as Curator of Invertebrate Paleontology at the Peabody Museum. Residing in Hamden, Professor Waage pursues fishing and pastels in more relaxed moods. His pri- mary interest, however, is his profession. His mind is continuously active, as his overflowing desk and numerous journals indicate. Working for the U.S. Geological Survey, he has produced from his findings in the Western United States such bulletins as Strati- graphy of the Inyan Kara Group in the Black Hills, and the Dakota Group in Northern Front Range Foothills, Colorado. His self-prepared photographs, charts, and maps combine with a lucid structure to make his materials superior Government journals. Professor Waage's future plans involve research 011 the continental sea which covered the Western Interior during the Cretaceous Period. Averaging no more than 100 feet in depth, this sea once ex- tended from the Gulf of Mexico to the Arctic Ocean and has left behind many unsolved problems con- cerning tides, currents, life restrictions, and sea bot- tom conditions. JOHN HERSEY Outside Yale John Hersey is probably best known as the author of Hiroshima or one of ten other books which he has written since 1942. At Yale, and especially at Pierson College, he is becoming in- creasingly known as an active master with his own distinctive ideas about what Yale's colleges should be. Of his role at Pierson Mr. Hersey says, I want what I do to become my r6le. Thus far, in his first year at Yale, what Mr. Hersey has done is to meet and dine with all Pier- son residents in small groups, to attend many college sports and social events, and to encourage communication between undergraduates and graduates by offering rooms vacated during the year to grad students. Mr. Hersey himself has long been active in public affairs. Since the war he has served on school committees, worked with citizens' study groups in public education, and campaigned twice for Adlai Steven- son. During this time he has been primarily engaged in writing fiction, a career which he began in 1942 with Men on Bataan and has since followed continuously at a pace of a book every few years. After three novels he won a Pulitzer for fiction in 1945. His novels include Into the Valley fl943j, A Bell for Adano Ql944j, Hiroshima fl946j, The Wall fl950j, The War Lover fl959j, The Child Buyer Ql960j, and White Lotus fl965l. His writing career began at Yale in the mid '30s when he wrote music criticism and a football column for the NEWS. Prior to Yale he prepared at the Hotchkiss School, and after graduation from Yale in 1936, he studied for a year on a Mellon Fellowship at Clare College, Cambridge. Mr. Hersey remarks on the differences between Yale in the '30s and Yale today: The intellectual force on life is much stronger now than it was when I was at college. Although he was himself in a 'vivid' class, including Jonathan Bingham, Stuart Alsop, Brehndan Bill, and August Heckscher, he thinks all the students seem more 'vivid' today.

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