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Full text of "General catalog"

Digitized by the Internet Archive 

in 2010 with funding from 

Boston Library Consortium IVIember Libraries 



http://www.archive.org/details/generalcatalog5455bran 



Brandeis University 
Bulletin 

General Cotolog Issue 




Session 
1954-1955 



WALTHAM 54, MASSACHUSETTS 



Table of Contents 

PAGE 

Officers of the University 5 

Fellows of the University 6 

Officers of Instruction 8 

Officers of Administration 13 

I. The Role of the University 15 

11. The University Facilities 19 

III. College of Arts and Sciences 29 

A. Admission of Students 29 

B. Scholarships and Financial Aid 32 

C. Student Personnel 34 

D. Student Activities 37 

E. Fees and Expenses 40 

F. Academic Requirements 44 

G. The Fields of Concentration 50 

IV. The Graduate School of Arts and Sciences 77 

A. General Information 77 

B. Areas of Graduate Studies 83 

Chemistry 83 

English and American Literature 84 

History of Ideas 86 

Music 88 

Near Eastern and Judaic Studies 91 

Psychology 93 

V. Courses of Instruction 95 

Appendix 

I. Endowment Funds 173 

II. Chairs 175 

III. Fellowships 177 

IV. Scholarship and Service Endowment Funds 180 

V. Scholarship Funds 185 

VI. Loan Funds . 204 

VII. Service Funds 207 

VIII. Prizes 208 

IX. Special Grants 211 

X. General Education S 213 

XI. Index of Courses 215 

[3] 



Acad 



caaemic 



Calend 



enaar 



1954 



September 15, Wednesday 

September 20, Monday 
September 22, Wednesday 
September 28, 29, Tuesday, 
Wednesday 

October 7, Thursday 
October 12, Tuesday 
October 19, Tuesday 

November 11, Thursday 
November 24, Wednesday 
November 25, Thursday 
November 29, Monday 

December 22, Wednesday 



Orientation Period begins for new 

students 
Registration of returning students 
Classes begin 
No Classes 

No Classes 
No Classes 
No Classes 

No Classes 
Mid-term grades due 
Thanksgiving recess 
Classes resume 

Winter recess begins at 1 p.m. 



1955 



January 3, Monday 
January 24, Monday 

February 3, Thursday 
February 7, Monday 
February 22, Tuesday 

March 30, Wednesday 

April 1, Thursday 

April 7, Thursday 
April 18, Monday 
April 19, Tuesday 

May 27, Friday 
May 30, Monday 
May 31, Tuesday 

June 9, Thursday 



Classes resume 

Mid-year examinations begin 

Mid-year examinations end 
Second semester begins 
No Classes 

Mid-term grades due 

Final date for filing application for 

graduate degrees 
Spring recess begins 
Classes resume 
No Classes 

No Classes 
No Classes 
Final examinations begin 

Final examinations end 



[4] 




Officers of the University 



1954-1955 



Board of Trustees 



Joseph F. Ford, Treasurer 
Norman S. Rabb, a.b., Secretary 
James J. Axelrod 
Abraham Feinberg, ll.m. 
Meyer Jaffe 
Jack M. Kaplan 
Dudley F. Kimball, m.b.a. 
Jessie Kramer 



George Alpert, ll.b., ll.d., President 

Adele Rosenwald Levy 
isador lubin, ph.d., ll.d. 
William Mazer, b.s. 
Joseph M. Proskauer, ll.d. 
Israel Rogosin 

Eleanor Roosevelt, ll.d., l.h.d. 
Jacob Shapiro, b.s. 
Morris S. Shapiro, l.h.d. 



Fresidejit of the University 
Abram Leon Sachar, ph.d., litt.d. 



Honorary Chairman, Fellows of the University 
Herbert H. Lehman, ll.d., l.h.d. 



Chairman, Fellows of the University 
Frank L. Weil, ll.b., l.h.d. 

[5] 



Fellows of the University 



Sidney J- Allen 
Detroit, Michigan 

Samuel E. Aronowitz 
Albany, New York 

Louis Aronstam 
Atlanta, Georgia 

Miss Susan Brandeis 

New York, New York 

Milton H. Callner 
Chicago, Illinois 

Joseph Cherner 

Miami Beach, Florida 

Colonel Henry Crown 
Chicago, IlHnois 

Harry L. Epstein 

Milwaukee,' Wisconsin 

Mose M. Feld 
Houston, Texas 

Dr. Joseph Frehling 
Louisville, Kentucky 

Samuel Friedland 

Miami Beach, Florida 

Charles Fruchtman 
Toledo, Ohio 

Frank Garson 

Atlanta, Georgia 

Jacob A. Goldfarb 

New York, New York 

I. E. Goldstein 

St. Louis, Missouri 

Miss Lutie D. Goldstein 
San Francisco, California 

Herman G. Handmaker 
Louisville, Kentucky 

Irving Kane 

Cleveland, Ohio 

Benjamin S. Katz 
Cincinnati, Ohio 

Cecil D. Kaufmann 
Washington, D. C. 



Edward H. Kavinoky 
Buffalo, New York 

Philip M. Klutznick 
Park Forest, IlHnois 

Leonard H, Krieger 

Pittsburgh, Pennsylvania 

Honorable Herbert H. Lehman 
New York, New York 

Irving Levick 

Buffalo, New York 

Julius Livingston 
Tulsa, Oklahoma 

Fredric R. Mann 

Philadelphia, Pennsylvania 

Morton J. May 

St. Louis, Missouri 

Honorable Theodore R. McKeldin 
Annapolis, Maryland 

Philip M. Meyers 
Cincinnati, Ohio 

Elmer Moyer 
Dayton, Ohio 

Colonel Benjamin Ourisman 
Washington, D. C. 

Jack I. Poses 

New York, New York 

Jacob S. Potofsky 

New York, New York 

Samuel Rapaporte, Jr. 

Providence, Rhode Island 

Frank H. Reitman 

Newark, New Jersey 

Harold L. Renfield 

New York, New York 

Jack Segall Resler 
Columbus, Ohio 

Tubie Resnik 

New York, New York 

Mrs. Max Richter 

New York, New York 



[6J 



< Dr. Julius M. Rogoff 

Rowayton, Connecticut 

Gustave J. Rosen 

New York, New York 

• Felix Rosenbaum 

Fitchburg, Massachusetts 

, Samuel Rubin 

New York, New York 

Ben Sadowski 

Toronto, Canada 

John D. Schapiro 

Baltimore, Maryland 

Samuel S. Schneierson 
New York, New York 

Charles Segal 

New York, New York 

• Nate S. Shapero 

Detroit, Michigan 

• Alfred Shapiro 

New York, New York 

■ Judge Joseph Sherbow 
Baltimore, Maryland 

Abe Shiffman 

Detroit, Michigan 

- Leonard N. Simons 
Detroit, Michigan 

Judge Simon E. Sobeloff 
Washington, D. C. 

Alvin A. Sopkin 

Fall River, Massachusetts 



Abe Stark 

New York, New York 

David Tannenbaum 

Los Angeles, CaUfomia 

Harold Turk 

Miami Beach, Florida 

Philip F. Vineberg 
Montreal, Canada 

Dr. Selman Waksman 

New Brunswick, New Jersey 

Abe D. Waldauer 

Memphis, Tennessee 

Abraham Warshaw 
Brooklyn, New York 

Frank L. Weil 

New York, New York 

Joseph Weingarten 
Houston, Texas 

Carl Weinkle 
Miami, Florida 

Morton Weinress 
Chicago, Illinois 

Herman Wiener 
Toledo, Ohio 

Charles H. Yalem 
St. Louis, Missouri 

Ben D. Zevin 

Cleveland, Ohio 



[7] 



Officers of Instruction 

1954-1955 

Faculty 

Abram Leon Sachar, ph.d., litt.d. President of the University 

Joseph Israel Cheskis, a.m., ph.d. Chairman of the School of 

Humanities and Professor of Romance Languages and Literature 

Saul G. Cohen, m.a., ph.d. Chairman of the School of Science, 

Chairman, Graduate Committee in Chemistry and 

Rita H. Aronstam Professor of Chemistry 

Svend Laursen, PH.D. Chairman of the School of Social Science and 

James Henry Yalem Professor of Economics 

Max Lerner, a.m., ph.d. Chairmaji, Graduate School of Arts and 

Sciences and Max Richter Professor of American 

Civilization ajid Institutions 

Frank Edward Manuel, a.m., ph.d. Chairman, Graduate Committee 

in History of Ideas and Mack Kahn Professor 

of Modern History 

Abraham H. Maslow, m.a., ph.d. Chairman, Graduate Committee in 
Psychology and Philip Meyers Professor of Psychology 

Simon Rawidowicz, ph.d. Chairman, Graduate Committee in Near 

Eastern and Judaic Studies and Michael Tuch Professor 

of Hebrew Literature and Jewish Philosophy 

Arthur Berger, b.a., m.a. Chairman, Graduate Committee in 

Music and Associate Professor of Music 

Erwin Bodky, m.a. Chairman of the School of Creative 

Arts ajid Associate Professor of Music 

James V. Cunningham, a.m., ph.d. Chairman, Graduate Committee in 

English and American Literature and Associate 

Professor of English 

[8] 



David Sandler Berkowitz, a.m., ph.d. 

Alfred Hart Professor of History and Political Science 

Leonard Bernstein, a.b. Professor of Music 

Robert Lyle Bishop, a.m., ph.d. Harry and Mae Edisoji Visiting 

{Massachusetts Institute of Technology ) Professor of Economics 

Henry Steele Commager, a.m., ph.d. Jacob Ziski?id Visiti7ig 

Professor of American Civilization and Institiitiojis 
{Columbia University) 

Irving Gifford Fine, a.b., a.m. Fredric R. Man?! Professor of Music 

Benjamin Friedman, b.s. Professor of Physical Education 

Louis Kronenberger, litt.d. Professor of Theatre Arts 

Alfred L. Kroeber, ph.d. Visiting Professor of Anthropology 

{on the Samuel Rubin Foundation) 
Ludwig Lewisohn, M.A., litt.d. /. M. Kaplan Professor of 

Comparative Literature 
Herbert Marcuse, ph.d. Professor of Politics 

Julius M. Rogoff, ph.g., m.d. Visiting Professor of Physiology 

Leo Szilard, ph.d. Buffalo Foundation Visiting Professor of Physics 

{ University of Chicago ) 

Paul J. Alexander, ph.d. Associate Professor of History 

{on the KaufTnann Foundation) 

Osborne Earle, a.m., ph.d. Associate Professor of English 

David L. Falkoff, b.a., ph.d. Associate Professor of Physics 

Nahum Norbert Glatzer, PH.D. Associate Professor of Jewish History 

Sidney Golden, b.s., ph.d. Associate Professor of Chemistry 

{on the Samuel Berch Foundation) 

Aron Gurwitsch, PH.D. Associate Professor of Philosophy 

Milton Hindus, b.a., m.s. Associate Professor of English 

Irving How^e, b.s.sc. Associate Professor of English 

Albert Kelner, m.sc, ph.d. Associate Professor of Biology 

{on the Julius M. Rogoff Foundation) 

Wolf Leslau, ph.d. Associate Professor of Near Eastern Languages 

Claude A. S. Vigee, m.a., ph.d. 

Associate Professor of Romance Languages and Liter attire 

Marie Boas, m.a., ph.d. Assistant Professor of History 

John Cotton Brown, a.b., ph.d. Assistant Professor of Politics 

[9] 



John Royston Coleman, m.a., ph.d. 

Visiting Assistant Professor of Economics 

(Massachusetts Institute of Technology) 

{on the Jacob S. Potofsky Foundation) 

Lewis A. Coser, ph.d. Assistant Professor of Sociology 

James E. Duffy, a.m., ph.d. Assistant Professor of Spanish 

*RicHARD S. EcKAus, M.A., PH.D. Assistaiit Professor of Economics 

Herman T. Epstein, m.a., ph.d. Assistant Professor of Physics 

Orrie M. Friedman, b.sc, ph.d. Assistant Professor of Chemistry 

Oscar Goldman, a.m., ph.d. Assista?it Professor of Mathematics 

(on the Benjamin S. Katz Foundation) 
Samuel Joseph Golub, m.a., ph.d. Assistant Professor of Biology 

{on the Sayde Genis Foundation) 
Jerome Himelhoch, m.a., ph.d. Assistant Professor of Sociology 

{on the Mortimer GryzTnish Foundation for Hujnan Relations) 
Rudolf Kayser, ph.d. 

Assistant Professor of German Language and Literature 

Myer Kessler, M.S., PH.D. Assistant Professor of Physics 

James B. Klee, m.a., ph.d. Assistaiit Professor of Psychology 

Kenneth J. Levy, a.b., m.f.a. Assistant Professor of Music 

Leonard W. Levy, a.m., ph.d. 

Assistant Professor of American Civilization and Institutions 

Robert A, Manners, m.a., ph.d. Assistant Professor of Atithropology 

{on the Sa?nuel Rubin Foundation) 

Shlomo Marenof, ph.b., m.a. 

Assistant Professor of Hebrew Language and Literature 

Stuart Allan Mayper, m.sc, ph.d. Assistant Professor of Chemistry 
Albert Gjerding Olsen, a.m., ph.d. Assistant Professor of Biology 

Merrill D. Peterson, a.b., ph.d. 

Assistant Professor of American Civilization 

Robert Otto Preyer, m.a., ph.d. Assistant Professor of English 

Literature 
Thomas Laman Savage, a.b., m.a. Assistant Professor of English 

Harold Shapero, a.b. Assistant Professor of Music 

Mitchell Siporin 

Assistant Professor of Fine Arts and Artist-in-Residence 
Carl J. Sindermann, a.m., ph.d. Assistant Professor of Biology 

Harry Stein, b.s., m.a. Assistant Professor of Physical Education 

Marie Syrkin, b.a., m.a. Assistant Professor of Humanities 

Walter Toman, ph.d. Assistant Professor of Psychology 

Earl A. Wilson, b.s., ph.d. Assistant Professor of Chemistry 

*On leave of absence, 1954-55. 

[10] 



Clarence Q. Berger, a.b., a.m. Lecturer in the Social Sciences 

Leo Bronstein, ph.d. 

Lecturer in the Fine Arts and Near Eastern Civilization 

Richard Edwards, m.a., ph.d. Lecturer in the Fine Arts 

George Fischer, ph.d. Lecturer in History 

Peter Grippe Lecturer in the Fine Arts 

Solomon Lipp, m.s., ph.d. Visiting Lecturer in Education 

John F. Matthews, b.a. Lecturer in Theatre Arts 

William Salant, a.b., m.a. Visiting Lecturer in Economics 

Denise a. Alexandre, licencie es lettres 

Instructor in Romance Languages 



Ariel Ballif, m.f.a. 
Jean-Pierre Barricelli, m.a., ph.d. 
Rose Bogrow, a.b., a.m. 
James L. Cole, a.b., a.m. 

ArNO CrONHEIM, PH.D. 

Philip J. Finkelpearl, a.m., ph.d. 
Emanuel Flumere, b.s., m.ed. 
Lawrence H. Fuchs, b.a. 



Instructor in Theatre Arts 

Instructor in Romance Languages 

Instructor in Physics 

Instructor in Philosophy 

Instructor in Mathematics 

Instructor in Humanities 

Instructor in Physical Education 

Instructor in Political Science 



Jay W. Gossner, m.a., ph.d. 

histructor in Romance and Classical Lajiguages 



Jonas Greenfield, m.a. 
Richard M. Held, m.a., ph.d. 
Irving Heller, b.s., ed.m. 
Harriman Jones, a.m., ph.d. 
Gregory J. MacDougall 
Irving J. Massey, m.a., ph.d. 
Arno J. Mayer, b.b.a., ph.d. 
ricardo b. morant, m.a., ph.d. 
Anna Catherine Nichols, b.s., m.s. 
Henry Popkin, a.m., ph.d. 
Philip Rieff, m.a., ph.d. 
Sidney Rosen, a.b., a.m. 
Bernard Rosenberg, m.s.sc, ph.d. 
Robert Edgar Ruigh, b.a., m.a. 
Caldwell Titcomb, m.a., ph.d. 



Instructor in Semitics 

Instructor in Psychology 

Instructor in Physical Education 

Instructor in French 

Instructor in Dance 

Instructor in Comparative Literature 

Instructor in Politics 

Instructor in Psychology 

Instructor in Physical Education 

Instructor in English 

Instructor in Sociology 

Instructor in Physical Science 

Instructor in Sociology 

Instructor in History 

Instructor in Music 



[11] 



Chi-Hua Wang, ai.s., ph.d. 

Instructor in Chemistry and Research Associate 

Roy Weinstein, b.s., ph.d. Instructor in Physics 

Kathleen Butcher Whitehead, m.a., ph.d. Instructor in Mathematics 

John Burt Wight, ed.m., ph.d. histructor in English Composition 

Harry Woolf, b.s., m.a. Instructor in History 

Harry Zohn, a.m., ph.d. histructor in German 



Alfred Nash Patterson 

Associates, Teaching 

Eunice Alberts 
Lucy Altschul, a.b., ph.d, 
Rolf Altschul, a.m., ph.d. 
Gladys M. Ayvazian, b.s. 
Philip Bernstein, b.s. 

ElIAHU BoGER, PH.D. 

Paul Bregor 

Ornella Calabi, b.s.c, m.s.c. 

Stanley Coopersmith, b.a. 

Sidney Fenig, b.s. 

Abraham Fleminger, b.s., m.a. 

Daniel G. Freedman, a.b., m.a. 

Shu-hsi Hsiao, b.s. 

Laurence W. Littau, b.s. 

Sara A. Locke 

Arnona Marenof, b.s. 

norbett l. mintz, b.a., m.a. 

MiSCHA NiELAND 

Dolores J. Reguera, b.s. 
Marion Reiner, b.s. 
Aaron Rosenfield, b.s., m.s. 
Mary Briggs Sadovnikoff, a.b. 
Clorinda L. Saragosa, b.s. 
Robert D. Schnitzer, b.a. 
Stanley Solomon, b.sc. 
Luis Antonio Veguilla, b.s. 
George A. Zazofsky 
*Asof July 1, 1954. 



Director of University Chorus 

Fellows and Assistants* 

Associate in Voice 

Research Associate in Chemistry 

Research Associate in Chemistry 

Teachi?ig Fellow in Biology 

Teaching Fellow in Chemistry 

Research Associate in Chemistry 

Associate i?i Fiano 

Teaching Fellow in Biology 

Teaching Fellow in Psychology 

Teaching Fellow in Chemistry 

Teaching Fellow in Biology 

Teaching Fellow in Psychology 

Teaching Fellow in Chemistry 

Teaching Fellow in Chemistry 

Associate in Piano 

Teaching Fellow in Physical Education 

Teaching Fellow in Psychology 

Associate in Violoncello 

Research Associate in Biology 

Teaching Fellow in Chemistry 

Teaching Fellow in Biology 

Teaching Fellow in Music 

Teaching Fellow i?i Physical Education 

Teaching Fellow in Psychology 

Teaching Fellow in Chemistry 

Teaching Fellow in Chemistry 

Associate in Violin 



[12] 



Officers of Administration 

Office of President 

Abram Leon Sachar, ph.d., litt.d President of the University 

Clarence Q. Berger, a.b., a.m Dean of Administration 

Shepherd Brooks, ll.b., a.m Dea?i of University Development 

Joseph F. Kauffman, a.b., a.m.. .Administrative Assistant to the Presidefit 

Academic 

Office of Registrar and Admissions 

C. RuGGLES Smith, ll.b., a.m Director 

Philip J. Driscoll, a.b., m.a Assistant Director 

Office of Student Personnel 

Charles Warner Duhig, a.b., a.m Director 

Ellen K. Lane, a.b., m.e Assistant Director 

Stanley D. Weinstein, a.b Assistant Director 

Health Office 

Robert J. Cataldo, a.b., m.d Medical Director 

Ralph Mankowich, b.s., m.d Senior Surgeon 

Florentino p. Pina, a.b., m.d Junior Physician 

Psychological Counseling Center 

Eugenia Hanfmann, ph.d Director 

Norman Goldstein, m.a., ph.d Counselor 

Visiting Committee of the Psychological Counseling Center: Andras 
Angyal, M.D., Crete L. Bibring, M.D., George E. Gardner, Ph.D., M.D. 

l.ihrary 

Louis Schreiber, b.s.s., b.l.s Director of Administrative Services 

Norman A. Gartside, a.b., m.s. in l.s Cataloguer 

Shirlee E. Koretsky, b.s Readers' Services Librarian 

Harry N. Tarlin, m.a., m.s. in l.s Acquisitions Librarian 

Athletic Office 

Benjamin Friedman, b.s Director 

[13] 



Office of Faculty Administrative Services 

Gertrude Carnovsky Faculty Administrative Assistant 

Samuel Rosenfield Superintendent of Science Laboratories 

Brandeis University Art Collection 

Mitchell Siporin Curator 

Charna S. Cowan Curator, Student Rental Program 

Administrative 

Office of Comptroller 

Bernard Gordon, b.s., m.b.a Comptroller 

Norman R. Grimm, a.b Steward 

Marjorie Olson Bursar 

William Dansker, a.b Manager of Services 

Office of Public Affairs 

Emanuel M. Gilbert, b.s Director 

Office of University Resources 

Philip Silverman, b.s Director 

Hyam Korin, a.b., m.a Program Director, Brandeis Associates 

Buildings and Grounds 

Sumner J. Abrams Director 

Joseph M. Maher, Jr Assistant to the Director 

Board of Trustees 

Marjorie Phelon, a.b Executive Secretary 

University Relations 

Eleanor Moran, a.b Executive Secretary, Alumni Association 

Edith A. Steinberg, a.b Director, Neiv York Area 

Anne Zyphers .... Executive Secretary, National Wome?i's Cofftmittee 

Administrative Personnel 

Esther Blauer (Secretary to the President); Barbara Johnson (Office of the 
President); Ruth Rudik (Office of the Dean of Administration); Anastasia H. 
Sutermeister (Office of Admissions); Etta Crevoshay (Athletic Office); Keitha 
Lindquist (Office of Comptroller); Gladys Colder (Office of PubHc Affairs); 
Rowena Peoples (Office of Buildings and Grounds); Elsie Brown (Scholarships 
Office); Anne Caspari (Accounts Office); Maxine Simonds (Service Bureau); 
Paula Blay (Health Office); Beverly Fanning (Bursar's Office). 

[14] 



The Role of tke University 

Brandeis University is named for the illustrious jurist, Louis Dem- 
bitz Brandeis, whose wisdom contributed to every aspect of the 
welfare of his country and his people. The founders of the Uni- 
versity have been inspired by the challenge of Justice Brandeis' ideal 
of what a university should be: 

'7? must always be rich in goals and ideals, seemingly attainable but 
beyond immediate reach . . ." 

"/^ must become tndy a seat of learning where research is pursued, 
books written, and the creative iyistinct is aroused, ejicouraged, and 
developed in its facidty and students." 

^'It must ever be mindful that education is a precious treasure trans- 
mitted—a sacred trust to be held, used, and enjoyed, and if possible 
strengthened, then passed on to others upon the same trust." 

At the inaugural ceremonies in October, 1948, the aims of Brandeis 
University were stated by the first President, in the form of a three- 
fold promise. First, Brandeis will be an institution of quahty where 
the integrity of learning, of research, of writing, of teaching, will 
not be compromised. An institution bearing the name of Justice 
Brandeis must be dedicated to conscientiousness in research and to 
honesty in the exploration of truth to its innermost parts. 

Secondly, Brandeis University will be a school of the spirit— a 
school in which the temper and climate of the mind will take prec- 
edence over the acquisition of skills, and the development of tech- 
niques. Unyielding in the face of the defeatism which is inherent 
in the various phases of nihilism, Brandeis will be a dwelling place of 
permanent values— those few unchanging values of beauty, of right- 
eousness, of freedom, which man has ever sought to attain. 

Finally, Brandeis will offer its opportunities of learning and of 
the cultivation of the heart to all. Neither student body nor faculty 
will ever be chosen on the basis of population proportions whether 
ethnic or religious or economic. 

Brandeis University came into being because of the desire of 
American Jewry to make a corporate contribution to higher education 
in the tradition of the great American secular universities which have 
stemmed from denominational generosity. By choosing its faculty 
on the basis of capacity and creativity and its students according to 
the criteria of academic merit and promise, the University hopes to 
create an environment which may cause the pursuit of learning to issue 
in wisdom. 

[15] 



THE ROLE OF THE UNIVERSITY 

THE SPECIAL CHARACTER 

The launching of a new school has naturally raised many questions 
about its special character. To what educational philosophy does it 
subscribe? Will it encourage the development of vocational skills? 
Will it follow the leadership of schools which are mainly concerned 
with the personal fulfillment of the students? Will it plan for early 
specialization or is the pattern of general education to be preferred? 

In truth, the special character of Brandeis, in its undergraduate 
areas, is difficult to define because it is not planned to implement any 
extremist educational philosophy. The University has set itself to 
develop the ivhole man, the sensitive, cultured, open-minded kind of 
citizen who grounds his thinking in facts, who is intellectually and 
spiritually aware, who believes that life is significant and who is con- 
cerned about a going society and the role he will play in such a 
society. 

The University will not give priority to the molding of vocational 
skills nor is it partial to the development of specialized interests at 
the expense of a solid general background. This should not be con- 
strued to mean that what is termed practical or useful is to be ignored. 
Brandeis merely seeks to avoid specialization which is unrelated to 
the heritage of the Western World,— its humanities, its social sciences, 
its sciences and its creative arts. For otherwise it produces fragmen- 
tized men with the compartmentalized point of view which has been 
the bane of contemporary life. 

A realistic educational system must offer adequate opportunity 
for personal fulfillment. The ego is precious and it should be pro- 
tected and enriched. Education at Brandeis encourages the drive for 
personal fulfillment, but only within the framework of social re- 
sponsibility. 

Thus Brandeis belongs with many of its sister institutions as it 
strives for full-orbed personalities, practical enough to cope with the 
problems of a technological civilization, yet mellowed by the values 
of a long historical heritage; self-sufficient to the point of intellectual 
independence, yet fully prepared to assume the responsibilities which 
society imposes. 

UNIVERSITY ORGANIZATION 

Brandeis University at the present time comprises two schools, the 
College of Arts and Sciences, which offers courses of instruction 
leading to the Bachelor of Arts degree; and the Graduate School of 
Arts and Sciences, which offers courses of instruction leading to the 
Master of Arts, Master of Fine Arts, and Doctor of Philosophy 
degrees. 

[16] 



The late Supreme Court Asso- 
ciate Justice Louis Dembitz 
Brandeis, for whom the Uni- 
versity was named. 



Below . . . The campus of the 
future. Architect's concept of 
the strikingly designed Bran- 
deis campus. Eight of the new 
buildings have already been 
constructed. 






A path is cleared from Ford 
Hall, main classroom building. 



Below . . . Enjoying the 
Spring sunshine, students chat 
before the newly completed 
Hamilton Dormitories for 
Women. 




THE ROLE OF THE UNIVERSITY 

The College of Arts and Sciences at Brandeis University is not 
organized in the traditional departmental system. The courses of 
instruction under it are offered by four schools, designated as the 
School of Social Science, the School of Humanities, the School of 
Science, and the School of Creative Arts. By avoiding the adminis- 
trative structure of many small departments and divisions, Brandeis 
University hopes to facilitate cooperation and the interplay of ideas 
among specialists on the faculty and to produce a better integration 
of knowledge during the undergraduate years. 

Regularly matriculated students pursuing courses of instruction 
under the Faculty of Arts and Sciences may, upon satisfactory com- 
pletion of the first year, continue as candidates for the Bachelor of 
Arts degree. 

Introductory and survey courses in all fields provide a foundation 
for the student's general education as distinguished from his more 
intensive pursuit of knowledge within specialized areas. After the 
first year's work is satisfactorily completed, each student will select a 
provisional field of concentration from the programs of studies offered 
by one of the Schools. A full listing of courses of instruction in the 
College of Arts and Sciences appears in a later section of the catalog. 

The Graduate School of Arts and Sciences offers courses of study 
leading to the master's and doctor's degrees in six areas: Chemistry, 
Music, Near Eastern and Judaic Studies, Psychology, English and 
American Literature, and History of Ideas. A full listing of the 
courses of instruction in these areas appear later in the catalog. 

SPECIAL EVENTS 
The Institute of Adult Education 

Launched in the Spring of 1949, the Institute of Adult Education 
offers programs to an ever-widening audience in the Greater Boston 
area. In courses devoted to the theatre, science, poetry, religion, 
literature, and psychology, the University has brought to its campus 
such lecturers as Jacques Maritain, W. H. Auden, Archibald Mac- 
Leish, Erich Fromm, and Aaron Copland. These programs are open 
to the student body and to the general public. 

Annual Louis Dembitz Brandeis Memorial Lecture 

An annual lecture series has been estabhshed in commemoration 
of the birthday of Louis Dembitz Brandeis, for whom the University 
is named. These lectures, open to the public, concern themselves 
with "the cause of justice and the rights and dignity of man." Pre- 
vious Louis Dembitz Brandeis Memorial Lecturers have been United 
States Supreme Court Associate Justices Felix Frankfurter and Wil- 

(I7| 



THE ROLE OF THE UNIVERSITY 

liam O. Douglas, and Irving Dilliard, of the St. Louis Post-Dispatch, 
and the Honorable Charles E. VVyzanski, Jr., United States District 
Judge for Massachusetts. 

The Festival of the Creative Arts 

Each year the University sponsors a Festival of the Creative Arts 
which is held in the UUman Amphitheater. In the past it has fea- 
tured the world premiere of Leonard Bernstein's "Trouble in Tahiti," 
a choreographed version of Stravinsky's "Les Noces," world premiere 
of Kurt Weill's ''Threepenny Opera" in the English adaptation by 
Marc Blitzstein, the first presentation in America of Poulenc's 'Xes 
Mamelles de Tiresias," and a major art exhibit 'Toung America- 
Artists Under Forty." 

SPECIAL SEMINARS 

To implement its philosophy of education, the University brings 
to its campus from time to time distinguished authorities to conduct 
seminars in various fields. It is believed that exposure to varying 
points of view as expressed by these distinguished authorities tends 
to intensify and strengthen the entire educational process. 

Among those who will conduct seminars at Brandeis University 
during the academic year 1954-55 will be: 

Mrs. Eleanor Roosevelt 

Leonard Bernstein, composer and conductor 

Dr. Julius M. Rogoff, endocrinologist 

Dr. Alfred L. Kroeber, anthropologist 

OTHER CULTURAL OPPORTUNITIES 

The favorable location of Brandeis University enables its students 
to enjoy both the charm of rustic New England life and the advan- 
tages of metropolitan Boston, only 12 miles from the campus. 

Outstanding musical events are offered at Symphony Hall, home 
of the Boston Symphony Orchestra, at the Boston Opera House and 
at Jordan Hall. Valuable art collections and interesting exhibits are 
found in the Boston Aiuseum of Fine Arts, the Isabella Stewart 
Gardner Museum, the Boston PubHc Library, and the Boston Institute 
of Contemporary Art. Students are urged to attend the lectures and 
forums constantly scheduled in the city. 

Opportunities for entertainment are also plentiful. With more 
legitimate theatres than any city in the nation except New York, 
Boston is often host to new plays before they are taken to Broadway. 
The ballet, the opera and other similar events are equally accessible. 

fl8] 



II 



University Facilities 



Brandeis University is located on the outskirts of the community 
of Waltham, Massachusetts, some 12 miles west of metropolitan 
Boston. It is adjacent to Wellesley and in close proximity to the 
historic towns of Lexington and Concord. The University campus 
comprising some 200 acres is situated high on tree-studded hills over- 
looking the panorama of the suburbs of Greater Boston. The lowest 
land point of the University campus is at its easterly boundary where 
it meets the Charles River and the highest point is New England's 
famed Boston Rock. Historical records reveal that it was from Boston 
Rock that Governor Winthrop and an exploring party of the Massa- 
chusetts Colony first surveyed the land in this region. Claims have 
been made that early Viking explorers traveled up the Charles River 
and established a campsite in the close vicinity of the present Brandeis 
University campus. 

The campus may be reached from Boston by train, streetcar or 
automobile. Boston and Maine Railroad trains run from North 
Station, Boston to the Roberts-Brandeis University Station, a few 
hundred yards from campus. Those desiring to reach the campus 
by streetcar should take a Watertown trolley in the Park Street sub- 
way station of Boston and transfer at Newton Corner to a Roberts 
bus, which stops at the University. Those reaching the University 
by automobile from Boston should drive for about ten miles on Com- 
monwealth Avenue to Norumbega Park, cross the bridge over the 
Charles River, turn right at the rotary, and follow the road signs 
from this point. The campus may also be approached by auto from 
the main traffic artery which encircles Boston, Route 128, by taking 
Southbound or Northbound Exit No. 45, and following road signs 
from that point. 

At the present time, the campus has 25 major buildings and several 
smaller units connected by wide curving walks, and landscaped areas 
with vistas of rugged unbroken foliage. During the academic year 
1954-55 construction of seven new buildings will be undertaken: the 

[19] 



UNIVTRSITY FAQUTIES 



three chapels; the David Stoneman Infirmary building which will then 
house among others the facihties now located in the University Health 
Office; a new women's dormitory in the Hamilton Quadrangle; the 
Brown Terrarium; and the Charles Hay den Science Building. 



RESIDENCE HALLS 

Brandeis University is basically a resident institution and at the 
present time facilities are available for housing some 80% of the 
entire undergraduate student body. The usual accommodations are 
double rooms for men or women students; a small number of single 
rooms are available. Each dormitory facility possesses its own recrea- 
tion lounge, and the women's units have facilities for washing and 
ironing. 

Each resident student is expected to bring blankets, ' lamps and 
such rugs and decorations as are desired. In addition, resident students 
are required to make arrangements for their own linen and towel 
service, and are responsible for the care of their own rooms. 

The Castle: 

Located atop the University campus and opposite Boston Rock 
is the Castle, the landmark of the University. A huge fieldstone build- 
ing designed in a frank attempt to imitate Norman Gothic medieval 
architecture, the Castle was built during the period 1925-35, long 
before Brandeis University came into being. Architecturally unique 
it draws visitors from every section of the country. The interior was 
completely renovated in 1948 to provide modern living facilities for 
students. The Castle dormitory facihties include both single and 
double rooms and apartments accommodating five to ten women 
students. 

Schwartz Hall: 

A sister structure to the Castle, the Nathan and Ida Schwartz 
Hall is a building dupHcating the Norman Gothic design with a com- 
pletely modern interior, housing 30 women students. The lounge is 
decorated in a contemporary style and is located on the ground floor 
adjacent to the tennis courts. The building was erected in the early 
1930's and the interior adapted for dormitory use by the University 
in 1950. It was presented to the University by the children of Nathan 
and Ida Schwartz of Boston, Massachusetts, to honor their parents. 

[20] 



UNIVERSITY FACIUTIES 

Hamilton Quadrangle: 

Hamilton Quadrangle is projected as one of the main housing and 
recreational areas of the University. It presently consists of a large 
double dormitory unit on the west side, and the new Dining Hall- 
Student Center building on the south side. On the north end is a 
third dormitory unit, while a fourth is under construction. Future 
plans call for developing an additional unit on the east side, to pro- 
vide a total housing capacity of approximately 400. The architecture 
for Hamilton Quadrangle is in contemporary style with correspond- 
ing interior decor. In the center of the Quadrangle is a small pond 
with an arching foot bridge that provides a delightful setting. 

The student rooms are equipped in a modern functional manner 
to afford maximum closet and working space, and include specially 
designed combination bureau-desk-and-bookcase pieces. Each unit 
has its own lounge facing the Quadrangle which afFords ample oppor- 
tunity for relaxation and small parties. The Shelley-Levinson Music 
Room in Hamilton A is available for both practice and recreation. 

Roosevelt Cottage: 

Located just off the main campus, Roosevelt Cottage is a con- 
verted home established as a cooperative dormitory for 16 women 
students. With facilities provided by the University, the students take 
all responsibility for cleaning and for the preparation of meals. A 
substantial savings is thus effected over the cost of University dormi- 
tory living. 

Smith Hall: 

Located south of Boston Rock, Smith Hall is a white, wooden 
structure constructed by the University in 1948 and serves as a men's 
dormitory. Its colonial, pine-panelled lounge, dominated by a large 
fireplace, is often used for Sunday afternoon teas and informal 
parties. It has been named by the Board of Trustees of the University 
in honor of Dr. John Hall Smith who maintained an educational in- 
stitution on the present campus site of Brandeis University and whose 
ingenuity and resources were poured into the development of the area, 
especially the older buildings of the campus. 

Ridgewood Cottages: 

The Ridgewood Cottages, converted from private dwellings, 
house approximately 15 men in each dormitory in comfortable, in- 
formal quarters in an area situated at the southeastern tip of the 
campus. Each dormitory is furnished with a pine-panelled lounge, 
similar to the William McKinley Lounge in Ridgewood 20. 

[21] 



UNIVERSITY FAQUTIES 

The Ridgewood Quadrangle: 

These five modern brick dormitories arc arranged in quadrangular 
form and comprise one of the University's basic living quarters for 
men. They are named Danciger Hall, in honor of a benefaction from 
the Danciger family of Forth Worth, Texas, and Tucson, Arizona; 
Louis Emerman Hall, in honor of a memorial benefaction by the 
Emerman family of Chicago, Illinois; Charles Fruchtman Hall, in 
honor of a benefaction from the Fruchtman family of Toledo, Ohio; 
and Arthur and Sadie Rosen Hall, in honor of a benefaction by their 
children, Carl and Leo Rosen of Boston. 

The area in the center of the quadrangle is often the scene of 
Spring and Autumn parties. The five dormitories house 167 male 
students and each hall has two lounges. Among these are the Samuel 
and Yeva Prosterman Lounge, and the Leo Lehman Lounge. 

Modern in feeling, these red brick residence halls with their ample 
expanses of glass window-walls and their gaily colored panels of 
yellow, red, and green, provide an interesting concept of dormitory 
living. 

STUDY HALLS 
Ford Hall: 

Towering over the central campus area is the red brick Clara and 
Joseph F. Ford Hall, the main classroom building named to com- 
memorate the gift of devoted friends in honor of the sixtieth birthday 
of a founding Trustee, Joseph F. Ford of Boston, Massachusetts. In 
it are located classrooms, seminar rooms, and many of the laboratories 
serving the School of Science. These include the Alpha Omega Bio- 
logical Laboratories; the Matilda and Frank Casty Science Laboratory; 
the Richard Cohn Science Stockroom; and the Clara Hellman Heller 
Biology Laboratory for Student Research. 

Among the classrooms located in Ford Hall are the Frieda and 
Leo Feinberg Classroom; the Oscar Grosberg Memorial Classroom; 
the Nathan and Ella Harris Memorial Classroom; the Celia Alch Smith 
Classroom; and the Harry B. Smith Memorial Room. 

Focal point of academic activity on the Brandeis campus, Ford 
Hall contains faculty and administrative offices, in addition to Nathan 
Seifer Hall, a beautifully decorated auditorium seating approximately 
500, given to the University as a memorial to the late Nathan Seifer 
by members of his family of Sycamore, Illinois. During the academic 
year Seifer Hall is in frequent use for large lecture classes, concerts 
and dramatic performances, and for evening sessions of the Institute 
of Adult Education. 

[22] 



university faciuties 

Hayden Science Building: 

Construction will begin in the current academic year on the 
Hayden Science Building, made possible by a gift from the Charles 
Hayden Foundation of Boston and New York of which J, Willard 
Hayden is president. The building will contain complete scientific 
instructional and research facilities for the undergraduate School of 
Science and for advanced work in the Graduate School. 



>YDEMAN 



Hall: 



Constructed as an annex to Ford Hall, the William H. Sydeman 
Hall memorializes a former Bostonian and prominent New York 
merchant and philanthropist. Sydeman Hall contains a reading room, 
classrooms and laboratories. 

Facilities located in Sydeman Hall include: the Anna Reinfeld 
Hall; the Samuel Breitman Family Physics Laboratory; the Max and 
Harriet Chernis Classroom; the Richard Cohn Chemical Laboratory; 
the Ida and Mark A. Edison Biological Laboratory; the Morris Falk 
Atomic Structure Laboratory; the Abraham Halperin Physical Chem- 
istry Laboratory; the Frank Mack Research Laboratory; the Anna 
Reinfeld Laboratory; the William H. Sydeman Laboratory; and the 
Hyman and Frances Cohen Faculty Lounge. 

Waltham Hall: 

Waltham Hall, a charming crescent-shaped one-story building, 
provides space for the Psychological Counseling Center, the Ford 
Speech Clinic and the busy Campus Store. The Ford Speech Clinic 
was established by employees of the Ford Manufacturing Company, 
in appreciation of the kindness, thoughtfulness and devotion of Clara 
and Joseph F. Ford. The Campus Store is maintained by the Univer- 
sity to provide students with a convenient and economical means of 
securing general supplies, books, stationery, refreshments, and tickets 
for entertainments or exhibits in the metropolitan area. 

Roberts Cottage: 

A converted private home located on the southeastern tip of the 
campus, Roberts Cottage houses facilities for music instruction, the 
music library, practice rooms, and the offices of the music faculty of 
the School of Creative Arts. The cottage is in constant use by both 
undergraduate and graduate students, and is used for rehearsals of the 
Brandeis Orchestra. 

[23] 



UNINTRSITY FAQLITIES 

THE UNIVERSITY LIBRARY 

The ivy-covered University Library, at the foot of the apple 
orchard, is located in the center of the Brandeis campus. The Library, 
which is housed in a high gabled, fieldstone structure, is completely 
supported by the National Women's Committee of Brandeis Univer- 
sity. Remodeled in 1948, with a new stack wing, the Library reading 
rooms can accommodate more than three hundred students at a time. 
Its collection, devoted to current instructional research and reference 
purposes, is being enlarged to keep pace with the expansion of the 
University. 

A popular section of the Library is the Music Balcony, where 
students may hear recordings. One of the record players was provided 
by the Class of 1953. The University record library contains more 
than 1000 albums. 

A three-story annex to the University Library provides additional 
storage and reading space. 

Through the courtesy of city officials, students at Brandeis Uni- 
versity have access to the Waltham Public Library. Faculty and stu- 
dents engaged in advanced research may also utilize the facilities of the 
Boston Public Library and neighboring educational institutions. 

USEN COMMONS ROOM 

The tastefully furnished Usen Commons Room, situated above the 
Dining Hall in the Castle, provides for the comfort and entertainment 
of the students during leisure hours. It was named the Edyth and 
Irving Usen Lounge by the Board of Trustees to honor a benefaction 
received in the pioneering days of Brandeis University. This spacious 
lounge room, containing a small picture gallery, is furnished with 
comfortable divans, club chairs and bridge tables. Large enough 
for small dances and the frequent record hops, this social center is 
equipped with a piano, a radio-record player, and a television set. In 
the center of the room is a massive stone fireplace, which provides 
cheery warmth and comfort and atmosphere on chilly New England 
nights. 

STUDENT CENTER 

A two-story glass wall overlooking the pond and gardens of 
Hamilton Quadrangle is a striking feature of the new Student Center, 
completed in January, 1954. A handsome rust-brick structure in 
contemporary design, the building serves as a center of student recrea- 
tional activity. 

[24] 



UNIVERSITY FACIUTIES 

The first floor of the building houses a dining hall, with the sec- 
ond floor devoted to recreation and additional dining facilities. These 
include a handsome lounge, a faculty dining room, a private dining 
room, a Club Lounge for study and evening organizational meetings, 
and a Music Room provided by the Class of 1952. 

THE THREE CHAPELS 

Grouped around a natural lagoon which provides a fitting site for 
this unique interfaith project, Brandeis University is now constructing 
three chapels which will provide for the spiritual needs of students 
of the three major faiths. 

This will mark the first time on any university campus that such 
a religious grouping of individual structures has been undertaken. 
Traditionally the chapels constructed at colleges and universities stem- 
ming from a religious faith are built as a chapel of that faith. Hospi- 
tality to use the facility is extended to students of other faiths but 
the chapel remains an edifice in the image of the host group. 

Brandeis University feels, however, that worship is very much a 
matter of mood and spiritual climate and is not limited to the words 
that are spoken or the ceremonies performed. 

For this reason, the three chapels— individual structures of equal 
dignity and adequacy— are being constructed, scheduled to be com- 
pleted in the fall. The University has no doctrinal slant and there is 
no official chaplain nor any compulsory services. Services will be 
sponsored by the three student religious organizations: Hillel Founda- 
tion, Newman Club, and the Student Christian Association. 

There will also be an open altar serving a large outdoor area. Here, 
functions shared in common by all faiths will be celebrated, such as 
Thanksgiving, Baccalaureate, Vesper Services and the like. 

The Jewish Chapel will be dedicated as the Mendel and Leah 
Berlin Chapel in memory of the parents of Dr. David D. Berlin, Boston 
surgeon. The Protestant Chapel and the Catholic Chapel, primarily 
underwritten by a number of Christian friends and by individual 
members of the Board of Trustees, have not as yet been named. 

WOODRUFF HALL 

Overlooking the central campus area is the white-bricked Louis S. 
and Millie Woodruff Hall, which houses the Office of the President 
and other administrative units. The Louis S. and Millie Woodruff Hall 
was named by the Board of Trustees to commemorate the gift of 
Harold Woodruff of Toledo, Ohio, in memory of his parents. A two- 

[25] 



UNIVTRSITY FAQUTIES 

Story annex, added in 1952, was named in honor of Tamra Lou 
Woodruff. 



ULLMAN AMPHITHEATRE 

Utilizing a natural bowl beneath the grape arbor on the Brandeis 
campus, the Adolph Ullman Amphitheatre was constructed in 1952. 
A striking modern structure with brightly colored doors, the Amphi- 
theatre was dedicated by the Board of Trustees to a benefactor who 
has generously devoted his talents and resources to the establishment 
and development of the Brandeis University School of Creative Arts. 

Scene of the University's annual Festival of the Creative Arts, the 
Amphitheatre contains a complete stage with full theatrical hghting 
equipment and orchestra pit, several large classrooms and faculty 
offices. All theatre instruction is concentrated here. 



SOUTH HALL 

South Hall contains the facilities of the University Service Bureau, 
the sculpture studio, and the University Post Office. 



UNIVERSITY HEALTH OFFICE 

The University maintains the Henry Feil Clinic, established by 
the Henry Feil Philanthropic League of New York, and the George 
Simonoff Infirmary, dedicated to his memory by his family. Regis- 
tered nurses are on 24-hour duty and the University physicians are in 
daily attendance. Students and all full-time employees may consult 
the medical staff without charge. 

The University maintains a ten-bed infirmary for students with 
minor, non-contagious ailments. Arrangements have been made with 
Waltham and other approved hospitals to admit students who need 
full-time medical or surgical attention. 

David Stoneman Infirmary: 

The David Stoneman Infirmary, now under construction on the 
forward slope near the Castle, is scheduled for completion in the 
Spring of 1955. This Infirmary will house a lounge, an outpatient 
clinic, four consulting suites, a first-aid treatment room, and facilities 
for twenty bed-patients. 

[261 



UNIVERSITY FACILITIES 

The Infirmary, which has been mainly underwritten by Mrs. David 
Stoneman and family of Newton, Massachusetts, will memorialize the 
name of her late husband. The names of her sons, the late Harold and 
George Stoneman, will be perpetuated by Mrs. Stoneman, as well as 
the names of Mr. and Mrs. J. Morris Fleisher by their children in the 
Fleisher Wing. 

Sam and Norman Shmikler Hall in the Infirmary will be named 
in memory of the father and brother of Joseph, Raymond, William 
and Gilbert Shmikler of Champaign, Illinois. 

PHYSICAL EDUCATION AND ATHLETIC FACILITIES 

The University in the Fall of 1950 began an extensive develop- 
ment program on the 26-acre plot on the eastern side of South Street 
which had been purchased for it by a group of benefactors in 
Memphis, Tennessee, and which, accordingly, has been designated 
the Memphis Tract. 

Marcus Playing Field: 

The area now contains the Abraham Marcus Playing Field which 
includes a regulation baseball diamond with bleachers and a practice 
football field. The Abraham Marcus Playing Field was dedicated on 
behalf of the family of Abraham Marcus of Baltimore, Maryland, as 
a tribute to his memory. 

Gordon Field: 

Gordon Field, the University's varsity playing field, was named 
in 1954 in memory of Celia Gordon and in honor of Samuel Gordon 
of Brookline, Massachusetts, by their children, Mr. and Mrs. Frank B. 
Gordon and Louis Gordon. Containing the main football gridiron 
and bleacher seats for nearly 10,000 spectators, Gordon Field also con- 
tains a handsome press box. 

In the future, additional areas will be developed for tennis courts 
and other recreational activities. The University also has acquired 
waterfront acreage on the Charles River and in time it will develop 
this area for water sports and related activities. 

Shapiro Athletic Center: 

The Abraham Shapiro Athletic Center, gift of the family and 
friends of Abraham Shapiro, is dedicated to the memory of a humani- 
tarian and Trustee who contributed greatly to the founding of 

[27] 



UNIVERSITY FAQUTIES 

Brandeis University. Located on the Memphis Tract, the building 
contains academic classrooms, art studio, offices for the faculty and 
physical education staff, physiotherapy rooms, dressing rooms and 
team rooms. The main gymnasium area contains ample facilities for 
basketball, volleyball, and other indoor sports. The building is ad- 
jacent to the playing field areas and is used as well for lectures, dances, 
and art exhibitions. 

DINING FACILITIES 

The University operates Dining Halls in the Castle and in the 
Student Center. A special kitchen is maintained in the Student Center 
for those who wish to observe dietary laws, and a small private dining 
hall is available for faculty use. In addition, a snack bar, ^^The Bee 
Hive," located in the Castle, provides light refreshments. "The Bee 
Hive" is a popular between-classes and evening gathering place for 
students and faculty. 



[28] 



Ill 

THE COLLEGE OF ARTS AND SCIENCES 
A. Admission of Students 

PRINCIPLES 

Admission to college is not merely a matter of meeting specific 
requirements; it is a competitive process. Since the number of quali- 
fied candidates each year substantially exceeds the limit that may be 
registered, the function of the Committee on Admissions is largely 
selective. Selection is based solely on merit, without reference to 
geography, race, religion, color, nationality, or the social or economic 
status of parents. 

The Committee on Admissions gives weight to the following con- 
siderations in the competitive evaluation of candidates: the secondary 
school record, including academic grades; the principal's recommenda- 
tion; rank in class; test scores; personality chart and extracurricular 
activities; the scores obtained in the Aptitude and Achievement Tests 
of the College Entrance Examination Board; character references; im- 
pressions gained from a personal interview; the medical and health 
report; and the candidate's statement concerning his objectives in 
college. 

ENTRANCE REQUIREMENTS 

The Committee on Admissions has established certain basic stand- 
ards for the guidance of candidates. These standards are not inflexible 
and will not be administered so as to eliminate an applicant who is 
obviously well qualified to do successful work in the College. 

To be eligible for admission to the College, a candidate must have 
completed a college preparatory course in secondary school leading 
to graduation or its full equivalent. He must have presented satis- 
factory character references, and a medical and health report accept- 
able to the University Health Office. He should have received the 
unqualified recommendation of his secondary school principal. His 
rank in class should be high, and he should have attained college 
certificate grades in at least two-thirds of the courses in his last four 
years of college preparation. 

An adequate course in preparation for college should include four 
years of English (grammar, composition, and literature), three years 

[29] 



ADMISSION OF STUDENTS 

of a foreign language (two years each of two languages is acceptable 
but less desirable), two and a half years of mathematics (one and a 
half years of algebra and one year of plane geometry is generally suf- 
ficient; science concentrators should also have trigonometry and 
additional algebra), one year of science (chemistry, physics, or 
biology) , and one year of history. The remaining courses up to the 
number required for graduation should generally be in traditional 
college preparatory subjects. It is recognized, however, that courses 
in art and music are of value to students intending to concentrate in 
those fields in college. 

The Aptitude and Achievement Tests of the College Entrance Ex- 
amination Board are regarded by the Committee on Admissions as a 
basic measure of an applicant's fitness for college study, and as the 
fairest method of evaluating on a competitive basis the qualification 
of candidates from different schools and areas. The general rule is that 
applicants must take both the Aptitude and Achievement Tests. This 
requirement will be rigidly enforced in the case of all candidates from 
large metropoHtan high schools or preparatory schools in the United 
States who make application in due course during the early part of 
their senior year. 

Exceptions to this rule may be made by the Committee on Ad- 
missions at its discretion in the case of highly qualified candidates who 
come from smaller high schools that are remote from examination 
centers or that do not usually present a substantial number of students 
for these tests, or who apply at such a time that it is impossible for 
them to take these tests during their senior year. In such cases the 
Committee may waive the Achievement Tests and require only the 
Aptitude Tests. 

It is recommended that the Aptitude Tests be taken in January 
of the senior year and the Achievement Tests in March, although both 
sets may be taken in March. A candidate of exceptional promise may 
receive a provisional acceptance after the January Aptitude Tests, 
subject to his subsequent success in the March Achievement Tests. 

Full information concerning the tests and applications therefor 
may be obtained from secondary school guidance directors or directly 
from the College Entrance Examination Board, Princeton, New 
Jersey, or Box 9896, Los Feliz Station, Los Angeles, California. The 
candidate should direct the Board to report his scores to the Director 
of Admissions of Brandeis University. The choice of the three 
Achievement Tests will to some extent be governed by the subjects 
the applicant is taking in his senior year, but it is generally desirable 
that the tests cover different areas, including English or a foreign lan- 
guage, mathematics or a science, and social studies. 

[30] 



ADMISSION OF STUDENTS 

ADMISSION TO ADVANCED STANDING 

Transfer students may be admitted to the sophomore or junior 
classes of the College and receive credit for courses satisfactorily com- 
pleted in other colleges of acceptable standing and in subjects similar 
in nature to those offered in the Brandeis curriculum. Such candi- 
dates are required to take the College Transfer Test administered by 
the College Entrance Examination Board, preferably not later than 
March of the year of application, 

ADMISSION OF SPECIAL STUDENTS 

The Committee on Admissions may accept as special students a 
limited number of applicants who are not candidates for a degree 
and who may wish to elect one or more courses for the study of which 
they are found to be qualified. 

ADMISSIONS PROCEDURE 

The college year begins in September and new students are regu- 
larly enrolled at that time only. The application blank should be filed 
about eleven months before the date of entrance and certainly well 
in advance of the jMarch College Board Tests. The Committee on 
Admissions will act on an application v/hen it has received the tran- 
script covering three and a half years of secondary school work, the 
College Board test scores, and the essential references and recom- 
mendations. A personal interview is considered advantageous for both 
the candidate and the Committee, and is desired whenever practicable. 

Upon notification of acceptance, a candidate is required to remit 
the reservation fee within the time specified, if he chooses to accept 
the place offered to him. In fairness to qualified applicants on the 
waiting list, no place in class will be reserved for an accepted candi- 
date who has failed to complete his reservation. 

Inquiries and correspondence should be addressed to the Director 
of Admissions, Ford Hall, Brandeis University, Waltham 54, Massa- 
chusetts, 



31 J 



THE COLLEGE OF ARTS AND SCIENCES 
B. Sckolarskips and Financial Aid 

Generous benefactors throughout the country have provided 
Brandeis University with funds for financial assistance to students. 
A hst of these funds will be found in Appendices IV-VII. Grants of 
assistance are made on a competitive basis of merit; their amount is 
adjusted to fit the need of the apphcant and are apphed to University 
fees. Prospective students should direct all inquiries to Director of 
Admissions, Ford Hall, Brandeis University, Waltham 54, Massa- 
chusetts. Enrolled students should consult the Director, Office of 
Student Personnel. 

Scholarships 

Scholarships will be awarded in competition on the basis of high 
scholastic attainment, superior character or conspicuous talent. 
Scholarship stipends will be adjusted on the basis of individual need 
as determined by the Committee on Admissions and Scholarships. 
Ordinarily, these scholarships range from $100 to $700. A few 
scholarships covering tuition, board and room are available to excep- 
tional students. 

The National Scholarship Program 

In addition to the regular scholarship program, a limited number 
of National Scholarships will be awarded to outstanding students. 
Recipients of these scholarships will be selected competitively, and 
the awards will be based solely upon scholastic record, academic po- 
tential, and the results of Aptitude and Achievement Tests of the 
College Entrance Examination Board. The stipends will range from 
$1000 to $1500, and will be given in each of the undergraduate 
Schools. 

Bursary Aid 

Applicants who do not quahfy academically for scholarships will 
be considered for grants designated as Bursary Aid. Applicants who 

[ 32 I 




The Catholic, Jewish and Protestant Chapels will be completed in 1955. 



President Abram L. Sachar confers with Professors Earle, Cheskis, Gue- 
rard, Bodky and Laursen at a faculty planning session. 



( 



^V 



Mecca of all campus 
sightseers is the 
famous University 
Castle, which towers 



Commencement exer- 
cises in the Ullman 
Amphitheatre. 



^:^i:v*':^- -.4 



H ...^•■. :» V 





F|^^ 


SlpMMMMMWI 




airti.'i'fWwi 





yL^V*/ 







'H^ ii 



SCHOLARSHIPS AND nN.\NCIAL AID 

do not wish to compete for scholarship funds may also apply directly 
for Bursary Aid, The stipends will range upwards from $100 and 
will be adjusted on the basis of individual need as determined by the 
Committee on Admissions and Scholarships. 

Loans 

Loans may be awarded on the basis of formal application to the 
Director, Office of Student Personnel. 

Applications for loan funds will be received only from students 
who have spent at least one year at Brandeis University. Students 
receiving loan fund awards must be in good standing. 

No interest will be charged to students during their undergraduate 
careers at Brandeis University. Interest at the rate of four per cent will 
begin at the severance of connection or on the July 1st following 
graduation from the University. 

Loans are to be repaid in four equal installments within a four-year 
period following severance of connection or graduation; or earlier 
in accordance M^ith a schedule agreed upon with the Comptroller. 

Student Employment 

In accordance with established policies, part-time student employ- 
ment on the campus may be assigned by the Committee on Admis- 
sions and Scholarships to students who need additional assistance. 
The sum of money to be earned during the school year varies in 
individual cases. The maximum employment permitted is fifteen 
hours work per week at $.80 per hour. Not all students can be 
allotted this maximum amount. Assignment of student employment 
will be made by the Office of Student Personnel and will be based 
upon the individual abilities of the applicants as well as on the requisi- 
tions for student employment approved for the various departments. 
Students who do not fulfiU the responsibilities of their assignment 
will be withdrawn from these positions. The University is not able 
to provide jobs for all students applying for student employment. 
The Office of Student Personnel can, on occasion, help interested 
students obtain part-time work opportunities in Waltham and the 
neighboring communities. 



[33] 



THE COLLEGE OF ARTS AND SCIENCES 
C. Student Personnel 

The Office of Student Personnel is generally responsible for the 
welfare of the students of the University in cooperation with several 
other departments. The function of these departments is described 
below. When students have questions not answered below, they 
should consult the Office of Student Personnel. 

The Office of the Registrar is combined with the Office of Ad- 
missions. The main function of this office is to keep the academic 
records and arrange the schedules of classes and examinations. Stu- 
dents should consult this office in cases of conflicts of class hours and 
of examinations. This department provides official transcripts of 
records on request and serves as the liaison office between students 
and Selective Service Boards and the Veterans' Administration. 

The Office of Student Personnel combines several subdepartments 
which serve student needs. The Director and his assistants are re- 
sponsible for interpreting entrance, Orientation Week, and Graduate 
Record test scores for individual students. The Director, in coopera- 
tion with the Chairmen of the Schools, is responsible for the assign- 
ment of freshmen and sophomores to faculty advisers. These advisers 
assist students in the selection of courses and fields of concentration. 
Students should feel free to consult their faculty advisers whenever 
they see fit. 

The Director of Student Personnel serves as Secretary of the Ad- 
ministrative Committee of the Faculty of Arts and Sciences. Students 
must petition for permission to make any changes in their programs 
after the first two weeks of a term. This committee reviews academic 
records after each return of grades and makes decisions concerning 
leaves of absence as well as dismissals for academic and disciplinary 
reasons. The decisions of the Administrative Committee are final and 
there is no appeal except to the Office of the President. The Proc- 
torial Board, consisting of the resident counselors together with four 
students selected by the Student Council, handles minor disciplinary 
cases. Students who wish to petition the Administrative Committee 
must consult the Office of Student Personnel. All student organiza- 

[34] 



STUDENT PERSONNEL 

tions are responsible to the Administrative Committee, and the Office 
of Student Personnel coordinates these organizations. 

The Student Employment Office, whose services were described 
in the chapter on Scholarships and Financial Aid, is also located in 
the Office of Student Personnel. Affiliated with it is the Placement 
Office whose purpose is to guide students in choosing careers and in 
securing satisfactory placement in such careers upon graduation. 

Although Brandeis University is non-sectarian, the University 
takes a serious interest in the religious life of its students and pro- 
vides for their religious welfare in various ways. Groups on campus 
—the Hillel Society, the Newman Club and the Student Christian Asso- 
ciation—sponsor religious services and activities open to all students. 

THE UNIVERSITY HEALTH OFFICE 

The University Health Office is charged with the responsibility 
of supervising student physical welfare. Payment of the required 
medical fee entitles students to utilize the facilities of the Health Office 
and to participate in the benefits of the University health insurance 
program. Under this arrangement the services of the University 
Health Office are supplemented by the consulting services of medical 
specialists. 

A student must report any illness to the University physician, and 
must consult the Health Office before returning to class after absence 
due to illness. 

New students in undergraduate as well as graduate schools must 
report for physical examinations at the beginning of each academic 
year. Every student must present a certificate of inoculation against 
smallpox before he is admitted to the college. 

The health insurance program helps defray expenses during the 
academic year for treatment beyond the scope of the Health Office. 
A brochure outlining the details of this program may be obtained 
at the Health Office. It should be noted here, however, that coverage 
is not provided for pre-existing conditions, extraordinary cases, psy- 
chiatric cases, optical and dental services, or special materials. 

Within the limitations of the insurance coverage, fees of outside 
doctors and hospitals will be processed for payment only when con- 
sultations or hospitalization have been authorized by the University 
Health Office in advance on a form provided for this purpose. The 
University is not responsible for off-campus medical and hospital care 
sought by students or their parents on their own initiative. Students 
are urgently requested to read the Health Office pamphlet with 
great care. 

[35] 



STUDENT PERSONNEL 

THE PSYCHOLOGICAL COUNSEUNG CENTER 

The Psychological Counseling Center is located in Waltham Hall. 
The purpose of this service is to assist the students in the solution of 
their personal and emotional problems. Those who wish such help 
can refer themselves directly to the Center. All communications of the 
students are held in confidence by its staff. 

Within the limitations of their time, the staff members will also 
discuss with the students the results of their psychological tests when- 
ever such a discussion appears desirable. 



[36] 



THE COLLEGE OF ARTS AND SCIENCES 
D. Student Activities 

Brandeis University recognizes the value of extracurricular activity 
as an important part of the total college experience. Accordingly, 
student organizations are encouraged to conduct programs designed 
to contribute significantly to the advancement and enrichment of 
college life. Student activities are given all possible assistance by 
faculty advisers and University officials in their organization and 
programs. The groups already formed represent the diversity of the 
professional, cultural, religious and social interests of students. 

The Student Union is the assembly of the entire student body. 
The Student Union Council, consisting of the representatives elected 
from each class and the executive officers, meets weekly to discuss 
matters of interest to the student body and to supervise student ac- 
tivities and aifairs. 

The Justice, the college newspaper, covers campus and other news 
of specific interest to the student body. The college literary maga- 
zine, The Turret, is designed as a medium for the creative literary 
talent to be found among members of the student body. Reports of 
student and faculty scientific experiments, honors papers written by 
students in the School of Science and articles describing the activities 
of the Science Association and the Psychology Club are published in 
the Retort. The Yearbook is published annually by the graduating 
class. 

The Pre-Law, Pre-Ministerial and Pre-Medical Societies were 
formed by students who plan to enter these fields. Each group brings 
distinguished speakers to discuss relevant developments and problems 
of importance and interest. Other groups— Philosophy, French, 
Hebrew, Spanish, and German Clubs— plan well-rounded programs 
for themselves and for the entire student body. 

Three religious groups, the Hillel Society, the Newman Club, 
and the Student Christian Association, conduct full programs of re- 
ligious activities. 

Students concerned with the problems of national and inter- 
national poHtical trends or with minority groups may find the Brandeis 
Chapter of the N.A.A.C.P. and the Student Political, Educational and 
Action Committee appropriate forums for their interest. 

[37] 



STUDENT ACTIVITIES 

The Gilbert and Sullivan Society has produced ^^The Mikado", 
''The Pirates of Penzance", and 'Tinafore". Brandeis University stu- 
dents and members of the Waltham Music Club have joined to form 
the Brandeis-Waltham Community Chorus. A Brandeis University 
Orchestra has been organized. The Drama Group, under faculty 
direction, has offered several productions including 'Tysistrata", 
''Noah", and "The Trojan Women". An association has been formed 
for the annual presentation of the student revue, "Hi Charlie", pro- 
ceeds of which are used for financial assistance to students. 

The Outing Club plans such outdoor activities as hikes, overnight 
bicycle trips, ski-weekends, and is frequently to be seen on the trails 
of the White Mountains. 

The Alumni Organization publishes a regular bulletin and is de- 
signed to keep graduates in contact with one another and with the 
University. The organization maintains a permanent secretary at- 
tached to the University. 

The organization of the resident student body in many small 
dormitory units has favorably stimulated the social atmosphere on the 
campus. Each house elects its own House Committee to establish 
rules of conduct for the occupants and to provide leadership in ad- 
ministering the house's social program of teas and dances and cultural 
program of faculty speakers. Each house is represented in the Inter- 
dorm Council, an organization designed to coordinate the activities 
of the many houses. "To provide an organ whereby they may be 
able to integrate themselves with the rest of the student body", a 
Commuter Assembly has recently been organized. 

The Brandeis Honor Society admits to membership undergrad- 
uates of distinguished academic achievement. 

Athletic Activities 

Recognizing the importance of athletics in a sound college edu- 
cational program, Brandeis University offers a wide variety of or- 
ganized sports. All aspects of college athletics, however, are subordi- 
nate to the essential purposes for which the University exists and must 
be controlled by educational considerations as determined by the 
Faculty Committee on Athletics. The athletic program exists for the 
welfare of the student, and for the contribution it can make to his 
healthy educational experience. 



[38] 



STUDENT ACTEVITIES 

Varsity Athletics 

The University fields varsity teams for men in football, basket- 
ball, baseball, soccer and tennis. Women engage in varsity com- 
petition in basketball. These varsity squads compete against teams 
representing colleges and universities which regard the concept of 
athletics in the same light as does Brandeis University. Playing on a 
home-and-away basis, Brandeis teams have journeyed to, and have in 
turn acted as host to, teams from the mid- West, the South, and Nevi^ 
England. All home athletic contests are played on campus on Gordon 
Field, Marcus Field, or in the Abraham Shapiro Athletic Center. 

Intramural Athletics 

Believing in the values of athletic participation for both condi- 
tioning and relaxation, the University has embarked upon a full-scale 
intramural program for its students. This program centers about the 
Marcus Field and the Abraham Shapiro Athletic Center. All smdents 
are required to participate in an intramural sport of their choice for 
a minimum of one year. 

The men's intramural program includes football, basketball, soft- 
ball, badminton and bowling. Dormitory and commuter teams have 
been organized to compete against each other in these sports, with 
the competitive aspects subordinated to the enjoyment of the game. 

Women's activities include archery, fencing, Softball, badminton, 
basketball, lacrosse, hockey, dance and swimming. The Women's 
Physical Education Department sponsors the Women's Athletic Coun- 
cil, organized by the students. This Council is responsible for the 
women's sports program. Included among the Council's activities is 
the Modern Dance Group. Students who have special talent in 
modern dance are afforded the opportunity to specialize in more 
advanced technique, individual and group choreography, leading 
towards a dance concert given in the Spring. 



[39] 



THE COLLEGE OF ARTS AND SCIENCES 
E. Fees ana Expenses 

Financial Regulations 

Each new student is required to file a Bursar's Bond in the amount 
of $500 prior to registration for the Fall semester. This bond protects 
the University against loss arising from damage to its property or 
from failure of a student to fulfill his financial obligations. It must 
be signed by two bondsmen, one of whom may be the student's parent, 
or by a surety company quahfied to do business in Massachusetts. 
Students will be allowed to register for classes and to occupy a dormi- 
tory room only after the Bursar's Bond has been filed with the Comp- 
troller's Office. 

Students will be permitted to register for classes after all financial 
obligations have been met or satisfactory terms of payment have been 
arranged with the Comptroller prior to the due date of the bill in 
question. Payment received after the due dates of September 13, 1954 
and February 4, 1955 will be subject to a penalty charge of $10. 

Report of grades or transcript of records will be issued to students 
only after all financial obligations to the University have been dis- 
charged. 

General Fees 

Each application must be accompanied by a Credential Fee of 
$10. The Credential Fee is not refundable nor can it be credited 
toward other fees. 

A Reservation Fee of $50 must be filed by each candidate upon 
notification of acceptance. All students who have been accepted for 
re-admission to the University for a new school year must also pay 
a Reservation Fee upon notification of their re-admission. The fee 
reserves a place in the class and is credited toward the first bill. If 
the student fails to enroll or withdraws his application, the Reserva- 
tion Fee is not subject to refund. 

The Matriculation Fee of $75 is payable by each student at the 
first billing due September 13, 1954. The fee provides medical and 
health care and library privileges during the academic year. This 

[40] 



FEES AND EXPENSES 

fee also entitles all students to participation in many events specifically 
sponsored by the Student Council, such as plays, dances, music recitals, 
special lectures, movies, etc. 

Tuition and Other Fees 

The Tuition Fee for the 1954-55 academic year is $700, of which 
one-half is payable at the first billing and the balance at the sec- 
ond billing. 

Laboratory courses, such as chemistry, biology and physics, require 
a Laboratory Breakage Deposit of $10 to cover loss or breakage of 
equipment. There is also a fee for laboratory supplies used by students 
which varies according to the specific course involved. These charges 
are made at the second billing and supplementary billing when 
applicable. 

Students are entitled to one formal transcript of their academic 
record without cost. A charge of $1 will be made for all subsequent 
transcripts. 

Seniors are charged a $10 Graduation and Diploma Fee, payable 
at the second billing. 

Room Fees 

Charges for rooms in the University dormitories vary according 
to type and location from $175 to $325 for men, and from $200 to 
$375 for women. 

A deposit of $25 must be mailed to the University with the room 
application. This application form will be sent to the student with 
the notification of acceptance. The room deposit is credited toward 
the first bill and is not refundable if the student fails to register. 

Room contracts are signed by each student for the full academic 
year which extends from the first day of the school year (including 
Orientation Week for freshmen) to the last day of final examinations. 
Seniors are permitted to retain their rooms through Commencement 
Day. Payment of one-half the room fee, less the $25 room deposit, is 
required at the first billing. The balance is payable at the second 
billing. 

Changes in room assignment will be permitted for medical reasons 
approved by the University Health Office. Requests for such room 
changes must be submitted to the Office of Student Personnel. 

Board Fees 

Board Fees in the University Dining Halls are based upon cost 
and are subject to change during the academic year. Board contracts 

[41] 



FEES AND EXPENSES 

are in effect for the full academic year. The basic twenty-one meal 
per week contract will cost $550 for the academic year, which extends 
from the first day of school to the last day of final examinations. 
Half of the Board Fee is payable at the first billing. The balance is 
due at the second billing. All students residing in the University 
dormitories are required to sign board contracts. 

The fifteen meal per week contract is available only to students 
who regularly visit their homes in the local area on weekends, or to 
those who work off campus during the weekend. A written request 
from the parent or a written confirmation from the employer must 
be received by the Steward's Ofiice before a student will be granted 
a fifteen meal per week contract. 

All requests for meal contract changes must be submitted to the 
Steward's Office no later than two weeks after the beginning of 
classes in the Fall semester. The cost for the fifteen meal per week 
contract is $450 for the academic year. 

Non-resident students may use the University Dining Halls or 
Bee Hive by paying for each meal. 



SPECIAL 



Fees 



1 . Each change of course after the initial two weeks of each semester 
must have the approval of the Administrative Committee and will 
incur a charge of $5. 

2. Late registration fee of $10. 

3. Makeup examination fee of $5. 

Schedule of Payment of Bills 

First bill due on or before September 13, 1954, luill include: 

Charges for: 

Tuition— first semester $350.00 

Matriculation Fee 

(Medical, Health, Library & Student Activities) 75.00 

Room rent— one-half annual room rate 87.50-187.50 

Board— one-half annual board rate 275.00 

$787.50-887.50 
Credits for: 

Reservation Fee $50.00 

Room Deposit Fee 25.00 

$75.00 

The total bill for a resident student for die first semester, 1954^55, 
will amount to between $712.50 and $812.50. 

[42] 



FEES AND EXPENSES 

Second bill, due on or before February 4, 1955, will include: 

Tuition— second semester $350.00 

Room rent— one-half annual room rate 87.50-187.50 

Board— one-half annual board rate 275.00 

Graduation & Diploma fee (Seniors only) 10.00 

Laboratory charges— first semester 

Total bill-second semester $722.50-822750 

Supplementary bill: 

A supplementary bill may be rendered after March 30th in any in- 
dividual case, for charges not included in previous bills. 

Refunds 

No refund can be made of the Tuition and Matriculation fees 
because of absence, illness or dismissal during the academic year. 

If a student withdraws from the University within 30 days of the 
beginning of classes, he may be granted a refund of money paid in 
accordance with the following provisions: 

1. He will receive a prorata refund for board in the University 
Dining Halls, calculated to the nearest full week. 

2. He may petition the Comptroller for a partial refund of tuition. 
The refund may be denied without any reason for such denial 
being stated, or a prorata refund may be granted to the nearest 
full week, but not including the $50 reservation fee which is 
referred to above. 

3. No refund will be made of the charge for a room in the Univer- 
sity dormitory for the quarter in which severance occurs. 

Students who withdraw after 30 days from the beginning of classes 
may request, through the Steward's Office, a refund of the board bill, 
calculated to the nearest full week. In no case will refunds be made 
of tuition and room fees. 

All approved refunds will be made by the Bursar's Office. 



[43] 



THE COLLEGE OF ARTS AND SCIENCES 
F. Acaaemic Requirements 

The required program of studies at Brandeis University consists 
of five courses, each meeting three or more hours a week. Accord- 
ingly, the minimum number of credits per term is fifteen. Permission 
to take one additional course may be granted by the Administrative 
Committee of the Faculty to students whose records are above average 
and who have special reasons for needing the additional credit. There 
is a fee of $70 per course for each term for additional elective in- 
struction beyond the normal load. Students not exempt from English 
Composition I will be required to take this subject as a sixth course 
in the freshman year without extra charge. Juniors and seniors may 
work at less than the five course rate provided that they carry fifteen 
semester hours credit in such a term and are making normal progress 
toward their degree requirements. Regularly matriculated students 
who wish to audit courses should secure the permission of the 
instructor. 

Class Standing 

The minimum number of credits required for advancement to 
each class is as follows: sophomore, 30; junior, 60; senior, 90; for 
graduation, 120. Students not accumulating the prescribed number 
of credits will be listed as unclassified. 

Changes in Courses 

All students who wish to make changes in their programs of study 
must consult their faculty advisers and obtain formal approval for 
such changes from the Office of the Registrar. Students who request 
such changes after the first two weeks of instruction of the semester 
must also obtain the approval of the Administrative Committee of the 
Faculty and pay a fee of $5.00. 

Withdrawal from Courses 

Matriculated students who wish to work at less than the required 
course rate must consult the Office of Student Personnel and obtain 

[44] 



ACADEMIC REQUIREMENTS 

the approval of the Administrative Committee of the Faculty. Per- 
mission to work at a reduced rate will be granted only in unusual 
circumstances. Students who wish to withdraw from a sixth course 
without penalty must notify the Registrar by the last day of the term 
on which a lecture or class in that course is given. 

Withdrawal from the University 

A student wishing to take a leave of absence or to withdraw from 
the University should consult the Office of Student Personnel. Clear- 
ance by all administrative offices and the approval of the Adminis- 
trative Committee of the Faculty are necessary to complete this 
procedure. 

Attendance 

Attendance will be taken and absences reported in all classes. 
Absences in excess of a permitted number will be reported to the 
Administrative Committee of the Faculty for disciplinary action. A 
copy of these regulations will be given students at registration. Cuts 
will not be permitted in classes held the last two days before and 
the first two days after a holiday period. 

A student absent from classes because of Ulness must consult the 
University Health Office before attendance is resumed. Students 
must abide by the rules governing excused absences for medical 
reasons as described in the Health Office pamphlet. No excused 
absences are granted in the courses in Physical Education. 

Classes begin at ten minutes after the hour and end on the hour. 
Tardy students may be marked absent at the discretion of the in- 
structor. 

Grades 

Formal grades will be reported to the Office of the Registrar four 
times a year. In determining these grades all components of the stu- 
dent's work in a course will be considered: written work, recitations, 
laboratory technique and reports, special reports or research and final 
examinations. 

The following grades will be used: 

A High Distinction 

B Distinction 

C Satisfactory 

D Passing, but unsatisfactory 

E Failure 

[45] 



ACADEMIC REQUREMENTS 

Academic Status 

A satisfactory record may contain not more than one D and no 
E's. Students with satisfactory records will be advanced to the next 
class. At the end of the Fall term and again at the end of the academic 
year, the Administrative Committee of the Faculty announces the 
Dean's List of honor students according to the following categories: 

Group I Group II 

5 A 3A 2B 

4 A 1 B 3A IB IC 

3iA HB 2A 3B 

4 A IC lA 4B 

No student wiU have his name placed on the Dean's List whose 
work is unsatisfactory in English Composition I or Physical Educa- 
tion. In order to be eligible for the degree a student must compensate 
for any D beyond two with an A or B. 

Whenever a student's grades are unsatisfactory, the Administrative 
Committee will notify him and his parents in writing. When there are 
extenuating circumstances, no further action is taken. A student is 
given warning if his record is not low enough to incur probation. 
Students who have been warned will, however, be placed on proba- 
tion at the next grading unless their work is satisfactory. A student 
is placed on probation if his record is seriously unsatisfactory. Such 
students will be in danger of dismissal unless their records show 
marked improvement. A student's connections with the University 
are severed if his record is so unsatisfactory that the Administrative 
Committee considers him unable to meet the academic requirements. 

Dismissal 

The University reserves the right to dismiss students whose con- 
duct it regards as undesirable. 

REQUIREMEIVTS FOR THE DEGREE 

The Brandeis curriculum is based on a two-fold program— a gen- 
eral education curriculum and a coherent program of study within 
a well defined field of concentration. The general education cur- 
riculum requires the student to participate in a sequence of "core" 
courses which are designed to provide a solid general foundation of 
knowledge about our cultural heritage. Thus, in addition to con- 

[46] 



ACADEMIC REQUIREMENTS 

centxating in an elected field, the student will be introduced to the 
major experiences of cultural history and to those significant concepts 
and achievements of science which should be the common possession 
of educated men and women. 

General Education Requirement 

All regularly matriculated students must complete the prescribed 
work in the General Education curriculum. They will take Humani- 
ties 1 and Humanities 2, Social Science 1 and Social Science 2, one 
course in the Physical Sciences and one course in the Biological Sci- 
ences. The requirement in the Physical Sciences may be met by the 
completion of one course selected from Physical Science 1, Physics 10, 
Physics 11, Chemistry 11, Chemistry 12; the requirement in the 
Biological Sciences may be met by the completion of Biological Sci- 
ence 1 or Biology la and lb. Students who are planning to select a 
scientific field of concentration will not elect Physical Science 1 and 
Biological Science 1. Science concentrators may postpone Humanities 
2 until the third year. 

An integral part of the General Education curriculum is the 
course. General Education S, required of all regularly matriculated 
students in their senior year. This course seeks to demonstrate the 
manner in which the factual and theoretical content of a liberal arts 
education can be utilized in evolving a personal philosophy of life. 

General Education S is a regular, full course with six semester 
hours credit. Seniors will carry it as one of their five regular courses. 
(See Appendix X.) 

Concentration Requirement 

All matriculated students must pursue and complete the work in 
one field of concentration, in accordance with the regulations estab- 
lished by the School having jurisdiction over the program selected. 
The requirements are described in detail elsewhere in this publication. 

English Composition Requirement 

All matriculated students must be able to express their ideas effec- 
tively in EngHsh prose. Responsibility for establishing policies to 
maintain this requirement has been delegated to the Committee on 
the Use of English. This Committee will administer an English Pro- 
ficiency Examination to all freshmen during Orientation Week. 
Those students who demonstrate an acceptable degree of skill will 
have their names submitted by the Committee to the Administrative 
Committee for exemption from this requirement. Students not exempt 

[471 



ACADEMIC REQUIREMENTS 

will be required to take English Composition I as a sixth course in the 
freshman year. At the mid-year examination period, the Committee 
will certify to the Administrative Committee the names of students 
who have received a grade of A or B in the course and recommend 
that they be excused from completing the course. Thereafter the 
Committee will periodically certify to the Administrative Committee 
the names of students who have earned exemption. 

Basic Language Requirement 

The basic language requirement for a degree is to be met by all 
students within two years of matriculation through the satisfactory 
completion of an intermediate course of instruction in any foreign 
language. Failure to meet this requirement within the stipulated 
period may cause the student to be placed on probation. 

Foreign Literature Requirement 

No student shall be eligible for a degree without completing a 
full year's work in either an introductory or an advanced course of 
literature in a foreign language. Latin 10 satisfies the foreign literature 
requirement. 

Physical Education Requirement 

All matriculated students must satisfactorily complete the required 
work in physical education during the first year of attendance unless 
exempted from this requirement for medical reasons upon the recom- 
mendation of the University Health Office and with the approval of 
the Administrative Committee. 



COURSES OPEN TO ITiESHMEN 

Freshmen will take Humanities 1; Social Science 1; one comrse 
selected from the following: Physical Science 1, Physics 10, Physics 
11, Chemistry 11, Chemistry 12; a foreign language or literature; 
English Composition 1 and one elective. Future science concentrators 
should elect a science course and mathematics in the freshman year. 
All students interested in science may elect a science course in place 
of Physical Science 1 whether they intend to concentrate in science 
or not. Future science concentrators who wish to elect two science 
courses in addition to mathematics in the freshman year may petition 
the Administrative Committee for permission to postpone either Hu- 

[48] 




Margaret Webster leaves Broadway for Brandeis. 



ibald MacLeish 
ers student 

ions for Gen- 
Education S. 




The microfilm readers are in constant use. 



Brandeis in Winter, the Library 




ACADEMIC REQUIREMENTS 

manities 1 or Social Science 1 until the sophomore year. Such petitions 
must be signed by the instructor in charge of Humanities 1 or Social 
Science 1. 

In general, students are urged to use their elective course for the 
purpose of exploring their future field of concentration. In the second 
year those who have completed the foreign Hterature requirement 
will have two electives available, which should be selected with this 
same purpose in mind. Students will select their fields of concentra- 
tion in the Spring of their second year. Before making this decision 
the student should carefully review the information presented else- 
where in this catalog on Academic Requirements and Fields of Con- 
centration. More detailed information on the specific courses listed 
below as regularly open to freshmen can be obtained by consulting 
the section on Courses of Instruction. 



Courses Open to Freshmen 
School of Humanities 



English 10, 11a, lib, 20* 
English Composition 1 
French 1, 2, 3a, 3b*, 10* 
German 1, 2, 3a*, 3b*, 4, 10* 
Greek 1, 2, 10 
Hebrew 1, 2*, 4a*, 4b*, 10* 

School of Science 

Biology la, lb 
Chemistry 11, 12 
Mathematics 11, 12 

School of Social Science 

American Civilization 1, 5 a, 5 b 
Anthropology 1 
Economics la, lb 
Politics la, lb* 

School of Creative Arts 



Humanities 1 
Italian 1, 11* 
Latin 1, 2, 10 
NEJS61a 
Philosophy 1, 11 
Spanish 1, 2, 3a*, 10, 60 



Physics 10, 11 
Physical Science 1 



Psychology la 
Social Science 1 
Sociology la, lb, 3b 



Fine Arts 1, 2, Ua, 111 

Music 1, 3, 50, 51*, M 

Theatre Arts 1, 2c, 3*, 5, 6c*, 104* 



"Consent of the instructor necessary. 

[49] 



THE COLLEGE OF ARTS AND SCIENCES 
G. The Fields of Concentration 

The requirements for a Bachelor's degree in the College of Arts 
and Sciences include the completion of a definite field of concentra- 
tion. Before the end of the freshman year, each student will choose 
a provisional field of concentration after consultation with a faculty 
adviser. Plans for concentration should become definite during the 
sophomore year and must be approved by a faculty adviser of the 
appropriate School. An entering student who has reached a tentative 
decision as to his future field of interest should elect the basic intro- 
ductory course in this area in his freshman year and cover more of 
the ground work in the elective courses of the sophomore year. 

By his decision to register for one of the regular fields of con- 
centration, each student comes under the instructional jurisdiction of 
the chosen School. 

At present, the several fields of concentration are administered 
by the following Schools: The School of Humanities, the School 
of Science, the School of Social Science, and the School of Creative 
Arts. Programs of study may be established in which two Schools 
cooperate in providing an integrated program of instruction. 

The Liberal Arts Approach 

The liberal arts approach characterizes the Brandeis curriculum 
and the student must not expect to find patterns of courses con- 
ceived with specific vocational goals in mind. At Brandeis the stu- 
dent may obtain a broad and sound education in liberal arts and 
sciences which will prepare him for further study in specific pro- 
fessional and vocational fields at the graduate level. 

On the premise that a liberal arts education is the best preparation 
for professional training, the College of Arts and Sciences does not 
recommend highly specialized courses for pre-professional students. 
The liberal arts experience can simultaneously provide the student 
with a broad foundation of culture and with specific knowledge. 
For example, the prospective civil engineer can obtain a liberal edu- 
cation while establishing a sound foundation in physics and mathe- 
matics. The student interested in a business career has much to gain 

[50] 



THE FIELDS OF CONCENTTiATION 

from concentrating in economics. The prospective journalist or 
lawyer will profit from the rich background of literature, creative 
writing, history, or political science. Candidates for teaching posi- 
tions in secondary schools can obtain a competency in a subject area 
while gaining additional insight from work in psychology. Many 
of the fields should qualify students to take Civil Service examina- 
tions for junior positions in governmental work. The work in the 
undergraduate science programs is comparable to the technical level 
of instruction offered by other liberal arts colleges. 

Fields for the Pre-Medical, Pre-Dental, and Other Pre- 
Professional Students 

The Council on Medical Education and Hospitals of the American 
Medical Association has established, as a minimum educational require- 
ment for students entering medical schools, three years of college 
training for the average student, and strongly recommends that pre- 
medical students take the full, four-year college course. This Coun- 
cil and the Association of American Medical Colleges have also 
prescribed, in addition to English Composition and Literature (at 
Brandeis, the Enghsh Composition and Humanities requirements are 
the equivalent), a set of minimum requirements for admission to an 
approved medical school. These requirements include general and or- 
ganic chemistry, physics, and biology, and are readily met at Brandeis 
by the following courses: Biology la and lb. Chemistry 11 or 12, 
Chemistry 32, and Physics 10 or 11. However, these are fniniminn 
requirements, and many schools require more than the specified 
minimum in certain areas. In order to ensure that such additional or 
specialized requirements can be met in proper sequence within a field 
of concentration, pre-medical students should very early arrange their 
prospective college program with their adviser. In addition to specific 
course requirements, most medical schools advocate a broad liberal 
arts education. 

The medical schools do not advocate any specific field of con- 
centration in an undergraduate curriculum, and the field of concen- 
tration is not a determining factor in admission to medical schools so 
long as the specific course requirements of that medical school are 
met. While most pre-medical students concentrate in chemistry, biol- 
ogy, or general science because of the specific additional requirements 
in chemistry and biology of some medical schools, concentration in 
the fields of humanities, social sciences or creative arts allows ample 
electives to satisfy the requirements of most medical schools. 

The above generalizations apply in large part to the pre-dental 

[51] 



THE FIELDS OF CONCENTOATION 

Student as well as to those planning careers as veterinarians, osteo- 
paths, optometrists, medical technicians, etc. Medical schools and 
dental schools require an aptitude examination, ordinarily taken by 
the student in the Spring of his junior year. 

Junior Year in France 

Brandeis University participates in the Sweetbriar College Jimior Year 
in France. Under this plan qualified students from colleges and univer- 
sities in the United States spend their junior year in France pursuing a 
course of studies at the University of Paris. The group is under the super- 
vision of Sweetbriar College (Sweetbriar, Virginia), which arranges 
round-trip travel, board and room in French homes, sightseeing trips, en- 
rollment in courses, and guidance and supplementary instruction by a 
staff of native-bom instructors. Upon satisfactory completion of their 
academic work, the members of the group are granted 30 hours American 
college credit, which is accepted by the colleges and universities partici- 
pating in the plan, and return to their original institution with senior status. 

For the present, Brandeis is limiting participation to two students, 
chosen on a competitive basis. Minimum requirements are ( 1 ) at least two 
years of pre-college French, (2) two years of college French (normally 
French 3a, 3 b and 10), both passed with a grade of B or higher, or the 
equivalent, and ( 3 ) an academic average of at least C plus in all other work. 

THE SCHOOL OF HUMANITIES 

The Fields of Concentration 

The School of Humanities offers the undergraduate student a system- 
atic introduction to our great literary and philosophic heritage by pro- 
grams in the following fields of concentration: 

1. Comparative Literature 

2. English and American Literature 

3. French Literature 

4. German Literature 

5. Hebrew Literature 

6. Judaic Studies 

7. Philosophy 

8. Philosophy and Science 

9. Spanish Literature 

Because of the breadth and scope of the work involved, the field of 
Comparative Literature will, of necessity, require a reading proficiency in 
at least one and perhaps two foreign languages. Students thinking of con- 
centration in this area should take note of the language prerequisites 
established for the several courses. All students majoring in the fields of 
languages and literature are advised to take Soc. & Anthrop. Ilia, General 
Linguistics. 

[52] 



THE HELDS OF CONCENTRATION 

Requirements for Ordinary and Honors Degrees 

Concentrators in the several fields administered by the School of 
Humanities are required to present a minimum program of seven full 
courses. Each of these fields has designated certain courses as specific 
requirements for concentration. Candidates for honors may include in 
their seven courses the course 99c required for a degree with honors in 
their field. This course is available only in the senior year. The balance 
of the seven full courses is to be selected from the approved list of 
elective courses established for the respective fields. With certain minor 
exceptions, any full course offered in the School of Humanities may also 
be counted toward the minimum of seven courses. 

To be eligible for honors work a candidate, at the end of the junior 
year, must have obtained a grade of B or better in all courses taken for 
concentration and an average of C or better in all other subjects. He 
must also have the approval of the faculty of the School of Humanities. 
At the beginning of the senior year, the candidate will enroll in the 
appropriate course 99c under the guidance of one of the senior teachers 
in that area of his field of concentration in which the student desires 
to work. Consultations between instructor and student will continue 
throughout the academic year. A paper of no less than 7500 words, 
representing the results of intensive study, will constitute the final 
requirement. 

COMPARATIVE LITERATURE 

A. Required of All Candidates 

Comparative Literature 191 The Theory of Literature 

One year's work in Philosophy, except Logic. 

One year's work in a foreign literature beyond the 10 level. 

B. Additioncd Requirement for Senior Honors Candidates 

Comparative Literature 99c Senior Honors Thesis 

C. Elective Courses 

Select jroTTi the list below enough courses to fill out the requirement of 
seveft full courses. 

Comparative Literature 61 The Modern Novel 

Comparative Literature 71a The Modern Drama 

Comparative Literature 75b Theories of the Drama 

Comparative Literamre 145 The Romantic Movement 

Comparative Literamre 147 French Symbolism and Modern Western 

Poetry 

Comparative Literamre 160b Smdies in Modern Yiddish Literamre 

Comparative Literamre 181a Rousseau and Tolstoy 

Comparative Literamre 181b Rousseau in Germany 

History 101 Intellectual History of Greece and Rome 

Soc. & Anthrop. 11 la General Linguistics 

Theatre Arts 1 Introduction to Drama and the Theatre 

[53] 



THE HELDS OF CONCElSTrRATION 



ENGLISH AND AMERICAN LITERATURE 

A. Required of All Candidates 



English 36 
English 73b 



Shakespeare 
Chaucer 



B. Additional Requirement for Senior Honors Candidates 

English 99c Senior Honors Thesis 

C. Elective Courses 

Select from the list beloiv five and one-half year courses to fill out the total 
requirement of seven full year courses for concentration. At least two and 
one-half of these elective courses must be chosen from, the periods in Eng- 
lish literature before 1900, and one course must be in American literature. 



English 10 
English 11a 
English lib 
English 15a 
English 20 
English 47b 

English 58a 
English 58b 
English 60 
English 70 
English 72 
English 90a 
English 141 
English 142a 
English 142b 
EngUsh 147a 
English 175b 
EngUsh 180a 

English 180b 

English Composition 7 
Soc. & Antiirop. Ilia 



Classics of English Literature 

Introduction to Poetry- 
Introduction to Prose 

The Modern American Short Story- 
American Literature to 1900 

Poetry and Prose of the Restoration Period, 1660- 
1700 

Victorian Poetry 

Victorian Prose 

Modern English and American Poetry 

The Romantic Poets 

The English Novel 

American Literature in the T-wentieth Century 

The Renaissance 

Elizabethan Drama 

Jacobean and Caroline Drama 

Milton 

The Early Eighteenth Century 

Major American Authors of the Nineteenth Cen- 
tury 

Major American Authors of the Nineteenth Cen- 
tury 

Advanced Composition 

General Linguistics 



Any full course in a foreign literature beyond the 10 level, or any course in 
Comparative Literature. 



[54] 



THE FIELDS OF CONCENTRATION 

FRENCH LITERATURE 

A. Required of All Candidates 

French 3a and 3b, Intermediate and Advanced Composition and Conversa- 
tion are required for concentration. 

French 116b The Renaissance in France 
French 117a French Prose Writers of the 17th Century- 
French 117b The French Classical Drama 
French 127a The Eighteenth Century 
French 127b The Eighteenth Century 
French 138a The French Novel in the 19th Century 
French 138b Modern French Poetry from Lamartine to Valery 

B. Additional Requirement for Senior Honors Candidates 

French 99c Senior Honors Thesis 

C. Elective Courses 

Select sufficient courses to fill out the requirement of seven full courses. 

French 10 General Introduction to French Literature 

French 149a Introduction to the Prose and Poetry of the 

20th Century 
French 167b Cours de Stylistique Frangaise 

Comparative Literature 147 French Symbolism and Modern Western 

Poetry 
Comparative Literature 181a Rousseau and Tolstoy 
Comparative Literature 191 The Theory of Literature 
History 60b History of France since the Fifteenth Cen- 

tury 
Soc. & Anthrop. Ilia General Linguistics 

Any other full course from the School of Humanities except Logic or 
Composition. 

Students concentrating in French are advised to acquire a reading knowledge of 
Latin, Italian or Spanish. 

GERMAN LITERATURE 

A. Required of All Candidates 

German 3a and 3b, lnterm.ediate and Advanced Composition and Conver- 
sation, are required for concentration. 

German 10 Introduction to German Literature 

German 30a Introduction to the Life and Works of Goethe 

German 50a Nineteenth Century Masters 

German 120a Lessing and Schiller 

German 130b Goethe's Faust 

German 140b The Romantic Movement 

German 160b The Modern Drama from Naturalism to the Present 

German 1 70b German Poetry from Nietzsche to the Present 

[55] 



THE HELDS OF CONCENTRATION 

B. Additional Requirement for Senior Honors Candidates 

German 99c Senior Honors Thesis 

C. Elective Courses 

Select sujficient courses to fill out the requirement of seven full courses. 
Comparative Literature 191 The Theory of Literature 
History 181 Main Currents in Modern European Thought 

Soc. & Anthrop. 11 la General Linguistics 

Any other course from the School of Humanities except Logic or Com- 
position. 

HEBREW LITERATURE AND NEAR EASTERN AND 
JUDAIC STUDIES 

Students are given a choice of concentrating either in (a) Hebrew Litera- 
ture or (b) Near Eastern and Judaic Studies. In either field of concentration 
students must take seven full courses beyond the level of Intermediate Hebrew 
(Hebrew 2). 

HEBREW LITERATURE 

A. Required of All Candidates 

Hebrew 4a and 4b, Intermediate and Advanced Composition and Conver- 
sation, and Hebrew 10 are required for concentration. 
Hebrew 14a The Pentateuch with Classical Commentaries 
Hebrew 14b The Pentateuch: Text, Analysis, Background 
Hebrew 15a The Prophets 

Hebrew 21a Selected Texts from the Talmud and the Midrash 
Hebrew 29b Maimonides' Mishneh Torah— Selections 
Hebrew 31b Modern Hebrew Literature— Studies and Essays 
Hebrew 99b Senior Research 

NEJS 26a Jewish History from 586 B.C.E. to the French Revolution 

NEJS 51a Foundations of Jewish Ethics 

NEJS 53a Introduction to Medieval Jewish Philosophy 

B. Additional Requirement for Senior Honors Candidates 

Hebrew 99c Senior Honors Thesis 

C. Elective Courses 

Select sufficient courses to fill out the requireTnent of seven full courses. 

Hebrew 5a Survey of Hebrew Grammar 

Hebrew 15b The Wisdom Literature: Job, Proverbs, Koheleth 

Hebrew 23a Introduction to Mishnah 

Hebrew 32a Medieval Hebrew Poetry 

Hebrew 36a Contemporary Hebrew Prose 

Hebrew 36b Contemporary Hebrew Poetry 

Hebrew 125b Aggadic and Midrashic Interpretation of Biblical History 

Hebrew 140 Modern Hebrew Literature 

[56] 



THE HELDS OF CONCENTRATION 



NEJS 10a 
NEJS 15a 

NEJS 25a 
NEJS 26b 

NEJS 28a 
NEJS 52a 
NEJS 54a 

NEJS 61a 

NEJS 155b 

NEJS 156a 

Aramaic 103 a 

History 181 

Philosophy 41a 

Soc. & Anthrop. Ilia 



History of the Ancient Near East 

History of Islam and of the Arabic World 

Early Jewish History to 586 B.C.E. 

Jewish History from the French Revolution to 

the Present 
American Jewish History 
Introduction to Classical Jewish Thought 
Modern Jewish Philosophy in the 18th and 19th 

Centuries 
Jewish Institutions and Customs 
Hebrew Historiography 
Jewish Messianic Movements 
Biblical Aramaic 

Main Currents in Modem European Thought 
History of Ancient Philosophy 
General Linguistics 



NEAR EASTERN AND JUDAIC STUDIES 

A. Required of All Candidates 

Hebrew 1 Introductory Hebrew 

Hebrew 2 Intermediate Hebrew 

Hebrew 10 Survey of Hebrew Literature 

Hebrew 13b Introduction to the Bible— Selected Texts 

NEJS 25a Early Jewish History to 586 B.C.E. 

NEJS 26a Jewish History from 586 B.C.E. to the French Revolution 

NEJS 51a Foundations of Jewish Ethics 

NEJS 52a Introduction to Classical Jewish Thought 

NEJS 53a Introduction to Medieval Jewish Philosophy 

NEJS 54a Modern Jewish Philosophy in the 18th and 19th Centuries 

B. Additional Requirement for Senior Honors Candidates 

Hebrew 99c Senior Honors Thesis 

C. Elective Courses 



Select sufficient 
Hebrew 14b 
Hebrew 29b 
NEJS 10a 
NEJS 15a 
NEJS 26b 

NEJS 61a 
NEJS 99b 
History 181 
Philosophy 41a 
Arabic 101 
Arabic 102 



courses to fill out the requirement of seven full courses. 
The Pentateuch: Text, Analysis, Background 
Maimonides' Mishneh Torah— Selections 
History of the Ancient Near East 
History of Islam and of the Arabic World 
Jewish History from the French Revolution to the 

Present 
Jewish Institutions and Customs 
Senior Research 

Main Currents in Modern European Thought 
History of Ancient Philosophy 
Introductory Arabic 
Intermediate Arabic 

Concentrators in Near Eastern and Judaic Studies who take Arabic 101 and 

102 may be exempt from Hebrew 10. 

[57] 



THE HELDS OF CONCENTRATION 

PHILOSOPHY 

A. Required of All Candidates 

Philosophy 1 1 Classics in Philosophy 

Philosophy 21 Logic 

Philosophy 41a History of Ancient Philosophy 

Philosophy 41b History of Modern Philosophy 

Philosophy 51a Nineteenth and Twentieth Century European 

Philosophy 

Philosophy 51b American Philosophy 

Philosophy 121b Contemporary Philosophy 

and two of the followmg: 

Philosophy Ilia Philosophy of Classical Empiricism 

Philosophy 111b Kant 

Philosophy 121a Seventeenth and Eighteenth Century Rational- 

ism 

B. Additional Requirement for Senior Honors Candidates 

Philosophy 99c Senior Honors Thesis 

C. Elective Courses 

Select from the list below sufficient courses to fill out the requirement of 
seven full courses. 

Philosophy 31a Ethics 

Philosophy 101a Later Platonic Dialogues 

Philosophy 102 a Aristotle 

Philosophy 11 la Philosophy of Classical Empiricism 

Philosophy 111b Kant 

Philosophy 121a Seventeenth and Eighteenth Century Rational- 
ism 

Philosophy 131b Philosophy of History 

Philosophy 141 Philosophy of Science 

History 181 Main Currents in Modern European Thought 

History 185 History of Science in its Relation to Western 

Civilization 

Mathematics 12 Analytic Geometry and Differential Calculus 

NEJS 53a Introduction to Medieval Jewish Philosophy 

Physics 10 Elementary Physics 

Physics 1 1 General Physics 

Politics 195 History of PoUtical Theory in the West 

Psychology la General Psychology 

Sociology 2a and 2b Introduction to Sociology 

Sociology 108a Sociology of Religion 

Soc. & Anthrop. Ilia General Linguistics 

Any other course from the School of Humanities except Composition or 
Languages 1, 2, 3 or Literature 10. 

[58] 



THE FIELDS OF CONCENTRATION 



Logic 

History of Ancient Philosophy- 
History of Modern Philosophy 
Philosophy of Classical Empiricism 

Seventeenth and Eighteenth Century Rationalism 

Kant 

Philosophy of Science 

Analytic Geometry and Differential Calculus 

Differential and Integral Calculus 

Elementary Physics 

General Physics 
Theoretical Mechanics 



PHILOSOPHY AND SCIENCE 

A. Required of All Candidates 

Philosophy 11 Classics in Philosophy 

Philosophy 21 
Philosophy 41a 
Philosophy 41b 
Philosophy 11 la 

or 
Philosophy 121a 
Philosophy 111b 
Philosophy 141 
Mathematics 12 
Mathematics 21 
Physics 10 

or 
Physics 11 
Physics 21 

B. Additional Requirement for Senior Honors Candidates 

Select one of the folloiving: 
Philosophy 99c Senior Honors Thesis 

Mathematics 99 Senior Research 

Physics 99 Senior Research 

SPANISH LITERATURE 

A. Required of All Candidates 

Spanish 3 a Intermediate Conversation and Composition 

Spanish 4b Advanced Conversation and Composition 

B. Additional Requirement for Senior Honors Candidates 

Spanish 99c Senior Honors Thesis 

C. Elective Courses 

Select four full courses: 

Spanish 5b Studies in Spanish Syntax 

Spanish 10 Survey of Spanish Literature 

Spanish 20b Cervantes 

Spanish 30a The Spanish Novel to 1700 

Spanish 31b The Spanish Novel in the 19th and 20th Centuries 

Spanish 40a Spanish Lyric Poetry 

Spanish 50a Spanish Drama of the Siglo de Oro 

Spanish 51b Spanish Drama of the 19th and 20th Centuries 

Spanish 60 Introduction to Latin America 

Spanish 61a Studies in the Spanish-American Novel 

Soc. & Anthrop. Ilia General Linguistics 

To fill out the requirement of seven full courses select any two full courses 
from the School of Humanities except Logic or Composition. 

Students concentrating in Spanish are urged to have a sound reading knowledge 

of Latin and French or Italian. 



[59] 



THE HELDS OF CONCENTRATION 

THE SCHOOL OF SCIENCE 

The School of Science provides the student with the basic scientific 
training which will qualify him for entry into graduate school or for work 
at an intermediate level in a chosen scientific field. The programs in the 
fields of concentration in Science require the student to devote approxi- 
mately one-half of his time to courses offered by the School of Science. 
The student is encouraged to take such courses outside the School of 
Science as will best broaden and further his intellectual growth. 

To be eligible for honors work, a candidate, at the end of the junior 
year, must have obtained an average of B or better in all courses taken 
for concentration and an average of C or better in all other subjects. 
He must also have the approval of the School of Science. Students who 
are candidates for degrees with honors in the various programs adminis- 
tered by the School of Science may be required to take course 99 in their 
respective fields of concentration. 

Students majoring in Science are urged to elect German or French 
to fulfill their language requirements. Students concentrating in Chem- 
istry, who wish their curriculum to meet accreditation standards of the 
American Chemical Society, are required to pass a course in German or 
to pass a German language examination. 

The Fields of Concentration 

The fields of concentration in the School of Science are: 

1. Biology 

2. Chemistry 

3. Mathematics 

4. Physics 

5. General Science 

BIOLOGY 

A. Required of All Candidates 

*Biology la General Biology 

*BioIogy lb General Biology 

Biology 120b Biology of the Invertebrates 

Biology 121a Cryptogamic Botany 

Chemistry 11 or 12 General Chemistry 

Chemistry 32 Organic Chemistry 

*With special permission of the Biology staff, non-science concentrators 
who have taken Biological Sciences 1 with distinction may substitute that course 
in lieu of Biology la and lb in order to elect advanced biology courses or in 
changing their field of concentration to Science. However, pre-medical and 
pre-dental students should elect Biology la and lb whatever their field of 
concentration. 



[60] 



THE FIELDS OF CONCENTRATION 

Mathematics 11 College Algebra and Analytic Geometry 

or 

Mathematics 12 Analytic Geometry and Differential Calculus 

Physics 10 Elementary Physics 

or 

Physics 11 General Physics 

Except by special permission of the School of Science, the student will 
elect in addition, with the approval of a faculty adviser, 6 half courses from 
those listed in B and C below, of which at least 4 must be courses in 
Group B. 

B. Biology 99 Senior Research 
Biology 122b Principles of Genetics 

Biology 130b Systematic and Economic Botany of the Seed Plants 

Biology 132a Vertebrate Embryology 

Biology 133a Introduction to Cytology and Histology 

fBiology 134b Comparative Vertebrate Anatomy 

Biology 135a Microbiology 

Biology 140b Comparative Morphology of the Vascular Plants 

Biology 141b Plant Physiology 

Biology 142 a Vertebrate Physiology 

Biology 143b Bioecology 

Biology 144b Cellular Physiology 

Biology 146b Advanced Microbiology 

C. Geology la Fundamentals of Earth Science 
t Chemistry 21a Quantitative Analysis 

Chemistry 51b Biochemistry 

D. Additional Requirement for Senior Honors Candidates 

Biology 99 Senior Research 

or 
Any two courses listed in Group B or C provided at least 4 courses from 
Group B have been taken. Honors candidates will be required to demon- 
strate competence in various aspects of Biology through a comprehensive 
oral examination conducted by the staff. 

E. Interested students are invited to attend a weekly Biology Seminar, Biology 
95. Hours to be announced. 

CHEMISTRY 

A. Required of All Candidates 

Chemistry 11 or 12 General Chemistry 

Chemistry 21a Quantitative Analysis 

Chemistry 22b Inorganic Chemistry 

fRequired by many medical schools for admission. Quantitative Chemistry 
in particular is advised as a good introduction to precise analytical methods for 
medical students and biology students who expect to work in fields of biology 
involving laboratory experimentation. 

[61] 



THE FIELDS OF CONCENTRATION 



Organic Chemistxy 

Physical Chemistxy 

General Biology 

College Algebra and Analytic Geometry 

Analytic Geometry and Differential Calculus 
Differential and Integral Calculus 

Integral Calculus 
General Physics 



Chemistry 32 
Chemistry 41 
Biology la and lb 
Mathematics 11 

or 
Mathematics 12 
Mathematics 21 

or 
Mathematics 22 
Physics 11 

B. Elective Courses 

All students must elect the equivalent of one additional full lecture course 
and the equivalent of one term of laboratory work from the folloiving: 

Chemistry 51b Biochemistry 

Chemistry 91c Advanced Chemistry Laboratory 

Chemistry 99 Senior Research 

Chemistry 121a Advanced Inorganic Chemistry 

Chemistry 131a Advanced Organic Chemistry 

Chemistry 131b Advanced Organic Chemistry 

Chemistry 135a Synthetic Methods of Organic Chemistry 

Chemistry 141 Introduction to Theoretical Chemistry 

Chemistry 145b Chemical Kinetics 

Chemistry 146b Electrolytic Solutions 

C. Senior Honors Candidates 

Senior Honors Candidates must complete a program which meets with the 
approval of the Chemistry Staff. 

D. See German requirement, page 60. 

MATHEMATICS 

A. Required of All Candidates 



Mathematics 11 

or 
Mathematics 12 
Mathematics 21 

or 
Mathematics 22 
Biology la and lb 
Chemistry 11 

or 
Chemistry 12 
Physics 10 

or 
Physics 11 



College Algebra and Analytic Geometry 

Analytic Geometry and Differential Calculus 
Differential and Integral Calculus 

Integral Calculus 
General Biology 
General Chemistry 

General Chemistry 
Elementary Physics 



General Physics 

B. Additional Requirement for Senior Honors Candidates 

Two additional courses from C(b) below, or Mathematics 99 and one 
additional course from C(b) below. 

[62] 



THE nELDS OF CONCENTRATION 

C. Elective Courses 

a) 07te course selected from the following: 

Physics 21 Theoretical Mechanics 

Physics 23 Electricity, Magnetism and Optics 

Physics 32 Electromagnetic Theory 

Philosophy 141 Philosophy of Science 

b) Three courses selected from the following: 

Mathematics 32 Higher Analysis 

Mathematics 34b Elementary Number Theory 

and 

Mathematics 35a Elementary Differential Geometry 

Mathematics 36 Elementary Real Function Theory 

Mathematics 101 Elementary Complex Function Theory 

Mathematics 102 Modern Algebra 

Physics 100 Introduction to Theoretical Physics 

PHYSICS 

A. Required of All Candidates 

Physics 11 General Physics 

Physics 21 Theoretical Mechanics 

Physics 23 Electricity, Magnetism and Optics 

Physics 30a Thermodynamics and Kinetic Theory 

Physics 32b Electromagnetic Theory 

Physics 34 Modern Physics 

Mathematics 11 College Algebra and Analytic Geometry 

or 

Mathematics 12 Analytic Geometry and Differential Calculus 

Mathematics 21 Differential and Integral Calculus 

or 

Mathematics 22 Integral Calculus 

Mathematics 32 Higher Analysis 

Biology la and lb General Biology 

Chemistry 11 General Chemistry 

or 

Chemistry 12 General Chemistry 

B. Additional Requirement for Senior Honors Candidates 

Physics 100 Introduction to Theoretical Physics 

GENERAL SCIENCE 

The General Science program is designed for students desiring a 
diversified program in the sciences; for example, for students planning to 
teach science in secondary schools, to enter medicine or public health 
and their allied fields, or to undertake other programs requiring a general 
scientific background. Students who intend to do graduate work in a 
specific scientific field are advised to fulfill the undergraduate requirements 
for concentration in that field. 

[63] 



THE HELDS OF CONCENTRATION 

A.. Required of All Candidates 

Biology la and lb General Biology 

Mathematics 1 1 College Algebra and Analytic Geometry 

or 

Mathematics 12 Analytic Geometry and Differential Calculus 

Physics 10 Elementary Physics 

or 

Physics 1 1 General Physics 

Chemistry 11 or 12 General Chemistry 

B. Elective Courses 

With the approval of the faculty advisers for the program, each con- 
centrator in the General Science program must elect, in addition, the 
equivalent of five full courses from the offerings of the School of Science. 
These five courses must be selected from at least two and not more than 
three fields in the School of Science. 

C. Additional Requirement for Senior Honors Candidates 

With the approval of the General Science advisers, a student may 
petition the faculty in one of the standard science fields to devise an honors 
program which will suit the special background of the individual. 



THE SCHOOL OF SOCIAL SCIENCE 

The Fields of Concentration 

The regular fields of concentration offered in the School of Social 
Science include: 

1. American Civilization 

2. Economics 

3. History 

4. Political Economy 

5. Politics 

6. Psychology 

7. Sociology and Anthropology 

In addition to the regular fields of concentration listed above, certain 
students, with the approval of the School of Social Science, may be per- 
mitted to pursue a special field of concentration built around a coherent 
theme, problem, or approach. Acceptable programs for special fields of 
concentration may be illustrated by such themes as "International Affairs" 
or "American Economic Institutions". Enrollment in these special fields 
requires the advance approval of the School and such students are subject 
to the standing regulations for the regular fields of concentration and 
such special rules as may be required. 

[64] 






rhe Student Center, in 
Hamilton Quadrangle. 





iMr. Bodky and class in the Ullman Amphitheatre. 




Tapping in a rebound, good for two 
points against West Point. 




Dr. Wang and students in the Cohn Chemical Laboratory. 



THE FIELDS OF CONCENTRATION 

Requirements for Ordinary and Honors Degrees 

The minimum program for non-honors candidates in any regular or 
special field of concentration is defined in the requirements established 
for the several fields. The designated requirement in each field of con- 
centration includes a half-course of tutorial work (97c). 

Students in the School of Social Science who are candidates for de- 
grees with honors will, in addition to the designated requirements for 
the several fields, enroll also in the Seniors Honors course (99) for a 
full course credit. 

In certain cases a special honors program may be available in the senior 
year for concentrators who have been accepted as honors candidates. 
With the permission of the School of Social Science, special honors can- 
didates will be exempted from all course work required to complete the 
program of concentration, except 97c and 99. 

All candidates in the various fields of concentration administered by 
the School of Social Science are expected to complete their program by 
electing the necessary courses from the list of elective courses which 
have been prepared for each field. However, it should be noted that, 
with approval, concentrators may also include in their elective program 
the equivalent of any one full course from the offerings of the School of 
Social Science, except Social Science 1 and 2. 

Although various aspects and approaches may be given special em- 
phasis, it is believed that the study and analysis of society and social 
phenomena should be regarded as an undertaking containing many facets. 
It is for this reason that the courses of instruction offered by the School 
of Social Science have been designed to fit into more than one program 
of concentration and that special attention has been given to the compara- 
tive approach. 

AMERICAN CIVILIZATION 

A. Required of All Candidates 

American Civilization 1 History of American Civilization 

American Civilization 97c Junior Tutorial 

American Civilization 156 American Constitutional Law and Theory 

English 20 American Literature to 1900 

B. Additional Requirement for Senior Honors Candidates 

American Civilization 99 Senior Honors Thesis 

C. Elective Courses 

Select the equivalent of two and 07te-halj full courses fro?n the following: 

American Civilization 5a Developmentof American Nationalism, 1754- 

1789 
American Civilization 5b Developmentof AmericanNationalism, 1790- 

1861 
American Civilization 64c Social Theory in America 

[651 



THE FIELDS OF CONCENTRATION 



American Civilization 98c 
American Civilization 113a 
American Civilization 134a 
American Civilization 136a 
American Civilization 141a 
American Civilization 161a 

American Civilization 161b 

American Civilization 163b 
American Civilization 165a 
American Civilization 165b 
American Civilization 172b 
Economics 20a 

Economics 131b 
Economics 141a and 141b 
English 90a 

English 180a and b 

Philosophy 51b 
Politics 11 
Politics 106b 
Social Science 191b 
Sociology 5a 



Readings in American Civilization 
The Era of the American Revolution 
The American Twenties 
Main Currents in Southern History 
American Foreign Policy 
Intellectual and Cultural History of Amer- 
ica, 1830-1865 
Intellectual and Cultural History of Amer- 
ica, 1865-1890 
American Thought since 1890 
American Liberalism: Nineteenth Century 
American Liberalism: Twentieth Century 
The Immigrant in American History 
American Labor Economics and Labor Re- 
lations 
American Economic History 
Government and Business in the U. S. 
American Literature in the Twentieth Cen- 
tury 
Major American Authors of the Nineteenth 

Century 
American Philosophy 
American Government 
Civil Liberties in America 
Methodology in the Social Sciences 
Minority Groups in the United States 
American Communities 



Sociology 6a 

With the approval of a faculty member in the field of co?icentration, stu- 
dents may be permitted to include in their elective program the equivalent 
of any fidl course offered by the School of Social Science, except Social 
Science 1 and 2, or the equivalent of any appropriate fidl course in Amer- 
ican Literature, Philosophy or Fine Arts. 



B. 



ECONOMICS 

Required of All Candidates 

Economics la and lb Introduction to Economics 
Junior Tutorial 

Price Pohcies and Market Organization 
Money and Income Analysis 
Topics in Advanced Economics 
Introduction to Statistics 

Additional Requirement for Senior Honors Candidates 

Economics 99 Senior Honors Thesis 



Economics 97c 
Economics 140 
Economics 150a 
Economics 190 
Social Science 10a 



C. Elective Courses 

Select the equivalent of two full courses from the following: 



Economics 20a 



American Labor Economics and Labor Relations 

[66] 



THE FIELDS OF CONCENTRATION 

Economics 98c Readings in Economics 

Economics 121b Topics in Labor Economics 

Economics 130a Modern European Economic History 

Economics 131b American Economic History 

Economics 141a and b Government and Business in the U. S. 

Economics 151b Public Finance 

Economics 152b Business Cycles 

Economics 160a International Trade and Economic Institutions 

Economics 161b Contemporary World Economy 

Anthropology 109b Problems of Underdeveloped Areas 

Politics 153b The Government Corporation 

With the approval of a faculty member in the field of concentration, stu- 
dents may he permitted to include in their elective program the equivalent 
of any full course offered by the School of Social Science, except Social 
Science 1 and 2. 

HISTORY 

A. Required of All Candidates 

History 97c Junior Tutorial 

B. Additional Requirement for Senior Honors Candidates 

History 99 Senior Honors Thesis 

C. Elective Courses 

A total of six courses is to be selected. 

a. The equivalent of one full course is to be selected from each of the 
following periods: 

1. Ancient and Medieval (up to 1400) 

2. Early Modern (from 1400 to 1700) 

3. Modern (since 1700) 

b. Three additional courses to be selected without regard to their period. 
With the approval of a faculty member in the field of concentration, 
students may be permitted to include in their elective program the 
equivalent of any full course offered by the School of Social Science, 
except Social Science 1 and 2, or the equivalent of any full course in 
Literature, Philosophy, Music or Art. 

NEJS 10a History of the Ancient Near East 

History 101 Intellectual History of Greece and Rome 

NEJS 25a Early Jewish History to 586 B.C.E. 

History 102 a History of Early Christianity 

NEJS 15a History of Islam and of the Arabic World 

History 121b Europe in the Middle Ages 

History 131 The Renaissance and Reformation 

History 146a Stuart England 

History 147a Europe in the Seventeenth Century 

NEJS 26a Jewish History from 586 B.C.E. to the 

French Revolution 

[67] 



THE FIELDS OF CONCENTRATION 



NEJS 26b 

History 60b 

History 161a 
American Civilization 5a 

American Civilization 5 b 

American Civilization 113a 
History 55a 
History 55b 
History 177a 
History 177b 
History 179a 
American Civilization 1 
American Civilization 64c 
American Civilization 161a 

American Civilization 161b 

American Civilization 163b 
American Civilization 165a 
Economics 130a 
Economics 131b 
History 185 

Politics 195 
History 181 



Jewish History from the French Revolu- 
tion to the Present 
History of France since the Fifteenth Cen- 
tury 
The Eighteenth Century World 
Development of American Nationalism: 

1754-1789 
Development of American NationaUsm: 

1790-1861 
The Era of the American Revolution 
Europe in the Nineteenth Century 
Europe in the Nineteenth Century 
Russia in the Nineteenth Century 
Russia in the Twentieth Century 
The British Empire since 1776 
History of American Civilization 
Social Theory in America 
Intellectual and Cultural History of Amer- 
ica: 1830-1865 
Intellectual and Cultural History of Amer- 
ica: 1865-1890 
American Thought since 1890 
American Liberalism: Nineteenth Century 
Modern European Economic History 
American Economic History 
History of Science in its Relation to West- 
ern Society 
History of Political Theory in the West 
Main Currents of Modern European 
Thought 



POLITICAL ECONOMY 



A. Required of All Candidates 

Economics la and lb 
Economics 141a 
Economics 151b 
Economics 161b 
PoUtical Economy 97c 
Politics 141a 
Politics 154b 
Social Science 10a 



Introduction to Economics 

Government and Business in the U. S. 

Public Finance 

Contemporary World Economy 

Junior Tutorial 

Public Administration and Public Policy 

Government Planning 

Introduction to Statistics 



B. Additional Requirement for Senior Honors Candidates 

Political Economy 99 Senior Honors Thesis 

C. Electives 

Select the equivalent of four full courses from the following: 



Economics 20a 



American Labor Economics and Labor Rela- 
tions 



168] 



THE FIELDS OF CONCENTRATION 



Economics 130a 
Economics 131b 
Economics 160a 

Politics 153b 
Politics 167b 
Politics 171a 
Politics 175b 
Politics 176b 

Politics 177 

Politics 195 

American Civilization 156 

Anthropology 109b 

History 179a 



Modem European Economic History 

American Economic History 

International Trade and Economic Institu- 
tions 

The Government Corporation 

Nationalism in the Far East 

International PoUtics 

International Organization and Law 

Contemporary Problems of International Or- 
ganization 

International Communism 

History of Political Theory in the West 

American Constitutional Law and Theory 

Problems of Underdeveloped Areas 

The British Empire since 1776 



POUTICS 

Required of All Candidates 

Introduction to Politics 

American Government 

Comparative Government 

Junior Tutorial 

History of Political Theory in the West 

B. Additional Requirement for Senior Honors Candidates 

Politics 99 Senior Honors Thesis 

C. Elective Courses 



Politics la and lb 
Politics 11 
Politics 51a 
Politics 97c 
Politics 195 



Select the equivalent of three 
Politics 106b 
Pontics 111b 

Politics 112a 

Politics 121a 

Politics 141a 
Politics 141b 
Politics 143b 

Politics 151b 
Politics 153b 
Politics 154b 
Politics 155 
Politics 167b 
Politics 171a 

Politics 172 a 



full courses from the folloiving: 

Civil Liberties in America 

American Political Behavior and the Elec- 
toral Process 

Legislative Process and the American Con- 
gress 

American Political Parties, Pressure Groups 
and Public Opinion 

Public Administration and Public Policy 

Public Administration and Management 

Conduct and Control of American Foreign 
PoUcy 

Comparative Executive Government 

Parliamentary Systems 

Government Planning 

The Government Corporation 

Nationalism in the Far East 

International Politics: The Contemporary 
Structure and Process of Political Power 

Principles and Problems of American For- 
eign Policy 

[69] 



THE FIELDS OF CONCE^^^RATION 



The Middle East in Modern International 

Politics 
International Organization and Law 
Contemporary Problems of International 

Organization 
International Communism 
Marx and Engels 

Soviet Society in Theory and Practice 
American Constitutional Law and Theory 
American Liberalism: Nineteenth Century 
Government and Business in the U. S. 
Europe in the Nineteenth Century 
Russia in the Twentieth Century 
The British Empire since 1776 
Introduction to Statistics 
Methodology in the Social Sciences 
Public Opinion and Propaganda 
Modern Bureaucracy 



Politics 173b 

Politics 175b 
Politics 176b 

Politics 177 

PoUtics 192a 

PoUtics 192 b 

American Civilization 156 

American Civihzation 165a 

Economics 141a and 141b 

History 55a 

History 177b 

History 179a 

Social Science 10a 

Social Science 191b 

Sociology 101a 

Sociology 102a 

With the approval of a faculty member in the field of concentration, stu- 
dents may he permitted to include in their elective program the equivalent 
of any full course offered by the School of Social Science, except Social 
Science 1 and 2. 



PSYCHOLOGY 

A. Required of All Candidates 

Psychology la General Psychology (will be repeated in second semester) 
Psychology 97c Junior Tutorial 

The equivalent of three full courses from the following: (Note: Concen- 
trators who do not elect Psychology lib and Psychology 20a will not 
receive recommendations to graduate schools. In addition. Physiological 
Psychology and Theories in Psychology are strongly recommended for 
students who plan to continue their studies in Psychology beyond the B.A. 
Students who plan to prepare for Social Work, Child Psychology, etc., 
should consult with the staff before rnaking up their programs.) 



Psychology 6a 
Psychology lib 

Psychology 15a 
Psychology 20a 
Psychology 108 
Psychology 109b 
Psychology UOa 
Psychology 115a 
Psychology 118a 
Psychology 119b 
Psychology 125a 
Sociology 3b 



Abnormal Psychology 

Introduction to Psychological and Educa- 
tional Statistics 
Child Development and Adolescence 
Elementary Experimental Psychology 
Personality 
Perception 

Psychology of Problem Solving and Learning 
Genetic Psychology 
Physiological Psychology 
Comparative Psychology 
Theories in Psychology 
Social Psychology 

[70] 



THE FIELDS OF CONCENTRATION^ 



B. Additional Requirement for Senior Honors Candidates 

Psychology 99 Senior Honors Thesis 

C. Elective Courses 

Select the equivalent of two full courses from the foregoing and/or the 



B. 



following: 
Psychology 30b 
Psychology 98 a, b and c 
Psychology 104a 
Psychology 106a, b and c 

Psychology 107b 
Psychology 111b 

Psychology 112b 
Psychology 120b 
Psychology 121b 
Psychology 145b 
Anthropology 1 
Sociology la 
Sociology 7a 
Sociology 12a 
Sociology 101a 
Sociology 104a 
Sociology 112b 



Educational Psychology 

Readings in Psychological Literature 

Advanced Social Psychology 

Field Work in Clinical and Abnormal Psychol- 
ogy 

Motivation 

Psychology of Symbolic Processes and Think- 
ing 

Psychology of Emotions 

Advanced Experimental Psychology 

Tests and Measurements 

Personality and Ideology 

Introduction to Anthropology 

Introduction to Sociology 

Social Pathology 

Techniques of Social Research 

Public Opinion and Propaganda 

Culture and Personality 

Social Psychiatry 



With the approval of a faculty member in the field of concentration, stu- 
dents may be permitted to include in their elective program the equivalent 
of any full course offered by the School of Social Science, or the other 
Schools, except the General Education courses. 

SOCIOLOGY AND ANTHROPOLOGY 



Required of All Candidates 

Anthropology 1 
Sociology la and lb 
Sociology 3b 
Soc. & Anthrop. 97c 

Additional Requirement for 

Soc. & Anthrop. 99 

Elective Courses 

Select the equivalent of three 
Anthropology 4a 
Anthropology 10a 
Anthropology 109b 
Anthropology 110b 
Anthropology 115a 
Anthropology 120a 



Introduction to Anthropology 
Introduction to Sociology 
Social Psychology 
Junior Tutorial 

Senior Honors Candidates 

Senior Honors Thesis 



full courses from the following: 
The Evolution of Culture 
Native Cultures of America 
Problems of Underdeveloped Areas 
Social Organization 
The Nature of Culture 
Problems of Civilization 



[71 



THE HELDS OF CONCENTRATION 



Sociology 5a 
Sociology 5b 
Sociology 6a 
Sociology 7a 
Sociology 8b 
Sociology 9b 
Sociology Ha 
Sociology 12a 
Soc. & Anthrop. 98c 
Sociology 101a 
Sociology 101b 
Sociology 102 a 
Sociology 103b 
Sociology 104a 
Sociology 105b 
Sociology 106b 
Sociology 107a 
Sociology 108a 
Soc. & Anthrop. Ilia 
Sociology 112b 
Economics la and lb 
History 181 
History 185 

Politics 195 
Psychology la 

(repeated 2nd semester) 
Psychology 104a 
Social Science 10a 
Social Science 191b 



Minority Groups in the United States 

Race Prejudice and Discrimination 

American Communities 

Social Pathology 

Primary Groups 

The City 

Industrial Sociology 

Techniques of Social Research 

Readings in Sociology and Anthropology 

Public Opinion and Propaganda 

Mass Communication Media 

Modern Bureaucracy 

Comparative Study of the Family 

Culture and Personality 

Social Stratification 

Advanced Sociological Theory 

Psychology and Politics 

Sociology of ReUgion 

General Linguistics 

Social Psychiatry 

Introduction to Economics 

Main Currents in Modern European Thought 

History of Science in its Relation to Western 

Society 
History of Political Theory in the West 
General Psychology 

Advanced Social Psychology 
Introduction to Statistics 
Methodology in the Social Sciences 



With the approval of a faculty member in the field of concentration, stu- 
dents may be permitted to include in their elective program the equivalent 
of any full course offered by the School of Social Science, except Social 
Science 1 and 2. 



THE SCHOOL OF CREATIVE ARTS 

Ine rields of Concentration 

The following fields of concentration are regularly offered in the 
School of Creative Arts: 

1. Music 

2. Fine Arts 

3. Theatre Arts 

In exceptional cases, students may petition the faculty of the School 
of Creative Arts for permission to pursue a program of concentration 
combining any two or the regular fields. 

[72] 



THE HELDS OF CONCENTRATION 

Procedure for Admission to Concentration 

All candidates are expected to apply for concentration through desig- 
nated faculty representatives in the various fields. Candidates should 
arrange for interviews with these representatives at which they can pre- 
sent evidence of capacity to pursue programs of concentration success- 
fully. In the field of Music there are specific performance and sight- 
reading requirements listed below under Music, 

Requirements for Ordinary and Honors Degrees 

These are listed below under the separate fields and consist of seven 
courses for each field, with the additional requirement of 99c (in the 
various fields) for honors candidates. 

MUSIC 

The program for concentration is directed primarily to those students 
who already possess skill in instrumental performance. Upon application 
for admission to the field, all candidates are expected to demonstrate pro- 
ficiency in performance and sight-reading at the piano or on an orchestral 
instrument which possesses a standard solo repertoire. 

Concentrators have the opportunity of electing instrumental and vocal 
studies for credit under Music M, instruction to be arranged with the 
School Secretary, Roberts Cottage. (See Music M under Courses of 
Instruction.) 

Requirements for Ordinary and Honors Degrees 

Candidates for ordinary degrees are required to take eight full courses 
in music. Honors candidates, in addition, must take Music 99c in their 
senior year. 

A. Required of All Candidates 

Music 50 The Materials of Music 

Music 51 Elementary Harmony 

Music 102 Historical Analysis of Music to 1750 

Music 103 Historical Analysis of Music from 1750 to the Present 

Music 152 Advanced Harmony 

Music 153 Principles of Counterpoint 

Music 154 Instrumentation, Orchestration, and Analysis of Or- 
chestral Scores 

Music 1 {Introduction to Music) is also recommended. 

All concentrators in Music or in the combined field of Music and Theatre Arts 
are expected to participate regularly in the Chorus or the Orchestra. 

B. Additional Requirement for Senior Honors Candidates 

Music 99c Senior Honors Thesis 

[731 



THE HELDS OF CONCENTRATION 

C. Elective Courses 

Music 1 Introduction to Music 

Music 3 Chorus. A Survey of Choral Music 

Music M Applied Music 

Music 115a The Classical Period 

Music 116a The Romantic Period I 

Music 116b The Romantic Period II 

Music 117 Contemporary Music 

Music 131b The Baroque Period 

Music 135 History of Keyboard Music 

Music 159 Musical Analysis and Criticism 

Music 200 Seminar in Music History: Techniques and Topics in 
Musical Research 

c 255 Improvisation of the Thorough Bass 

c 256 Advanced Contrapuntal Practice 

c 257 Homophonic Forms 

c 258 Twentieth Century Techniques 

c 259 Special Studies in Contemporary Music 

c 2 70 Theory and Practice in the Performance of Early Music 

c 291 Seminar in Free Composition 

c 292 Seminar in Free Composition 



Mus 
Mus: 
Mus 
Mus: 
Mus 
Mus: 
Mus 
Mus 



Theatre Arts 3, 5c, 6, any other full course from the School of Creative 
Arts, or, with the permission of the Music Faculty, any other appropriate 
full course in History, Philosophy or Literature. 



FINE ARTS 

The Fine Arts concentrator may elect his field of concentration in 
either of two subdivisions: (1) Applied Arts (studio), or (2) Art History 
and Criticism. 



A. Required of All Applied Arts Concentrators 

Theory of Art and Principles of Design 
Style and Idea in Art; An Introductory Survey 
Theory and Practice of Painting 



Fine Arts 1 
Fine Arts 2 
Fine Arts 102 

or 
Fine Arts 1 1 1 
Fine Arts 103 
Fine Arts 151a 
Fine Arts 151b 
Fine Arts 152a 
Fine Arts 152b 



Sculpture 
Life Drawing 
Ancient Art 
Medieval Art 
Renaissance Art 
Modern Art 



B. Required of All Art History and Criticism Concentrators 

Fine Arts 1 Theory of Art and Principles of Design 

Fine Arts 2 Style and Idea in Art; An Introductory Survey 

Fine Arts 11a Introduction to the Art Experience 

Fine Arts 151a Ancient Art 



[74] 



THE FIELDS OF CONCENTRATION 

Fine Arts 151b Medieval Art 

Fine Arts 152 a Renaissance Art 

Fine Arts 152b Modern Art 

Fine Arts 181a Topics in Art History and Criticism 

C. Additional Requirement for Senior Honors Candidates 

Fine Arts 99c Senior Honors Thesis 

An original creative project in Applied Art or Art History and Criticism, 
to be approved by the Fine Arts Faculty. 

D. Elective Courses 

Select fro772 the list below sufficie?it courses to fill out the requirement of 
seveii full courses. 

Fine Arts Ua Introduction to the Art Experience 

Fine Arts 104 Advanced Life Drawing 

Fine Arts 108 Individual Art Work in Painting or Sculpture 

Fine Arts 121 Workshop in Etching and Engraving 

Fine Arts 161a The Islamic Art of the Near and Middle East 

Fine Arts 171b Contemporary Art 

Fine Arts 172 a Art in the Far East 

Fine Arts 172b Painting in the Far East 

Fine Arts 181a Topics in Art History and Criticism 

Any other full course from the School of Creative Arts or, with the ap- 
proval of the Fine Arts Faculty, any appropriate full course in History, 
Philosophy or Literature. 

THEATRE ARTS 

A.. Required of All Candidates 

Theatre Arts 1 Introduction to Drama and the Theatre 

Theatre Arts 2 c Elementary Oral Interpretation 

Theatre Arts 3 Theatre Workshop I 

Theatre Arts 4 Theatre Workshop II 

or 

Theatre Arts 104 Play writing 

Theatre Arts 5 Introduction to Dance 

One full course in Music plus one full course in Fine Arts. 

B. Additional Requirement for Senior Honors Candidates 

Theatre Arts 99c Senior Honors Thesis 

C. Elective Courses 

Select fro?n the list below sufficient courses to fill out the requirement of 
seven full courses. 

Theatre Arts 6c Intermediate Dance 

Theatre Arts 104 Play writing 

Theatre Arts 115a Restoration Comedy 

[75] 



THE HELDS OF CONCENTRATION 



Theatre Arts 115b 
Theatre Arts 119b 
Theatre Arts 151 
Comparative Literature 71a 
Comparative Literature 75b 
English 36 
English 142 a 
English 142 b 
Philosophy 131b 

Any other full course jrom the 



Modern Comedy 

The American Theatre Today 

Tragedy 

The Modem Drama 

Theories of the Drama 

Shakespeare 

Elizabethan Drama 

Jacobean and Caroline Drama 

Philosophy of History 

School of Creative Arts. 



[76 



IV 
TKe Graduate ScKooI of Arts and Sciences 

A. General Information 

OBJECTIVES 

The underlying ideal of the Graduate School is to assemble a com- 
munity of scholars, scientists and artists, in whose company the student- 
scholar can pursue studies and research as an apprentice. This objec- 
tive is to be attained by individualizing programs of study, restricting 
the number of students accepted, maintaining continual contact be- 
tween students and faculty, and fostering the intellectual potential 
of each student. 

Degrees will be granted upon the evidence of intellectual growth 
and development, rather than solely on the basis of formal course 
credits. Fulfillment of the minimum requirements set forth below can- 
not, therefore, be regarded as the sole requisite for degrees. 

AREAS OF GRADUATE STUDY 

During the academic year 1954-55, graduate programs will be 
offered in the following areas: 

1. Chemistry 

2. English and American Literature 

3. History of Ideas 

4. Music 

5. Near Eastern and Judaic Studies 

6. Psychology 

Details of the programs offered in these areas are given below. 
Specific course content will be found in Section V of the Catalog. 

In succeeding years, the program will be extended to cover other 
areas. 

ADMISSION 

As a general rule only those men and women who have completed 
the normal four-year program leading to the Bachelor's degree with 
distinction will be considered for admission to the Graduate School. 
Graduates of foreign schools who have completed the equivalent of a 

[771 



GRADUATE SCHOOL OF ARTS AND SQENCES 

Bachelor's degree program may apply, describing the educational 
program they have completed. 

Applicants for admission to the graduate area in Psychology are 
required to take the Miller Analogies Test and the Graduate Record 
Examination, including the Aptitude Test portion and preferably one 
Advanced Test in a field related to the proposed area of graduate study. 
Others are advised to take the examination. Information concerning 
the Graduate Record Examination is available from the Educational 
Testing Service, 20 Nassau Street, Princeton, New Jersey, or 4641 
Hollywood Boulevard, Los Angeles 27, California. 

Specific requirements established by each area of study are to be 
found below. Each apphcant should consult these requirements prior 
to filing an appHcation. 

APPLICATION PROCEDURE 

Applicants who wish to enter the Graduate School should write to 
the Chairman, Graduate School Office, Room 108, Woodruff Hall, 
stating which Area of Studies they intend to pursue. 

An Application for Admission and catalog will be forwarded to the 
applicant who should return the completed form at once. The closing 
date for receipt of appHcations is May 1 5 although exceptions may be 
granted. (It should be noted that the closing date for fellowship and 
scholarship apphcations is April 1. See ''Financial Aid," page 80.) 

The apphcant is also required (1) to arrange for the forwarding of 
an official transcript of his undergraduate and any graduate records and 
(2) to have forwarded two letters of recommendation, preferably from 
professors under whom the apphcant has studied in the field of his 
proposed Area of Studies. Where necessary, other materials or infor- 
mation will be requested. 

Decisions on admission will be made not later than June 15. 

PART-TIME STUDENTS 

Applications will be considered for part-time resident study. Such 
applicants should file with their applications for admission a state- 
ment explaining why full-time residence is not possible, and how 
rapidly they propose to complete their work. 

SPECIAL STUDENTS 

On occasion, properly qualified persons who wish to take courses 
without working for a degree will be accepted. The Application for 
Admission form may be submitted without other supporting evidence 
in such instances. 

[78] 



GRADUATE SCHOOL OF ARTS AND SCIENCES 

Financial Regulations 

Students will be permitted to register for classes after all financial 
obligations have been met or satisfactory terms of payment have been 
arranged with the Comptroller prior to the due date of the bill in 
question. Payment received after the due dates of September 13, 1954 
and February 4, 1955 will be subject to a penalty charge of $10. 

Report of grades or transcript of records will be issued to students 
only after financial obligations to the University have been discharged. 

FEES 

The annual tuition fee for full-time resident students in the Grad- 
uate School is $700. This fee is payable in two installments, one-half 
at registration in September, and the remainder prior to the beginning 
of the second semester. 

Tuition fees for special and part-time students will be at the rate 
of $87.50 per course per semester. These fees are payable prior to 
registration for each semester. 

Graduate students may elect to participate in the University stu- 
dent health program (see section under ^'Health") by paying a fee of 
$40 at registration at the beginning of the academic year. Informa- 
tion about the program may be obtained from the Health Office. 

Graduate students are entitled to one formal transcript of their 
academic record without cost. A charge of $1 will be made for all 
subsequent transcripts. 

Candidates for graduate degrees are charged a $10 Graduation and 
Diploma fee which will be payable at the second semester billing. 

AUDITING COURSES 

The privilege of auditing courses without fee is extended to regu- 
larly enrolled full-time graduate students. The courses may be on 
either the graduate or undergraduate level. Students taking less than 
full-time work may audit courses by paying for them at the same rate 
as though they were taken for credit. Students desiring to avail them- 
selves of auditing privileges may make the necessary arrangements 
through the Graduate School Office, and must then secure the per- 
mission of the course instructor. 

HOUSING 

The University does not offer graduate housing facilities. The 
Graduate School Office, however, attempts to serve as a clearing house 
for rooms and apartments available in Waltham and nearby Greater 
Boston communities. 

[79] 



GRADUATE SCHOOL OF ARTS AND SCIENCES 

DINING FACILITIES 

Graduate students may sign for the twenty-one meal contract 
(|550 for the year) or the fifteen meal contract ($450 for the year) 
in either the Castle Dining Hall or the Student Center Dining Hall. 
Arrangements must be made with the Steward's Office. Individual 
meals may be purchased at either dining hall. Light snacks are served 
at the Bee-Hive snack bar. 



HEALTH 

Payment of the optional medical fee entitles graduate students to 
utilize the facilities of the Health Office and to participate in the bene- 
fits of the University health insurance program. 

The health insurance program helps defray expenses during the 
academic year for treatment beyond the scope of the Health Office. 
A brochure outlining the details of this program may be obtained at 
the Health Office. It should be noted here, however, that coverage is 
not provided for pre-existing conditions, extraordinary cases, psychi- 
atric cases, optical and dental services, or special materials. 

Within the limitations of the insurance coverage, fees of outside 
doctors and hospitals will be processed for payment only when con- 
sultations or hospitalization have been authorized by the University 
Health Office in advance on a form provided for this purpose. The 
University is not responsible for ofF-campus medical and hospital care 
sought by students or their parents on their own initiative. Students 
are urgently requested to read the Health Office pamphlet with 
great care. 

Every student is required to complete a Health Questionnaire 
(which is mailed by the University) prior to the day of registration 
for classes. In addition, a health examination by the University phy- 
sician must be taken during the registration period. 



FINANCIAL AID 

To help students of great promise, awards and work opportunities 
are available. These are granted on a competitive basis, the amount 
of the stipend depending upon the financial need of the applicant. For 
consideration, it is necessary to file the Application for Graduate, 
Fellowship or Teaching Assistantship, along with all admission appli- 
cation material, on or before April 1 . In exceptional instances applica- 
tions submitted at a later date may be given consideration. 

[801 



rhe Information Booth. 





lajor classroom facility on the Brandcis campus is the Clara and Joseph F. Ford Hall. 






I T 



Woodruff Hall, which houses the President's and other 
administrative offices. 



The Library after dark. 



Wl JKB 11'. 



^^SlOBiBB 



«ii 



km 






Lj^Sl 



T'^m'^~m3 



GRADUATE SCHOOL OF ARTS AND SCIENCES 

The following opportunities are available: 

Graduate Fellowships: 

Graduate Fellowships vary from tuition to stipends of $2100. 

Teaching Felloivships: 

Benefactors of the University have established numerous Teaching 
Fellowships to enable graduate students to gain teaching experience 
while continuing with their studies. The stipends vary with the hours 
of teaching and degree of responsibihty and may reach a maximum of 
$2100. 

Research Funds: 

Application for research funds may be made to the Chairman of the 
Graduate School. 

Loan Funds: 

Applications for loans, ordinarily available only after one year of resi- 
dence, may be made to the Chairman of the Graduate School. 

Froctorships: 

Appointments as dormitory proctors are available to men and women. 
Interested applicants should address the Director, Office of Student Per- 
sonnel. 

Employment: 

On occasion the University offers part-time employment to specially 
trained personnel. Inquiries should be addressed to the Personnel Office 
of the University. 

ACADEMIC REGULATIONS 

Ordinarily, a full-time resident student registers for four or five 
courses or their equivalent per academic year, as may be determined 
by the Area Chairman. Each course meeting 3 hours per week grants 
3 credits per semester. 

Registration: 

All graduate students, whether full-time or part-time, must register with 
the Graduate School Office two days prior to the first day of classes. 
A study card must be filed not later than the first day of classes, and 
must have the approval of the Area Chairman. 

Course Standards: 

Graduate students will be expected to maintain records of distinction 
in all courses. The Graduate School reserves the right to sever the con- 
nection of any student with the University for appropriate reasons. 

[81] 



Degree Requirements 

The following general requirements apply to the awarding of de- 
grees. For the specific requirements of each Area of Study, candidates 
should consult the appropriate section of this catalog. 



MASTER'S DEGREE 

In order to qualify for a Piaster's degree, the candidate must com- 
plete the equivalent of one full year of graduate study at Brandeis 
University, ordinarily computed at a minimum of 24 semester hours of 
approved study. Certain areas may, at their option, require additional 
semester hours of graduate study or a qualifying examination or a thesis. 

For programs of study, language requirements, examinations, and 
thesis requirements, consult the section of the catalog deahng with 
your proposed Area of Study. 

Candidates for the Master's degree must file applications with the 
Graduate School Office no later than April 1 of the academic year in 
which the degree is to be offered. The application must have the 
written approval of the Chairman of the Area of Study. 



DOCTOR OF PHILOSOPHY DEGREE 

In order to qualify for the degree of Doctor of Philosophy, a stu- 
dent must ordinarily complete a minimum of three years of graduate 
study, including two years of residence and a third year devoted to 
preparation of a doctoral dissertation. Under certain conditions, credit 
for advanced standing will be granted for work taken in residence in 
graduate schools of other universities. Each Area of Study reserves 
the right to require a candidate for the degree to perform work in ex- 
cess of its minimum standards to assure thorough mastery of the area. 

For programs of study, language requirements, examinations and 
thesis requirements, consult the section of the catalog dealing with your 
proposed Area of Study. 

Candidates for the Ph.D. degree must file applications with the 
Graduate School Office no later than April 1 of the academic year in 
which the degree is to be offered. The application must have the 
written approval of the Chairman of the Area of Study. 

[82] 



B. Areas of Graduate Studies 



CHEMISTRY 

Chairman: Saul G. Cohen, Ph.D., Rita H. Aronstam Professor of Chemis- 
try (Organic Chemistry) and Chairman, School of Science. 

Sidney Golden, Ph.D., Associate Professor of Chemistry (Physical Chem- 
istry); Orrie M. Friedman, Ph.D., Assistant Professor of Chemistry (Or- 
ganic Chemistry); Stuart A. Mayper, Ph.D., Assistant Professor of 
Chemistry (Inorganic Chemistry) ; Earl A. Wilson, Jr., Ph.D., Assistant 
Professor of Chemistry (Physical Chemistry); Chi-Hua Wang, Ph.D., 
Research Associate and Instructor in Chemistry. 



Obj 



ECTIVES 



The graduate program leading to the degree of Master of Arts in Chemistry 
is designed to offer a broad understanding of modern chemical knowledge. 
The program is a specialized one and students will be required to demonstrate 
their proficiency in advanced areas of inorganic, organic and physical chemistry. 
This may be accomplished by completing with distinction advanced lecture, 
seminar and laboratory courses which are offered in these fields. To avoid 
excessive specialization, related work in mathematics, physics and biology 
may be included in the program. 

Admission 

The general requirements for admission to the Graduate School, as spec- 
ified in an earlier section of this catalog, apply to candidates for admission 
to this Area of Study. In addition, the undergraduate curriculum of appli- 
cants should include courses in physics and mathematics (differential and 
integral calculus), as well as courses in general, analytical, organic and 
physical chemistry. Admission to advanced courses and to candidacy for 
the Master's degree will be based upon results of a qualifying examination 
which will be taken upon entrance. This examination will determine 
whether the student will be required to make up deficiencies in his 
preparation. 

Degree Requirements 
Program of Study 

Each student is required to complete, in a manner which is satisfactory 
for graduate credit, eighteen semester hours of advanced lecture course 
work in Chemistry. These courses will be selected from those designated 
in a later section of the catalog as For Undergraduates and Graduates. 

[83] 



AREAS OF GRADUATE STUDIES 

They must include courses in inorganic, organic and physical chemistry. 
In addition, six credits of advanced laboratory work must be completed 
by each student in a manner satisfactory for graduate credit. This require- 
ment may be met by graduate credit in Chemistry 211. However, certain 
laboratory work relevant to the thesis may be offered as partial fulfillment 
of this requirement. 

All graduate students are required to attend the Chemistry Seminar. 

TKesis 

Each student will engage in a directed original investigation in an area 
of his choice. At the present time members of the faculty are engaged in 
research in the following fields: Synthetic Organic Chemistry, Mech- 
anisms of Organic Reactions, Chemistry of Free Radicals, Chemical- 
Biological Studies, Theoretical Chemical Kinetics, Non-Aqueous Solutions. 
Each student will be required to summarize the results of his investigation 
in an acceptable thesis. The thesis must demonstrate the competence of 
the student as an independent investigator, his critical ability and effective- 
ness of expression. 

Language 

Candidates for the degree of Master of Arts in Chemistry will be required 
to demonstrate a reading knowledge of German. In addition, some knowl- 
edge of French or Russian is required. 

Residence 

Thirty semester hours of work at the graduate level completed with 
distinction will be required. While generally this will be accomplished in 
two semesters and one summer of full-time study, it may in certain instances 
be accomplished in two semesters. Students holding teaching assistantships 
will normally work at a nine to eleven semester hour rate. 

ENGLISH AND AMERICAN LITERATURE 

Chairman: James V. Cunningham, ph.d., Associate Professor of English. 

LuDWiG Lewisohn, Litt.D., J. M. Kaplan Professor of Comparative Lit- 
erature; Osborne Earle, Ph.D., Associate Professor of English; Milton 
Hindus, M.S., Associate Professor of English; Irving Howe, B.S.Sc, Asso- 
ciate Professor of English; Robert Otto Preyer, Ph.D., Assistant Professor 
of English Literature; Henry Popkin, Ph.D., Instructor in English. 



O 



BJECTIVES 



The graduate program in English and American Literature is designed 
to offer training in the interpretation and evaluation of literary texts. This 
is the general aim, but there are also three special options in the first year 
of graduate study. For those who plan ultimately to teach, the program 

[84] 



AREAS OF GRADUATE STUDIES 



offers an apprenticeship in college teaching; for those who are interested 
in writing, it offers advanced work in writing as a normal part of the grad- 
uate program; and for those primarily interested in research or simply in 
extending their education, it offers an opportunity for more specialized or 
more diverse work. 



Admission 

Candidates for admission should have a Bachelor's degree, preferably 
with a major in English and American literature. They should also have 
a reading knowledge of French or German. The general requirements for 
admission to the Graduate School, as specified in an earlier section of this 
catalog, apply to candidates for admission to this Area of Study. 

Program of Study 

The program of study in the first year of graduate work, leading to 
the degree of Master of Arts, will consist of six half-courses (three a 
semester), and the required independent reading course in major texts of 
English and American literature. The six half-courses will include Intro- 
duction to Literary Study; four half-courses, two of which will involve a 
Master's paper; and one of the following: Apprenticeship in Teaching, 
Advanced Writing, Directed Research, or an additional half-course on the 
graduate level. 

Degree Requirements 

MASTER OF ARTS 
Language 

A literary knowledge of French or German is required, though in 
special cases a knowledge of both Greek and Latin may be substituted. 
This requirement must be fulfilled before the candidate will be admitted 
to the Master's examination. 

Residence 

The minimum residence requirement is one year, though students with 
inadequate preparation may require more. 

Thesis 

The Master's papers in two graduate courses will be accepted in place 
of a thesis. 

Examination 

The examination in 299, Major English and American Texts, will con- 
stitute the Adaster's examination and will also serve as a qualifying examina- 
tion for the doctorate. This examination will consist solely in the inter- 
pretation and evaluation of a limited number of major texts. 

[851 



AREAS OF GRADUATE STUDIES 

DOCTOR OF PHILOSOPHY 
Language 

A candidate for the Ph.D. must show a literary knowledge of one and 
a reading knowledge of another of the following five languages: Greek, 
Latin, French, Italian, German. This requirement must be fulfilled before 
the candidate will be admitted to the examination for the doctorate. 

Residence 

The minimum residence requirement is two years, but candidates will 
normally take three or four years. 

Dissertation 

A monograph on an approved topic or some comparable contribution 
to learning will be required for the degree. 

Examination 

The final examination for the doctorate will consist of a defence of 
the dissertation and examinations on four special fields of English and 
American literature. 

HISTORY OF IDEAS 

Chairman: Frank E. Manuel, Ph.D., Mack Kahn Professor of Modem 
History. 

David S. Berkowitz, Ph.D., Alfred Hart Professor of History and Po- 
litical Science; Paul Alexander, Ph.D., Associate Professor of History; 
Nahum N. Glatzer, Ph.D., Associate Professor of Jewish History; Aron 
GuRwiTSCH, Ph.D., Associate Professor of Philosophy; Marie Boas, Ph.D., 
Assistant Professor of History; Lewis A. Coser, Ph.D., Assistant Professor 
of Sociology; Merrill D. Peterson, Ph.D., Assistant Professor of Ameri- 
can Civilization; Philip Rieff, Ph.D., Instructor in Sociology. 

Objectives 

The graduate program in the History of Ideas leading to the degree of 
Master of Arts in History is designed to ofi'er broad comprehensive train- 
ing in the history of philosophy, the history of political theory, the history 
of religion, the history of science and the history of social thought. The 
program aims to lay the foundation for instruction in General Education 
courses and for specialized work in the History of Ideas. 

Under the same program, the degree of Doctor of Philosophy aims 
to prepare scholars and teachers in the advanced study of the History 
of Ideas. 

Admission 

An undergraduate major in History, Philosophy, Politics or Sociology 
is desirable but not a requirement for admission. In addition, the general 
requirements for admission to the Graduate School as specified in an 
earlier section of this catalog apply. 

[86] 



AREAS OF GRADUATE STUDIES 

Degree Requirements 

The program is comprised of five fields of study in the history of 
western civilization: 

History of Philosophy 
History of Political Theory 
History of Religion 
History of Science 
History of Social Thought 

For the degree of Master of Arts, a candidate is required to qualify in five 
topics which must be distributed over at least four of the above fields. 
Qualification in four of the topics will be achieved by examination; one 
of the topics will be allowed on the basis of course grades of B or better. 
For purposes of the qualifying examination a topic is defined as an appro- 
priate segment of knowledge in one of the five major fields of study. The 
Committee on the History of Ideas must approve each candidate's pro- 
gram. The following are illustrations of topics which will normally be 
acceptable in each of the five fields of study; the candidate will be granted 
latitude in the selection of the specific topics. 

History of Philosophy 

a. Empiricism since Hobbes 

b. Greek and Roman Philosophy 

c. Modern French Philosophy 

d. Plato and Platonism 

e. Rationalism in Modern Philosophy 

History of Political Theory 

a. American Political Theory 

b. Greek and Roman Political Theory 

c. Aiedieval and Renaissance Political Theory 

d. A4odern Liberalism 

e. Political Theory in England in the 16th and 17th Centuries 

History of Religion 

a. Islam 

b. Medieval Christianity 

c. Religions of the Graeco-Roman World 

d. Talmudic Judaism 

e. Theories of Eschatology in Western Religious Thought 

History of Science 

a. History of Biological Theories 

b. History of Cosmologies 

c. Medieval Sciences 

d. Science in America 

e. Science in Classical Antiquity 

[87] 



AREAS OF GRADUATE STUDIES 

History of Social Tnougnt 

a. German Sociology before 1914 

b. History of Anthropological Theory 

c. Origins of Modern Sociology before Auguste Comte 

d. Social Theorists of the 18th Century 

e. The Problem of Nature and Culture 

MASTER OF ARTS 

A candidate must complete one year's residence before he is admitted 
to the qualifying examination for the degree of Master of Arts. At least 
two courses must involve the preparation of seminar papers or written 
reports required in connection with advanced reading courses. A reading 
knowledge of French or German is a prerequisite for admission to the 
qualifying examination. 

DOCTOR OF PHILOSOPHY 

The minimum residence requirement for the degree of Doctor of 
Philosophy is two years. Success in the qualifying examination for the 
degree of Master of Arts is a prerequisite for the continuation of a candi- 
date's work in a special field leading to the doctorate. The degree of 
Doctor of Philosophy will be awarded upon acceptance of an appropriate 
dissertation in the History of Ideas and after the defence of the thesis at an 
oral examination. Each candidate must demonstrate a reading knowledge 
of both French and German before admission to the doctorate examination. 

MUSIC 

Chairmafi: Arthur Berger, M.A., Associate Professor of Music. 

Leonard Bernstein, iM.A., Professor of Music; Irving G. Fine, M.A., 
Professor of Music; Erwin Bodky, M.A., Associate Professor of Music; 
Kenneth J. Levy, M.F.A., Assistant Professor of Music; Harold Shapero, 
A.B., Assistant Professor of Music; Caldwell Titcomb, Ph.D., Instructor 
in Music. 

Objectives 

The graduate program in Music, leading to the degrees of Master of 
Fine Arts and Doctor of Philosophy, is designed to assist in promoting 
creative endeavor and the acquisition of deeper insight into the nature and 
aesthetic basis of music and the historical development of musical styles 
and techniques. 

Two general fields of study are offered in Music: 

1) Musical Composition 

This program leads to the degree of Master of Fine Arts, which 
is regarded as terminal for composers, who at this point should 
be able to embark upon a professional career. 

[88] 



AREAS OF GRADUATE STUDIES 

2) Music History, Analysis and Criticism 

This program leads to the degrees of Master of Fine Arts and 
Doctor of Philosophy. Students may specialize in one of these 
three categories, but are expected to acquire a background in 
all three. 

Admission 

Only a limited number of students will be accepted. The general re- 
quirements for admission to the Graduate School, as specified in an earlier 
section of this catalog, apply to candidates for admission to this Area of 
Study. 

Applicants for study in Musical Composition will be required to sub- 
mit, in addition to a transcript of their undergraduate records, evidence 
of qualification in the form of examples of advanced work in musical 
theory and original work in musical composition. This work should be 
submitted together with the formal Application for Admission. 

Candidates for admission to the Composition program are expected to 
be proficient at the piano or on some orchestral instrument possessing a 
standard solo repertoire. Such students should furnish information about 
this when making formal application. 

Degree Requirements 
Languages 

Group A: French, German, Italian 

Group B: Spanish, Latin, Hebrew, Greek (and other languages at 
the discretion of the Music faculty). 

A reading knowledge of a language from Group A is normally re- 
quired of all applicants for admission to a graduate program in Music. 

Candidates for the Master's degree specializing in Musical Composition 
must possess a reading knowledge of two of the above languages, of which 
at least one must be from Group A. (The combination of Italian and 
Spanish will not be approved.) 

Candidates for the Master's degree specializing in Music History, 
Analysis and Criticism must possess a reading knowledge of two languages 
in Group A. 

Candidates for the Doctor's degree in Music must possess a reading 
knowledge of all three languages in Group A. (In exceptional cases, the 
Music faculty may accept a language in Group B in lieu of Italian.) 

Foreign language course credits will not in themselves constitute ful- 
fillment of the language requirements for advanced degrees. All candi- 
dates must pass language examinations set by the Music faculty and offered 
periodically during the academic year. Students are urged to take these 

[89] 



AREAS OF GRADUATE STUDIES 

examinations at the earliest feasible date. In case of failure, an examination 
may be taken more than once. 

The language examinations are designed to test the students' ability to 
make ready and accurate use of critical and literary works. Normally 
each examination will contain three passages for written translation into 
idiomatic English: (1) classical or modern prose; (2) classical or modem 
poetry, often poetry that has been set to music; and (3) critical prose deal- 
ing with music. Dictionaries may be used in these examinations. 

Instrumental Proficiency 

At least moderate proficiency at the piano is required of all candidates 
for advanced degrees. 

Residence 

For the Master's degree: 

Thirty-six semester hours of work at the graduate level completed with 
distinction are required of all candidates (one course meeting three times 
a week for two semesters is counted for six hours credit.) 

Applicants who have done graduate or advanced work elsewhere may, 
at the discretion of the Area Chairman, receive credit for such work. 
Under any circumstances a minimum residence of one year's work at the 
graduate level is required. 

In general, the program should be completed in two academic years. 
Students should take no more than four courses in any one year. 

For the Doctor's degree: 

A minimum of forty-eight semester hours of work at the graduate level 
completed with distinction is required of all candidates. 

In general, the program should be completed in three academic years. 

Credit for graduate work done elsewhere will be given at the dis- 
cretion of the Area Chairman. 

General Examinations 

Candidates for the degrees of Master of Fine Arts and Doctor of 
Philosophy will be expected to pass with distinction in general written 
examinations in musical theory, history and style at the time of the com- 
pletion of their program of study. Students will be given a selected list 
of musical works with which they are to be familiar by the time of the 
general examinations. 

Doctoral candidates must also pass a general oral examination after 
completing the written examinations with success. 

[90] 



AREAS OF GRADUATE STUDIES 



Ttesis and Dissertation 



Candidates for the degree of Master of Fine Arts in Musical Com- 
position are required to submit a thesis normally consisting of an original 
composition in a large form. 

Candidates for the degree of Master of Fine Arts in Music History, 
Analysis and Criticism are required to submit an acceptable written thesis 
on a topic approved by the Music faculty. 

Candidates for the degree of Doctor of Philosophy in Music must 
submit an acceptable written dissertation on a subject approved by the 
Music faculty. The Music faculty reserves the right to examine the candi- 
date orally on his dissertation before recommending him for the Doctor's 
degree. 

Written theses and dissertations should demonstrate the competence of 
the candidate as an independent investigator, his critical ability, and his 
effectiveness of expression. 



NEAR EASTERN AND JUDAIC STUDIES 

Chairman: Simon RAwmowicz, Ph.D., Michael Tuch Professor of Hebrew 
Literature and Jewish Philosophy. 

Nahum N. Glatzer, Ph.D., Associate Professor of Jewish History; Wolf 
Leslau, Ph.D., Associate Professor of Near Eastern Languages; Leo 
Bronstein, Ph.D., Lecturer in the Fine Arts and Near Eastern Civilization. 



Obj 



ECTIVES 



The graduate program in Near Eastern and Judaic Studies leading to the 
Master of Fine Arts and Doctor of Philosophy degrees is designed to 
further research and to train scholars in the various cultures of the ancient 
and modern Near Eastern peoples and of the ancient and modern Judaic 
civilization. 

Admission 

The general requirements for admission to the Graduate School, as specified 
in an earlier section of this catalog, apply to candidates for admission to this 
Area of Studies. 

Program of Study 

Among the main fields in the area of Near Eastern and Judaic Studies in 
which courses will be given in the Graduate School are: 

Hebrew Language and Literature, Classical, Medieval, and Modern. 

Jewish History. 

Jewish Philosophy — Medieval (from 9th to 15th century) and 

Modern (18th to 20th century). 
Semitic Languages. 

[91] 



AREAS OF GRADUATE STUDIES 

History of Ancient Near East, including Palestine. 
History of Near Eastern Arts. 
Fields of study not listed here may be approved. 

Degree Requirements 

MASTER OF ARTS 
Language 

Every candidate for the degree of Master of Arts must show a read- 
ing knowledge in one Semitic language, and in French or German. In 
special cases, another modem foreign language may be substituted for one 
of the two Ksted here. This requirement is to be satisfied by examination at 
the school not later than eight weeks before a candidate is to receive his 
degree. 

Residence 

Advanced students for the Master of Arts degree in this area who can, 
on admission, give evidence of satisfactory competence in one Semitic 
language or in one particular field of Near Eastern and Judaic Studies, 
will be able to complete the program for their degree in one year. Addi- 
tional resident study may be required of less advanced students. 

TLesis 

A thesis should be submitted not later than six weeks before the candi- 
date is to receive his degree. In certain cases students for the Master of Arts 
degree may be allowed to substitute an additional six semester hours of 
graduate study (to the 24 semester hours normally required) in lieu of 
the thesis. 



DOCTOR OF PHILOSOPHY 
Language 

A candidate for the Doctor of Philosophy degree in this area must show 
a reading knowledge in one Semitic and in one modern foreign language as 
required by his special field of research. The Area reserves the right to re- 
quire of a candidate a reading knowledge in an additional Semitic and in 
two modern foreign languages if required by his special field of research. 
The candidate must satisfy his language requirements not later than at the 
end of his first year of studies in the Graduate School. 

Residence 

While the residence required of Doctor of Philosophy candidates is 
two years, a longer residence may be required for part-time students and 
students holding teaching assistantships who will normally work at a 
reduced rate. 

[92] 



AREAS OF GRADUATE STUDIES 

Thesis 

The doctoral dissertation required of Doctor of Philosophy candidates 
may be submitted after two years of resident study in this Area. Prior to 
its submission, however, candidates will be required to pass an oral ex- 
amination. 

PSYCHOLOGY 

Chairman: Abraham H. Maslow, Ph.D., Philip Meyers Professor of Psy- 
chology. 

James B. Klee, Ph.D., Assistant Professor of Psychology; Walter 
Toman, Ph.D., Assistant Professor of Psychology; Richard M. Held, 
Ph.D., Instructor in Psychology; Ricardo B. Morant, Ph.D., Instructor in 
Psychology. 

Objectives 

The graduate program in Psychology leading to the degree of Doctor 
of Philosophy is designed for students of promise interested in the field of 
general psychology. Theoretical and experimental studies and research 
projects rather than formal course training will be emphasized. The staff 
will work out a program of studies, work and research with each indi- 
vidual student. For the present, training in the more special professional 
areas of psychology, such as clinical counseling, industrial, etc., is not con- 
templated. Enrollment will be limited. 

Admission 

The general requirements for admission to the Graduate School, as specified 
in an earlier section of this catalog, apply to candidates for admission to this 
Area of Study. 

An undergraduate major in psychology will not be absolutely required, 
although it will be favored. Students with inadequate preparation may make 
up their deficiencies (without credit) while in residence. Preference will be 
given to students who have completed, in addition to basic courses in theoretical 
and experimental psychology, a broad liberal arts program with some training 
in the natural and social sciences. Students will be admitted on a competitive 
basis which will include evaluation of previous academic record and the 
results of the Graduate Record Examinations (Advanced, Aptitude and 
Profile Tests) and the Miller Analogies Test. Graduate programs will be 
arranged individually in consultation with faculty members. 

Program of Study 

Instruction at the graduate level will be offered each semester as listed 
below. Graduate students may elect up to six credit units in research and 
reading during each semester through the residence years. This work is to 
be done by the individual student outside of class under the direction of a 
member of the faculty. 

[93] 



AREAS OF GRADUATE STUDIES 

Colloquium in Current Literature and Problems. 
Individual Research Projects. 
Readings in Psychological Literature. 

Seminar in Advanced Psychological Topics I — To be offered by 
a visiting professor or a member of the staff on a topic of his 
choice. 

Seminar in Advanced Psychological Topics II — To be offered each 
semester by a different member of the psychology staff in rota- 
tion. Topics now planned include: Psychological Theory Fac- 
tor Analysis, Perception and Cognition, and Psychopathology 
and Psychological Health. 

One of the following courses will be offered each semester : 

Advanced Psychological Statistics 

Approaches to Psychotherapy 

Experimental Design 

Projective Techniques 
In addition, the following courses will be offered at least once every 
two years. These courses may be taken for credit with permission 
of the faculty, may be audited, or may be taken without credit to 
make up deficiencies. 

Advanced Experimental Psychology 

Advanced Social Psychology 

Comparative Psychology 

Field Work in Clinical and Abnormal Psychology 

Genetic Psychology 

History and Viewpoints in Psychology 

Motivation 

Personality 

Physiological Psychology 

Problem Solving and Learning 

Psychoanalytic Theory 

Psychology of Emotions 

Symbolic Processes and Thinking 

Tests and Measurements 

Language 

Candidates for the degree of Doctor of Philosophy in Psychology will 
be required to demonstrate a reading knowledge of a second language. 

Residence and Thesis 

Customarily it takes four years of full-time graduate study to achieve 
the Doctor of Philosophy degree. Of these, two years of residence on the 
Brandeis campus are required. The degree of Doctor of Philosophy will 
be awarded upon acceptance of an appropriate dissertation and after the 
defence of the thesis at an oral examination. 

[94] 



V 

Courses of Instruction 

The Courses of Instruction under the Faculty of Arts and Sciences 
are listed below. All courses meet for three hours a week unless the 
course description indicates otherwise. The presence of ''a" in the 
course number indicates a half course given in the Fall term; ''b" in- 
dicates a half course given in the Spring term; the use of ^'c" after a 
course number indicates that the course is administered as a half course 
meeting throughout the year. 

Half courses carry three credits and full courses, six. Additional 
credits are given for laboratory hours, as indicated in the course 
descriptions. As a general rule, no credit for work completed will 
be granted to a student who withdraws from a full course at mid-year. 

The University reserves the right to make any necessary changes 
in the offerings without prior notice. 

AMERICAN CIVILIZATION 1. History of American Civilization 

The development of American Civilization from the seventeenth cen- 
tury. The course is organized around major periods or movements, and it 
studies the significant social, political and intellectual features of each as a 
single liistorical pattern. The first term focuses on the following topics: 
Puritanism and the Colonial Experience, The Age of Reason and Revolu- 
tion, Federalism and Jeffersonian Democracy, The Rise of Americanism, 
Jacksonian Democracy, Transcendentalism and Reform, The Sectional 
Struggle. The second term: Reconstruction and the New South, The 
Triumph of Industrial Capitalism, Liberalism and Modern America, The 
New Deal, America and the World. 

Open to freslojnen. Mr. Peterson 

AMERICAN CIVILIZATION 5a. Development of American Na- 
tionalism: 1754-1789 

The origins, establishment and growth of national institutions, with 
an emphasis upon political and constitutional aspects during the era of the 
American Revolution. The controversy with England; the War for Inde- 
pendence, its nature and consequences; and the making of the Constitution. 

Open to all students. Mr. Commager and Mr. Levy 

[95] 



COURSES OF INSTRUCTION 

AMERICAN CIVILIZATION 5b. Development of American Na- 
tionalism: 1790-1861 

The political and constitutional history of the United States from 
Washington's administration to the Civil War. The role of poKtical 
parties; the Supreme Court, war and foreign policy, westward expansion, 
democratic thought and sectional conflict in the development of Ameri- 
can nationalism. 

Open to all studejits. Mr. Commager and Mr. Levy 

*AMERICAN CIVILIZATION 64c. Social Theory in America 

Intensive readings in important social theorists who have taken Amer- 
ican society as their theme, such as Tocqueville, Henry Adams, Holmes, 
Brandeis, Turner, Veblen, Partington, and some of the contemporary 
writers in the field of American morals and American national character. 
Emphasis on thorough reading and scrutiny of a small number of authors, 
with critical writing on them. 

AMERICAN CIVILIZATION 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 

AMERICAN CIVILIZATION 98c. Readings in American Civilization 

Readings and reports under the direction of a faculty supervisor. 
Available to Seniors with permission of the School of Social Science. 

Staff 

AMERICAN CIVILIZATION 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in American 
Civilization are required to register for this course and, under the direc- 
tion of a member of the faculty, prepare an honors thesis on a suitable 
topic. Staff 

^AMERICAN CIVILIZATION 113a. The Era of the American 

Revolution 

American life and thought from 1763 to 1787, with emphasis on politics 
and institutional developments. Continuing themes: emergence of federal- 
ism and nationalism; the clash of sectional and class interests; problems of 
historical interpretation. Major topics: The American colonies on the 
eve of the Revolution; causes of the War for Independence; the internal 
revolution and the struggle for power in the states during and after the 
war; the Articles of Confederation; the "critical period"; the movement 
for constitutional reform. 

AMERICAN CIVILIZATION 134a. The American Twenties 

A cultural history of the United States, 1919-1929. The course studies 
the radically altered pattern of American life and thought in this so-called 

*Not to be given in 1954-55. 

[96] 




Visitors at the annual Art Exhibit. 




The Grand March at the All-University Prom. 







Above . . . Pictur- 
esque Waltham Hall. 



Winter scene at the 
Grape Arbor, a land- 
mark on the Brandeis 
campus. 




COURSES OF INSTRUCTION 

''Jazz Age". The focus is on literature, morals and ideas (Fitzgerald, 
Hemingway, Eliot, Mencken and others) ; but this is integrated with polit- 
ical, economic and social currents as reflected in the Red Scare, the Florida 
boom, Sacco and Vanzetti, the automobile and the movies, the 1929 
market crash, etc. Mr. Peterson 

*AMER1CAN CIVILIZATION 136a. Main Currents in Southern 

History 

An historical analysis of the development of a distinctive way of life 
in the American South from 1820 to the present. The course is organized 
around basic elements: the concept of "the South" and sectional conscious- 
ness; the class system of the antebellum period; Negro slavery, the Aboli- 
tionist attack, and the pro-slavery defense; the wane of liberalism in 
Southern life; the state sovereignty theory, secession and Civil War; Radi- 
cal Reconstruction; restoration of white rule, the new South and Bourbon 
control; the agrarian revolt, demagogues and the one-party system; the 
persisting economic inferiority of the South; the Negro, the ideology of 
white supremacy and civil rights; the New Deal and the TVA; farm and 
labor problems; literature, education, and religion in the South. 

^AMERICAN CIVILIZATION 141a. American Foreign Policy 

A history of American foreign policy since the founding of the Re- 
public with special emphasis on the United States in world affairs in the 
twentieth century. 

AMERICAN CIVILIZATION 156. American Constitutional Law 

AND Theory 

The history of the Constitution and its interpretation by the Supreme 
Court against the background of continuing political and economic 
change. Emphasis is placed on the framing of the Constitution; the origin, 
nature and scope of judicial review; the problems of federalism, the pro- 
tection of property, separation of powers, and civil liberties. The ap- 
proach is historical throughout, relating constitutional development to the 
social, political and intellectual history of the United States. The first 
term covers the approximately one hundred years following the American 
Revolution; the second term brings the study down to the present Court, 
with special attention given to the period since 1936. Mr. Levy 

AMERICAN CIVILIZATION 161a. Intellectual and Cultural His- 
tory OF America, 1830-1865 

Extensive readings of major works of philosophy, literature and social 
criticism in relation to changes in American institutions and culture. 
Tocqueville, Emerson, Hawthorne, Lincoln, Calhoun, Cooper and others. 

*Not to be given in 1954-55. 

[97] 



COURSES OF INSTRUCTION 

Conducted on a seminar basis. 

Limited enrollment of juniors and seniors. Permission of the instructor. 

Two hours a week. 3 credits. Mr. Commager 

AMERICAN CIVILIZATION 161L. Intellectual and Cultural His- 
tory OF America, 1865-1890 

Continuation of American Civilization 161a. Readings in Ho^^"ells, 
Twain, Ward, Fiske, Adams, George, Bellamy, Bryce and others. 
Conducted on a seminar basis. 

Limited enrollment of juniors and seniors. Pennission of the instructor. 
Two hours a week. 3 credits. Mr. Commager 

AMERICAN CIVILIZATION 163{>. American Thought since 1890 

Intensive reading and discussion of major works by a few creative 
thinkers in different branches of thought. For example, Henry Adams, 
William James, John Dewey, Frank Lloyd Wright, Thorstein Veblen, 
Lewis Mumford, Reinhold Niebuhr. The general organizing theme is 
pragmatism and values. 

Permission of the instructor with enrollment limited to eight. 

Mr. Peterson 

AMERICAN CIVILIZATION 165a. American Liberalism: Nine- 

TEENTH Century 

The origins and evolutions of democratic liberalism in American 
thought and politics. The central theme is the Jeffersonian tradition. The 
major patterns studied are Jeffersonian Democracy, Jacksonian Democ- 
racy, Transcendentalism, Utopianism, Abolitionism, Humanitarian Re- 
formism, Agrarian Radicalism. Critical analysis is given to characteristic 
forms of the liberal imagination and strategies of social action. Extensive 
reading in the literature of democratic liberalism and in historical com- 
mentaries. Mr. Peterson 

AMERICAN CIVILIZATION 165b. American Liberalism: Twen- 
tieth Century 

This course is a continuation of (but may be taken separately from) 
American Civilization 165a. Its central theme is the rise and decline of "the 
progressive mind" in the United States. It begins with the shattering of the 
orthodox liberal tradition after the Civil War, and the late nineteenth 
century efforts of George, Bellamy, and others to establish a new basis 
for liberal democracy. The intellectual and political reconstruction of the 
early twentieth century is studied in detail: the thought of Dewey, Veb- 
len, Holmes, Beard, Lippmann, and others; the poUtics of LaFollette, 
Theodore Roosevelt, Wilson, Brandeis. The eclipse of progressivism after 
1917, its relations to the New Deal, and the contemporary crisis in liberal- 
ism conclude the course. The reading is almost entirely in the progressive 
literature itself. Mr. Peterson 

[98] 



COURSES OF INSTRUCnON 

^AMERICAN CIVILIZATION 172I>. The Immigrant in American 

History 

Immigration is considered as an integral part of American history. 
The European background, economic adjustment, intellectual ferment, 
the problems of religion, politics, institutional life, cultural expression, 
and the evolving American nationality, are explored from 1790 to the 
present. 

AMERICAN LITERATURE ^ See course offerings unaer English and 

ComparaKve Literature. 

ANTHROPOLOGY 1. Introduction to Anthropology 

A survey of the varieties of human society; the major human group- 
ings and their distribution; the uses and abuses of the race concept and 
the meaning of racial differences. Survey of existing primitive societies. 
The nature of culture and its basic processes as revealed in these societies: 
community maintenance, government, law and power distribution; social 
and class groupings; magic and religion; education; creative expression. 
The light that these primitive societies shed on contemporary American 
life and thought. 

Open to freshmen. Mr. Manners 

ANTHROPOLOGY 4a. The Evolution of Culture 

This course will deal with a number of representative non-literate 
cultures arranged according to type. The data from these cultures Mall be 
applied to the examination of such concepts as diffusion; divergence; con- 
vergence; cultural pattern or ethos; and relativism as well as to the testing 
of the various evolutionary concepts or theories. The general aim, then, 
is to employ extensive cultural-historical materials comparatively in an 
effort to determine whether limited cultural laws or regularities may 
presently be formulated. 

Prerequisite: Anthropology 1 or permission of the instructor. 

Mr. Manners 

ANTHROPOLOGY 10a. Native Cultures of America 

A survey of the peoples and culture of aboriginal America at the time 
of European discovery to the present day. All principal cultures will be 
studied including those of South America, Central America and North 
America. Special attention will be given to the North American Indians, 
their social, political, economic and religious organization, problems of 
acculturation, methods and problems of administration of Indian tribes by 
the U. S. Government, the problem of the Indian as an American minority 
group. Mr. Manners 

*Not to be given in 1954-55. 

[99] 



COURSES OF INSTRUCTION 

ANTHROPOLOGY 10%. Problems of Underdeveloped Areas 

An analysis of the social, economic and cultural forces at work in 
selected underdeveloped parts of the world and the impact of western 
civilization in these areas. After a brief survey of historical backgrounds, 
this course will take up basic economic patterns in backward areas, the 
nature of the social and cultural conflicts in the areas and the various 
national and international approaches for the solution of immediate prob- 
lems. Emphasis will be put on specific case studies drawn from the Far 
East, Near East, Southeast Asia, Africa, and South America. 

Mr. Manners 

ANTHROPOLOGY llOb. Social Organization 

An examination of the various forms of social groupings, including 
the family, extended family, clan, tribe, nation and voluntary associations. 
The emphasis will be upon the relation which each of these forms bears 
to such social institutions as law, religion, property and marriage. Ex- 
amples will be chosen from pre-literate cultures for more intensive analysis 
of the phenomena of social organization "in action". Mr. Manners 

See Sociology and Anthropology 97c, 98c, 99 and Ilia. 

ANTHROPOLOGY 115a. The Nature of Culture 

Basis, structure, patterning, and processes of culture and human cul- 
tural behavior. 

Opeji to all students — except freshmen — with the permission of the 
instructor. Mr. Kroeber 

ANTHROPOLOGY 120a. Problems of Civilization 

Seminar. Lectures and discussions in comparative history on the career, 
problems, and expectancies of civilization. 

Open to upperclassmen and graduate students with the permission of 
the instructor. Mr. Kroeber 

*ARABIC 101. Introductory Arabic 

The course prepares students for classical and modern Arabic litera- 
ture. Basic grammar of the language. Readings. 

Open to those students who have not previously had instruction in 
Arabic. 

ARABIC 102. Intermediate Arabic 

Systematic treatment of grammar; readings of texts in various styles 
in classical and modern literature. 

Prerequisite: Arabic 101 or its equivalent. Consent of instructor re- 
quired prior to enrollment. Mr. Leslau 

*Not to be given in 1954-55. 

[100] 



COURSES OF INSTTiUCTION 
*ARABIC 110. Introduction to Arabic Literature 

®ARAMAIC 103a. Biblical Aramaic 

Grammar of Biblical Aramaic. Readings of the Aramaic texts of the 
Bible: Ezra, Daniel. 

Prerequisite: Knowledge of Hebrew. 
BACTERIOLOGY^ See Biology 135a. 
BIOCHEMISTRY^ See Cliemistry 51b. 

BIOLOGICAL SCIENCE 1 

The fundamental principles of living organisms, including man as a 
biological entity, derived from the data of zoology and botany. The 
topics include the nature and mechanism of living things, relation of or- 
ganisms to their physical environment, theory of evolution and the 
biological foundations of behavior. 

Biological Science 1 is designed as a terjni?ial biology course to be taken 
in the second year by most students except those planning to co?ice7itrate 
in one of the fields offered by the School of Science. See state77ie?it on 
the science requirements. 

Under exceptional circumstances Biological Science 1 passed with an 
honor grade may be counted as fulfilling the requirement in General 
Biology in the several fields of concentration in the School of Science. 
Pre-medical students should take Biology la and lb. 

Laboratory fee: $10. Mr. Sindermann 

fBIOLOGY la and lb. General Biology 

Introduction to the more important principles of biology; study of 
plant and animal structure and physiology. Major emphasis is placed on 
plants during the first semester, with the angiosperms receiving primary 
consideration. This course is designed as a foundation for future profes- 
sional work in the biological sciences, and is a prerequisite for biology 
concentrators to all other courses offered in biology, except as noted in 
footnote. 

Three classroom and three laboratory hours a week. 4 credits. 

Laboratory fee: $10. First semester: Mr. Golub 

Second semester: Mr. Olsen 

*Not to be given in 1954-55. 

fWith special permission of the biology staff, non-science concentrators 
who have taken Biological Science 1 with distinction may substitute that course 
in lieu of Biology la and lb in order to elect advanced biology courses or in 
changing their field of concentration to Science. However, pre-medical and 
pre-dental students should elect Biology la and lb whatever their field of con- 
centration. 

[101] 



COURSES OF INSTRUCnON 



BIOLOGY 95. Seminar 



Weekly meetings throughout the year at which students and faculty 
discuss some of the frontiers of biology and related sciences. There will 
be several invited speakers. No credit. Staff 

BIOLOGY 99. Senior Research 

Introduction to biological research conducted under the supervision 
of an instructor. 

Admission only by permission of the instructor. 

Laboratory fee: $10. Staff 

BIOLOGY 120I>. Biology of the Invertebrates 

Classification, morphology, distribution, life history, ecology, and eco- 
nomic importance of the invertebrate phyla of the animal kingdom. Field 
trips by arrangement. 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Mr. SinJermann 

BIOLOGY 121a. Cryptogamic Botany 

A survey of the non-vascular members of the plant kingdom, using 
selected forms to illustrate the structure, physiology, and life history of 
these spore-bearing plants. Emphasis is placed on those forms important 
in industry and medicine. 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $5. Mr. Golub 

BIOLOGY 122I>. Principles of Genetics 

The fundamentals of the science of heredity. Included is a discussion 
of the relationship of genetics to other biological sciences, as well as its 
impact on problems of human society. 

In the laboratory, Mendelian heredity is studied by breeding experi- 
ments with the fruit fly. 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Mr. Kelncr 

*BIOLOGY 130I>. Systematic and Economic Botany of the Seed 
Plants 

An intensive study of the taxonomic characteristics and evolutionary 
relationships of the families of gymnosperms and angiosperms, with em- 
phasis on the economic uses of important forms. The preparation of an 
herbarium of local plants is a part of the course requirements. 

*Not to be given in 1954-55. 

[102] 



COURSES OF INSTRUCnON 

Three lecture and three laboratory houxs a week, 4 credits. 
Laboratory fee: $5. 
Given in alternate years. 

BIOLOGY 132a. Vertebrate Embryology 

A study of the developmental anatomy and histogenesis of vertebrates. 
The development of the chicken embryo serves as a type study for com- 
parison of other vertebrate forms. 

Three classroom and three laboratory hours a week. 4 credits. 

Laboratory fee: $5. Mr. Olsen 

*B10L0GY 133a. Introduction to Cytology and Histology 

An introduction to the structure and functions of the basic unit of life, 
the cell, the behavior of chromosomes, interrelationship of nucleus and 
cytoplasm, and the chemical makeup of various parts of the cell as related 
to their functions. The course ends with a study of the organization of 
cells into various types of tissues. 

Three classroom and four laboratory hours a week. 4 credits. 
Laboratory fee: $10. 

BIOLOGY 134b. Comparative Vertebrate Anatomy 

An intensive comparative study of the anatomy of the principal organ 
systems of vertebrate animals, with detailed laboratory study of repre- 
sentative forms. 

Three classroom and six laboratory hours a week. 5 credits. 
Laboratory fee: $10. Instructor to be announced 

BIOLOGY 135a. Microbiology 

An introduction to the biology of primitive organisms, including the 
viruses, bacteria, yeasts and common molds. The laboratory is designed 
to give the student a grounding in bacteriological techniques, and will 
include experiments in the physiology of microorganisms. 

Prerequisites: Cryptogamic Botany and Organic Chemistry. (May be 
taken concurrently, or at the discretion of the ifistructor.) 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Mr. Kelner 

BIOLOGY 140b. Comparative Morphology of the Vascular Plants 

The comparative morphology of the vascular plants, from ferns to 
angiosperms, with emphasis on evolutionary considerations, and with spe- 
cial reference to fossil forms and the problem of the origin of angiosperms. 

Three classroom and three laboratory hours a week. 

Laboratory fee: $5. Mr. Golub 

Given in alter?iate years. 
*Not to be given in 1954-55. 

fl03] 



COURSES OF INSTRUCTION 

BIOLOGY 141b. Plant Physiology 

This course will be introduced by a discussion of some fundamental 
aspects of cellular physiology. This will be followed by the study of 
nutrition, growth, water relationships and photosyntheses in higher plants. 

Prerequisite: Chemistry 32 (May be take7i concurrently .) 
Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Mr. Kelner 

Given in alternate years, 

BIOLOGY 142a. Vertebrate Physiology 

The basic principles of the physiology of the vertebrates with special 
reference to mammals. Examples of contemporary research will demon- 
strate the methods of attack used in physiological investigations. 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Mr. Olsen 

*BIOLOGY 143I>. Bioecology 

A study of the interrelations of plants and animals and their relation- 
ship to physical environment, with emphasis on the nature of man's 
habitat and on the economic role of biogeography as well as bioecology. 

Three lectures and three hours' field or other work per week by 
arrangement. 4 credits. 
Laboratory fee: $10. 

BIOLOGY 144I>. Cellular Physiology 

Basic biological problems at the cellular level. Intracellular organiza- 
tion of enzymes, functions of nucleus and cytoplasm, membrane permea- 
bility, differentiation of the cell. Also the problems of growth, division, 
senescence, adaptation and sensitivity. 

Three classroom and three laboratory hours a week. 4 credits. 
Laboratory fee: $10. Instructor to be announced 

*BIOLOGY 146b. Advanced Microbiology 

This course will emphasize chiefly the physiology and genetics of 
bacteria. An introduction to the science of immunology is included. 

Prerequisite: Biology 135a. 

Three classroom and three laboratory hours a week. 4 credits. 

Laboratory fee: $10. 

Given in alternate years. 
*Not to be given in 1954-55. 

[104] 



COURSES OF INSTRUCnON 

BIOLOGY 200. Interscience Seminar 

A seminar for graduate students and faculty in which borderline areas 
between the sciences of biology, chemistry, physics and psychology are 
explored. 

No credit. Visiting Lecturers and Staff 

Primarily for Undergraduates 

CHEMISTRY 11. General Chemistry 

Fundamental principles of chemistry, atomic structure, kinetic- 
molecular theory, chemical equilibrium, reactions and applications of the 
elements, electrochemistry. The detection and estimation of the common 
cations and anions by semi-micro methods. 

Recommended for students who have not had high school chemistry. 

Three classroom hours a week, two terms. Three laboratory hours a 
week, first term; five laboratory hours a week, second term. 9 credits. 
Laboratory fee: $10. Mr. Friedman 

CHEMISTRY 12. General Chemistry 

Selected principles of chemistry; properties of chemical systems, 
chemical change, chemical equilibrium, electrolytic phenomena. The 
periodic system of the chemical elements. The detection and estimation 
of the common cations and anions by semi-micro methods. 

Recommended for students ivho have had high school chemistry. 

Three classroom hours a week, two terms. Four laboratory hours a 
week, two terms. 9 credits. 

Laboratory fee: $10. Mr. Golden 

CHEMISTRY 21a. Quantitative Analysis 

Theoretical principles of quantitative chemical analysis dealing with 
gravimetric and volumetric procedures, acidimetry and alkalimetry, ionic 
equilibria, oxidation-reduction, electrochemical cells, iodimetry and io- 
dometry, solubility products. Laboratory work will consist of a variety 
of analyses designed to develop further the laboratory technique of the 
student. 

Prerequisite: Chemistry 11 or 12 and Mathematics 11 or 12. 

Chemistry 21a is recommended as preparation for Chemistry 32 and 
strongly recommended for pre-medical students. 

Two classroom and six laboratory hours a week. 5 credits. 

Laboratory fee: $10. Mr. Maypcr 

CHEMISTRY 22I>. Inorganic Chemistry 

The Periodic Table from the viewpoint of atomic structure; types 
of bonds and crystal lattices; hydrides, halides, and oxides of representa- 

[105] 



COURSES OF iNsmucnoN 

tive elements; oxidation potentials and complex ions of the transition ele- 
ments. Laboratory work uill include preparations and instrumental 
methods of quantitative analysis. 

Prerequisite: Chemistry 21a. 

Two classroom and six laboratory hours a week. 5 credits. 

Laboratory fee: $10. Mr. Mayper 

CHEMISTRY 32. Organic Chemistry 

Structure, reactions, preparation and uses of the compounds of carbon. 
Laboratory work will include typical organic syntheses and one-half 
term of qualitative organic analysis. 

Prerequisite: A satisfactory grade in any one of the following courses: 
Chemistry 11, Chemistry 12, Chemistry 21a, Chemistry 22b. 
Three classroom and six laboratory hours a week. 10 credits. 
Laboratory fee: $10. Mr. Cohen 

CHEMISTRY 41. Physical Chemistry 

An introduction to the theoretical foundations of chemistry dealing 
with thermodynamics, kinetic theory of gases, real gases, solids, liquids, 
solutions, electrochemistry and chemical kinetics. Laboratory work will 
consist of a variety of experiments designed to illustrate the principles 
involved as well as to develop further the laboratory technique of the 
student. 

Prerequisite: Satisfactory grades in Chemistry 21a, Mathematics 21 or 
22 and Physics 10 or 11. 

Three classroom hours and four laboratory hours a week, with one 
laboratory discussion period each week at the discretion of the instructor. 
10 credits. 

(Students who are not concentrating in Chemistry may, with the con- 
sent of the instructor, register for the lecture portion of the course, re- 
ceiving 3 credits for each term.) 

Laboratory fee: $10. Mr. Wilson 

CHEMISTRY 51b. Biochemistry 

Carbohydrates, lipids, proteins, and their metabolism; nucleic acids, 
vitamins, metabolite antagonists, enzymes. Laboratory work will include 
experiments with carbohydrates, lipids, amino acids, proteins, enzymes and 
in analytical methods of biochemistry. 

Prerequisites: Satisfactory grades in Chemistry 21a, 32, Biology la 
and lb. 

(Students who are not concentrating in Chemistry and who have not 
studied Quantitative Analysis may be admitted to the lecture portion of 
this course with the consent of the instructor.) 

[106] 



COURSES OF INSTRUCTION 

Three classroom and four laboratory hours a week. 5 credits. 
Laboratory fee: $10. Mr. Friedman 

CHEMISTRY 91c. Advanced Chemistry Laboratory 

Experiments designed to develop the individual student's technique in 
the several areas of chemistry. 

Prerequisites: Chemistry 32 and 4-1 which may be taken concurrently . 

Hours and credits to be arranged. 

Laboratory fee: $10. Staff 

CHEMISTRY 99. Senior Research 

Research assignment, which may include literature survey, independent 
laboratory work, and presentation of oral and written reports; weekly 
conferences with adviser. 

Students must have completed the German requirements (see page 60) 
before registering for this course. 

Prerequisite: Consent of the School of Scie?ice. 

Hours to be arranged. Laboratory fee: $10. Staff 

Admission to any of the folloiving courses in Chemistry requires the 
co?isent of the instructor. 

For Undergraduates and Graduates 

CHEMISTRY 121a. Advanced Inorganic Chemistry 

Atomic structure, theory of valence, coordination complexes and in- 
organic stereochemistry. 

Prereqtiisites: Satisfactory grades in Chemistry 22b, 32 and 41 or the 
equivalent. 

Three classroom hours a week. Mr. Mayper 

CHEMISTRY 131a. Advanced Organic Chemistry 

Stereochemistry, electronic theory, molecular rearrangements, mech- 
anisms of organic reactions. 

Prerequisites: Satisfactory grades />z Chemistry 32 and 41 or the 
equivalejit. 

Three classroom hours a week. Mr. Cotcn 

CHEMISTRY 131b. Advanced Organic Chemistry 

Continuation of Chemistry 131a. 

Prerequisite: Satisfactory grade in Chemistry 131a. 

Three classroom hours a week. Mr. Cohen 

[107] 



COURSES OF INSTRUCTION 

CHEMISTRY 135a. Synthetic Methods of Organic Chemistry 

Synthetic methods of organic chemistry and their application in the 
chemistry of natural products. 

Prerequisite: Satisfactory grades in Chefnistry 32 and 41 or the equiva- 
lent. 

Three classroom hours a week. Mr. Friedman 

CHEMISTRY 141. Introduction to Theoretical Chemistry 

Elementary quantum mechanics, statistical mechanics and statistical 
thermodynamics. 

Prerequisite: Satisfactory grade in Chemistry 41 or the equivalent. 
Three classroom hours a week. Mr. Golden 

^CHEMISTRY 145b. Chemical Kinetics 

Kinetics of homogeneous and heterogeneous chemical change. 

Prerequisite: Satisfactory grade iii Che7?7istry 41 or the equivalent. 
Three classroom hours a week. 

CHEMISTRY 146Ij. Electrolytic Solutions 

An introduction to the theory of Debye-Hiickel and Onsager with 
applications to the conduction, viscosity and diffusion of ions in solution. 

Mr. Wilson 
Primarily for Graduates 

CHEMISTRY 211. Graduate Chemistry Laboratory 

Experiments designed to develop the student's technique in prepara- 
tion for chemical research. 

Hours to be arranged. 3-6 credits. 

Laboratory fee: $10. Mr. Wilson and Mr. Wang 

CHEMISTRY 212. Chemistry Seminar 

Bi-weekly lectures by faculty, graduate students and guests. Required 
of all graduate students. No credit. Staff 

Courses in Research 

CHEMISTRY 321. Inorganic Chemistry Mr. Mayper 

CHEMISTRY 331. Organic Chemistry Mr. Cohen 

CHEMISTRY 335. Organic Chemistry Mr. Friedman 

CHEMISTRY 341. Physical Chemistry Mr. Golden 

CHEMISTRY 345. Physical Chemistry Mr. Wilson 
*Not to be given in 1954-55. 

[1081 



COURSES OF INSTRUCTION 

COMPARATIVE LITERATURE 

Students electing the following courses in Comparative Literature 
should have a reading knowledge of French or German or should be 
simultaneously pursuing a course in French, German or Hebrew litera- 
ture beyond 10. 

COMPARATIVE LITERATURE 6L The Modern Novel 

Among the writers discussed will be Flaubert, Dostoyevsky, Haw- 
thorne, Tolstoy, Turgenev, James, Proust, Joyce, Mann, Kafka, Dreiser, 
Hemingway, and Fitzgerald. Mr. Hindus 

COMPARATIVE LITERATURE 71a. The Modern Drama 

Plays will be examined as works of literary and dramatic art. In addi- 
tion, attention will be given to the theatrical organization, the social 
circumstances, and the intellectual currents that influenced them. The 
authors to be read include Ibsen, Strindberg, Rostand, Becque, Haupt- 
mann, Wedekind, Gorky, Yeats, O'Neill, EUot, Cocteau, Sartre, Brecht, 
and Garcia Lorca. Mr. Popldn 

COMPARATIVE LITERATURE 75b. Theories of the Drama 

A study of conceptions of the drama advanced by critics, dramatists, 
directors, and other men of the theatre from Aristotle and Horace to our 
own time. Mr. Popkin 

COMPARATIVE LITERATURE 99c. Senior Honors Thesis 

At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student will continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. Staff 

COMPARATIVE LITERATURE 145. The Romantic Movement 

Herder and the revival of popular poetry. Ossian, Goethe's Werther 
and the cult of sensibility. Medieval and Nordic studies. Percy and the 
ballads. Blake, Novalis and the new mysticism. The "Lyrical Ballads" of 
Wordsworth and Coleridge. Romantic lyricism and music in Germany. 
The romantic personality: Chateaubriand, Byron, Shelley. The "redis- 
covery" of Shakespeare. Victor Hugo and Sainte-Beuve. Mr. Vigec 

^COMPARATIVE LITERATURE 147. French Symbolism and Mod- 
ern Western Poetry 

The theory of poetic symbolism in Hegel's Aesthetics, The appear- 
ance of symbolism in German, English, French and American Roman- 

*Not to be given in 1954-55. 

[109] 



COURSES OF INSTRUCTION 

ticism. Gerard de Nerval's supernaturalism. Baudelaire's theory of "Cor- 
respondances" and "le demon de I'analogie". Mallarme's and Rimbaud's 
experiments in analogical expression; their aims and techniques. The 
French "SymboUste" movement after 1890 and its repercussions on mod- 
em French, English, American, German, Spanish and Italian poetry. 
To be given in 1955-56. 

COMPARATIVE LITERATURE 160b. Studies in Modern Yiddish 

Literature 

An introduction to the major trends and figures of modem Yiddish 
literature. The course will begin with a study of the cultural background 
of Jewish life in eastern Europe, the central locale of modern Yiddish 
literature; will then concentrate on the three major Yiddish writers, 
Mendele Mocher Sforim, Sholom Aleichem and Peretz; will consider such 
representative figures as Asch, Singer, Opatashu and Schneour; and will 
end with a study of several contemporary Yiddish poets and novelists. 
Lectures will be in English, as will the assigned readings. Students 
capable of doing so will be encouraged to read the original texts. 

Mr. Howe 

COMPARATIVE LITERATURE 181a. Rousseau and Tolstoy 

Rousseau's "I'homme de Nature" and Tolstoy's "Peasant": the educa- 
tional theories of Rousseau and Tolstoy; their conception of the arts and 
the sciences; their rehgious "Weltanschauung". Mr. Cheslds 

COMPARATIVE LITERATURE 181b. Rousseau in Germany 

An historical survey of Rousseau's influence in German literature, 
philosophy, educational and political doctrines. The philosophical, theo- 
logical, and literary opposition to the radical rationalism in the period 
of Enlightenment (Hamann, Jacobi, Lavater). Herder and Rousseau. 
Goethe's "Werther" and the cult of sensibility, Rousseau and the "Storm 
and Stress" movement. German Romanticism. Nietzsche and Rousseau. 

Mr. Kayser 

COMPARATIVE LITERATURE 191. The Theory of Literature 

An historical survey, accompanied by intensive study of texts, of what 
men have thought concerning the nature, function and techniques of lit- 
erature. Aristotle, Longinus, Horace, Quintillian, the critics of the Renais- 
sance, of the seventeenth and eighteenth centuries in France and England, 
of the neo-classic periods will be followed by the critics and theorists of 
the romantic movement, the later nineteenth century, the contemporary 
period. Boileau, Pope, Johnson, Lessing, Coleridge, Sainte-Beuve, Brane- 
tiere, Lemaitre. Matthew Arnold, Saintsbury, the early twentieth century 
"humanists" in America and their opponents, the "new" criticism in 
France, England and America from Valery, Richards and Eliot on, will 
all be given attention. Mr. Lewisobn 

[110] 



COURSES OF INSTRUCTION 

ECONOMICS la. Introduction to Economics 

This course studies basic economic concepts and institutions and the 
functioning of the economic system. It focuses on labor organizations, 
business organization, individual incomes, the economic role of govern- 
ment, the credit and banking system, national income and public finance. 

Students who are not majoring in Economics may take this course but 
need ?iot register for Economics lb. 

Open to freshmen. Mr. Laursen 

ECONOMICS lb. Introduction to Economics 

The study of contemporary economic institutions, theory and prob- 
lems is continued in this course. Emphasis is placed on the equilibrium of 
the firm, large-scale business and anti-trust, wage determination, profits 
and international finance and trade. 

Prerequisite: Economics la. 

Open to freshme?!. Mr. Laursen 

ECONOMICS 20a. American Labor Economics and Labor Relations 

The organizational policies, structural evolution, strike tactics, ad- 
ministrative methods, leadership problems, economic, political and social 
objectives and welfare program of organized labor. Techniques of col- 
lective bargaining, union-management cooperation. Wage policy. The 
role of government in labor relations. Mr. Coleman 

ECONOMICS 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 
ECONOMICS 98c. Readings in Economics 

Readings and reports under the direction of a faculty supervisor. 
Available to Seniors with permission of the School of Social Science. 

Staff 
ECONOMICS 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in Economics 
are required to register for this course and, under the direction of a 
member of the faculty, prepare an honors thesis on a suitable topic. 

Staff 
*ECONOMICS 121b. Topics in Labor Economics 

*ECONOMICS 130a. Modern European Economic History 

The course will study the major developments of European capitalism 
for the period since the Industrial Revolution in the eighteenth centiuy. 

*Not to be given in 1954-55. 

[Ill] 



COURSES OF INSTRUCTION 

Population growth, science and technolog)^ New methods of organiza- 
tion in agriculture, industry, transportation, mining, commerce and bank- 
ing. Combinations, monopolies and cartels; labor organizations and move- 
ments; the regulation of the conditions of labor; the growth of public 
services. Changing patterns of international trade. Cycles of expansion 
and contraction; the general mov^ement of prices, wages and the standard 
of living; fiscal policy of the major powers. The growth of war economies 
and the economic consequences of the great wars. The latter part of the 
semester will be devoted to the Soviet economy and to the special prob- 
lems of Western Europe since 1945. 

ECONOMICS 1311). American Economic History 

Selected problems in the economic history of the United States. Spe- 
cial attention to the rise of the American standard of living, the role of 
government, the monopoly problem, the changing character of American 
business cycles, the development of the organized labor movement and 
the conditions for economic progress. Mr. Coleman 

ECONOMICS 140. Price Policies and Market Organization 

Price and production policies in the modern business enterprise. Ex- 
amination of types of market organization and price and production 
practices in various sectors of the American economy. The impact of 
monopolistic elements on the efficiency of resource allocation and the size 
and distribution of the national income. Examination and evaluation of 
the anti-trust laws and public control policies in agriculture, public utili- 
ties, retail trade and other fields. Mr. Bishop 

^ECONOMICS 141a. Government and Business in the United 

States 

The constitutional, legal, economic and administrative aspects of gov- 
ernment regulation and control of American business. The historical 
development of the problems that have called for governmental interven- 
tion: natural resource development, monopoly, concentration of economic 
power, industrial breakdown, and business cycle fluctuation. 

Students taking this course need not register for Econoinics 141b. 

^ECONOMICS 141b. Government and Business in the United 

States 

Continuation of the problems discussed in Economics 141a. 
Prerequisite: Economics Mia. 

ECONOMICS 150a. Money and Income Analysis 

An analysis of the nature of money in the modern economy and of the 
role of commercial banks and the Federal Reserve banks in our monetary 
system. Discussion of the national income, consumption, saving and in- 

*Not to be given in 1954-55. 

[1121 




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Carrying the ball for a gain against Harvard. 




Dr. Olsen explains the workings of the constant temperature regulating 
equipment to students about to perform an experiment. 



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Smith Hall, a residence hall. 



At work in the Art Studio. 









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COURSES OF INSTTiUCnON 

vestment, and the problems of depression and full employment. Some 
emphasis will be given to the influence of government expenditure, taxa- 
tion and monetary policies on the level of national income, employment, 
and production. Mr. Salant 

ECONOMICS 151I>. Public Finance 

A study of the principles of pubUc finance at the federal, state and 
local levels. Economic analysis of government budgets and public ex- 
penditures, the principles of taxation and the tax structure. Special atten- 
tion to fiscal policy of the United States government and its bearing on the 
federal debt, banking, production and the business cycle. Mr. Salant 

ECONOMICS 152b. Business Cycles 

The historical development of business fluctuations in the United 
States and Europe. An analysis of the modern theory of income and em- 
ployment and its relation to the theory of cyclical fluctuations. Past and 
current attempts to forecast business and business cycles and public policy. 

Mr. Salant 

ECONOMICS 160a. International Trade and Economic Institutions 

A study of international monetary arrangements, foreign exchanges 
and exchange control, capital movements, the theory of international 
trade and price relationships, and foreign economic policy. Major em- 
phasis upon the new international institutions and upon the role of the 
United States in the world economy. Mr. Laursen 

ECONOMICS 1611). Contemporary World Economy 

An examination of major trends in the world economy. Special atten- 
tion will be paid to the post-war setting and to economic policies and 
achievements in major regions such as the dollar area. Western Europe 
and underdeveloped countries. A focal point will be the discussion of 
how these problems are inter-related. Mr. Laursen 

ECONOMICS 190. Topics in Advanced Economics 

This course is designed to serve two purposes: (1) complete the gen- 
eral study of economics through the analysis of more advanced problems 
not dealt with in previous courses; (2) provide suitable material for 
coordination with earlier courses in the field of concentration. 

1st Semester: Mr. Salant 
2ncl Semester: Mr. Laursen 

Primarily for Undergraduates 
ENGLISH 10. Classics of English Literature 

A study of texts selected to illustrate the general history of English 
literature from Beowulf to 1900. The drama and the novel will not be 

[113] 



COURSES OF INSTRUCTION 

included. Attention M'ill be given to the ideas and values of the several 
periods and to style and form. The work of major authors will be em- 
phasized and representation will also be given to a number of minor 
figures. An inclusive "survey" anthology will be used and some or all of 
the following authors will be accented by further assignments: Chaucer, 
Spenser, Milton, Dryden, Swift, Pope, Johnson, Wordsworth, Shelley, 
Byron, Carlyle, Tennyson, Browning, Arnold. 

Recomjnejided for concentrators in English and Americaii Literature, 
to be taken preferably in the freshman or sophomore year. Miss Syrkin 

ENGLISH 11a. Introduction to Poetry 

Close reading of a number of short poems, with weekly exercises. 
Open to freshme?!. Mr. Finkelpearl 

ENGLISH lib. Introduction to Prose 

Close reading of a number of short prose texts, with weekly exercises. 
Open to freshmen. Mr. Wiglit 

ENGLISH 15a. The Modern American Short Story 

Important stories of the Thirties, Forties, and Fifties. Fifteen stories 
will be analyzed in the classroom and students will be required to read 
thirty additional stories. Two long critical papers will be required for 
the semester. 

Each of the two sections limited to ten students. One two-hour meet- 
ing a week, and individual conferences. Mr. Savage 

ENGLISH 20. American Literature to 1900 

A general survey but with special emphasis on Edwards, Franklin, 
Poe, Cooper, Emerson, Thoreau, Hawthorne, Melville, Whitman, Emily 
Dickinson, and Mark Twain. 

Open to freshmen with the conse?it of the instructor. Mr. Earle 

ENGLISH 36. Shakespeare 

The entire canon of the plays and poems will be read. Sixteen plays 
will be subjects of intensive study. Attention will be given to what is 
known of Shakespeare's experience and the sources of his plots. But the 
chief emphasis will be on the transmutation of experience and source 
material into the existent artistic products. These products, these plays, 
will be the basis of close textual analysis in respect to form and implication. 

Mr. LewisoKn 

ENGLISH 47I>. Poetry and Prose of the Restoration Period, 1660- 
1700 

The work of Dryden as representative of the new spirit of the age 
will be especially emphasized. Further understanding of the variety and 

[114] 



COURSES OF INSTRUCTION 

complexity of the period and of its significance for later times will be 
sought through a study of the prose of Pepys, Evelyn, Bunyan, Traherne, 
Locke, and others, and the poetry of Butler, Cowley and the minor lyrists 
and satirists. Except for a few plays of Dryden, the drama of the period 
will not be included. Mr. Earle 

ENGLISH 58a. Victorian Poetry 

This course will deal with the moods, ideas and poetic forms of the 
Victorian period. The chief emphasis will be on Tennyson, Browning, 
and Arnold. The Pre-Raphaelites and Swinburne will also be considered. 

Miss Syrkin 
ENGLISH 58b. Victorian Prose 

The intellectual and social currents of the period will be studied 
through its major figures: Macaulay, Carlyle, Arnold, Ruskin, and 
Newman. Miss Syrkin 

ENGLISH 60. Modern English and American Poetry 

A study of Whitman, Emily Dickinson and Hopkins will supply the 
foundations of the course. Emphasis will be given to Yeats, Housman, 
Frost and Eliot. Others discussed will include Hardy, Sandburg, Masters, 
W. C. Williams, Pound, Cummings, and Auden. Mr. Hindus 

ENGLISH 70. The Romantic Poets 

Blake, Wordsworth, and Coleridge. This is both a course in how to 
read a poem and in the Romantic Movement. The second generation of 
Romantics: Byron, Shelley, and Keats. Mr. Preyer 

ENGLISH 72. The English Novel 

A study of the development of the English novel, beginning with 
Defoe and ending with Hardy and Conrad. Among the authors treated 
are: Jane Austen, Emily Bronte, George Eliot, Dickens, and Trollope. 
The course will concentrate on narrative techniques, problems of critical 
evaluation, and the relation between the work of art and its social 
background. Mr. Howe 

ENGLISH 73b. Chaucer 

The Canterbury Tales, with some supplementary reading. 

Mr. Cunningbam 

*ENGLISH 90a. American Literature in the Twentieth Century 

An examination of contemporary American literature. A4ajor atten- 
tion will be paid to E. A. Robinson, Robert Frost, Wallace Stevens, 
Dreiser, Hemingway, Fitzgerald, and Faulkner. The shift of literary 
atmosphere from decade to decade will be studied. 

*Not to be given in 1954-55. 

[115] 



COURSES OF INSTRUCTION 

ENGLISH 95a. Directed Writing 

Any form of writing except technical exposition. 

Limited e?2rollme?2t. One two-hour meetiiig a week. 

Mr. Cunningham 

ENGLISH 95b. Directed Writing 

Exercises principally in the sketch and the short story. 

Limited e72roUment. Oiie two-hour meeting a week. Mr. Savage 

ENGLISH 99c. Senior Honors Thesis 

At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student will continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. 

All honors candidates will meet together in a seminar, three times 
each semester at a convenient hour, for the discussion of common prob- 
lems and the presentation of results. Staff 

Admission to any of the following courses in English and American 
Literature requires the consent of the instructor. 

For Undergraduates and Graduates 

ENGLISH 14L The Renaissance 

The literature, dramatic and non-dramatic, of England from More to 
Milton, with special emphasis on the literary situation in the 1590's: on 
Marlowe, Spenser, Hooker, Jonson, and Donne. Mr. Cunningliam 

^ENGLISH 142a. Elizabethan Drama 

A history of the drama, exclusive of Shakespeare, from the Miracle and 
Morality plays to the death of Elizabeth. Special study will be made of 
the works of Marlowe. 

^ENGLISH 142f>. Jacobean and Caroline Drama 

A history of the drama, exclusive of Shakespeare, from the death of 
Elizabeth to the closing of the theatres. Particular attention will be paid 
to the works of Jonson and Webster. 

ENGLISH 147a. Milton 

This course will consist of an intensive study of Milton, designed to 
provide a thorough knowledge of his character, thought and art. The 

*Not to be given in 1954-55. 

[116] 



COURSES OF INSTRUCTION 

reading will include Comus and the minor poems, Paradise Lost, Paradise 
Regaified, Samson Agonistes, as weU as selections from the prose writings. 

Mr. Earle 
ENGLISH 1751). The Early Eighteenth Century 

An intensive study of Defoe, Swift, Pope, Addison, Gay and Prior. 

Mr. Lewisonn 

ENGLISH 180a. Major American Authors of the Nineteenth 
Century 

An intensive study of the complete works of Hawthorne and the major 
works of Melville, as well as the important critical texts relating to these 
authors. Mr. Howe 

ENGLISH ISOb. Major American Authors of the Nineteenth 
Century 

An intensive study of Whitman's poetry and the work of one, perhaps 
two, of the following: Mark Twain, Stephen Crane, and Emily Dickinson. 

Mr. Howe 

Primarily for Graduates 

ENGLISH 201a. Introduction to Literary Study 

Required of all graduate students in the first year. Mr. Cunningham 

*ENGLISH 211a. Seminar in Poetry 

The subject of this seminar will be announced at a later date. Master's 
paper. 

ENGLISH 212a. Seminar in Fiction: Technique of the Novel 
Master's paper. Mr. Lewisolin 

ENGLISH 213a. Seminar in Drama: Theory and Practice of Eliza- 
bethan Drama 
Master's paper. Mr. Popkin 

^ENGLISH 214. Seminar in Criticism: T. S. Eliot 

Master's paper. 

ENGLISH 2151). Seminar in Intellectual Texts: Nineteenth Cen- 
tury 

Master's paper. Mr. Preyer 

ENGLISH 21%. Seminar in American Literature: Henry James 
Master's paper. Mr. Howe 

*Not to be given in 1954-55. 

[117] 



COURSES OF INSTRUCTION 

*ENGUSH 281a. Old English 

^ENGLISH 281I>. Beowulf 

^ENGLISH 289. History and Structure of the English Language 

ENGLISH 291b, Apprenticeship in Teaching 

The student will be apprenticed to two instructors, one each semester, 
and will discuss with them classroom procedures, methods of examining, 
and the grading of papers. The whole group will meet once a month with 
the staff to discuss common problems. Mr. WigKt and Staff 

ENGLISH 2921). Advanced Writing 

Any type of writing, except technical exposition. Mr. CunningKam 

ENGLISH 293b. Directed Research 

Independent investigation of a literary problem under the guidance of 
a member of the staff. Staff 

ENGLISH 299. Major Texts of English and American Literature 

Independent reading of a number of major texts, distributed over the 
various kinds and periods of English and American literature, with an oral 
and written examination at the end of the year. This examination, which 
will consist solely in the interpretation and evaluation of the texts on the 
reading list, will constitute the examination for the Master's degree, and 
will serve also as a qualifying examination for the doctorate. 

Messrs. Cunningbam, Earle, Hindus, Howe, Lewisobn 

ENGLISH COMPOSITION 1. Introduction to English Composition 

This course concentrates on the translating of thought into accurate 
expression, on the means of developing a central thought in writing, and 
on grasping the central thought in written material. 

Required of all freshmen except those ivho have passed the E?iglish 
Froflciency Exa7nination. At midyear, a student who receives a B may 
be excused from the course. 

Two class hours and one conference hour a week at the pleasure of the 
instructor. 2 credits per semester. 

Messrs. Savage, Wigbt, Finkelpearl, Massey 

ENGLISH COMPOSITION 7. Advanced Composition 

This course is concerned with non-creative writing. It deals with the 
clear statement and presentation of facts and opinions. 

Ope7i to anyone in the three upper classes. The permission of the 
instructor is required to enroll in the course. 

*Not to be given in 1954-55. 

[118] 



COURSES OF INSTRUCTION 

Two class hours a week and individual conferences. Three credits 
per semester. Mr. WigLt 

FINE ARTS 1. Theory of Art and Principles of Design 

Orientation of the student to the basic grammar of art. Practice study 
of lines, shapes, tones, texture, picture plane, character, and basic theory 
of color. Drawing of the human figure and still life objects, stressing de- 
sign, movement, structure, and quality of line. 

Opeji to all stude?2ts. Mr. Siporin 

FINE ARTS 2. Style and Idea in Art; An Introductory Survey 

The Western tradition. Painting, sculpture and architecture. Its be- 
ginnings in Greece and Rome. Infusion with oriental concepts and its 
resulting contribution to the great religions of Buddhism in Asia and 
Christianity in medieval Europe. The "reawakening" of the Renaissance 
and developments leading into the art of today. 

Open to all studejjts. Mr. Edwards 

FINE ARTS lia. Introduction to the Art Experience 

Visual consciousness. The appreciation of art as a living experience. 
Comparative structural approach to the problem and study of artistic cul- 
tures or "styles". Analysis and discussion of the most representative works 
of art, past and present. 

Open to all students. Mr. Bronstein 

FINE ARTS 99c. Senior Honors Thesis 

FINE ARTS 102. Theory and Practice of Painting 

Principles of three-dimensional drawing and painting. Organization of 
abstract and natural forms in space. Psychological and emotive potential- 
ities of composition and color. Exploration of the working materials of 
the painter. 

Prerequisite: Fine Arts 1, or the consent of the instructor. 

Mr. Siporin 

FINE ARTS 103. Life Drawing 

Principles of drawing from the human figure. The proportion, action, 
character, anatomy, and design of the figure are studied. Drawing in line 
is especially stressed, and the student is introduced to three-dimensional 
drawing. 

Prerequisite: Fine Arts 1, or the consent of the instructor. 

Mr. Siporin 

[119] 



COURSES OF INSTRUCTION 

*FINE ARTS 104. Advanced Life Drawing 

Advanced study of drawing of the human figure with special emphasis 
on the anatomical structure, and three-dimensional construction. Figure 
composition. 

Prerequisite: Fi?ie Arts 103. 

FINE ARTS 108. Individual Art Work in Painting or Sculpture 

A workshop course stressing creative individual art work in either 
painting or sculpture. Study of natural forms and the organization of 
forms from the imagination. The employment of the technical means of 
art towards personal artistic expressions in either painting or sculpture. 

Prerequisite: Co?Jse?it of the i?istructor. Mr. Siporin and Mr. Grippe 

FINE ARTS 111. Sculpture 

This course in sculpture orients the beginning student to the problems 
of modeling in clay and other plastic materials. Compositions from life 
and also from the imagination are studied in bas-relief and in the round. 

Studio fee: $10 per semester. 

Open to all students. Mr. Grippe 

FINE ARTS 121. Workshop in Etching and Engraving 

A comprehensive course in new ways of gravure. Techniques covered 
in this course include line engraving, dry point, lift ground, aquatint, and 
bitten textures, as well as intaglio and surface printing. Printing in black 
and white and color are studied. 

Studio fee: $10 per semester. 

Prerequisite: Consent of the ijistructor. Mr. Grippe 

®FINE ARTS 151a. Ancient Art 

A study of ancient art in Egypt, iMesopotamia, Greece and Rome. The 
emphasis will be on the Hellenic formula of balance between "abstract" 
and "naturalistic" art; its sources and further development. 

*FINE ARTS 15 lb. Medieval Art 

The art of medieval societies as a creative synthesis of the arts of 
classical antiquity and the "barbaric" Asian worlds. The realization of 
this synthesis throughout the art periods known as Early Christian, Car- 
olingian, Byzantine, Romanesque, Early and Late Gothic. 

FINE ARTS 152a. Renaissance Art 

A study of Renaissance Art in Italy and in the north of Europe. The 
principal works of Renaissance sculpture, painting and architecture will 

*Not to be given in 1954-55. 

[120] 



COURSES OF INSTRUCTION 

be studied in relation to their cultural backgrounds, and particular em- 
phasis will be placed on the individual styles of the Renaissance masters. 

Mr. Bronstein 

®FINE ARTS 152J>. Modern Art 

A survey of the fine arts from the flowering of post-Renaissance cul- 
tures up to contemporary art developments in Europe and the United 
States. This study will center on the individual masters of painting, 
sculpture, and architecture. 

®F1NE ARTS 161a. The Islamic Art of the Near and Middle East 

Originality of the Iranian Islamic formula. Its central role. Its radia- 
tion West and East, including Spain and India. Special emphasis is given 
to Islamic architecture and painting. 

*FINE ARTS 171}>. Contemporary Art 

Painting, sculpture and architecture in Europe and America in the 
twentieth century. 

Vl^m ARTS 172a. Art in the Far East 

The art of China. Architecture, sculpture, painting. Origins and de- 
velopment of an indigenous style. The introduction of Buddhism. The 
growth of landscape painting. Mr. Edwards 

FEME ARTS 172I>. Painting in the Far East 

The art of Japan. National characteristics in architecture, sculpture 
and painting and their relation to concepts from the Asiatic mainland. 
Special emphasis on Buddhist art and landscape painting. Mr. Edwards 

FINE ARTS 181a. Topics in Art History (Western and Eastern) 
AND Philosophical Criticism 

A seminar for art majors and advanced students in art. Individual re- 
search will be undertaken. 

Permission of the instructor required. Mr. Bronstein 

FRENCH 1. Introductory French 

Fundamentals of grammar, gradual building of vocabulary; pronuncia- 
tion; brief com.positions and readings in basic French. Conversation in 
French is encouraged among students. 

Open to those students who have never had any instruction in French. 

Staff 

*Not to be given in 1954-55. 

• [ 121 ] 



COURSES OF INSTRUCnON 

FRENCH 2. Intermediate French 

Intensive review of French grammar; stress on acquisition of vocabu- 
lary and idioms; compositions in French; readings of short stories by 
modern French authors; conversation. 

Prerequisite: French 1 or two years of French ifi secondary school. 

Staff 

FRENCH 3a. Intermediate Composition and Conversation 

Systematic drill in composition, translation, advanced grammar. 
Weekly written work in the classroom under direct supervision of the 
instructor. Emphasis \^'ill be placed on the extension of vocabulary and 
current French syntax. Intensive practice in the spoken language to build 
up the student's vocabulary and oral proficiency while giving some in- 
sight into various aspects of contemporary French life. Class discussions 
based on French periodicals, newspapers or recent books. This course 
will be given entirely in French. Mr. Vigee 

FRENCH 31). Advanced Composition and Conversation 

Daily practice in spoken French. Translations, composition, advanced 
grammar and syntax. This course will be given entirely in French. 

Prerequisite: Fre?ich 2 or consent of the instructor. Mr. Vigee 

FRENCH 10. General Introduction to French Literature 

After a brief survey of the medieval period, this course covers in out- 
line the main currents of French literature from the Pleiade to the begin- 
ning of the First World War. Particular stress is laid on the reading of a 
considerable number of masterworks of French literature. 

Prerequisite: French 2 or consent of the instructor. Staff 

FRENCH 99c. Senior Honors Thesis 

At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student will continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. Staff 

FRENCH 1161). The Renaissance in France 

Historical background, Ronsard and the Pleiade. The Protestant Poets. 
Rabelais and Montaigne. Mr. Vigee 

[122] 



COURSES OF INSTRUCTION 

FRENCH 117a. French Prose Writers of the Seventeenth Century 

The course will deal chiefly with the prose masters of French clas- 
sicism: Descartes, Pascal, Boussuet, La Rochefoucauld, La Bruyere, and 
Mme. de Sevigne. 

Prerequisite: French 10 or consent of the iiistnictor. Me. CKesIds 

FRENCH 117L. The French Classical Drama 

A thorough study of the main works of Corneille, Moliere, and 
Racine. Attention will also be paid to the masterpieces of the minor 
playwrights. 

Prerequisite: French 10 or Ilia or consent of the instructor. 

Mr. Ckesfeis 

FRENCH 127a. The Eighteenth Century 

Lesage, Marivaux, Prevost. English influence. The Enlightenment: 
Montesquieu, Voltaire until 1750. 

Prerequisite: French 10 or consent of the instructor. Mr. Vigee 

FRENCH 127L. The Eighteenth Century 

Voltaire to 1778. Diderot and the Encyclopaedists. Rousseau, Beau- 
marchais. Andre Chenier and the Revolution. 

Prerequisite: French 10 or consent of the instructor. Mr. CKesIds 

FRENCH 138a. The French Novel in the Nineteenth Century 

The emergence of the romantic ego in early 19th century novel: 
Chateaubriand, Senancour, Benjamin Constant, Georges Sand. The his- 
torical novel: Victor Hugo, A. de Vigny, A. Dumas pere. The realistic 
and psychological novel: Stendhal, Balzac, Merimee, Flaubert, Maupas- 
sant, the Goncourts, A. Daudet. The naturalistic novel: E. Zola. The 
novel at the turn of the century: Paul Bourget, Anatole France, Barres, 
Huysmans, Jules Renard. 

Prerequisite: French 10 or consent of the instructor. Mr. Vigee 

FRENCH 1381). Modern French Poetry from Lamartine to Valery 

The Romantic School. The Parnassians. Baudelaire, Mallarme, Rim- 
baud, Lautreamont. The "Symbolistes". The Catholic poets. Valery. 
The Surrealists. Mr. Vigee 

FRENCH 149a. Introduction to the Prose and Poetry of the Twen- 
tieth Century 

The novel: Gide, Proust, Mauriac, Colette, Montherlant, Celine, Mal- 
raux, Jules Romains, Sartre, Camus. The poetry from Claude! to Rene 

[123] 



COURSES OF INSTRUCTION 

Char. The essay: Alain, Valery. The theater: Porto-Riche, Claudel, 
Maeterlinck, Remains, Giraudoux. Mr. Vigee 

FRENCH 167b. Cours de Stylistique fran^iaise 

Elements of French Syntax and Literary Usage. 

Prerequisite: Consent of the ijistnictor. Instructor to be announced 

GENERAL EDUCATION S. Contemporary Living 

This is a required full-year's course for all senior students. It is in- 
tended to help the seniors apply what they have learned in their courses 
to the problems of value and action after college. The students meet 
informally with a small number of representative men and women who 
embody in their lives and careers a fusion of a working philosophy with 
an effective and productive life. They carry the discussion further with 
panels of faculty representatives drawn from every school of the Uni- 
versity. (See Appendix IV.) 

President Sacbar, Mr. Lemer and members of tbe Faculty 

*GEOLOGY la. Fundamentals of Earth Science 

An outline of the basic structure of the earth, its origin and the 
processes of rock formation; physiography, geomorphology and elements 
of mineralogy and petrology; an introduction to historical geology and 
some indication of the biological implications of geology. 

No prerequisites; open to noji-science students. 

Three lectures and three laboratory or field-trip hours per week. 

Laboratory fee: $10. 

GERMAN 1. Introductory German 

Fundamentals of grammar, acquisition of vocabulary, pronunciation; 
brief compositions and readings of simple texts. 

Open to those students who have never had any i?istruction in German. 

Mr. Zobn 

GERMAN 2. Intermediate German 

Intensive readings in classic and modern works; review of German 
grammar, vocabulary and idioms; compositions. 

Prerequisite: German 1 or its equivalent. Mr. Zobn 

GERMAN 3a and 3b. Intermediate and Advanced Composition and 

Conversation 

This course will be conducted entirely in German. There will be 
informal conversations on a variety of topics and regular oral and written 
reports. At least one modern play will be read in class. 

*Not to be given in 1954-55. 

[124] 



COURSES OF INSTRUCTION 

Prerequisite: German 1 omits equivalent, or permission of the instructor. 

Mr. Kayser 

GERMAN 4. Scientific German 

An intermediate reading course. Intensive readings in texts related to 
the main scientific courses of study. Emphasis will be placed on the com- 
prehension of the modern spoken and written language as used in sciences 
and technology. Class discussion on books and periodicals. Review of 
grammar. 

Prerequisite: German 1 or its equivalent. This course may be substi- 
tuted by Science majors for German 2 in fulfillment of their language 
requirement. Mr. Kayser 

GERMAN 10. Introduction to German Literature 

An historical survey of German literature from the Old High German 
period to the present, accompanied by intensive study of a great number 
of masterworks of German literature: prose, drama, and poetry. The 
course will be especially concerned with the philosophical and social 
aspects of German literature and the intellectual currents in the different 
periods. 

Prerequisite: German 2, 3, or 4, or their equivalent, or consent of the 
instructor. Mr. Kayser 

^GERMAN 30a. Introduction to the Life and Works of Goethe 

The aim of the course is to acquaint the students with Goethe's per- 
sonality, his life, and his most important works. It traces the develop- 
ment of the German classical period as presented by Goethe in his Poems, 
in his dramas Gotz von Berlichingen, Egmont, Iphigenie, Torquato Tasso, 
and in his novels Werther, Wilhelm Meister and other works. 

GERMAN 50a. Nineteenth Century Masters 

This course will deal with German literature from the end of Ro- 
manticism to the emergence of Naturalism. The main emphasis will be 
on the chief writers of the period: the dramatists Grillparzer, Hebbel, and 
Biichner; the prose writers Stifter, Keller, Fontane, Storm, and Meyer; 
and the lyric poets Morike and Droste-Hiilshoff. However, such writers 
as Grabbe, Butzkow, Borne, Geibel, Raimund, Nestroy, Anzengruber, 
Spitteler, Raabe, Ludwig, Gotthelf, Immermann, Freytag, Heyse, and 
Auerbach will not be neglected. 

Prerequisite: German 10 or its equivalent, or per?mssion of the in- 
structor. Mr. ZoKn 

*Not to be given in 1954-55. 

[125] 



COURSES OF INSTRUCTION 



GERMAN 99c. Senior Honors Thesis 



At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student Mall continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. Staff 

*GERMAN 120a. Lessing and Schiller 

Lessing as playwright, critic, and leader of the Enlightenment will be 
studied through representative works. Schiller, the poet, playwright, and 
libertarian will be similarly treated. 

*GERMAN OOb. Goethe's Faust 

The course will deal intensively with the ideas and forms of both 
parts of the tragedy. The history of the Faust saga with its cultural and 
literary ramifications will be studied as well as the gradual growth and 
development of the drama throughout the poet's life. 

*GERMAN 1401). The Romantic Movement 

Origins and temper of German Romanticism. The first and second 
schools. The aftermath. Poetry, prose, drama and philosophy from 
Novalis through iVIoerike. Relation of romantic poetry to music from 
Schubert through Hugo Wolf. 

GERMAN 160b. The Modern Drama from Naturalism to the 
Present 

This course will be concerned with the main trends and dramas from 
1885 to the present. The dramatic theories of the 19th and 20th centuries. 
The development of naturalism in France and Germany. Amo Holz and 
Johannes Schlaf. The first dramas of Gerhart Hauptmann and the impact 
of Henrik Ibsen. Hauptmann's social and romantic dramas. The Viennese 
school: Hofmannsthal, Schnitzler, and Beer-Hofmann. Frank Wedekind 
as forerunner of expressionism. The expressionistic dramas of Toller, 
Hasenclever, Kaiser, and Werfel. Ways to a new realism. Bertolt Brecht 
and the most recent German drama. The development of the German 
stage: Brahm, Reinhardt, and their successors. 

Prerequisite: German 10 or its equivalent, or permission of the in- 
structor. Mr. Kayser 

GERMAN 1701). German Poetry from Nietzsche to the Present 

The object of this course is to impart an appreciation of modern lyric 
poetry. A brief historical survey of post-Romantic poetry. Friedrich 
Nietzsche as a poet. The emergence of Realism and Naturalism. The 

*Not to be given in 1954-55. 

[126] 



COURSES OF INSTRUCnON 

experiments of Arno Holz. The poetry of Impressionism, The realists 
Dehmel and Liliencron. The rebirth of the form: Stefan George and his 
circle. Neo-Romanticism: Hofmannsthal, Rilke, Mombert. The lyrical 
renaissance after the First World War. Werfel, Hasenclever, Loerke, 
Trakl, and the "expressionists". The contemporary scene. 

Prerequisite: German 10 or its equivalent^ or the permission of the 
instructor. Mr. ZoKn 

GREEK 1. Introductory Greek 

Elements of the language, selections of simple prose passages. 

Mr. Gossner 

GREEK 2. Intermediate Greek 

Readings from Xenophon's Anabasis (first semester) and Plato's So- 
cratic Dialogues (second semester). 

Prerequisite: Greek 1 or two years of secondary school Greek. 

Mr. Gossner 

GREEK 10. Greek Prose Writers 

Rapid reading of selected passages, especially from Herodotus and 
Thucydides. 

Prerequisite: Greek 2 or three years of secondary school Greek. 

Mr. Gossner 

Primarily for Undergraduates 

HEBREW 1. Introductory Hebrew 

Fundamentals of grammar, acquisition of vocabulary, brief composi- 
tions and reading of simple texts. 

Open to those stude?its who have not previously had instruction in 
Hebrew. Mr. Marenof 

HEBREW 2. Intermediate Hebrew 

Intensive review of grammar and vocabulary; advanced grammar and 
vocabulary; reading of texts of various literary styles; preparation for 
grammatical analysis from modern Hebrew literary sources. 

Prerequisite: Hebrew 1 or its equivalent; consent of instructor re- 
quired prior to enrolhnent. Mr. LesW 

HEBREW 4a. Intermediate Composition and Conversation 

Systematic exercises in translation, speech and composition. Weekly 
written work. An emphasis will be placed on the extension of vocabulary 
and syntax. Mr. Marenof 

[127] 



COURSES OF INSTRUCTION 

HEBREW 41). Advanced Composition and Conversation 

Intensive practice in the spoken language. Class discussions designed 
to build up the student's oral proficiency. Weekly written work. 

Mr. Marenof 
HEBREW 5a. Survey of Hebrew Grammar 

A systematic survey of Hebrew grammar with exercises. The gram- 
matical structures of Biblical Hebrew, of post-Biblical Hebrew and of 
modem Hebrew will be considered. Mr. Leslau 

HEBREW^ 10. Survey of Hebrew Literature 

A survey course in Hebrew literature from its post-Biblical period to 
the twentieth century; text reading— selections from poetry, prose and 
essays. 

Prerequisite: Hebrew 2 or its equivale?it. 

Mr. Greenfield and Mr. Marenof 

*HEBREW Ob. Introduction to the Bible ^ Selected Texts 

Introduction to the literature of the Bible; an account of its character, 
authorship, text, translation; reading and analysis of selected portions from 
the Bible. 

Ope?2 to all students. 

*HEBREW 14a. The Pentateuch with Classical Commentaries 

Reading of one of the books of the Pentateuch; philological and 
exegetical analysis based on readings of commentaries of Rashi, Ibn Ezra 
and Ramban, 

HEBREW 14I>. The Pentateuch: Text, Analysis, Background 

Analysis and interpretation of fundamental texts selected to illustrate 
some biblical ideas, institutions and literary forms. Mr. Greenfield 

HEBREW 15a. The Prophets 

Reading of major portions of the prophetic books; interpretation and 
analysis with special reference to literary, historical and cultural prob- 
lems; attention will be devoted to elements of prophetic ideas which have 
influenced later thought. Mr. Glatzer 

*HEBREW 15b. The Wisdom Literature: Job, Proverbs, Koheleth 

Interpretation and analysis of the text and selection of classical com- 
mentaries. 

'^HEBREW 21a. Selected Texts from the Talmud and the Midrash 

Brief introduction to the historical development of Halacha; study 
of texts dealing with some aspects of civil law, social and ethical principles 
predominant in the Talmudic period; a comprehensive historical analysis 

*Not to be given in 1954-55. 

[128^ 




Hamilton C, newest women's dormitory. 



Schwartz Hall, one of the University's most picturesque structures, which 
serves as a dormitory unit for men students. 




j4-,S£*ii;!g5; 



Relaxing in the lounge at the Student Center. 



A last minute chat before entering 
Sydeman Hall, which houses most of 
the University's science laboratories. 





J^ 



COURSES OF INSTRUCTION 

of the Haggadic literature; reading in texts dealing with the people and 
land of Israel, nationality and universality, God and the world, the nature 
of man, labor, justice, study, administration of the law. 

HEBREW 23a. Introduction to Mishnah 

Introduction to the early codification of the Jewish Law. Analysis of 
the religious, social and political conditions of the Second Commonwealth 
as mirrored in the Mishnah. Attention will be given to the style of the 
Mishnah as contrasted with Biblical Hebrew. Readings of parts of the 
following Mishnah texts: Berakot, Ta'anit, Mo'ed Katan, Kiddushin, San- 
hedrin, Eduyyot. Mr. Gieenfeeld 

HEBREW 2%. Maimonides' Mishneh Torah ^ Selections 

Study of Maimonides' Mishneh Torah as the classical summa of Jewish 
lore and civilization. An introduction to Aiaimonides as the codifier of 
Halacha, with special reference to the social and political ideas of Biblical 
and post-Biblical Judaism. Analysis of iMaimonides' acliievement in the 
sphere of Halacha, his relation to his ancient sources and to his contem- 
porary schools of Jewish learning. {Given in alternate years) 

Mr. Greenfield 

*HEBREW 3 lb. Modern Hebrew Literature ^ Studies and Essays 

A survey of the development of the modern Hebrew essay and the 
contribution of modern Hebrew literature to Jewish learning and thought. 
Analysis of selections from the works of Nahman Krochmal, Samuel 
David Luzzatto, Ahad Ha 'am, Aharon David Gordon and other Hebrew 

essayists of the twentieth century. {Give?! in alternate years) 

*HEBREW 32a. Medieval Hebrew Poetry 

Introduction to the study of medieval Hebrew poetry, manuscripts, 
genizah, archives, editions, historical background; poetic forms and styles; 
classification. Reading of selected poems of Gershon ben Judah, Solomon 
ibn Gabirol, Aioses ibn Ezra, Judah Halevi, Abraham ibn Ezra. 

HEBREW 36a. Contemporary Hebrew Prose 

Reading and analysis of Burla, Agnon, Kaback, Hazaz, Smelansky and 
others. This course will reflect the national and messianic aspirations of 
various Jewish groups. It will introduce the student to literature describ- 
ing the life of the Sephardic, Yemenite and other Oriental types, and will 
acquaint him with modern Hebrew style. Mr. Marenof 

HEBREW 36b. Contemporary Hebrew Poetry 

Selections from the poetry of Shimoni, Greenberg, Lamdan, Shlonsky, 
Rachel and others, chosen to portray the forces that molded the thinking 
of the last two generations in the Land of Israel. Mr. Marenof 

*Not to be given in 1954-55. 

[129] 



COURSES OF lNSl"RUCnON 

HEBREW 9%. Senior Research 

Intensive seminar in Judaic studies and Hebrew literature for majors 
in Hebrew in their senior year with the purpose of integrating their 
studies in their field of concentration. 

Required of majors m Hebrew. 

Other students sufficiejitly advanced in the field of Judaic Studies and 
Hebrew Literature wishing to register for this course must obtain permis- 
sion from the instructor. Staff 

HEBREW 99c. Senior Honors Thesis 

At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student will continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. Staff 



Vor Undergraduates and Graduates 

HEBREW 125I>. Aggadic and Midrashic Interpretation of Biblical 
History 

Reading of aggadic texts which deal with the history of biblical Israel. 
Discussion of the major motifs of Jewish philosophy of history as devel- 
oped in the period after che destruction of the second Temple. 

Mr. Glatzer 

^HEBREW 140. Modern Hebrew Literature 

The development of Hebrew literature from the middle of the 18th 
century to World War II in its centers in Western and Eastern Europe, 
State of Israel and America. Analysis of central motives and principal 
literary schools. The social and political background of modern Hebrew 
literature; its relation to the preceding periods of Hebrew literature and 
links between modern Hebrew and modern Yiddish literature. 

Also see courses under NEAR EASTERN AND JUDAIC STUDIES 



Primardy for Undergraduates 

HISTORY 55a. Europe in the Nineteenth Century 

The first term of the course surveys Europe's evolution from the con- 
servative Restoration following Napoleon's defeat to the emergence of 
Germany as a major power. The emphasis is on the ideological, social and 

*Not to be given in 1954-55. 

[130] 



COURSES OF INSTRUCTION 

political struggles between conservatism and liberalism. The revolutions 
of 1830 and 1848 are analyzed in terms of the ascendancy of liberalism, 
capitalism, and the middle class. Mr. Fiscker 

HISTORY 55b. Europe in the Nineteenth Century 

The second term of the course covers European history from the 
Franco-Prussian War and the Paris Commune to the beginning of World 
War I. Here the emphasis is on the political triumph of liberalism, in the 
form of constitutionalism and nationalism, and the rise of new anti-liberal 
forces on the right and on the left. The resulting conflicts of ideologies, 
classes, and political movements are compared with those of the twentieth 
century. The goal is to draw conclusions on the continuity and change 
between the two epochs. Mr. Fisclier 

HISTORY 60b. History of France since the Fifteenth Century 

A survey of French history from the fifteenth through the nineteenth 
centuries. Emphasis will be placed on the social and political background 
of French culture. Miss Boas 

HISTORY 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 

HISTORY 99. Senior Honors Thesis 

Seniors who are candidates for a degree \yith honors in History are 
required to register for this course and, under the direction of a member 
of the faculty, prepare an honors thesis on a suitable topic. Staff 



For Undergraduates and Graduates 

HISTORY 101. Intellectual History of Greece and Rome 

The course will be conducted by lectures and by discussions of select 
texts. Topics such as the following will be considered: The nature of 
Greek mythology. The rise of rational thought among the Presocratic 
philosophers. The Periclean Age in drama and historiography. The 
rivalry of philosophy and rhetoric in the fourth century. The schools of 
philosophy in the Hellenistic Age. The Romanization of Greek thought. 
Roman historical and legal thought. The mission of Rome. Among the 
authors read will be Hesiod, Sophocles, Thucydides, Isocrates, Plato, 
Lucretius and Cicero. Mr. Alexander 

HISTORY 102a. History of Early Christianity 

The course will deal with the history of the Christian religion from 
its foundation to St. Augustine. Lectures, discussions and readings will 
stress the following topics: the life of Jesus; the mission to the Gentiles; 

[131] 



COURSES OF INSTRUCTION 

the Apostolic Fathers; Christianity and pagan thought; the rise of Christian 
theology (Irenaeus and Origen); the Persecutions; the Conversion of Con- 
stantine and the Cliristian Roman Empire; trinitarian and christological 
controversies; monasticism; the Cappadocian Fathers; Augustine and 
Jerome. Mr. Alexander 

HISTORY 121b. Europe in the Middle Ages 

The course will be conducted by lectures and discussions. The course 
will deal with the survival of Greco-Roman civilization in the East; the 
transition from ancient to medieval civilization in the West; the principal 
Germanic kingdoms; feudalism and manorialism; the conflict between 
Empire and Papacy; the crusades; the medieval towns; the feudal mon- 
archies; medieval civilization at its height; the waning of the Aiiddle Ages. 

Mr. Alexander 

HISTORY 131. The Renaissance and Reformation 

Lectures, readings and reports on select topics in the development of 
the new European state system in terms of institutional structure, political 
theory and the role of personalities; new currents in literature, arts, 
science, and exploration; the problems of late medieval Catholicism, schism 
heresy, impact of new intellectual currents on religious institutions and 
dop-ma; the Lutheran, Anglican and Calvinistic breaches with Rome, the 
Counter-Reformation. Mr. Berfeowitz 

*HISTORY 146a. Stuart England 

HISTORY 147a. Europe in the Seventeenth Century 

A survey of the history of the continental countries during the Cen- 
tury of Genius. The emphasis will be on the clash of old and new in- 
tellectual currents in their relation to the political and social demands of 
the age. Miss Boas 

^HISTORY 161a. The Eighteenth Century World 

Europe in the age of enlightened despotism. The impact of Europeans 
upon the societies of America, Asia and Africa. The French Revolution 
and Napoleon. 

HISTORY 177a. Russia in the Nineteenth Century 

An historical analysis of how and why Russia evolved differently from 
Western Europe. The first term begins with a comparative survey of 
Russian and Western political institutions and class relations. The re- 
mainder of the term is devoted to the Golden Age of Russian thought and 
literature in the middle of the nineteenth century. Special attention is 
paid to the ways in which Russia adopted Western ideas (idealism, ro- 

*Not to be given in 1954-55. 

[132] 



COURSES OF INSTRUCTION 

manticism, materialism, socialism). The reading includes English trans- 
lations from great Russian writers (Dostoyevsky, Turgenev, Tolstoy), 
and leading social thinkers (Herzen, Bakunin, Belinski, Solovyev). 

Mr. Fiscker 

HISTORY 177b. Russia in the Twentieth Century 

In the second term of the course, the focus is on the causes and the 
nature of the Russian Revolution. The revolutions of 1905 and 1917 are 
approached through a comparison of Russia's ancien regime and opposi- 
tion movements (liberalism, agrarian, socialism, Marxist socialism) with 
those of the West. The course ends with a general analysis of the Soviet 
period. This analysis is in terms of comparative theories of revolution, 
sociaKsm, totalitarianism, and underdeveloped areas. The reading includes 
English translations from leading Russian Marxists (Plekhanov, Lenin, 
Trotsky, Stalin). Mr. Fiscli 



' isciier 



HISTORY 179a. The British Empire since 1776 

History of British overseas relationships from the period of Adam 
Smith's attack on mercantilism until the present. The evolution of new 
colonial policies in the early part of the 19th century. The impact of the 
Industrial Revolution, the migration movement, the rise of free trade and 
the development of responsible self-government in new areas. Colonial 
nationalism, the problem of imperial unity, dominion status and common- 
wealth cooperation; the recent and contemporary economic, military and 
diplomatic problems of the British Commonwealth of Nations. 

Mr. Berkowitz 

HISTORY 181. Main Currents in Modern European Thought 

A study of main currents in European thought since the end of the 
seventeenth century as revealed in the writings of men who profoundly 
influenced the ideas and sentiments of the modern world. Emphasis will 
be placed on the great thinkers who formulated a moral outlook for their 
age. Lectures and the reading of selected texts. Mr. Manuel 

HISTORY 185. History of Science in its Relation to Western 
Society 

A history of the development of science from its origins to the twen- 
tieth century. This course will stress the cumulative nature of science 
together with the mutual connections between scientific development and 
the economic, social and intellectual forces at work in society at large. 
By beginning with the rise of science in antiquity, an opportunity is 
offered to compare the role of science in the world today with its place 
in less highly scientific societies. Miss B^ 



oas 



[133] 



COURSES OF INSTRUCTION 

Primarily for Graduates 

Admission to any of the following courses in History requires the 
consent of the instructor. 

HISTORY 246b. Seminar in English Thought in the Seventeenth 
Century 

Research and reports on topics connected with the development of 
thought in Seventeenth Century England. Mr. Berkowitz 

HISTORY 2831). Modern Philosophies of History Mr. Manuel 

HISTORY 304a, h, or c. Topics in the History of Social Thought 

Messrs. Coser, Manuel, Riefi 

HISTORY 385a, I>, or c. Topics in the History of Science 

Miss Boas 

HISTORY 396a, L, or c. Topics in the History of Religion 

Mr. Alexander, Mr. Glatzer 

HISTORY 398a, h, or c. Topics in the History of Political Theory 

IN THE West Mr. Berkowitz, Mr. Peterson 

HUMANITIES 1. Classics of the Western Tradition through the 
Renaissance 

An introduction to selected masterpieces of Western literature in trans- 
lation. Discussion of their leading forms, ideas, and values. Homer, 
Sophocles, Plato, the Old Testament, the New Testament, Virgil, Dante, 
Chaucer and Rabelais will be read. 

Required of all freshmen. Staff 

HUMANITIES 2. Classics of the Western Tradition from the 
Renaissance to the Present 

An introduction to selected masterpieces of Western literature since 
the Renaissance. Discussion of their leading forms, ideas, and values. 
Shakespeare, Moliere, Milton, Fielding, Goethe, Balzac, Tolstoy, Whit- 
man, and T. S. Eliot will be among the authors discussed. 

Required of all sophomores except those enrolling in one of the fields 
of concentration offered by the School of Science. Science concentrators 
'may postpone this course until their junior year. Staff 

ITALIAN 1. Introductory Italian 

Designed for students choosing a concentration in Romance Lan- 
guages. The course will stress the fundamentals of Italian grammar and a 
reading facility in Italian. In addition to the work done in class, outside 
texts will be assigned to supplement the reading preparation. Staff 

[134] 



COURSES OF INSTRUCTION 

ITALIAN 11. Rapid Readings in Italian Prose and Poetry Staff 

LATIN 1. Introductory Latin 

Fundamentals of grammar, inflexional forms, basic vocabulary, and 
reading of simple prose. Primarily designed to develop as quickly as 
possible a reading knowledge. 

Opeji to students without previous instruction in Latin. Mr. Gossner 

LATIN 2. Intermediate Latin 

Selected readings from Caesar (first semester) and Cicero (second 
semester) . 

Prerequisite: Latin 1. The second semester only may be taken by 
students who have successfidly completed a secondary school course in 
Caesar. Mr. Gossner 

LATIN 10. Survey of Latin Literature 

Selections from the minor writers of the Classical and Silver Latin 
periods. 

Frerequisite: Latin 2 or equivalent secondary school preparation!. 

Students ynay satisfy their literature requireinents by taking this course 
provided they have completed two years of a modern language or pass 
the appropriate Placement Test. Mr. Gos&ner 

LINGUISTICS w See Sociology & AntKropology 11 la, I^JS 104b, 115I> 

MATHEMATICS 11. College Algebra and Analytic Geometry 

Factorization, exponents, logarithm and trigonometric functions. The 
straight line, circle and conies. Introduction to differential calculus. See 
note under Mathematics 22. 

Messrs. CronKeim, Goldman and Mrs. Wliiteliead 

MATHEMATICS 12. Analytic Geometry and Differential Cal- 
culus 

The straight line, circle and conies. Differentiation of elementary 
functions. Applications to geometry and physics. See note under Mathe- 
matics 22. Mr. Cronheim 

MATHEMATICS 21. Differential and Integral Calculus 

Continuation of differential calculus. Indefinite and definite integrals. 
Applications to geometry and physics. 

Prerequisite: Mathematics IL Mrs. Wliitehead 

MATHEMATICS 22. Integral Calculus 

Indefinite and definite integrals. Partial differentiation. Introduction 
to differential equations. 

Prerequisite: Mathematics 12. Mr. Goldman 

[135] 



COURSES OF INSTRUCTION 

Note: Mathematics 12 is intended for those students who are well pre- 
pared in high school mathematics^ and registration in this course is re- 
stricted to those who achieve a passing grade in the Fresh77ja?i Placement 
Exa7?iination. 

Mathejjiatics 22 is open only to those studejits who achieve a grade 
of C or better in Mathematics 12. 

MATHEMATICS 32. Higher Analysis 

Vector analysis, differential equations, orthogonal functions, Fourier 
analysis. Boundary value problems. Application to physics. 

Prerequisite: Matheinatics 21 or 22. Mr. Goldman 

MATHEMATICS 34I>. Elementary Number Theory 

Congruences, quadratic residues and quadratic reciprocity. Diophan- 
tine Equations. 

Prerequisite: Mathematics 21 or 22 or the permission of the instructor. 

Mr. Cronlieim 

MATHEMATICS 35a. Elementary Differential Geometry 

Curves and surfaces in space. Frenet-Serret formulas. First and second 
fundamental forms. 

Prerequisite: Mathematics 21 or 22. Mr. CronKeim 

^MATHEMATICS 36. Elementary Real Function Theory 

Introductory point-set topology. Riemann and Lebesgue integrals. 
Prerequisite: Mathematics 21 or 22. 

MATHEMATICS 99. Senior Research 

A reading course open only to qualified seniors, intended to augment 
the regular curriculum. Permission of the instructor is required. Staff 

^MATHEMATICS 101. Elementary Complex Function Theory 

Infinite series, analytic functions, Cauchy's theorem, residues, contour 
integration, conformal mapping. 

Prerequisite: Mathematics 32 or 36. 

^MATHEMATICS 102. Modern Algebra 

Groups, fields and vector spaces. Linear transformations and matrices. 
Prerequisite: Mathematics 21 or 22 and 34b. 

*Not to be given in 1954-55. 

[136] 



COURSES OF INSTRUCTION 

Primarily for Undergraduates 

MUSIC 1. Introduction to Music 

A general background to the world of music and a study of musical 
literature from ancient times to the present. The course will acquaint the 
student with the history of the development of this branch of the arts and 
with those aesthetic factors contributing to an understanding of the sig- 
nificance of music and to an appreciation of its content. 

Two lectures and one section meeting weekly, with training in mean- 
ingful and analytical listening, based on selected listening assignments. 

Mr. Titcomb 

MUSIC 3. Chorus. A Survey of Choral Music 

The study and active participation in the performance of choral litera- 
ture, both sacred and secular, from the 16th century to the present. The 
works will be considered both as individual artistic achievements and in 
their historical context. Examples will be chosen from the works of 
Josquin, Lassus, Palestrina, Monteverdi, Schiitz, Bach, Handel, Haydn, 
Mozart, Beethoven, Schubert, Berlioz, Verdi, Brahms, Debussy, Schonberg 
and Stravinsky. 

Two lectures and additional regular performance sessions. 

Open to all students. Mr. Levy, Mr. Patterson 

MUSIC 50. The Materials of Music 

Introduction to the elements of musical theory. Fundamentals of har- 
mony, counterpoint and form. Analytical listening. 

This course is required of all music concentrators except those with 
equivalent preparation. It is also required of those concentrating in the 
combined fields of Aiusic and Theatre Arts. 

Students intending to concentrate in these two areas should take this 
^ . . . . 

course as early as possible in their academic career. Mrs. Sadoviiikoll 

MUSIC 51. Elementary Harmony 

Scales, intervals, triads and seventh chords, etc. Studies in modulation 
and phrase structure. Written exercises, harmonic analysis and keyboard 
harmony. 

Music 50 or the equivalent is normally prerequisite for this course. 

Before admission to the course, students 7nust pass a prelinmiary ear 
test a?id will be expected to demonstrate minimal proficiency in piano 
playing and sight-reading. 

Two class meetings and two laboratory sessions. Mr. Fine 

MUSIC 99c. Senior Honors Thesis Staff 

[137] 



COLIRSES OF INSTRUCTION 

MUSIC M. Applied Music 

Weekly private lessons of one hour each in piano, violin, violoncello 
and voice. 

Although iVIusic iM is open to all students, only concentrators may- 
receive credit for it at the rate of 3 points per year up to a maximum of 
9 points for three full years' instruction. All students must pay an addi- 
tional fee of $70 per semester. A limited number of grants-in-aid are 
available to gifted students and particularly concentrators in Music or in 
the combined fields of Music and Theatre Arts. Students wishing to study 
other instruments for credit should consult with the Music Faculty. 

Arrangements to be made through School Secretary, Roberts Cottage. 

Attention is called to the Chorus, the Orchestra and the Collegium 
Miisicum in Music 210 to which interested students aiid facidty are invited. 

For Undergraduates and Graduates 
*MUSIC 102. Historical Analysis of Music to 1750 

MUSIC 103. Historical Analysis of Music from 1750 to the Present 

An analytical and historical survey with an introduction to techniques 
of musical research. Studies in the development of musical idioms and 
forms and of the relation of music to society. Analysis of scores, col- 
lateral reading, papers on assigned topics. 

Prereqidsites: Music SI and, if possible. Music 152 or 153 or their 
eqidvalejits. Mr. Tilcoinb 

*MUSIC 115a. The Classical Period 

Haydn, Mozart, Beethoven: a study of selected works with emphasis 
upon Haydn's Quartets, Mozart's Concertos and Operas, and the Sym- 
phonies, late Sonatas, and late Quartets of Beethoven. 

*MUSIC 116a. The Romantic Period I 

The age of rising individualism in music. Schubert, the master of the 
song and the small piano piece; Schumann, writer and composer; Men- 
delssohn, the romantic classicist; Berlioz, the pioneer of modern music; 
and Chopin, the specialist in piano composition. 

*MUSIC 116b. The Romantic Period II 

The life and works of Liszt, Wagner, and Brahms. 

*MUSIC 117. Contemporary Music 

The development of the musical language from Wagner's "Tristan" 
until the beginning of the First World War: Strauss, Mahler, Debussy, 

*Not to be given in 1954-55. 

[138] 



COURSES OF INSTTiUCTION 

Busoni, the young Schoenberg; Expressionism, Impressionism, Neo- 
Classicism. The contemporary scene: Bartok, Hindemith, Stravinsky, the 
twelve-tone system of Schoenberg and his disciples, contemporary Amer- 
ican music. 

Prerequisite: Music 1 or 51 or their equivalents. 

*MUSIC 131b. The Baroque Period 

The period from 1600 to 1750, covering the rise of the opera and of 
the vocal and instrumental concerto (cantata, oratorio, concerto grosso, 
solo- and trio-sonata), culminating in the figures of Bach and Handel with 
emphasis upon detailed study of selected works from these masters. 

*MUSIC 135. History of Keyboard Music 

Historical survey of the development of keyboard music and its styles 
from the fourteenth century to the present. 

MUSIC 152. Advanced Harmony 

Continuation of Music 51 (Elementary Harmony). Keyboard har- 
mony, harmonic analysis, realization of figured basses, modern harmony. 

Prerequisite: Music 51 or its equivalent. Mr. Berger 

MUSIC 153. Principles of Counterpoint 

Studies in strict, modal, and tonal contrapuntal writing. 
Prerequisite: Music 51 or its equivalent. Mr. SKapero 

MUSIC 154. Instrumentation, Orchestration and Analysis of Or- 
chestral Scores 

Prerequisite: Music 51. Music 153 is also recovTmended. 

Mr. TitcomB 

MUSIC 159. Musical Analysis and Criticism 

Investigation of methods of analysis of the total musical structure as 
distinct from conventional formulae. The intrinsic nature of tones will be 
considered to determine the relationships to which they lend themselves. 
The concepts of musical unity of Schenker and other original thinkers in 
the field of analysis will be examined, applied and evaluated. The role of 
analysis in criticism. 

Prerequisite: Music 152 or equivalent. Mr. Berger 

*Not to be given in 1954-55. 

[139] 



COURSES OF INSTRUCTION 

Priftiarily for Graduates 

MUSIC 200. Seminar in Music History: Techniques and Topics in 
Musical Research 

This course, to be conducted partially on a seminar basis, will acquaint 
the student with the main tools and materials of research, so as to enable 
him readily to pursue musicological, critical, and analytical projects in 
music both old and new. Practical application will be made through in- 
vestigation and discussion of selected topics of importance or special 
interest. Mr. Levy 

*MUS1C 255. Impromsation of the Thorough Bass 

Introduction to the art of improvising in the style of 17th and 18th 
century music. Realization of Thorough Basses in harmonic and con- 
trapuntal treatment for the accompaniment of solo and trio sonatas, or- 
chestral and vocal music from the Italian Monodists to the sons of Johann 
Sebastian Bach. 

MUSIC 256. Advanced Contrapuntal Practice 

Principles governing the construction of invertible counterpoint, vari- 
ous kinds of Canon, strict and free Fugues. Analysis of classic and modern 
Canons and Fugues and detailed study of Johann Sebastian Bach's 'Art 
of the Fugue." Exercises. Mr. Bodky 

MUSIC 257. HoMOPHONic Forms 

The melodic phrase; types of accompaniment; studies in harmonic 
rhythm; trio forms, rondo forms, sonata forms, variation forms. Analysis 
and exercises. Mr. Sliapero 

MUSIC 258. Twentieth Century Techniques 

Studies in composition employing musical materials developed in the 
modern period. Impressionistic harmony, twelve-tone methods, pandi- 
atonism, polytonality, assymetric rhythm, modern melody and form. 
Analysis of works by Debussy, Stravinsky, Schoenberg, Milhaud, Hinde- 
mith, Copland, and others. Mr. Sliapero 

*MUSIC 259. Special Studies in Contemporary Music 

The most representative works of Stravinsky will be analyzed in de- 
tail during the first semester and those of Schoenberg and his chief disciples 
(Berg and Webern) will be similarly treated during the second semester. 
Emphasis will be placed on apprehension of the essential structure and 
technique of individual works under consideration. General stylistic fea- 
tures of Stravinsky, on the one hand, and the modem Viennese composers, 
on the other, will also be deduced and the manifestation of these features 
will be observed in works of other contemporaries. 

*Not to be given in 1954-55. 

[140] 



COURSES OF INSTRUCTION 

MUSIC 270. Theory and Practice in the Performance of Early 
Music 

Historical, theoretical and practical considerations involved in the 
performance of vocal, choral, and instrumental music of the Renaissance 
and Baroque periods. Early instruments, ornamentation, dynamics, tempo, 
and articulation. Practice in improvisation on the Thorough Bass. Selec- 
tive readings of source materials. 

Two lectures and a Collegium Musicum. The Collegium Musicum is 
open to students and faculty who are interested in participating as per- 
formers. Mr. Bodky 

Additional lectures by August Wenzinger 

*MUSIC 290. Readings: Analysis and Criticism 

A course conducted on a seminar basis, embracing selected topics in 
analytical theory and criticism, including discussion of the writings of 
composers, analysts and critics that bear on the nature and structure of 
musical compositions. The course will be oriented in the direction of the 
individual interests of participating students. 

MUSIC 291. Seminar in Free Composition 

Seminar meetings and private conferences. 

Attendance at Music H is required. Mr. Fine 

MUSIC 292. Seminar in Free Composition 

Similar to Music 291 but for more advanced students. 

Attendance at Music H is required. Mr. Fine 

MUSIC 300. Individual Research and Advanced W^ork 

Individual research and advanced work in musical literature, musical 
history and in the history of musical theory and criticism. Mr. Levy 

MUSIC Ga. Contemporary Musical Liter.\ture and Lyric Theatre 

Discussion and analysis of selected musical literature with emphasis on 
the lyric theatre and the contemporary field. 

Four three-hour sessions to be arranged. No credit. 

Open to graduate students, qualified undergraduates and staff. 

Mr. Bernstein 
MUSIC H. Colloquium for Composers 

Open to qualified stude?its and staff. Required for all students enrolled in 

Music 291 and Music 292. No credit. 

Sessions to be arranged. 1st Semester — Mr. Bernstein 

2nd Semester '-- Visiting Lecturers 

*Not to be given in 1954-55. 

[141] 



COURSES OF INSTRUCTION 

NEAR EASTERN CIVILIZATION 98c. Readings m Near Eastern 

Civilization 

Readings and reports under the direction of a faculty supervisor. 
Available to seniors with permission of the School of Social Science. 

Primarily for Undergraduates 

NEJS-NEAR EASTERN AND JUDAIC STUDIES 

See also: Hebrew, Arabic, and Aramaic. 

NEJS 10a. History of the Ancient Near East 

The political, social and economic development of the Near East from 
the earliest times to the Persian conquest: the civilizations of the Tigris- 
Euphrates Valley; the Egyptian and Hittite Empires; Syria and the two 
Hebrew kingdoms; the Assyrian Empire; Media and New Babylonia. 
Special reference is made to the influence of the Near East on early 
European civilization. Mr. Greenfield 

NEJS 15a. History of Islam and of the Arabic World 

Physical and geographical conditions of the Arabian Peninsula. Arabia 
before Mohammed. Mohammed and the rise of Islam. The foundation 
of the Moslem State. The age of conquests. The Islamic empire. Islamic 
civilization and institutions. Koran. Beliefs. Sects. Literature. Science. 
Social life and popular ideas. The Bedouin and the tribal institution. 

Mr. Leslau 

NEJS 25a. Early Jewish History to 586 B.C.E. 

The social and religious structure of pre-dynastic Israel; early social 
and political institutions; nationalism and imperialism; the great schism; 
social reformers and the prophetic guilds; the evolution of Yahwism; the 
development of the Old Testament canon and its influence. 

Mr. Greenfield 

*NEJS 26a. Jewish History from 586 B.C.E. to the French Revolu- 
tion 

The Jews in the Hellenistic and Roman Empires; the organization and 
'"iTiction of the medieval Jewish community in the Christian and Moslem 
vorlds: the great migrations of the Middle Ages; intellectual develop- 
ments and changes in religious doctrine; Jewish mysticism; Messianic 
•^.ovements; Hasidism; the structure of Jewish society in Eastern and 
Western Europe, the Jewish community in European economic life. 

*Not to be given in 1954-55. 

[142] 



COURSES OF INSTRUCTION 

NEJS 26b. Jewish History from the French Revolution to the 
Present 

The emancipation of the Jews in Western Europe; the Haskalah move- 
ment; the structure and internal conflicts of the Jewish community in 
Eastern Europe during the nineteenth century. The great migrations to 
the west; Sephardic, German and East European Jews. Renaissance of 
Hebrew culture; anti-Semitism; Jewish nationalism and Zionism; the Jews 
during two world wars. Problems of Jewish contemporary life in the 
United States; political, economic, and religious issues confronting the 
State of Israel. Mr. Glatzer 

*NEJS 28a. American Jewish History 

An introductory survey. The course will examine the major political, 
economic, social, cultural, intellectual and religious developments in 
American life from the colonial era to the present as they affected Jews 
and as Jews contributed to their unfolding. 

NEJS 51a. Foundations of Jewish Ethics 

Introduction to the foundations of Jewish ethics in general. A survey 
of the central ethical ideas of early Israel as presented in the BibKcal and 
early post-Biblical Literature. Relation between religion and ethics in 
Judaism. Analysis of the ethical sections of the Bible and the confronta- 
tion of Jewish Biblical and post-Biblical ethics with the ethics of classical 
Greek philosophy and Christianity. (Given in alternate years) 

Mr. Rawidowicz 

*NEJS 52a. Introduction to Classical Jewish Thought 

An introduction to the philosophy of Biblical and Rabbinic Judaism. 
Its central concepts of God and the universe, history, man's destiny and 
place in the cosmos; other fundamental ideas which characterize tradi- 
tional Jewish thought. Attention will also be paid to later post-Biblical 
currents in Jewish thought of an historical or traditional character: Jewish 
mysticism of the Middle Ages as well as the philosophy of Hasidism and 
their impact on Jewish thought in modern times. 

*NEJS 53a. Introduction to Medieval Jewish Philosophy 

A survey of Jewish thought from the tenth to the end of the fifteenth 
centuries; Israeli, Saadya, Solomon ibn Gabirol, Bachya ibn Paquda, 
Judah Halevi, Abraham ibn Daud, Moses ben Maimon, Levi ben Ger- 
shon, Hisdai Crescas, Joseph Albo and some of the philosophic commen- 
tators. Analysis of the relation between Hebrew thought and the classical 
Greek as well as the Islamic and scholastic philosophical trends of the 
Middle Ages. Readings of selections from various texts of the leading 
medieval Jewish thinkers. 

*Not to be given in 1954-55. 

1143] 



COLTRSES OF INSTRUCTION 

*NEJS 54a. Modern Jewish Philosophy in the Eighteenth and Nine- 
teenth Centuries 

An analysis of the transition of the Jewish people from the old to the 
new era as the background of modern Jewish thought. Emphasis is laid 
on the study of western and eastern European Jewish Enlightenment and 
the philosophy of its main representatives. A survey of the ideological 
trends in modern Jewry after the Haskalah Period. 

To be given in 1955-56. 

NEJS 61a. Jewish Institutions and Customs 

A presentation of the main cultural, religious, communal and social 
institutions of Judaism through the ages; Jewish laws, usages and customs 
and their meaning. 

Open to all students. Mr. Glatzer 

NEJS 9%. Senior Research 

Intensive seminar in Near Eastern and Judaic Studies for majors in this 
field in their senior year with the purpose of integrating their studies in 
their field of concentration. Staff 



For Undergraduates and Graduates 

NEJS 115b. The Semitic Languages 

A description of the general features of each Semitic language, illus- 
trated by an analysis of selected short passages in the languages under 
discussion. Mr. Leslau 

*NEJS 1431). The Historical Literature of the Old Testament 

An analysis of such books as Judges, I and II Samuel, I and II Kings, 
Ezra, Nehemiah, and Chronicles, and an investigation into their historical 
character; a study of Biblical historiography, 

'''NEJS 144a. History of the Jews in the Second Commonwealth 

Source studies in the history and culture of Palestine from 320 B.C. to 
44 A.D. (Josephus' Antiquities, Books XI to XIX.) 

NEJS 155b. Hebrew Historiography 

Reading and critical analysis of selected Jewish historical writings in 
Late Antiquity and in the Middle Ages. Emphasis will be placed on prin- 
ciples and ideas underlying the historical records. Reference will be made 
to historical thinking in general especially in Europe. Mr. Glatzer 

*Not to be given in 1954-55. 

[144] 




mm 



Professor Max Lerner discusses the global situation with his students in 
American Civilization. 




The cast of Pergolesi's opera "La Serva Padrona." 



Insuring good marks in the impending 
examinations, Brandeis students drop 
pennies down the Wishing Well to in- 
vite the cooperation of Dame Fortune. 




i-_,X, 




Gaily colored doors and panels accent the contemporary dormitories in 
the Ridgewood Quadrangle. Above is Fruchtman Hall. 



COURSES OF INSTRUCTION 

NEJS 156a. Jewish Messianic Movements 

A study, based on original sources, of the origins and development of 
the messianic idea and of the messianic movement in Jewish history. 

Mr. Glatzer 

Primarily for Graduates 

®NEJS 265. Central Problems of Medieval Jewish Thought 

Part one: Introduction to the main currents and problems of Jewish 
thought from the tenth to the end of the fifteenth century. 
Part two: Analysis of Saadya's "Emunot ve-Deot". 

NEJS 267. Maimonides 

Introduction to the philosophy of Moses ben Maimon, the center of 
medieval and post-medieval Jewish thought. Analysis of his "Sefer Ha- 
madda" and "Moreh Nebuchim" in conjunction with his other writings. 

Mr. Rawidowicz 

*NEJS 268a. Introduction to Modern Jewish Thought 

Background of post-medieval Jewish thought. The philosophies of 
Moses Mendelsohn, Nahman Krochmal, Hermann Cohen and their fol- 
lowers in conjunction with the main spiritual and political movements of 
modern Jewry in the nineteenth and twentieth centuries. 

NEJS 310. Research Seminar 

This seminar is open to graduate students working on a dissertation 
for the degree of Doctor of Philosophy in the area of Near Eastern and 
Judaic Studies. In special cases graduate students working for the degree 
of Master of Arts in this area or graduate students of other related areas 
may apply for admission to the Chairman of Near Eastern and Judaic 
Studies. Mr. Rawidowicz 

NEJS 311a. Seminar in Hebrew Literature Staff 

NEJS 312a. Seminar in Jewish History Staff 

NEJS 315a. Seminar in the History of Islam Staff 

PHILOSOPHY 1. The Basic Problems of Philosophy 

An introductory course designed to give an understanding of the basic 
problems and principles of philosophy. The nature and the value of 
philosophical thinking. The persistent questions regarding truth, reality, 
existence, matter, and mind. The different fields of philosophy: meta- 
physics, theory of knowledge, logic, ethics, aesthetics. The chief phil- 
osophical theories: rationalism, empiricism, and transcendentalism. The 

*Not to be given in 1954-55. 

[145] 



COURSES OF INSTRUCTION 

importance of philosophy in every phase of cultural life and in the general 
situation of our age is stressed. 

This course does not count towards a major in Philosophy. Mr. Cole 

PHILOSOPHY 11. Classics in Philosophy 

This course is intended to introduce the student to some fundamental 
concepts and problems of philosophy through intensive reading and study 
of some texts of Plato, Descartes and Locke. This course is a prerequisite 
for future systematic work in philosophy. 

Open to all students. Mr. Gunvitscli 

^PHILOSOPHY 21. Logic 

Analysis of propositions and relations between propositions in Aris- 
totelian logic. The theory of syllogisms. Introduction to modern sym- 
bolic logic. Elements of the calculus of propositions, the theory of 
relations and Boolean algebra. 

Philosophy 21 and 141 will be given in alternate years. 

Open to all students. 

PHILOSOPHY 31a. Ethics 

A critical examination of the main types of ethical theory as mani- 
fested in the chief ethical systems, together with a systematic treatment 
of what it means to give grounds for ethical assertions. Mr. Cole 

For JEWISH ETHICS see HEBREW 

^PHILOSOPHY 41a. History of Ancient Philosophy 

Historical survey of Greek philosophy: pre-Socratic thought; the 
great speculative systems; the Sophists; Socrates, Plato, Aristotle; Hellen- 
istic and Roman developments: Stoicism, Epicureanism, Scepticism, 
Neoplatonism. 

Open to all students. 
Given in alternate years. 

^PHILOSOPHY 41b. History of Modern Philosophy 

Historical survey of philosophical thinking since the Renaissance. The 
rise of modern science and the great rationalistic systems: Descartes, 
Hobbes, Spinoza, Malebranche, Leibniz. British empiricism: Locke, 
Berkeley, Hume, French philosophy and the Enlightenment. Kant and 
German idealism. Currents in the nineteenth century. 

Prerequisite: Philosophy 41a. 
Given in alternate years. 

*Not to be given in 1954-55. 

[146] 



COURSES OF INSTRUCTION 

PHILOSOPHY 431). Philosophy of Education 

An examination of the basic principles of educational theory through 
a careful study of some of the classical educational writings from Plato to 
the present, including such philosophers as Locke, Rousseau, Dewey and 
Whitehead. 

This course does not count as credit towards a Philosophy major. 

Mr. Cole 

PHILOSOPHY 51a. Nineteenth and Twentieth Century European 
Philosophy 

An historical survey of recent European philosophical systems from 
Hegel to the present, including a detailed study of Bergson, Whitehead, 
Russell, and Cassirer. 

Given in alternate years. Mr. Cole 

PHILOSOPHY 511). American Philosophy 

A brief study of the origins of American philosophy followed by a 
detailed study of the principal figures and movements in American phi- 
losophy since James and Pierce. Included will be such philosophies as 
Pragmatism, Dewey's Instrumentalism and Logical Empiricism (American 
Positivism). 

Given in alternate years. Mr. Cole 

PHILOSOPHY 99c. Senior Honors Thesis 

At the beginning of the senior year the student will place himself 
under the guidance of one of the senior teachers in that area of his field 
of concentration in which he desires to work. Consultations between 
instructor and student will continue throughout the academic year. A 
thesis of no less than 7500 words, representing the results of intensive 
study, will constitute the final requirement. Staff 

PHILOSOPHY 101a. Later Platonic Dialogues 

A study of the text of some of the later Platonic dialogues, such as the 
Theaetetus, as representative of the later development of Plato's thought. 

Prerequisite: Philosophy 11. 

Philosophy 101a and 102a will be given in alternate years. Mr. Cole 

*PHILOSOPHY 102a. Aristotle 

Introduction to the study of the work of Aristotle through intensive 
reading and discussion of some texts of Aristotle. A conference course 
with frequent student reports in class. 

Prerequisite: Philosophy 11. 

Philosophy 102a and Philosophy 101a will be given in alternate years. 

*Not to be given in 1954-55. 

[147] 



COURSES OF INSTRUCTION 

PHILOSOPHY Ilia. Philosophy of Classical Empiricism 

Intensive study of one or more texts by Locke, Berkeley and Hume. 
This course serves as an introduction to empiristic philosophy. The texts 
will be studied with reference to both the historical influence and the 
systematic philosophical significance of the problems concerned and the 
theories advanced. 

Prerequisite: Philosophy 11. 

Philosophy Ilia and Philosophy 121a will be given in alternate years. 

Mr. Gurwitsch 
PHILOSOPHY 11 lb. Kant 

Intensive study of Kant's Prolegomena. Kant's philosophy will be 
studied both from the historical point of view, as the culmination of the 
philosophical development since Descartes, and with regard to later phil- 
osophical tendencies of Kantian inspiration. A conference course with 
frequent student reports and discussions. 

Prerequisite: Philosophy Ilia or 121a. 

Philosophy 11 lb and 121b will be given in alternate years. 

Mr. Gurwitscli 

*PHILOSOPHY 121a. Seventeenth and Eighteenth Century Ra- 
tionalism 

Intensive study of one or more texts by such representative thinkers 
as Adalebranche, Leibniz, Spinoza. Stress will be laid upon the historical 
importance of the rationalistic trend in modern philosophy as well as 
upon the systematic significance for philosophical thinking of that trend. 

Prerequisite: Philosophy 11. 

Philosophy 121a and Philosophy Ilia will be given in alternate years. 

^PHILOSOPHY 121b. Contemporary Philosophy 

Reading and discussion of the works of some contemporary philos- 
ophers, e.g., representatives of the phenomenological or existentialist 
movement. The position of the philosophers discussed within the whole 
of contemporary philosophy and their contributions to the systematic 
aspects of the problems will be stressed. 

Prerequisite: Philosophy 11 la or 121a. 

Philosophy 121b and Philosophy 111b will be given in alternate years. 

PHILOSOPHY 131b. Philosophy of History 

A critical examination of some of the chief philosophies of history 
from the Renaissance to Toynbee, together with a systematic examina- 
tion of the question whether history has any valid meaning. The methods 
of historical investigation and the problems of the validity of historical 
judgments will occupy a central place in the course. Mr. Cole 

*Not to be given in 1954-55. 

[148] 



COURSES OF INSTRUCTION 

PHILOSOPHY 141. Philosophy of Science 

Introduction to the foundation problems of the mathematical and 
physical sciences. Emphasis will be placed upon the historical develop- 
ment of the mathematical and physical sciences and their connection with 
the history of philosophy. 

Prerequisite: By permission of the iiistructor. 

Philosophy 141 and Philosophy 21 will be given in alternate years. 

Mr. GurwitscK 

PHILOSOPHY 350a, L, or c. Readings in the History of Philosophy 

This reading course is intended for graduate students in the History of 
Ideas. Under the guidance of the instructor, the student will read philo- 
sophical texts of the seventeenth and eighteenth centuries. The selection 
of the texts will depend upon the interest of the student and the course of 
study he pursues. Informal meetings between students and instructor. At 
the end of the year the student will submit a written report on the 
reading done. Mr. Gurwitscli 

PHYSICAL SCIENCE 1 

This course will reconstruct the development of major concepts, laws, 
and theories by which physical and chemical scientists explain natural 
phenomena. Attention will be given to such topics as the use of abstrac- 
tion in scientific thinking, the nature of physical reality, and the inter- 
action of great scientific ideas with other areas of thought. The historical 
and philosophical background of the exact sciences will be emphasized; 
this will be exemplified by readings in primary and secondary sources. 

One lecture-demonstration and one two-hour discussion period per 
week; no laboratory. Messrs. Rosen, Mayper, Epstein, Falkoff 

Physical Science 1 will be taken in the first year by all students except 
those who elect to take Physics 10 or 11, or Chemistry 11 or 12. 

Under exceptional circumstances. Physical Science 1 passed with an 
honor grade may be counted as fulfilling the requirement in Elementary 
Physics in the General Science field of concentration in the School of 
Science. 

PHYSICS 10. Elementary Physics 

An introductory course in mechanics, heat, sound, light, and elec- 
tricity, with emphasis on basic principles. This course will satisfy the 
pre-medical requirement. It is intended for students who are not plan- 
ning to major in physics or mathematics and who have not had Mathe- 
matics 11, 12, or the equivalent. It may be taken in place of Physical 
Science 1. 

Three classroom and three laboratory hours per week. 8 credits. 
Laboratory fee: $5. Mr. Weinstein and Mrs. Bogrow 

[149] 



COURSES OF INSTRUCTION 

PHYSICS 11. General Physics 

Analytical approach to pure and applied physics, stressing fundamental 
phenomena and principles in mechanics, heat, electricity, magnetism and 
light. This course should be taken by all eligible students who are likely 
to major in any of the physical sciences or who intend to work towards 
graduate degrees in any of the sciences or engineering. 

Prerequisite: Mathematics 12 concurre?7tly or Mathematics 11. 
Four classroom and two laboratory hours per week. 8 credits. 
Laboratory fee: $5. Mr. Kessler and Mrs. Bogrow 

PHYSICS 21. Theoretical Mechanics 

The basic principles and concepts of classical mechanics are studied. 
The topics treated include kinematics and dynamics of particles, coupled 
oscillators, rigid bodies, and fluid dynamics. Methods of the calculus are 
used throughout the course. 

Prerequisite: Physics 11, Mathematics 21 or 22 which may be taken 
concurrently . 

Three classroom hours per week. 6 credits. Mr. Falkoff 

PHYSICS 23. Electricity, Magnetism and Optics 

The electrostatic field, steady electric currents, magnetic fields, in- 
duced electromotive forces and inductance, A. C. circuits, transient and 
energy considerations, radiation of electromagnetic waves. 

Geometrical optics and optical instruments; principles of physical 
optics with application to interference, diffraction, polarization, inter- 
action of light with matter: dispersion, refraction, scattering. 

Prerequisite: Physics 11, Mathematics 21 or 22 which may be taken 
concurrently . 

Three classroom and three laboratory hours per week. 8 credits. 
Laboratory fee: $10. Mr. Epstein 

*PHYSICS 30a. Thermodynamics and Kinetic Theory 

The physical basis for the laws of thermodynamics with applications 
to systems in thermodynamic equilibrium. The kinetic theory provides 
an introduction to statistical methods in physics and serves to establish 
the laws of thermodynamics for ideal gases with the aid of atomic models. 

Prerequisite: Physics 21. 

Three classroom hours per week. 3 credits. 

PHYSICS 32. Electromagnetic Theory 

Maxwell's electromagnetic equations; the wave equation, applications 
to various problems of propagation, reflection, dispersion and diffraction. 
Fields in empty space and their interactions with charge and current dis- 
tribution are studied. 

*Not to be given in 1954-55. 

[150] 



COURSES OF INSTRUCnON 

Prerequisites: Physics 23a and Mathematics 32 which may be taken 
concurrently . 

Three classroom hours per week. 3 credits. Mr. Kessler 

PHYSICS 34. Modern Physics 

Experimental basis for the concept and modern theories of atomic 
structure. Black body radiation, Planck's constant, atomicity of matter 
and electricity, Bohr atom, atomic energy states and line spectra. Exclu- 
sion Principle. Electron Spin. Periodic Table of Elements. Radioactivity, 
X-rays. Elements of nuclear physics. 

Prerequisites: Physics 21 and 23a. 

Three classroom hours and three laboratory hours per week. 8 credits. 

Mr. Weinstein 
PHYSICS 41. Advanced Laboratory 

Adjusted to the needs of the students to supplement Physics 24b, 30a, 
32b, 34. 

One three-hour laboratory per week. 1 credit. 

Laboratory fee: $5. Staff 

PHYSICS 99. Senior Research 

Research assignments and preparation of a report under the direction 
of an instructor. 

Required of honors candidates in Physics. Staff 

PHYSICS 100. Introduction to Theoretical Physics 

A detailed study of selected topics in theoretical physics, designed to 
develop the mathematical tools common to all branches of physics, espe- 
cially mechanics, electromagnetic theory, optics, and wave mechanics. 
Among the topics discussed will be boundary-value problems, orthogenal 
function expansions, wave equations and wave motion, and variational 
principles. 

Prerequisite: Consent of instructor. 

Four classroom hours per week. 4 credits. Mr. Falkoff 

POLITICAL ECONOMY 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

POLITICAL ECONOMY 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in Political Econ- 
omy are required to register for this course and, under the direction of 
a member of the faculty, prepare an honors thesis on a suitable topic. 

POLITICS la. Introduction to Politics 

The nature, organization, and meaning of the state, and the political 
institutions, processes, and behavior which comprise it. The psycho- 

[151] 



COURSES OF INSTRUCTION 

logical, sociological, economic, technological, and other basic factors af- 

fectine political life and behavior in the modem state. The formal con- 

• •II- 

cepts of political science: state, community, sovereignty, law, authority, 

freedom, power, democracy, totalitarianism, etc. 

Students not cojicentrating i?i Politics may take this course without 
Politics lb. 

Open to Freshmen. Mr. Brown, Mr. Mayer 

POLITICS lb. Introduction to Politics 

Application of the understanding developed in Politics la to political 
institutions and processes. Legislative, executive, judicial, and administra- 
tive forms and processes as observed in different modern states. Elections, 
political parties, pressure groups, public opinion, and the role of the 
poKtician. The emerging international community. 

Prerequisite: Politics la or consent of the instructor. 

Mr. Brown, Mr. Mayer 
POLITICS 11. American Government 

A survey of the Constitution and the principle of separation of powers 
will be followed by an intensive analysis of our political institutions: 
Congress, the Presidency, the Supreme Court, the bureaucracy, political 
parties and pressure groups. The functioning of these institutions will be 
discussed in terms of process; e.g., legislation, the formulation of foreign 
policy, etc. Consideration of the governmental processes at state and local 
levels will be given. Mr. FucKs 

POLITICS 51a. Comparative Government 

A comparative study of the political institutions of Great Britain, 
France, Germany and the Soviet Union with a brief investigation of 
India and the Gold Coast. The structure and function of the executive, 
legislative and judicial branches and the relationship with political parties, 
elites, and public opinion and with the cultural and historical traditions. 

Mr. Mayer 
POLITICS 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 
POLITICS 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in Politics are 
required to register for this course and, under the direction of a member 
of the faculty, prepare an honors thesis on a suitable topic. Staff 

^POLITICS 106b. Civil Liberties in America 

A study of the freedoms protected by the Constitution. Emphasis is 
placed on the period from the First World War to the present, with 

*Not to be given in 1954-55. 

[152] 



COURSES OF INSTRUCTION 

special consideration of current problems. The legal status of racial, reli- 
gious, and economic minorities; separation of church and state; freedom 
of thought and expression; and criminal justice. 

*POLlTICS 111b. American Political Behavior and the Electoral 
Process 

Special attention will be given to a study of the American electorate 
within a broader framework of behavioral analysis. Who votes? When? 
How? Why? The importance on vote determination of such factors as 
issues, candidates, ethnic membership, socio-economic conditions, tradi- 
tion, and regionalism will be probed. In addition to reviewing the litera- 
ture in this field, students will, when possible, apply certain simple quan- 
titative techniques to the study of electoral statistics published for their 
home area. 

To be given in 1955-56. 

*POLlTICS 112a. The Legislative Process and the American Con- 
gress 

A study of the history, organization, and processes of the United 
States Congress and state legislatures. Their strengths and weaknesses will 
be explored. The relationships of Congress and other state legislatures to 
political parties and pressure groups will be examined as inquiry is made 
into the question, "How is legislative policy formulated?" 

To be given in 1955-56. 

POLITICS 121a. American Political Parties, Pressure Groups and 
Public Opinion 

American parties and pressure groups will be considered both his- 
torically and functionally. Such topics as party finance, nomination and 
election procedures, machine politics, the nature of pressure group ac- 
tivity will be examined. What are the historical and constitutional and 
other legal bases for the operation of our contemporary party system? 
Can American parties be responsible parties? Mr. FucKs 

POLITICS 141a. Public Administration and Public Policy 

Public administration as the arm of government which not only serves 
the public but also regulates it. Case studies illustrating the structure and 
processes through which Federal agencies make key policy decisions 
directly affecting who gets what, when, how. The impact of pressure 
groups on this decision-making, as well as its relation to political control 
by the President and Congress, and to judicial control by the Courts. The 
special functions of government corporations and independent regulatory 
commissions. Administrative relations between Federal, state, and local 
governments. Mr. Brown 



"Not to be given in 1954-55. 



[153] 



COURSES OF INSTRUCTION 

POLITICS 141b. Public Administration and Management 

Case studies illustrating managerial problems of making the Federal 
administrative machinery function. The President as general manager and 
the Executive Office as his planner and coordinator. The budget as the 
Government's plan of work— an instrument for both legislative control 
and executive management. The continuing problem of governmental 
reorganization. Building an effective civil service capable of meeting the 
requirements of twentieth-century democracy; career opportunities in the 
public service. 

Politics 141a is recommended but not required as preparation. 

Mr. Brown 

POLITICS 143I>. Conduct and Control of American Foreign Policy 

The institutional processes by which American foreign policy is for- 
mulated and implemented. Organization of the State Department for 
foreign policy leadership. Relation of foreign policy to military capa- 
bilities, economic operations, technical assistance, propaganda, and intel- 
ligence. Resulting problems of conflict and coordination within the 
Executive Branch. Conflict and coordination with Congress under the 
Constitutional separation of powers; emerging trends and current pro- 
posals. The ultimate power of public opinion, the need to educate it, and 
problems and methods of doing so; national security vs. the citizen's right 
to know. Multilateral diplomacy and the United Nations. 

Politics 112a is recommended as preparation. Mr. Brown 

^POLITICS 1511). Comparative Executive Government 

A comparative study of the theory and practice of executive govern- 
ment in the modern democratic state, with particular reference to the 
Anglo-American experience. The British cabinet system, the Prime Min- 
ister, the Civil Service and the growth of national administration in the 
realm of public ownership. The American Presidency, the Cabinet and 
the function of the independent regulatory agencies. The role and func- 
tion of executive power in the positive society. The contribution of 
personality and the role of political party in the executive. The problems 
of final accountability to legislative will and public opinion. The dis- 
cussion of institutional reform in both the United States and Great Britain. 

^POLITICS 1531). Parliamentary Systems 

This course is a comparative study of parliamentary systems of gov- 
ernment. Major attention will be given to recent experience in the United 
Kingdom, France, and Germany, with a briefer study of the governments 
of Israel and India. Emphasis will be on the interaction of formal institu- 
tions of government, political parties, and the political tradition in each 
country studied. 

*Not to be given in 1954-55. 

[154] 



COURSES OF INSTRUCTION 

*POLITICS 154I>. Government Planning 

Theory and practice of government planning in the United States and 
Great Britain. The problem of planning and democracy; with special 
reference to the argument of Mannheim, Schumpeter and others. The 
limits of the welfare state. The purposes and institutional procedures of 
planning in democratic community. The politics of planning. The soci- 
ology of planning. The problems of organization and reorganization in 
the planning process. Democracy and the role of the expert. The place 
and contribution of public opinion. 

^POLITICS 155. The Government Corporation 

POLITICS 167I>. Nationalism in the Far East 

Historical development and present role of nationalism in the Far East 
with special emphasis on Southeast Asia. The new ruling groups and their 
function in the emerging political and governmental structures. The ten- 
sions between the need for political and administrative consolidation and 
the pressure for economic development. The new place of the Far East 
in international politics and the changing relationship to the great western 
powers. Mr. Mayer 

POLITICS 171a. International Politics: The Contemporary Struc- 
ture AND Process of Political Power 

Changes in the international distribution of power since the First World 
War. The Central European revolutions and their fate. Fascism and Na- 
tional Socialism. The East- West conflict and its implications. The revolu- 
tionary potential in the underdeveloped countries. Mr. Marcuse 

POLITICS 172a. Principles and Problems of American Foreign 
Policy 

Analysis and formulation by the class of policy recommendations for 
meeting substantive problems currently facing American foreign policy in 
the light of traditional and contemporary principles governing that policy. 

Mr. Brown 

*POLITICS 173b. The Middle East in Modern International Poli- 
tics 

Contemporary problems of international politics in the Middle East 
viewed against an historical background beginning with the break-up of 
the Turkish Empire. 

POLITICS 175I>. International Organization and Law 

An inquiry into the development of international organization and law 
previous to the formation of the League of Nations will precede an 

*Not to be given in 1954-55. 

[155] 



COURSES OF INSTRUCTION 

attempt to explore the background, operations, and prospects of the 
United Nations and its specialized agencies. Concentration will be on the 
role of the UN in settling disputes and in building world community and 
on the relationship of legal developments to the growth of that com- 
munity. Mr. FucKs 

*POLlTlCS 176I>. Contemporary Problems of International Or- 
ganization 

A study of the various problems connected with the development of a 
world government— powers, representation, executive-assembly relation- 
ships, nature of the executive, disarmament, atomic control, etc. Func- 
tional and legal approaches will both be examined, and all proposals will 
be scutinized in the framework of existing international power relation- 
ships. 

POLITICS 177. International Communism 

Origins and development of the world Communist movement. Its 
ideology: Marxism; Leninism; Stalinism. The present-day political and 
social systems of Communism in theory and practice. Mr. Marcuse 

*POLlTICS 192a. Marx and Engels 

A critical study of the ideas and writings of Karl Marx and Friedrich 
Engels, with emphasis on what has happened to their doctrines since 
their death. Intensive reading in the original sources and in biographical 
and historical background material; also in the classic criticisms and com- 
mentaries on Marx and Engels. 

*POLITlCS 1921). Soviet Society in Theory and Practice 

A study of Communist theories, movements, and societies in the con- 
temporary world. The emphasis will be on the Russian Revolution, the 
Soviet regime, and the Chinese Communist regime, and on the doctrines 
of Lenin and Mao-Tse-tung. In each case the theory will be evaluated 
against the actual functioning of Communist institutions. 

Prerequisite: Politics 192a. 

POLITICS 195. History of Political Theory in the West 

Readings, discussion and reports based on the classics of western 
political philosophy from the ancient period up to modern times. Con- 
siderable attention will be given to the ideas of Plato, Aristotle and the 
Roman theorists. Medieval systems, institutional forms and constitutional 
developments will be analyzed. Major emphasis will be given to the 
political thought of the Reformation and Renaissance, to the works of 
Hobbes, Locke, and Rousseau, and to the modern works of democratic 
and authoritarian theorists. Mr. Berkowitz 

*Not to be given in 1954-55. 

[156] 



COURSES OF INSTTiUCriON 
Primarily for Undergraduates 

PSYCHOLOGY la. General Psychology 

A basic course designed to introduce the student to the study of psy- 
chology and to a survey of various phases of the subject. Topics include 
motivation, emotions, perception, learning, thinking, intelligence and the 
application of principles to interpersonal relations, development of per- 
sonality, education and human relations. 

Open to freshmen. 

Will be repeated in the second semester. 

First semester ^ Mr. Maslow 
Second semester ^ Mr. Morant 

PSYCHOLOGY 6a. Abnormal Psychology 

A study of causation and dynamics of various kinds of psychological 
disturbances. Mr. Klee 

PSYCHOLOGY lib. Introduction to Psychological and Educa- 
tional Statistics 

This course aims to equip the student with the minimal statistical con- 
cepts and techniques required for elementary manipulation and interpre- 
tation of statistical data. Consideration will be given to the meaning, 
significance, limitations and abuses of statistical methods. Topics include 
problems of data collection, graphic representation of data, measures of 
central tendency and variability, cumulative distributions, properties of 
the normal distribution curve and applications in psychological statistics 
and correlational methods. Mr. Held 

PSYCHOLOGY 15a. Child Di:velopment and Adolescence 

A study of the activities and development of children from birth to 
adolescence. Problems of adjustment, especially in the period between 
childhood and maturity. The emphasis of the course will be on healthy 
development and adjustment. Topics include: the methods of child psy- 
chology; the early development of behavior; maturation of behavior; 
learning in childhood; language development; mental and emotional 
growth. Mr. Toman 

PSYCHOLOGY 20a. Elementary Experimental Psychology 

Individual or group research carried out under supervision. Tech- 
niques of experimentation, experimental design. Mr. Morant 

PSYCHOLOGY 30b. Educational Psychology 

A study of human personality and behavior applied to problems of 
education. General areas of study include: human growth and develop- 

[157] 



COURSES OF INSTRUCTION 

ment, learning, evaluation and measurement, personality and adjustment 
factors in counseling and guidance, teaching techniques and methods. 

Mr. Toman 

PSYCHOLOGY 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 

PSYCHOLOGY 98a, h, and c. Readings in Psychological Literature 

Readings and reports under the direction of a faculty supervisor. 
Available to seniors with permission of the School of Social Science. 

May be taken for 3 credits in either semester or for 3 credits through- 
out the year. Mr. Toman 

PSYCHOLOGY 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in Psychology 
are required to register for this course and, under the direction of a 
member of the faculty, prepare an honors thesis on a suitable topic. 

Staff 

For Undergraduates and Graduates 

^PSYCHOLOGY 104a. Advanced Social Psychology 

Selected problems and projects in social psychology for advanced 
students. 

PSYCHOLOGY 106a. I>, and c. Field Work in Clinical and Ab- 
normal Psychology 

In this course, the advanced student will be given the opportunity for 
observation and practical work in institutions. Under the supervision of 
psychiatrists and other hospital staff members, he may participate in the 
administration of various types of therapeutic techniques. Direct contact 
and discussion with patients and hospital staff will be afforded, both in- 
formally and in formal discussion groups. 

May be taken for 3 credits in either semester or for 3 credits through- 
out the year. Mr. Toman 

PSYCHOLOGY 107L. Motivation 

The theoretical, comparative, clinical, and experimental contribu- 
tions to a deeper understanding of human needs, wishes and drives. 

Prerequisite: Two half courses in Psychology or the permission of the 
instructor. Mr. Maslow 

*Not to be given in 1954-55. 

[158] 



COURSES OF INSTRUCTION 



*PSYCHOLOGY 108. Personality 



Study of the theoretical, clinical and experimental contributions to our 
understanding of human character and personality, with special emphasis 
on psychological health, on holistic theory, and on dynamic theory. 

PSYCHOLOGY 10%. Perception 

Selected problems in current research in perception with stress on 
' 'perception-personality ' ' relationships. 

Prereqidsite: Psychology 20a or permission of the instructor. 

Mr. Morant 

PSYCHOLOGY 110a. Psychology of Problem Solving and Learning 

A study of the creative process, its background and consequences and 
its relation to perception and learning theory. Mr. Klee 

PSYCHOLOGY 111b. Psychology of Symbolic Processes and Think- 
ing 

Culture as studied primarily from the frame of reference of psychol- 
ogy. Dreams, myths, and art as created, expressed, and as used in lan- 
guage, the humanities, and sciences will be studied as psychological data. 
The place of psychology in relation to the humanities and the other 
sciences will be evaluated. Mr. Klee 

^PSYCHOLOGY 1121>. Psychology of Emotions 

A consideration of the value dimension of the individual's dynamic 
relation to the world about him in both its positive and disruptive aspects. 

PSYCHOLOGY 115a. Genetic Psychology 

An organismic approach to the study of the comparative psychology 
of mental development. The genetic principles of Werner, Goldstein and 
Piaget will be applied to selected contemporary problems in psychology. 

Prerequisite: Two half courses in Psychology or the permission of the 
instructor. Mr. Morant 

PSYCHOLOGY 118a. Physiological Psychology 

Those aspects of physiology most relevant to psychological investiga- 
tion: the anatomy and physiology of receptor and effector organs, the 
neuron and synapse, sensory and motor neural pathways, the integrative 
activity of the central nervous system, the autonomic nervous system and 
the action of hormonal factors. Mr. Held 

*Not to be given in 1954-55. 

[159] 



COURSES OF INSTRUCTION 

PSYCHOLOGY 11%. Comparative Psychology 

Phylogenetic comparison of animal behavior based upon observational 
and experimental studies. The contribution of this knowledge to the un- 
derstanding of human behavior. Mr. Held 

PSYCHOLOGY 120I>. Advanced Experimental Psychology 

Special problems in experimental psychology. Mr. Klee 

^PSYCHOLOGY 121I>. Tests and Measurements 

A study of the standardized psychological tests and measurements with 
analysis of several of the more widely used individual and group tests. 
Topics include: techniques of test construction, principles of selecting 
tests for specific uses, problems of administration and scoring, techniques 
of interpretation. Restricted to seniors with permission of the instructor. 

PSYCHOLOGY 125a. Theories in Psychology 

An introduction to the central theoretical concepts of experimental 
psychology. Consideration will be given to the history of ideas that have 
defined problems and have led to modern theories. 

Restricted to seniors with permission of the instructor. Mr. Held 

PSYCHOLOGY 145b. Personality and Ideology 

A study of the interaction of psychological needs and cultural pres- 
sures in the formation of social attitudes— political, economic, religious, 
sexual, racial, etc. The results of research on group differences in these 
attitudes will be discussed along with studies of the personality traits 
which are correlated with the attitudes. Students will be given practice 
in the use of such research techniques as attitude scales and content 
analysis of projective test and case history data. Mr. HimelKoch 

Primarily for Graduates 

PSYCHOLOGY 200a, h, and c. Individual Research Projects 

Mr. Held. Mr. Morant and Staff 

PSYCHOLOGY 211a. Advanced Psychological Statistics 

Application of statistics to psychological problems. Topics discussed 
include: small sample statistics; testing hypotheses; analysis of variance; 
problems in correlation; prediction and scaling. 

Instructor to be announced 

*Not to be given in 1954-55. 

[160] 




Mrs. Roosevelt and 
students. 




Jam session in the Usen Commons Lounge, a favorite gathering 
place for undcrpraduatcs. 




The Abraham Shapiro Athletic Center. 




A rehearsal of the University Chamber Music Society. 



COURSES OF INSTRUCTION 

^PSYCHOLOGY 212b. Experimental Methodology and Design 

A discussion of general experimental methodology with emphasis 
relating to problems of research planning and experimental design. 

^PSYCHOLOGY 213I>. Projective Techniques 

The theoretical bases of projective approaches will be discussed and 
illustrated by a consideration of some selected projective techniques. 

^PSYCHOLOGY 2141j. Approaches to Psychotherapy 

The main schools of thought and practice in this area will be studied 
for the light they can throw on the deeper layers of human personality. 

Prerequisite: Fermission of the i?istnictor. 

PSYCHOLOGY 215. Psychoanalytic Theory 

The development of Freudian theory to its present status; the con- 
ceptual structure of psychoanalytic theory; its significance for psycho- 
therapy, research and understanding of man. Mr. Toman 

PSYCHOLOGY 290-293. Readings in Psychological Literature 

Mr. Klee and Staff 

PSYCHOLOGY 300. Colloquium in Current Literature and Prob- 
lems Mr. Maslovv and Staff 

PSYCHOLOGY 301. Seminar in Advanced Psychological Topics 1 

To be offered by the visiting professor or a member of the staff in a 
topic of his choice. Lecturer to Le announced. 

PSYCHOLOGY 302a and l>. Seminar in Advanced Psychological 

Topics II 

To be offered each semester by a different member of the Psychology 
staff in rotation. Topics now planned include: Psychological Theory, 
Factor Analysis, Perception and Cognition, Psychopathology and Psycho- 
logical Health. 

The topic for Fall 1954 will be "Motivation and Personality", 

Mr. Maslow 

ROMANCE LANGUAGES AND LITERATURE ^ See French. 

Italian, Spanisli and General Literature 

SEMITICS ^ See Hebrew, Arabic, Aramaic, and Near Eastern and 
Judaic Studies 

*Not to be given in 1954-55. 

[161] 



COURSES OF INSTRUCTION 

SOCIAL SCIENCE 1. The Development of Western Thought and 

Institutions 

The course will center on the factors and forces which have shaped 
the development of Western society from the ancient to the modem 
world. Major emphasis will be on social, economic, and political ideas 
embodied in institutional developments. 

Required of all freslmiefi. 

Miss Boas, Messrs. Alexander, Fischer, Manuel, Ruigk, Woolf 

SOCIAL SCIENCE 2. Contemporary American Life and Thought 

An analysis of the major ideas and institutions which form the pattern 
of American civilization, with special attention to the political, economic, 
and intellectual aspects of American society. 

Required of all sophomores. Mr. Lerner with assistance of 

Messrs. Levy, Fuchs, Himelhoch, Mayer, Rosenberg 

fSOCIAL SCIENCE 10a. Introduction to Statistics 

The sources, methods of compilation and characteristics of selected 
bodies of statistical data, the tools of elementary statistical analysis— tabu- 
lar and graphic presentation, averages, index numbers, measures of trends 
and fluctuations, coefficients of correlation, etc., the use and limitations of 
statistics and statistical processes in the analysis of social problems. 

SOCLVL SCIENCE 20a. History of Education 

Educational theories and systems from antiquity to the present time; 
the principal educators of each period; great documents of educational 
thought; the influence of social and political conditions on education. 

Mr. Lipp 

f^SOCIAL SCIENCE 191b. Methodology in the Social Sciences 

Introduction to the problem of scientific method and the interrelation- 
ship of the social sciences; role of theory in scientific research; methodo- 
logical techniques, tools, and approaches; new perspectives in dealing with 
source materials and mass data; investigation of the limits and criteria of 
rehability in research; the strategy and organization of research in the 
social sciences. Readings, lectures, reports; conferences with members of 
the faculty and visiting specialists. Mr. Berkowitz 

SOCIOLOGY la. Introduction to Sociology 

The course will introduce the student to the main areas of present day 
sociological investigation. The major groups and institutions of modern 

fThis course will not be offered during the academic year 1954-55 but Psy- 
chology lib, Introduction to Psychological and Educational Statistics, may be 
taken as a substitute. 

[162] 



COURSES OF INSTRUCTION 

society will be discussed and such guiding concepts as social norms, status 
and role, interaction, social structure and function will be considered. 

Open to freshmen. Mr. Coser, Mr. Rosenberg 

SOCIOLOGY lb. Introduction to Sociology 

The second part of the course will examine sociological theories with 
emphasis on twentieth centtuy contributions. The systematic theories of 
Max Weber, Simmel, Durkheim, Mannheim, Parsons and Merton will be 
given special attention. The emphasis will be on the relation of theoretical 
insight into empirical investigation; sociological classics and recent mono- 
graphs will be studied with this purpose in mind. 

Open to freshmen. Mr. Coser, Mr. Rieff 

SOCIOLOGY 3b. Social Psychology 

A study of the relation of an individual to his society. Topics include 
the development of prejudice and other attitudes and values; methods of 
changing attitudes and values; group dynamics; group conflicts and the 
relation of personality to culture. 

Open to freshmen. Mr. Rieff 

SOCIOLOGY 5a. Minority Groups in the United States 

This course will study the contemporary ethnic, racial and religious 
minority groups in American society. The historical background of nine- 
teenth and twentieth century immigration; survey of the geographic and 
occupational distribution. Survival and transformation of Old World cul- 
tural patterns; continuing relations with the society of origin. Internal 
structure and communal organization of selected groups. The foreign 
language, Negro, and religious press. Party politics and the minority 
groups. Tensions and conflicts among the groups. Problems of legal, 
social, and economic status. The movement for aboKtion of discrimi- 
natory practices. Each member of the class will undertake the study of 
one minority group as a term assignment. In addition, class meetings 
with leaders of various local groups and visits to their institutions w^ill 
be arranged. Mr. Hfanelbocb 

SOCIOLOGY 5b. Race Prejudice and Discrimination 

The varieties of race prejudice and discrimination and the changing 
patterns of race relations in the United States, Latin America, and Africa. 
The psychology of tolerance and intolerance. Measures to reduce preju- 
dice and discrimination. 

Students will be given opportunity for field research in these problems. 

Mr. Hhnelbocb 
SOCIOLOGY 6a. American Communities 

An historical and analytical discussion of the structure of contempo- 
rary American communities with special attention to the development of 

[163] 



COURSES OF INSTRUCTION 

minority groups. After preliminary reading and discussion in the history 
of communities through the Civil War period, the main effort of the 
course will be directed toward two sets of materials: 1) empirical studies 
of various types of communities, 2 ) literary and artistic expressions of the 
confluence and conflict as well as the changing internal structure and 
ethos of American communities. Social stratification. Assimilation and 
withdrawal. Rigidity and mobility. The conflict of generations. The 
ideology of national unity and cultural pluralism. Music, verbal and ges- 
tural habits, and the singular role of sports will be examined as well to 
achieve a fuller understanding of the moral and cultural life of American 
communities. Mr. Rieff 

SOCIOLOGY 7a, Social Pathology 

A systematic examination of various approaches to the subject matter. 
Suicide, drug addiction, prostitution, personality disorganization, inter- 
ethnic tensions and industrial problems in the light of contemporary 
social theory. A focal point will be the discussion of crime, its under- 
world and upperworld manifestations. Mr. Rosenberg 

SOCIOLOGY Sb. Primary Groups 

The role and structure of the primary group, as the basic form of 
social organization. The primary group structure as mediator between 
the individual and large formal associations, culminating in the state. The 
complexity of informal groups and the nature of public opinion. Citizen- 
ship and membership. Friends and relations. Cliques. Gangs. Disciples. 
Salons. Cells. Readings from philosophy, social science and literature 
analyzing the character of the primary group. Mr. Rieff 

SOCIOLOGY %. The City 

The growth of modern cities and the urban way of life. The impact 
of urbanization on modern society and the socio-psychological conse- 
quences of urban living. City areas, residential segregation and urban dis- 
organization. The impact of urban living on the family, leisure activities, 
politics and religion. Crime, juvenile delinquency and mental illness in 
modern cities. Mr. Coser 

SOCIOLOGY 11a. Industrial Sociology 

The development of modern industry; the factory system and its fore- 
runners; science, technology and the division of labor; the social system 
of the factory; management and managerial functions; the worker and the 
machine; informal organization of workers; labor organization; power, 
status and class in the factory; industrial conflict; industry and the 
community. Mr. Coser 

SOCIOLOGY 12a. Techniques of Social Research 

A study of techniques of empirical research in the social sciences. 
Students will select individual or group field research projects to gain 

[164] 



COURSES OF INSTRUCTION 

experience in hypothesis— formation, systematic observation of data, sam- 
pling, and interpretation of results. Opportunity will be afforded for 
practice in such techniques as experimentation, questionnaires and sched- 
ules, attitude and personality scales, interviewing and projective tests. 

Prerequisite: Anthropology 1 or Sociology 2a. Mr. HimelLocK 

SOCIOLOGY & ANTHROPOLOGY 97c. Junior Tutorial 

Required readings, research, reports and discussions on assigned topics. 

Staff 

SOCIOLOGY & ANTHROPOLOGY 98c. Readings in Sociology 

AND Anthropology 

Readings and reports under the direction of a faculty supervisor. 
Available to seniors with permission of the School of Social Science. 

Staff 

SOCIOLOGY & ANTHROPOLOGY 99. Senior Honors Thesis 

Seniors who are candidates for a degree with honors in Social Rela- 
tions are required to register for this course and, under the direction of a 
member of the faculty, prepare an honors thesis on a suitable topic. 

Staff 
*SOCIOLOGY 101a. Public Opinion and Propaganda 

A study of the underlying psychological assumptions and techniques 
involved in the formation of public opinion. The scope, methodology, 
and limitations of public opinion measurement. The role of stereotypes, 
slogans and symbols in propaganda and methods utilized by pressure 
groups. Methods of analyzing propaganda and developing counter- 
propaganda. 

SOCIOLOGY lOlb. Mass Communication Media 

This course deals with the nature of the mass media of communica- 
tion—newspapers, radio, television, movies, magazines, books, and comics— 
and their effect upon public opinion and attitudes. It will analyze the 
structure and control, audience, content, effects and social functions of 
the mass media. Mr. Rosenberg 

SOCIOLOGY 102a. Modern Bureaucracy 

The structure and function of large scale organizations with special 
emphasis on governmental, military and corporate bureaucracies. Au- 
thority and decision making. Status systems and gradations of prestige. 
Conflicts of power within and between bureaucracies. "Red tape" and 
the social pathology of bureaucracies. The bureaucrat as a social type. 

Mr. Coser 

*Not to be given in 1954-55. 

[165] 



COURSES OF INSTRUCTION 

SOCIOLOGY 103I>. Comparative Study of the Family 

The family as a social institution and a primary group; its impact on 
social relations and the human personality. The varieties of family struc- 
ture and its multiple functions. The family seen within the framework 
of the larger community. Recent anthropological and sociological re- 
search and theory as well as the contributions of social psychology will 
be discussed, and an attempt will be made to integrate the contributions 
of these different disciplines. Mr. Coser 

SOCIOLOGY 104a. Culture and Personality 

Theories of the constitution of society and the organization of per- 
sonality make up the basis for discussion in this course. Genesis of the 
idea of personality. Empirical and experimental studies in Western and 
other cultures will be included in the readings, and discussion will examine 
the problems of method and interpretation of data raised in the readings. 

Mr. Rieff 

SOCIOLOGY 105I>. Social Stratification 

Nature of the problem. Descriptive analysis. The basic concepts: 
class, caste, and social status. Discussion of theories concerning the so- 
called origin of class. A comparative analysis of contemporary forms and 
types of social stratification. Social mobility with special reference to 
Western civilization. Mr. Rosenberg 

^SOCIOLOGY 106L. Advanced Sociological Theory 

The course consists in a critical exposition of seminal works of socio- 
logical theory from the time of Comte to the writings of recent and con- 
temporary theoreticians. The conspectus of sociological theory will be 
viewed not only in its divergency and complexity, but in search of the 
possible unity of assumptions and values underlying and connecting the 
various theories. 

*SOCIOLOGY 107a. Psychology and Politics 

The seminar aims, through a discussion of the relation between various 
contemporary psychological theories and certain contemporary political 
theories, to discover the distinctive features of both. Discussion will begin 
with Freud and the Freudians, move through Jung, Adler, and others, to 
their influence on leading schools of social science and the consequences 
of that influence. 

SOCIOLOGY 108a. Sociology of Religion 

Sociological analysis of contemporary and historical religious institu- 
tions and experiences, in relation to other social institutions and aspects 
of society. The reciprocal influences of the religious and the social, Re- 

*Not to be given in 1954-55. 

[166] 



COURSES OF INSTRUCnON 

ligious leadership and followership; the problem of conversion; sect, de- 
nomination, and church as types of religious organization; the religious 
society; religion and society; religion and politics; the social and political 
thought of leading contemporary schools of theology. The course will 
develop around the reading of relevant texts, including Weber, James, 
Troeltsch, Durkheim, Holl, Radcliffe-Brown, Barth, the Niebuhrs, Ryan 
and Boland, and others. Mr. Rieff 

SOCIOLOGY & ANTHROPOLOGY Ilia. General Linguistics 

A basic course for students who wish to increase their proficiency in 
the study of foreign languages and their understanding of the science of 
language. The languages of the world. Speech communities. Phonetics. 
Phonemics. Morphology. Grammatical terms. Syntax. Semantics. Word 
formation and derivation. Change of vocabulary. Borrowings. Descrip- 
tive, historical and comparative linguistics. Mr. Leslau 

^SOCIOLOGY 112b. Social Psychiatry 

An investigation of current theory and research data regarding social 
and cultural factors in the etiology, prevention, and therapy of such per- 
sonality deviations as psychosis, neurosis, and psychopathy. Attention 
will be directed to mental disorders which may be viewed as resulting 
from the interaction of cultural demands, biological predispositions, and 
situational stresses. 

SPANISH 1. Introductory Spanish 

The course will stress the fundamentals of grammar, building of vo- 
cabulary, and readings in basic Spanish texts. 

Opeji to those students who have had no instruction in Spanish. 

Staff 
SPANISH 2. Intermediate Spanish 

The course is designed to furnish an intensive review of Spanish gram- 
mar, vocabulary and idiom practice, elements of conversation, and read- 
ings in contemporary Spanish literature. 

Prerequisite: Spanish 1 or at least t^vo years of secondary school 
Spanish. Staff 

*SPANISH 3a. Intermediate Conversation and Composition 

A course essentially designed to strengthen the student's expression in 
Spanish. The course will be conducted entirely in Spanish and will em- 
phasize written and spoken Spanish through weekly papers and individual 
class talks. Aspects of contemporary life m Spain and South America will 
be discussed on the basis of current reading materials. 

Prerequisite: Spanish 2 or permissioi2 of the instructor. 
*Not to be given in 1954-55. 

[167] 



COURSES OF INSTRUCTION 

SPANISH 41). Advanced Conversation and Composition 

A more intensive continuation of Spanish 3 a. 

Prerequisite: Spanish 3a or permission of the instructor. Mr. Duffy 

SPANISH 5. Studies in Spanish Syntax 

An advanced course in grammar designed to analyze the formal struc- 
ture of the Spanish language. 

Prerequisite: Spanish 2 or permissioji of the instructor. Mr. Daffy 

SPANISH 10. Survey of Spanish Literature 

An introductory course in Spanish literature, treating the broader 
aspects of its development from the Poe?na del Cid to the First World 
War. Lectures, assigned readings, and reports. 

Prerequisite: Spanish 2 or the equivalent. Staff 

*SPANISH 20t. Cervantes 

A study of Cervantes as a novelist of Spain and of the world. A de- 
tailed examination of the Quixote as the first modern novel. Selections 
from the Novelas exemplar es and Cervantes' dramatic works will be read. 

Prerequisite: Spanish 10. 

*SPANISH 30a. The Spanish Novel to 1700 

A study of the development of the novel from the Celestijia to 1700, 
exclusive of Don Quixote. The novelistic forms of the sixteenth and seven- 
teenth centuries will be considered in detail through the study of repre- 
sentative works. 

Prerequisite: Spanish 10. 

SPANISH 311). The Spanish Novel in the Nineteenth and Twen- 
tieth Centuries 

A study of the novel as a social and an esthetic creation from the end 
of the Golden Age to the present. Emphasis will be placed on the realistic 
novel of the nineteenth century and the novelistic innovations of the 
twentieth century. 

Prerequisite: Spanish 10. Mme. Alexandre 

^SPANISH 40a. Spanish Lyric Poetry 

A survey of the lyric poetry in Spain from its earliest manifestations 
to the present. Emphasis will be placed on the poets of the Siglo de Oro 
and those of the twentieth century. 

Prerequisite: Spanish 10. 
*Not to be given in 1954-55. 

[168] 



COURSES OF INSTRUCTION 

SPANISH 50a. Spanish Drama of the Siglo de Oro 

A survey of the Spanish theatre from 1500 to 1680 with special em- 
phasis on the comedia of the Siglo de Oro as it is represented in the ciclo 
de Lope and the ciclo de Calderon. 

Prerequisite: Spanish 10. Mme. Alexandre 

SPANISH 511). Spanish Drama of the Nineteenth and Twentieth 
Centuries 

A study of the romantic and realistic theatre of the nineteenth century 
and the traditional and experimental theatre of the twentieth century, 
including the relation of modern dramatic themes with traditional themes 
in Spanish literature. 

Prerequisite: Spanish 10. Mr. Duffy 

SPANISH 60. Introduction to Latin America 

A survey of Latin-American civilization, briefly including the pre- 
Columbian era and followed by a general study of the cultural and politi- 
cal development of Latin America from the Conquest to the present. 

A knowledge of Spanish is not necessary. Mr. Duffy 

SPANISH 61a. Studies in the Spanish-American Novel 

An examination of the novel in Spanish America, especially in the 
twentieth century, as it reveals certain characteristics of Spanish-American 
history and thought. 

Prerequisite: Spa?iish 10. Mr. Duffy 

SPANISH 99c. Senior Honors Thesis 

Guided readings in selected texts and critical materials in Spanish under 
the guidance of a member of the area. The candidate will choose the 
field in which he wishes to specialize. The requirement for the course 
will be met by an honors thesis of no less than 7500 words. 

Prerequisite: Consent of the area. Staff 

THEATRE ARTS 1. Introduction to Drama and the Theatre 

A survey course in dramatic theory and practice, with lecture- 
discussions of plays and playwrights from Sophocles through Arthur 
Miller. Problems of content, literary value and production methods arc 
discussed along with comparative explorations of radio, television and 
movies. 

Three hours per week. 

Open to all students. Mr. Matthews 

[169] 



COURSES OF INSTRUCTION 

THEATRE ARTS 2c. Elementary Oral Interpretation 

An introduction to the interpretation and appreciation of literature 
through oral expression. Analysis of styles and techniques of vocal deliv- 
ery using material from the standard repertoire of drama, prose and 
poetry. Some emphasis will be given to the correction of regional accents 
and tone production. 

Two classroom hours per week. 3 credits. 

Open to all students. Instructor to be announced 



Brandeis Theatre \\^orfesfiop 

The basic premise of the Workshop is that the most effective way to 
understand the theatre as an art is to take an active part in it. Since the 
theatre cannot fimctioji without the partnership of an audience, it is ex- 
pected that at least two major productions will be mounted each year, 
one of which will normally be a work from the musical or operatic reper- 
tory. The year's program culmijiates with participation i?i the annual 
Creative Arts Festival. The schedide will require some evening work 
during the period of preparation for performajices. 



THEATRE ARTS 3. Theatre Workshop 1 

Introduction to the art and craft of the theatre. This course will in- 
clude two lecture hours on the history of the theatre, its theories and 
techniques, plus six laboratory sessions in acting, play-analysis, design, 
preparation of plays and scenes for both workshop and public. 

Eight hours per week. 9 credits. 

Enrollment limited. Open to all students with permission of the in- 
structor. Required of Theatre Arts Concentrators. 

Mr. Ballif and Guest Lecturers 

THEATRE ARTS 4. Theatre Workshop 11 

Advanced work in play production; a continuation of Theatre Work- 
shop I. 

Primarily designed for students possessing a major interest in Theatre 
Arts. Meets jointly with Workshop I for the preparation of scenes and 
plays. Students will be given an important share of responsibility in di- 
recting, designing and producing the workshop performances. 

Eight hours per week. 9 credits. 
Prerequisite: Theatre Workshop I or its equivalent. 
Required of Theatre Arts Majors except where exempted by Theatre 
Arts faculty. Mr. Ballif ancl Guest Lecturers 

[170] 



COURSES OF INSTRUCTION 

THEATRE ARTS 5. Introduction to Dance 

Beginning analysis of dance forms; dance history; basic dance tech- 
niques. 

Six hours per week. 2 hours lecture-demonstration 

4 hours class drill 
Open to all students. This or Theatre Arts 6c required of all Theatre 
Arts majors. Mr. MacDougall 

THEATRE ARTS 6c. Intermediate Dance 

Continuation of introduction to dance, stressing structure and con- 
temporary concepts of dance, including participation in Theatre Work- 
shop performances. 

Prerequisites: Open to all students with previous instruction and 
approval of instructor. 

Four hours per week. 6 credits. Mr. MacDougall 

THEATRE ARTS 99c. Senior Honors Thesis Staff 

THEATRE ARTS 104. Playwriting 

An exploration of the complex problem of writing an effective play. 
The course covers such topics as play construction, characterization, ac- 
tion, dialogue, the use of verse and music, the sources of dramatic material, 
and techniques of script-development. Includes experiments in scene- 
writing, reading and analysis of student play projects, and critical exam- 
ination of current Broadway scripts. 

Three hours per week. 

With the permission of the instructor^ this course is open to all stu- 
dents a?2d may be taken for two successive years. Mr. Mattliews 

THEATRE ARTS HSa. Restoration Comedy 

A study of classic English comedy, much of it the comedy of manners, 
which is most vividly associated with the Restoration dramatists— 
Etherege, Wycherley, Dryden, Congreve, Vanbrugh. The course will 
open with the great Restoration ancestor, Ben Jonson, and continue into 
the eighteenth century to Goldsmith and Sheridan. Besides treating of plays 
and playwrights, it will inquire into the nature of comedy and the comic 
spirit itself. 

Term paper required. 

Two classroom hours per week. 3 credits. Mr. Kronenberger 

THEATRE ARTS H5b. Modern Comedy 

A consideration of comedy, in the wide sense, since its rebirth in the 
late nineteenth century. There will be particular emphasis on Shaw and 

[171] 



COURSES OF INSTRUCTION 

Chekhov, and treatment of such playwrights as Wilde, Synge, O 'Casey, 
Pirandello, Molnar, Maugham, George Kelly, S. N. Behrman, T. S. Eliot 
and Christopher Fry. 

Prerequisite for concentrators: Theatre Arts 115a. 

Term paper required. 

Two classroom hours per week. 3 credits. Mr. Kronenberger 

*THEATRE ARTS 11%. The American Theatre Today 

A survey of what is most important and interesting in current Amer- 
ican drama and comedy with some reference to the cultural tendencies 
that are shaping the American theatre itself. 

One classroom hour per week. 1 credit. 

THEATRE ARTS 151. Tragedy 

An enquiry into the nature of tragic drama based on the study of 
plays and theories appropriate to the subject. Various ancient and modern 
attitudes toward the problems of tragedy will be explored through read- 
ing and discussion of works by Sophocles, Shakespeare, O'Neill, Ander- 
son, etc., as viewed from the perspective of Aristotle, Hegel, Nietzsche, 
Schopenhauer and others. 

Three hours per week. Mr. Mattkews 

*Not to be given in 1954-55. 



11721 



APPENDIX I 



Endo^vment Funds 

The creation of specialized endoivment funds to provide for recurring 
academic expenses is one of the greatest assurances of continued develop- 
ment. The University is heartened by the linking of family names in 
perpetuity to its efforts. 

BECKERMAN FAMILY ENDOWMENT FUND (1949) 

Established by Mr. and Mrs. Frank Beckerman of Newton, and Mrs. Louis 
Beckerman of Brookline, Massachusetts, as a permanent fund at Brandeis 
University, the income of which will be used for a purpose to be deter- 
mined at a later date by the donors. 

HYMAN COHEN FOUNDATION AND MR. AND MRS. EDWARD E. COHEN 
ENDOWMENT FUND (1948) 

A fund created by the Hyman Cohen Foundation and Mr. and Mrs. Edward 
E. Cohen of Boston, Massachusetts, to support medical research at Brandeis 
University. 

FELDMAN FAMILY ENDOWMENT FUND (1949) 

An endowment fund contributed by Mr. and Mrs. Frank Feldman, Mr. and 
Mrs. Philip Feldman, Mr. and Mrs. Joseph Feldman of Newton, and Mr. 
and Mrs. Albert Feldman of Brookline, Massachusetts, to be designated at 
a future date. 

FANNIE AND ISRAEL FRIEDLANDER ENDOWMENT FUND (1952) 

Established by Mr. and Mrs. Israel Friedlander of Boston, Massachusetts, to 
be augmented from time to time, as a permanent fund, the income of which 
is to be used for a purpose to be determined at a later date by the donors. 

GLASS FAMILY ENDOWMENT FUND (1949) 

Mr. and Mrs. Hyman S. Glass, Mr. and Mrs. Fred M. Glass, and Mr. George 
B. Glass of Newton, Massachusetts, have established this as a permanent fund, 
the purpose of the income to be determined at a later date. 

SARAH AND HARRY GRANOFSKY AND ANNA AND ISAAC LERMAN EN- 
DOWMENT FUND (1949) 

An unrestricted endowment fund, established by Mr. and Mrs. Harry 
Granofsky and Mr. and Mrs. Isaac Lerman of Boston, Massachusetts. 

ANNA WASSERMAN LOWENBERG FUND (1949) 

A memorial fund established by the Wasserman Charitable Foundation of 
Cambridge, Massachusetts, the income of which is to be used "to defray 
the cost of teaching or equipment in the pre -medical field or in the field of 
science." 

[1731 



APPENDIX 

SOLAR FAMILY ENDOWMENT FUND (1949) 

Created as a permanent fund by Mr. and Mrs. Hervey L. Solar of Brookline, 
Massachusetts, to be designated for a specific purpose at a later date. 

ESTHER SPEAR ENDOWMEIVT FUND (1952) 

Established by Mrs. Alfred Spear of Providence, Rhode Island, the income 
of which is to be used by the University at its discretion. 

JENNIE AND HERMAN VERSHBOW UBRARY FUND (1949) 

The income from this endowment fund, established at Brandeis University 
by Mr» and Mrs. Herman Vershbow of Brookline, Massachusetts, is to be 
used for library purposes. 

JACOB ZISKIND ENDOWMENT FUND (1954) 

The income from this Fund which was created by a $500,000 grant made 
under the will of the late Jacob Ziskind of Fall River, Massachusetts, will 
provide for the establishment and support in perpetuity of tw^o Jacob Zis- 
kind Professorships. In order that the intellectual life of the University may 
profit from the continuous stimulation of fresh ideas and viewpoints, each 
year invitations wiU be extended to distinguished scholars to join the liberal 
arts and sciences faculty for a single academic year. 



[174] 



APPENDIX II 



Ch 



airs 



The establishment of Chairs to support distinguished -faculty in each area 
of specialization is a most urgent need of the University. It is gratifying that 
the University already has received a 7iimiher of such grants to support 
the development of its educational prograrn. 

RITA H. ARONSTAM CHAIR IN CHEMISTRY (1950) 

An annual subvention established by the Rita H. Aronstam Charitable and 
Educational Foundation of Atlanta, Georgia, to support instruction at 
Brandeis University in the field of chemistry. 

SAMUEL BERCH CHAIR IN CHEMISTRY (1953) 

Established by Mrs. Samuel Berch of Beverly Hills, California, in memory of 
her husband, to support instruction at Brandeis University in the field of 
chemistry. 

BUFFALO CHAIR IN PHYSICS (1954) 

A four-year grant established by the Yellin family and friends of Buffalo, 
New York, to support instruction in the field of physics. 

HARRY AND MAE EDISON CHAIR (1952) 

An annual grant from Mr. Harry Edison of St. Louis, Missouri, to support 
instruction in the field of labor relations. 

SAYDE GENIS CHAIR IN BIOLOGY (1949) 

An annual subvention established by Mr. and Mrs. Samuel Genis of Los 
Angeles, California, to develop teaching and research at Brandeis University 
in the field of biology. 

MORTIMER GRYZMISH CHAIR IN HUMAN RELATIONS (1952) 

Established by Mr. Mortimer Gryzmish of Boston to stimulate objective re- 
search and instruction in the problems of group conflict. 

ALFRED HART CHAIR IN THE SOQAL SCIENCES (1951) 

An annual grant established by Mr. Alfred Hart of Bel Air, CaUfornia, to 
support instruction by an outstanding teacher in the field of social science. 

MACK KAHN CHAIR IN HISTORY (1951) 

An annual grant, to bring a distinguished historian to Brandeis University, 
established by Mr. Mack Kahn of New York City. 

J. M. KAPLAN CHAIR IN COMPARATIVE LITERATURE (1952) 

An annual grant established by the J. M. Kaplan Fund, Inc. of New York 
City, to support instruction in the field of comparative literature. 

[175] 



APPENDIX 

BENJAMIN S. KATZ CHAIR IN MATHEMATICS (1951) 

An annual grant from the Benjamin S. Katz Family Foundation, Time Hill, 
Cincinnati, to support instruction in mathematics. 

KAUFMANN CHAIR IN THE SOCIAL SQENCES (1951) 

Established by the Messrs. Cecil and Joel Kaufmann of Washington, D. C, 
to support the teaching program in the social sciences. 

FREDRIC R. MANN CHAIR IN MUSIC (1953) 

Established by Mr. Frederic R. Mann of Philadelphia, Pennsylvania, in 
memory of WilUam Kapell to support instruction in music. 

PHIUP MEYERS CHAIR IN PSYCHOLOGY (1951) 

Established by Mr. Philip Meyers of Cincinnati, Ohio, to bring a distin- 
guished ps}xhologist to the faculty of Brandeis University. 

JACOB S. POTOFSKY CHAIR IN ECONOMICS (1953) 

Established in honor of Jacob S. Potofsky by his devoted colleagues of the 
Amalgamated Clothing Workers of America and his other associates. 

MAX RICHTER CHAIR IN POUTICAL SCIENCE (1949) 

An endowment fund established by the directors of the Richter Memorial 
Foundation, created under the terms of the will of the late Max Richter of 
New York City, the chair is designed to support instruction in political sci- 
ence, and especially in international affairs. 

JULIUS M. ROGOFF CHAIR IN PHYSIOLOGY (1953) 

An annual subvention from a fund of $50,000, established by the Rogoff 
Foundation of Belle Island, Connecticut, to maintain instructors, research and 
laboratory development at Brandeis University in the field of physiology. 

SAMUEL RUBIN CHAIR IN ANTHROPOLOGY (1951) 

Established by the Board of Trustees in accordance with the terms of an 
annual grant from Mr. Samuel Rubin of New York City. 

MICHAEL TUCH CHAIR IN HEBREW LITERATURE AND ETHICS (1950) 
An annual subvention established by the Michael Tuch Foundation of New 
York City to maintain instruction and research at Brandeis University in the 
field of Hebrew letters. 

JAMES HENRY YALEM CHAIR IN ECONOMICS (1951) 

Mr. and Mrs. Charles Yalem of Clayton, Missouri, have established this Chair 
as a memorial to their son. An annual grant to support instruction in the 
field of economics. 



[176 




A sunny slope on the campus. 



Hamilton pond makes ice skating 
a popular winter sport. 





Ford Hall in the moonlight. 



Dr. Golub's 
class inspects 
a model. 





Cheerleaders and mascot spark fall football contests. 



APPENDIX III 



FeIIo^vs^lips 

Supple77tenting other benefactions which cofne to the University are teach- 
ing fellowships, a number of which have already been established. These 
fellowships bolster instruction and at the same time enable prom.ising 
graduate students to gain valuable teaching experience while continuing 
with their studies. 

THE MAXWELL AND FANNY ABBELL TEACHING FELLOWSHIP IN JUDAIC 
STUDIES (1954) 

Created by Mr. Maxwell Abbell of Chicago, Illinois, to support a teaching 
fellowship in the field of Judaic studies. 

SAUL AND REBECCA BLAUSTEIN TEACHING FELLOWSHIP (1954) 

Estabhshed by Mrs. Loretta B. Ehrlich of Chicago, Illinois, in memory of 
her beloved parents, the field of study to be designated by the University. 

DAVID BOROWITZ TEACHING FELLOWSHIP (1953) 

Established by Mr. David Borowitz of Chicago, Illinois, the field of study to 
be designated by the University. 

ABRAHAM S. AND GERTRUDE BURG FELLOWSHIP FUND (1947) 

Established in the names of Abraham S. and Gertrude Burg of Lynn, Massa- 
chusetts. The income from this Fund is to be used for fellowship purposes. 

CAPLAN TEACHING FELLOWSHIP IN MATHEMATICS (1950) 

Created at Brandeis University by Mr. H. Caplan of Pittsburgh, Pennsylvania, 
in memory of Gutman and Rebecca Caplan. 

MAX FACTOR MEMORIAL TEACHING FELLOWSHIP IN CHEMISTRY (1952) 
Established by the Max Factor Memorial Fund of Hollywood, California, to 
support a teaching fellowship in the field of chemistry. 

MARVIN HNEBERG MEMORIAL FELLOWSHIP IN CHEMISTRY (1951) 

A memorial fellowship established by the Fineberg family of Pittsburgh, 
Pennsylvania. 

ALEXANDER GOLDSTEIN TEACHING FELLOWSHIP IN SOCIAL SQENCE 
(1950) 

The income from this $25,000 fund will be used to support a teaching fellow- 
ship in the field of social science. Established as a memorial to her brother by 
Miss Lutie Goldstein of San Francisco, California. 

[177] 



APPENDLX 

ANNA C. GREENSTONE MEMORIAL FELLOWSHIP (1952) 

Established by her children, Mr. Charles R. Greenstone of San Francisco, 
CaUfomia, Mr. Stanford M. Green of Livermore, California, and Mrs. Simon 
Rubin of New Bedford, Massachusetts. The field of study to be designated 
by the University. 

ROBERT E AND HARRY A. KANGESSER FELLOWSHIP TRUST (1951) 

Established by Messrs. Robert E. and Harry A. Kangesser of Cleveland, 
Ohio, the income to be used for teaching fellowships. 

EUGENE R. KULKA TEACHING FELLOWSHIP IN PHYSICS (1951) 

Established by Mr. Eugene R. Kulka of Mt. Vernon, New York, to support a 
teaching fellowship in the field of physics. 

LEVINSON TEACHING FELLOWSHIP IN BIOLOGY (1951) 

Established by the James and Rachel Levinson Foundation of Pittsburgh, 
Pennsylvania. 

LEVITT FOUNDATION TEACHING FELLOWSHIP (1953) 

Established as a three-year teaching fellowship by the Levitt Foundation of 
Levittown, Pennsylvania. 

NATHAN AND JOHN LURIE TEACHING FELLOWSHIP (1952) 

Established by Messrs. Nathan and John Lurie of Detroit, Michigan. The 
field of study is to be designated by the University. 

BEN OURISMAN TEACHING FELLOWSHIP (1952) 

Established as a three-year teaching fellowship by Mr. Ben Ourisman of 
Washington, D. C, the field of study to be designated by the University. 

JULIUS ROSENWALD TEACHING FELLOWSHIPS (1952) 

A series of teaching fellowships in memory of the distinguished philanthro- 

Eist, Julius Rosenwald, estabUshed by his daughter, Mrs. Adele Rosenwald 
,evy, to subsidize the development and teaching of gifted graduate students. 

ISRAEL SACHS TEACHING FELLOWSHIP IN SOCIAL RELATIONS (1952) 

Established by his wife and children in his memory. 

SAMUEL AND RAE SALNY FELLOWSHIP IN SOCIAL RELATIONS (1952) 
Established by Mr. and Mrs. Samuel M. Salny of Boston, Massachusetts, as a 
five-year teaching fellowship. 

KURT AND HORTENSE SCHWEITZER TCACHING FELLOWSHIP IN AMERI- 
CAN aVILIZATION (1951) 

A grant from Mr. and Mrs. Kurt Schweitzer of Oklahoma City, Oklahoma, 
to support a teaching fellowship in the field of American civilization. 

THE MORRIS SEPINUCK ITACHING FELLOWSHIP (1954) 

Created at Brandeis University as a memorial to Morris Sepinuck by his 
children, Samuel and Nathan Sepinuck, and Mrs. George Sorkin. 

1 178] 



APPENDIX 

AARON SETTLE TEACHING FELLOWSHIP IN MUSIC (1953) 

Given in honor of Mr. Aaron Settle of Chicago, Illinois, by his friends, 
Messrs. Harry and Edmund Pearlman of the National Paper Corporation, 
New York, and Messrs. Milton and Charles Horwitz of Silver Skillet Foods, 
Inc., Skokie, Illinois. 

MONA BRONFMAN SHECKMAN MEMORIAL TEACHING FELLOWSHIP (1952) 

A grant from the Mona Bronfman Sheckman Memorial Foundation of New 
York City to support a graduate teaching fellowship. 

SOLAR STEEL CORPORATION CHARITABLE AND EDUCATIONAL FOUN- 
DATION TEACHING FELLOWSHIP (1951) 

Established by the Solar Steel Corporation of Cleveland, Ohio. The field of 
study is to be designated by the President and the Board of Trustees of the 
University. 

CARRIE WIENER TEACHING FELLOWSHIP (1950) 

The interest from this $25,000 fund, when completed, is to be used for the 
establishment of a fellowship in a field of study designated by the President 
and Board of Trustees of the University, Established by Herman Wiener of 
Toledo, Ohio, in the name of his wife. 

BENJAMIN YEAGER TEACHING FELLOWSHIP (1952) 

Established by Mr. Benjamin Yeager of SulUvan County, New York, for a 
teaching fellowship in a field of study to be designated by the President and 
the Board of Trustees of the University. 



[179] 



APPENDIX IV 

Sckolarskip and Service 
Enaowraent Fundis 

"/f is inherent in the philosophy of Brandeis University that there be no 
barriers discriminating against stude7its for reasons of race, religion, geo- 
graphic location or ethnic group. It is a logical extension of this concept 
to prevent economic barriers as ivell from denying gifted students a col- 
lege education. To this end the University has developed a liberal scholar- 
ship prograjn which has, in keeping with the Brandeis philosophy, enabled 
one-third of the student body to obtain some forTn of financial aid.'''' 

From a report by Morris S. Shapiro 

Chairman, Board of Trustees 

Scholarship Committee 

AMELIA K. ACKERMAN SCHOLARSHIP ENDOWMENT FUND (1954) 

Established in memory of their mother by Max H. Ackerman, Abraham B. 
Ackerman and Myron H. Ackerman of New York City and Mrs. Stella A. 
Yarvin of Springfield Gardens, Long Island. The income from this fund to 
be used for tuition scholarship aid for a gifted and deserving student, who 
might otherwise be unable to have the advantage of a college education. 

AMEUA K. ACKERMAN SCHOLARSHIP ENDOWMENT FUND (1954) 

Established by Mr. and Mrs. Myron H. Ackerman of New York City in 
memory of his mother. The income from this fund to be used each year as 
scholarship aid for a gifted and deserving student who might otherwise be 
unable to have the advantage of a college education. 

FLORENCE M. AGOOS SCHOLARSHIP ENDOWMENT FUND (1952) 

Established by the executors of the estates of Florence M. and Solomon 
Agoos, late of Boston, Massachusetts, as a perpetual trust, the income to be 
used for scholarships for Catholic, Protestant and Jewish students. 

MORRIS AND BESSIE BRAFF SCHOLARSHIP ENDOWMENT FUND (1952) 

The income from this fund established by Mr. and Mrs. Morris Braff of 
Boston, Massachusetts, to be used for an annual scholarship to a deserving 
student. 

EVA AND NATHAN BREZNER SCHOLARSHIP ENDOWTVIENT FUND (1951) 

The initial grant given by Mr. and Mrs. Nathan Brezner of Boston, Massa- 
chusetts, is constantly being augmented. The income is to be supplemented 
by the donors, if necessary, to finance one semester's tuition for a worthy 
student. 

[180] 



APPENDIX 

BRUKENFELD FAMILY FOUNDATION SCHOLARSHIP ENDOWMENT FUND 

(1953) 

A scholarship endowment fund of $20,000 established in honor of Morris and 
Sarah Brukenfeld of New York, the income to be used for aid to a deserving 
student. 

RUHAMMAH FEINGOLD GATES MEMORIAL SCHOLARSHIP ENDOWMENT 
FUND (1952) 

Established by Mrs. Esther J. Edinburg of Worcester, Massachusetts, in 
memory of her sister. The income from this fund will be used for scholar- 
ship purposes. 

HARRY B. DENNER SCHOLARSHIP ENDOWMENT FUND (1951) 

The income from this $18,000 fund, when completed, is to be used to pro- 
vide a full tuition scholarship for a gifted, deserving student who might other- 
wise be unable to have the advantage of a college education. Established by 
Mr. Harry B. Denner of New York, who, until the fund earns the necessary 
income, makes supplementary grants. 

BEN FRANKLIN MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1953) 

A $10,000 endowment fund established by members of the family in memory 
of their father, late of Bellaire, Ohio. Income from this fund to be used for 
scholarship aid for a deserving student. 

MR. AND MRS. NATHAN GLOSSER SCHOLARSHIP ENDOWMENT FUND 

(1953) 

A scholarship endowment fund in honor of the forty-fifth Wedding Anni- 
versary of Mr. and Mrs. Nathan Glosser, established by their children, Dr. 
and Mrs. William H. Bernstein, Mr. and Mrs. Meyer N. Silberstein and Mr. 
and Mrs. Gerald Glosser, the income of which is to be used for student 
assistance. 

LEONARD J. GOLDSTEIN MEMORIAL ENDOWMENT FUND (1953) 

Established by friends in memory of Leonard J. Goldstein of Boston. In- 
come to be used each year for scholarship aid to a deserving student. 

PHILIP HERSHON MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1952) 
Established by the family and friends of Philip Hershon, late of Boston, 
Massachusetts. The income from this fund is to be awarded annually to a 
needy freshman from the Metropolitan Boston area who has shown by his 
character and perseverance great future potentialities. 

ROSE B. AND SAMUEL HESSBERG MEMORIAL SCHOLARSHIP ENDOWMENT 

(1953) 

The income from this bequest of $5,000 established under the terms of the 
will of Rose Brilleman Hessberg of Albany, New York, to be used to pro- 
vide scholarship aid to a worthy student. If possible, the recipient should be 
a resident of the city of Albany or its environs. 

MORRIS HOMONOFF ENDOWMENT SERVICE FUND (1954) 

An endowment fund established with an initial grant of $1,000 bv the wife 
and children of Morris Homonoff of Brighton, Massachusetts, in honor of 
his 70th birthday. The income from this fund to be used each year to aid 
needy and deserving students. 

[181] 



APPENDIX 

THE JEWISH VOCATIONAL AID SOCIETY ENDOWMENT FUND (1954) 

A scholarship endowment fund of $3,000, established by the Jewish Voca- 
tional Aid Societ)' of Boston, for deserving students, regardless of race, 
creed, or color. 

ANNE J. KANE MEMORIAL ENDOWMENT SCHOLARSHIP (1950) 

The income from this fund, established with an initial contribution of $5,500 
as a memorial to Anne J. Kane of Cleveland, Ohio, by her family, is to be 
used for scholarship assistance to worthy students. 

WILUAM KAPLAN MEMORIAL SCHOLARSHIP TRUST FUND (1953) 

EstabUshed by friends, mainly from California and Michigan, in memory of 
William Kaplan of Detroit. 

JACK KRIENDLER MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1951) 

This memorial to the founder of Club Twenty-One was created by the Mu 
Sigma Fraternity of New York City with an initial grant of $11,900 for 
scholarship assistance to deserving students, without regard to race, creed, 
or color. 

SARA AND ROSA F. LEON SCHOLARSHIP ENDOWMENT FUND (1952) 

The income from this bequest established under the terms of the will of 
Miss Rosa F. Leon of New Milford, Connecticut, to be used for scholarships 
"for needy students of high scholastic standing." 

MOUNT SCOPUS-GEORGE K. GORDON MEMORIAL SCHOLARSHIP ENDOW- 
MENT FUND (1951) 

Created by the Mount Scopus Lodge, A.F. and A.M., of Maiden, Massa- 
chusetts, in memory of Dr. George K. Gordon, eighth master. The income 
from this fund is to be used to assist a worthy student. 

SOL AND SUSANNE MUTTERPERL SCHOLARSHIP ENDOWMENT FUND 

(1953) 

Established in honor of the Golden Wedding Anniversary of Mr. and Mrs. 
Sol Mutterperl of New York City by their children through The Mutterperl 
Foundation, Inc., with an initial grant of $5,000 and supplemented by gifts 
from friends. The income from the Fund is to be used for students of high 
academic standing who are in financial need. 

SOLOMON AND ANNIE H. NISSON SCHOLARSHIP ENDOWMENT FUND 
(1952) 

Established by Mrs. Samuel Cikins, Newton Highlands, Massachusetts, Mrs. 
Seebert J. Goldowsky, Providence, Rhode Island, and Mr. Irving L. Nisson, 
Watertown, Massachusetts, in memory of their parents. 

MORRIS POLIVNICK SCHOLARSHIP ENDOWMENT FUND (1951) 

Under the terms of the will of Morris Polivnick of Brooklyn, New York, the 
income from this $10,000 bequest, plus a portion of the principal if necessary, 
is to be used to provide a $500 scholarship "to aid a needy student to under- 
take or continue his studies." 

[182] 



APPENDIX 

VICTOR AND MILDRED POTEL SCHOLARSHIP ENDOWMENT FUND (1950) 

The income from this bequest of nearly $4,000 established under the terms 
of the will of Mildred Potel of Los Angeles, CaUfornia, is to be used for "a 
perpetual scholarship for the assistance of deserving students." 

JOSEPH AND LOTTIE RABINOVITZ SCHOLARSHIP ENDOWMENT FUND 
(1949) 

The children of Mr. and Mrs. Joseph Rabinovitz of Boston, Massachusetts, 
created this Fund of $35,000 in honor of their Golden Wedding Anniver- 
sary. The income from the Fund is to be used for two full tuition scholar- 
ships each year— one for a boy and one for a girl. 

SAMUEL AND RIEKA RAPAPORTE, JR.. SCHOLARSHIP ENDOWMENT FUND 

(1950) 

The income from this $15,000 fund, when completed, is to be used for a 
perpetual scholarship for aid to an outstanding student. The Fund was estab- 
lished by Mr. and Mrs. Samuel Rapaporte, Jr., of Providence, Rhode Island. 

MAX AND FRANCES G. RITVO SCHOLARSHIP ENDOWMENT FUND (1947) 
The income from this Fund established by Dr. and Mrs. Max Ritvo of 
Boston, Massachusetts, is to be used for a student of high academic standing, 
preferably one interested in medicine, who is in financial need. 

ROGAL-COHAN SCHOLARSHIP ENDOWMENT FUND (1948) 

Founded by Messrs, Harry Rogal and Abner Cohan of Boston, Massa- 
chusetts. The income from the Fund is to be used for scholarship aid to 
deserving and outstanding students. 

DAVID SAXE MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1952) 

Established as a memorial to David Saxe by his family. The income from 
this fund is to be used for scholarship purposes. 

BENJAMIN SCHARPS AND DAVID SCHARPS FUND (1952) 

Established by the estates of the late Benjamin Scharps and the late David 
Scharps of New York City, as a perpetual endowment, the income from 
which is to provide scholarships to students in the field of music, and upon 
the establishment of a law school, in the field of law. 

JEROME SCHARY SCHOLARSHIP ENDOWMENT FUND (1952) 

A permanent endowment in accordance with the will of the late Ben Schary, 
established by Mrs. Byrde Schary in memory of her beloved son who gave 
his life for his country in World War II, the income of which will cover a 
full tuition scholarship in perpetuity. Preference will be given to the children 
of war veterans. 

ABNER SURREY SCHWARTZ SQIOLARSHIP ENDOWMENT FUND (1952) 

Established by Mr. and Mrs. Morris Schwartz of New York City as a 
memorial to their son. The income from this $20,000 fund, to be used for 
deserving students, will be supplemented by an annual contribution to 
provide a full tuition scholarship. 

[183] 



APPENDIX 

IDA HILLSON SCHWARTZ EXCHANGE reLLOWSHIP FUND (1949) 

Established as a memorial to Ida Hillson Schwartz of Winter Hill, Massa- 
chusetts, by her family. The income from the principal of this Fund is to be 
used in perpetuity as an exchange fellowship, either to bring gifted young 
people from Israel to Brandeis University or to send Brandeis University 
students to the Hebrew University in Israel. 

GERTRUDE AND MORRIS SELIB SCHOLARSHIP ENDOWMENT FUND (1954) 
A scholarship endowment fund in honor of the forty-fifth Wedding Anni- 
versary of Mr. and Mrs. Morris Selib of Brookline, Massachusetts, estab- 
lished by their children, Mr. and Mrs. Herbert Selib, Mr. and Mrs. Morris 
Rothstein, Dr. and Mrs. Samuel Bolan and Mr. and Mrs. EUot Michaelson. 
The income from this fund to be used each year for student assistance. 

GERALD SUGARMAN MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1950) 
The income from this fund, created in memory of Gerald Sugarman by his 
parents, Mr. and Mrs. Myer Sugarman of Cambridge, Massachusetts, is to be 
used for assistance to outstanding and deserving students, 

SUISMAN FOUNDATION SCHOLARSHIP ENDOWMENT FUND (1952) 

Established by the Suisman Foundation of Hartford, Connecticut, the in- 
come to be used for scholarship purposes. 

HAROLD WARSHAW MEMORIAL SCHOLARSHIP ENDOWMENT FUND (1952) 
A permanent endowment established by his parents, Mr. and Mrs. Irving 
Warshaw of Brookline, Massachusetts, and the Zelmyer Post, Jewish War 
Veterans. The income is to be used to provide a scholarship for a student 
upon completion of the freshman year, who best personifies the ideals by 
which Harold Warshaw Uved. 

THE JOSEPH M. AND EVELYN R. WEIDBERG SCHOLARSHIP ENDOWMENT 
FUND (1952) 

Established by Dr. and Mrs. Joseph M. Weidberg of Miami Beach, Florida, 
to assist a needy student of outstanding academic ability. 



[184] 



APPENDIX V 



Scholarship Funds 

ABELSON AND GETZ FOUNDATION SCHOLARSfflP (1952) 

A tuition scholarship given by Messrs. Lester S. and Morton S. Abelson and 
Oscar Getz of Chicago, Illinois, for a deserving student. 

ADELPHI SCHOLARSHIP (1952) 

A five-year partial tuition scholarship established by the Adelphi Lodge, 
A.F. & A.M. of Roxbury, Massachusetts, for a needy student. 

MAX ADLER MEMORIAL SCHOLARSHIP (1953) 

Estabhshed in memory of Max Adler by his wife and children through the 
xMax and Sophie R. Adler Fund, Chicago, Illinois. Preference to be given to 
music majors. 

ALPHA OMEGA (LONG ISLAND ALUMNI CHAPTER) SCHOLARSHIP (1953) 

An annual partial tuition scholarship established by the Long Island Alumni 
Chapter of the Alpha Omega Fraternity for aid to a pre-dental student. 

RENA ALTHEIMER SCHOLARSHIP (1953) 

A two-year partial tuition scholarship established by Mr. Milton L. Altheimer 
of Chicago, Illinois, in honor of his wife to aid a deserving student. 

JACK ANSIN SCHOLARSHIP (1951) 

A tuition scholarship for an outstanding student to be selected by the 
faculty committee, established by Mr. George Constantine of Boston, in 
honor of Mr. Jack Ansin. 

MAX AND EVA APPLE SERVICE SCHOLARSHIP AWARDS (1954) 

Established with an initial grant of |5,000 by Mr. and Mrs. Max Apple of 
Cleveland, Ohio, to give assistance to deserving students through employ- 
ment on campus. 

BALDAC HILLS SCHOLARSHIP FUND (1951) 

Established by the Baldac Hills Scholarship Committee for Brandeis Uni- 
versity in Pittsburgh, Pennsylvania, to provide annual scholarships for stu- 
dents from the Tri-State area. 

SAMUEL BARIT MEMORIAL SCHOLARSHIP (1951) 

Given in memory of Samuel Barit by his wife, Sophia Barit, of Scranton, 
Pennsylvania, and children as an annual scholarship to a worthy student in 
recognition of outstanding scholastic achievement. 

[185] 



APPENDIX 

JAMES B. BEAM DISTILLING COMPANY SCHOLARSHIP (1952) 

A tuition scholarship given by the James B. Beam Distilling Company of 
Chicago, Illinois, for a worthy student. 

BELMONT FRIENDS OF THE CREATIVE ARTS SCHOLARSHIP (1953) 

Established by the Friends of the Creative Arts of Belmont, Massachusetts, 
to be used for special music students who are in need of financial assistance. 

ARTHUR M. BERGER SCHOLARSHIP (1953) 

Established by Mr. Arthur M. Berger of Scarsdale, New York, to assist a 
deserving student. 

MR. AND MRS. STANLEY BERGERMAN SCHOLARSHIP (1953) 

A tuition scholarship established bv Mr. and Mrs. Stanley Bergerman of 
Beverly Hills, California, in memory of Carl Laemmle. 

GOTTFRIED AND DORIS BERNSTEIN SCHOLARSHIP (1949) 

A tuition and maintenance scholarship totaling $1,000 for a student with a 
visual handicap, established by the Blind Service Association of Chicago as 
a tribute to the work of Mrs. Gottfried Bernstein who has been president 
of this Association for many years. 

HAROLD Y. BLACK SCHOLARSHIP (1951) 

A partial tuition scholarship given by Mr. Harold Y. Black of Pittsburgh, 
Pennsylvania, to aid a worthy student interested in the athletic program of 
Brandeis University. 

MOE BLACK SCHOLARSHIP (1951) 

A four-year tuition scholarship for a deserving student established by Mr. 
Moe Black of Waltham, Massachusetts. 

SAUL AND REBECCA BLAUSTEIN MEMORIAL SCHOLARSHIP (1953) 

Established by Mrs. Loretta B. Ehrlich of Chicago, Illinois, in memory of her 
beloved parents, for scholarship award to a student or students to be chosen 
at the discretion of Brandeis University. 

CELIA BLOCK SCHOLARSHIP (1953) 

A full tuition scholarship established by Mrs. Philip Block of Chicago, 
Illinois, for aid to a deserving student. 

JACOB M. BLOCK SCHOLARSHIP (1951) 

A tuition scholarship established as a memorial to one of their members by 
the Brooklyn Physicians Club of Sigma Alpha Mu. 

FANNIE BLOOM MEMORIAL SCHOLARSHIP (1952) 

Established as a five-year tuition scholarship by Mr. and Mrs. Harry Gottlieb 
of Fall River, Massachusetts, in memory of Mrs. Gottlieb's mother. 

NATHAN BLUM SERVICE SCHOLARSHIP (1953) 

A contribution to be used for scholarship or employment aid to a deserving 
student given by Mr. Nathan Blum of Chicago, Illinois. 

[186] 



APPENDIX 

J. J. BLUMBERG AND J. L. SILVERMAN SCHOLARSHIP (1954) 

A full tuition scholarship established by the J & J Distributing Company of 
Newark, New Jersey, to aid a deserving student. 

CARL BLUMENTHAL SCHOLARSHIP (1952) 

A tuition scholarship for a needy student whose special interest is Jewish 
History and Philosophy, given by family and friends in Roselle and Linden, 
New Jersey. 

BOSTON AID TO THE BLIND SCHOLARSHIP (1952) 

A partial tuition scholarship given by the Jewish Guild of the Boston Aid 
to the Blind. 

BRADLEY LAMP SCHOLARSHIP (1952) 

Established by the Bradley Manufacturing Company of Chicago, Illinois, as 
a full tuition scholarship. 

BRUMBERGER SCHOLARSHIP (1953) 

Given by the Brumberger Foundation, Inc., as a partial tuition scholarship to 
be awarded to a junior from New York City or within a fifty-mile radius 
of that city. 

JOSEPH BURACK SCHOLARSHIP (1953) 

Established by Mr. Joseph Burack of Boston, Massachusetts, as a four-year 
tuition scholarship for aid to a deserving student. 

MR. AND MRS. SELIG S. BURROWS SCHOLARSHIP (1953) 

A full tuition scholarship given by Mr. and Mrs. Selig S. Burrows of New 
York City for aid to a deserving student. 

BENJAMIN N. CARDOZO SCHOLARSHIP (1952) 

Established by the Benjamin N. Cardozo Lodge No. 1874 of B'nai B'rith, 
New York City, as a partial tuition scholarship. 

GILBERT COHEN SCHOLARSHIP (1954) 

A partial tuition scholarship estabhshed by Mr. Gilbert Cohen of West 
Springfield, Massachusetts, for financial assistance to worthy students. 

MRS. HARRY COHEN SCHOLARSHIP (1952) 

Estabhshed as a tuition scholarship by Mrs. Harry Cohen of Swampscott, 
Massachusetts. 

J. W. COHEN FOUNDATION SCHOLARSHIP (1953) 

Established as a partial tuition scholarship by the J. W. Cohen Foundation of 
Chicago, Illinois, to aid a deserving student. 

SAMUEL COHEN AND JOSEPH EDELSTEIN SCHOLARSHIP (1953) 

A tuition scholarship given by Messrs. Lawrence Cohen and Harry and 
Arthur Edelstein of Chicago, lUinois, in honor of their fathers. 

[187] 



APPENDIX 

COHEN-SIMONS SCHOLARSHIP (1953) 

Tuition scholarship established by Mrs. Harold I. Cohen and Mrs. Maurice 
Simons of Lynn, Massachusetts, for a deserving student. 

MARGARET COHN SCHOLARSHIP (1953) 

Established by Mrs. Michael M. Cohn of Buffalo, New York, as a tuition 
scholarship for a worthy student. 

MICHAEL M. COHN SCHOLARSHIP (1953) 

A tuition scholarship given by Mr. Michael M. Cohn of Buffalo, New York, 
for a student in need of financial assistance. 

GEORGE CONSTANTINE SCHOLARSHIP (1951) 

Established in his honor by Jack Ansin of Boston, this partial tuition scholar- 
ship is to be awarded to an outstanding student who otherwise might be 
unable to attend college. 

PAUUNE COSLOV MEMORIAL SCHOLARSHIP (1952) 

A four-year tuition scholarship established by the children of Pauline Coslov 
of Glassport, Pennsylvania. 

CHARLES DALEBROOK MEMORIAL SCHOLARSHIP (1952) 

A tuition scholarship in memory of an outstanding community leader estab- 
lished by the Franklin D. Roosevelt Lodge and Women's Chapter of B'nai 
B'rith to be given annually to a deserving and qualified student from the 
Forest Hills High School of Forest Hills, New York. 

B. F. DANBAUM SCHOLARSHIP (1953) 

An annual tuition scholarship established by Mr. B. F. Danbaum of Miami, 
Florida, for help to a deserving student. 

AARON DANIELS MEMORIAL SCHOLARSHIP (1952) 

An annual tuition scholarship established by Mr. and Mrs. Lewis B. Daniels 
of Detroit, Michigan, in memory of Aaron Daniels. 

ROLAND L. DEHAAN SCHOLARSHIP (1952) 

This tuition scholarship in the field of American civilization, established in 
memory of Roland L. DeHaan by Mrs. Roland L. DeHaan and Mr. and Mrs. 
Saul Greenspan of Manchester, New Hampshire, is to be awarded to a male 
freshman "who is primarily motivated by the sincere belief in the principles 
of individual initiative and the perpetuation of the American way of life." 

HARRY L DRUCKER SCHOLARSHIP (1952) 

A four-year tuition scholarship established by Mr. Harry L. Drucker of 
Boston, Massachusetts, to aid a deserving student. 

JACOB AND PAULINE EDER MEMORIAL SCHOLARSHIP (1952) 

Established as a partial tuition scholarship for "a needy student who is de- 
serving because of good citizenship" by Arthur and Sidney Eder of New 
Haven, Connecticut, in memory of their parents. 

[188] 



APPENDIX 

ELSON ALUMNAE CLUB SCHOLARSHIP (1949) 

Created by the Elson Alumnae Club of Newton, Massachusetts, preferably 
"to further the musical education of a scholastically worthy and needy 
student who shows musical talent or expects to specialize in the field of 
music . . ." 

MRS. L. E. EMERMAN SCHOLARSHIP (1953) 

A full maintenance scholarship in honor of Mrs. L. E. Emerman, given by 
her daughters, Mrs. Saul Sherman and Mrs. Perry Cohen of Chicago, IlUnois. 

HARRY L EPSTEIN SCHOLARSHIP (1952) 

Established as a partial tuition scholarship by Messrs. Irving Rhodes and 
Milton PoUand of Milwaukee, Wisconsin, in honor of Harry L. Epstein, for 
aid to a deserving student. 

MORRIS FALK SCHOLARSHIP 1954) 

Established as a partial tuition scholarship by Mr. Morris Falk of Fitchburg, 
Massachusetts, to be used for aid to a deserving student. 

I IRVING FEED MEMORIAL SCHOLARSHIP (1951) 

An annual tuition scholarship established in memory of I. Irving Feld by his 
nieces, Mrs. Robert Wolfson of St. Louis, Missouri, and Mrs. Leonard 
Strauss of Kansas City, Missouri. 

IDA FELDMAN MEMORIAL SCHOLARSHIP (1953) 

A full tuition scholarship estabUshed by Mr. B. Manheim and children of 
New Orleans, Louisiana, for aid to a student majoring in psychology. 

JOSEPH F. FORD SCHOLARSHIP (1949) 

A full tuition scholarship contributed by Mr. Joseph F. Ford of Boston, 
Massachusetts, Treasurer of the Brandeis University Board of Trustees, for 
aid to a deserving student. 

ALEX FORMAN SCHOLARSHIP (1951) 

An annual partial tuition scholarship created by Mr. Alex Forman of Wash- 
ington, D. C., to assist an outstanding student. 

JACOB B. AND MELVIN FOX SCHOLARSHIP (1953) 

Full tuition scholarship established by the Messrs. Jacob B. and Melvin Fox 
of Philadelphia, Pennsylvania, for a gifted and needy student. 

HARRISON JULES LOUIS FRANK AND LEON HARRISON FRANK CORPORA- 
TION MEMORIAL SCHOLARSHIP (1953) 

A partial tuition scholarship in memory of the founders of the Bulldog Elec- 
tric Products Company of Detroit, Michigan, to be awarded to an outstand- 
ing junior or senior majoring in the physical sciences. 

FRIEDMAN FOUNDATION SCHOLARSHIP (1949) 

Established as a tuition scholarship by the Friedman Foundation of New 
York, for a gifted boy from the New York City area. 

[1891 



APPENDIX 

FRIENDS OF BRANDEIS UNIVERSITY IN NEW BRUNSWICK (1952) 

A four-year tuition scholarship established by the University's friends in 
New Brunswick, New Jersey. 

FROMM AND SICHEL. INC. SCHOLARSHIP (1954) 

A tuition scholarship established by Mr. Franz W. Sichel of New York City 
to aid a deserving student. 

MR. AND MRS. SAMUEL FROMMER SCHOLARSHIP (1953) 

A five-year tuition scholarship established by Mr. Samuel Frommer of 
Miami Beach, Florida. Preference will be given to students planning a career 
in medicine or journalism. 

RICHARD FROST SCHOLARSHIP (1952) 

A four-year tuition scholarship established by Mr. Charles Frost of New 
York City, in honor of his son. 

JULES E. AND ETTA M. FURTH SCHOLARSHIPS (1951) 

Two tuition scholarships for outstanding students created in memory of his 
parents by Mr. Lee J. Furth of Chicago, Illinois. 

MR. AND MRS. BENJAMIN B. GAINES SCHOLARSHIP (1954) 

Created by Mr. and Mrs. Benjamin Gaines of Miami Beach, Florida, for aid 
to a deserving boy or girl. 

GENERAL ATHLETIC SCHOLARSHIPS (1953) 

EstabUshed at the Universit)' by friends in the Pittsburgh, Pennsylvania, area, 
who wish to give anonymous assistance to deserving students outstanding in 
athletics. 

GENERAL SCHOLARSHIP FUND (1950) 

Established at the University by various contributors who wish to give 
anonymous assistance to deserving students in meeting their educational 
expenses. 

MR. AND MRS. M. E. GIMP SCHOLARSHIP (1954) 

Established by Mr. and Mrs. M. E. Gimp of Tulsa, Oklahoma, to be used 
for scholarship aid to a deserving student. 

LOUIS GLEN SCHOLARSHIP (1950) 

A tuition scholarship created by Mr. Louis Glen of Boston, Massachusetts, 
for an outstanding and deserving student. 

S/SGT. ROBERT B. GOLBUS MEMORIAL SCHOLARSHIP FUND (1949) 

Created by Mr. and Mrs. Alexander Golbus of Chicago, Illinois, and friends, 
in memory of their son Robert, who was killed in action during World 
War II. Awards are to be made "without regard to race, color, creed or 
sex, on the basis of citizenship and leadership qualities as weU as scholastic 
standing and financial need . . ." 

HARRY H. GOLDBERG SCHOLARSHIP (1953) 

Tuition scholarship established by Mr. Harry H. Goldberg of Philadelphia, 
Pennsylvania, to be awarded to a gifted and needy student. 

[190] 



APPENDIX 

PASCHA M. AND LILUAN R. GOLDBERG SCHOLARSHIP (1952) 

A partial tuition scholarship given by Mr. and Mrs. Pascha M. Goldberg of 
Minneapolis, Minnesota, in honor of a number of friends to aid a deserving 
student. 

JACK A. GOLDFARB SCHOLARSHIP (1952) 

Established by Mr. Jack A. Goldfarb of New York City as a maintenance 
scholarship for qualified students with Hmited financial means. 

H. A GOLDMAN SCHOLARSHIP (1954) 

A full tuition scholarship established by Mr. H. A. Goldman, California 
Stamping and Manufacturing Company and the Utility Apphance Corpora- 
tion of Beverly Hills, California, to be used to aid a deserving student. 

MINNIE GOLDMAN AND ISADORE H. KAPLAN MEMORIAL SCHOLARSHIP 

(1952) 

Established in memory of her mother and husband by Mrs. Blanche Kaplan 
of Chicago, Illinois, as a partial tuition scholarship. 

LOUIS GOLDSTEIN SCHOLARSHIP (1953) 

A four-year tuition scholarship given by Mr. Louis Goldstein of Boston, 
Massachusetts, to aid a worthy student. 

NAOMI FRIEDMAN GOLDSTEIN FOUNDATION SCHOLARSHIP (1953) 

A partial tuition scholarship from the Naomi Friedman Goldstein Founda- 
tion of New York City for a student regardless of race, creed or color. 

CEQUA GOLLIN MEMORIAL SCHOLARSHIP (1951) 

A scholarship established by Mr. Joshua A. GoUin of New York, for aid to 
a gifted, worthy student, in memory of his wife. 

DORIS GOODMAN MEMORIAL SCHOLARSHIP (1951) 

An annual tuition scholarship established in her memory by her husband. 
Lew M. and brother-in-law, David Goodman of Chicago, to give a college 
opportunity to a deserving student. 

JACK A. GOODMAN MEMORIAL SCHOLARSHIP (1952) 

A tuition scholarship given by Mrs. Sarah Wolf Goodman of Indianapolis, 
Indiana, in memory of her husband. 

DAVID S. GREEN SCHOLARSHIP (1952) 

A ten-year tuition scholarship given by Mr. Benjamin Green of Fall River, 
Massachusetts. 

J. H. GREEN SCHOLARSHIP (1951) 

Created by Mr. Green, a resident of Cleveland, Ohio, to assist a student who 
can combine athletic ability with scholastic achievement. 

I. S. GREENFEI.D SCHOLARSHIP FUND (1953) 

A ten-year partial tuition scholarship established by the relatives and friends 
of I. S. Greenfeld of New York City in honor of his sixtieth birthday. 

[191] 



APPENDIX 

ARTHUR B. GROMK MEMORIAL SCHOLARSHIP (1952) 

Established as a tuition scholarship by Mr. and Mrs. Jack Gronik of Mil- 
waukee, Wisconsin, in memory of their son, for aid to a promising and 
deserving student. 

UEUT. ARTHUR JOSEPH GROSSMAN MEMORIAL SCHOLARSHIP (1952) 
Established as a tuition scholarship by Mr. and Mrs. Frank Grossman of 
Milwaukee, Wisconsin, in memory of their son, for aid to a promising stu- 
dent who might otherwise not be able to obtain a college education. 

HARRIS FOUNDATION SERVICE SCHOLARSHIP (1953) 

A partial tuition scholarship established by the Harris Foundation of the 
Science Research Associates, Chicago, Illinois, for aid to a deserving student. 

JOSEPH HARRIS SCHOLARSHIPS (1953) 

Four scholarships of $1,400 each to be awarded to four students each year 
for four years. One scholarship to be awarded to an outstanding music stu- 
dent and three to theatre arts majors. Given by the Joseph Harris Foundation 
in New York Cit)^ 

HAYDEN FOUNDATION SCHOLARSHIPS (1950) 

Ten scholarships of $250 each, to be awarded to needy freshmen, boys, 
without regard to race, creed or color, who would otherwise be unable to 
attend college. Given by the Charles Hayden Foundation of Boston, through 
Mr. J. Willard Hayden, President. 

HAYM SALOMON CHAPTER #152 OF BNAI B'RITH OF ROXBURY. MASS. 

(1949) 

A partial tuition scholarship established by this Women's Chapter of B'nai 
B'rith for worthy students. 

LOUIS HELLMANN SCHOLARSHIP (1953) 

Given by Mr. Louis Hellmann of Boston, Massachusetts, on the occasion of 
his fiftieth birthday, as a partial tuition scholarship. 

FLORENCE HOBERMAN PHILANTHROPIC LEAGUE SCHOLARSHIP (1953) 
An annual partial tuition scholarship made possible by this League of Brook- 
lyn, New York, to aid a deserving student. 

HOFFBERGER BROTHERS FUND (1950) 

Established as a four-year full tuition and maintenance scholarship of $1,250 
by the Hoffberger brothers of Baltimore, Maryland, in honor of the first 
grandchild of Judge Joseph Sherbow. Preferably for a resident of the 
Baltimore area. 

ARTHUR J. ISRAEL MEMORIAL SCHOLARSHIP (1952) 

A full maintenance scholarship given by Mrs. Arthur J. Israel of Los 
Angeles, California, in memory of her husband. 

SAM JACOBS SCHOLARSHIP (1952) 

A partial tuition scholarship by Mr. Sam Jacobs of Long Island City, New 
York, to aid a deserving student. 

[192] 




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APPENDIX 

JEWISH WELFARE FEDERATION OF HOLLYWOOD. FLORIDA, SCHOLAR- 
SHIP (1953) 

A full tuition scholarship established by the Board of Trustees to be given to 
a worthy graduate of the South Broward High School of Hollywood, 
Florida. 

JEWISH WELFARE FUND OF ROANOKE. VIRGINIA (1953) 
Scholarship established to assist a deserving student. 

MORRIS JOSEPH MEMORIAL SCHOLARSHIP (1952) 

A full tuition scholarship established by Mr. and Mrs. Leon S. Joseph of 
Pittsburgh, Pennsylvania, in memory of Mr. Joseph's father. 

ANNIE AND PAUL JUNGER SCHOLARSHIP FUND (1951) 

A $7,000 fund established by the Joseph H. Cohen and Sons Foundation of 
New York City in memory of Annie and Paul Junger for aid to gifted 
needy students. 

NATHAN E. AND HARRY S. KAMENSKE MEMORIAL SCHOLARSHIP FUND 
(1951) 

This fund, established by the family of Messrs. Nathan E. and Harry S. 
Kamenske of Nashua, New Hampshire, is to be used each year to assist 
worthy students. Preference in making awards is to be given to residents of 
Nashua first and then to residents of New Hampshire. If there is no suitable 
recipient from this area, the scholarship may be awarded to any other 
student selected by the faculty committee. 

THE KANGESSER FOUNDATION SCHOLARSHIP (1953) 

A partial tuition scholarship established by the Kangesser Foundation to 
assist a deserving student. 

KIVIE KAPLAN SCHOLARSHIP (1952) 

A tuition scholarship established by the Kivie Kaplan Fund of Boston, 
Massachusetts, for a deserving student. 

JAY AND MARIE KASLER FOUNDATION SCHOLARSHIP (1950) 

A tuition scholarship founded by Mr. Jacob M. Stuchen of North Holly- 
wood, California, in honor of Mr. and Mrs. Jay Kasler, for aid to a gifted 
boy or girl who might otherwise not enjoy the advantages of a college 
education. 

GARHELD KASS SCHOLARSHIP (1953) 

A four-year full tuition scholarship given by Mr. Garfield Kass of Wash- 
ington, D. C, to assist a deserving student of outstanding academic ability. 

MIKE KATZ MEMORIAL SCHOLARSHIP (1952) 

A partial tuition scholarship established by Ruppert's Brewery of New 
York, in memory of the father of Mr. Herman A. Katz, Vice-President of 
the Company. 

JESSIE WINNICK KESSLER SCHOLARSHIP (1953) 

Established as a tuition scholarship by Mrs. Henry Kessler of Newark, New 
Jersey, for a needy pre-medical student. 

[193] 



APPENDIX 

LOUIS I. KEVITT MEMORIAL SCHOLARSHIP (1952) 

Established by Mrs. Ida S. Kevitt of Van Nuys, California, in memory of 
her husband, as a partial tuition scholarship. 

H. H. AND GERTRUDE KLEIN FOUNDATION SCHOLARSHIP (1951) 

A scholarship created by the H. H. and Gertrude Klein Foundation of 
New York. 

HOWARD E KLEIN SCHOLARSHIP (1952) 

A three-year partial tuition scholarship estabhshed by Mr. Abraham Klein 
of Atlanta, Georgia, in honor of his son Howard. 

NATHAN LEO KLEIN MEMORIAL SCHOLARSHIP (1953) 

A tuition scholarship given by Mr. William Einzig of Vancouver, British 
Columbia, in memory of Nathan Leo Klein, son of Mr. and Mrs. I. J. Klein 
of Vancouver. 

MORRIS KLUTZNICK MEMORIAL SCHOLARSHIP (1950) 

Established as an annual partial tuition scholarship in memory of his father 
by Mr. PhiUp Klutznick of Chicago, Illinois. To be awarded to an out- 
standing boy or girl who, without assistance, would be unable to attend 
college. 

FRED S. KOGOD SCHOLARSHIP (1952) 

Established as a full tuition scholarship by Mr. Fred S. Kogod of Washing- 
ton, D. C. 

TIEBE KUKES MEMORIAL SCHOLARSHIP (1952) 

A tuition scholarship established by Joseph, Elwood and Harold Kukes of 
Detroit, Michigan, in memory of their mother, for aid to a deserving student. 

EDWARD KUZON SCHOLARSHIP (1954) 

Established by Mr. Edward Kuzon of Springfield, Massachusetts, to be used 
for scholarship aid to a deserving student. 

LADO MUSIC SCHOLARSHIP (1951) 

Established by this New York organization to assist a talented student of 
music to continue his study in any branch of instrumental music or com- 
position. 

SAMUEL AND HATTIE W. LANSKI MEMORIAL SCHOLARSHIP (1953) 

Established by Mr. Arthur Lanski of Chicago, Illinois, in memory of his 
parents as a tuition scholarship to an outstanding student regardless of race, 
creed or color. 

LAWRENCE SISTERHOOD SCHOLARSHIP (1949) 

A partial tuition scholarship established by the Sisterhood of Temple 
Emanuel of Lawrence, Massachusetts, for an entering freshman from a 
public high school of Greater Lawrence. 

JOSEPH AND EDNA LEVIN SCHOLARSHIP FUND (1951) 

A tuition scholarship estabhshed by Mr. and Mrs. Joseph Levin of Brookline, 
Massachusetts, to support a deserving student at Brandeis University. 

[194] 



APPENDIX 

NORMAN LEVINE MEMORIAL SCHOLARSHIP (1950) 

An annual partial tuition scholarship given by the Haym Salomon Chapter 
AZA No. 255 of B'nai B'rith, Dorchester, Massachusetts, in memory of 
Norman Levine. 

HARRY LeVINE MEMORIAL SCHOLARSHIP (1952) 

Established as a full maintenance scholarship by the LeVine Family of Mil- 
waukee, Wisconsin, in memory of their father, to aid a deserving student. 

GEORGE AND LEAH LEVITT SCHOLARSHIP (1953) 

A tuition scholarship given by Mr. and Mrs. Howard E. Wolfson of Chicago, 
Illinois, in honor of Mrs. Wolfson's parents, to aid a deserving student. 

MAX LEO UPSON SCHOLARSHIP TRUST FUND (1953) 

Established by Mr. Max Leo Lipson of Boston, Massachusetts, to provide a 
partial tuition scholarship for five years. 

MENO USSAUER SCHOLARSHIP (1953) 

Tuition scholarship for ten years established by the Associated Metals and 
Minerals Corporation of New York City, in honor of Dr. Meno Lissauer, 
to be awarded to students outstanding in the field of chemistry. 

DR. SOL UTT MEMORIAL SERVICE SCHOLARSHIP (1953) 

A contribution to be used for scholarship or employment aid to a deserving 
student in memory of Dr. Sol Litt by his brother-in-law, Mr. Max Woolpy 
of Chicago, Illinois. 

BEATRICE E A. LOURIE MEMORIAL SCHOLARSHIP (1951) 

Established in her memory by Mr. Harry L. Lourie of Washington, D. C, 
as a tuition scholarship. Special consideration in making this award will be 
given to women students interested in the social sciences. 

RABBI BENJAMIN B. LOWELL MEMORIAL SCHOLARSHIP (1953) 

A service scholarship established by Mrs. Ethel Hammel of Havana, Cuba, 
in memory of Rabbi Benjamin B. Lowell who died while serving as the Rabbi 
of the Havana community. 

DARWIN LUNTZ MEMORIAL SCHOLARSHIP (1951) 

Established as a memorial to Darwin Luntz by Messrs. Stanley Luntz, Myron 
Chase and Bailey T. Ozer of Cleveland, Ohio, as an annual partial tuition 
scholarship. 

ANTONIO MAGLIOCCO SCHOLARSHIP (1952) 

A tuition scholarship given by Mr. Antonio Magliocco of Brooklyn, New 
York, to aid a student regardless of race, creed or color. 

McKEESPORT B'NAI B'RITH SCHOLARSHIP (1951) 

Two partial tuition scholarships established by the McKeesport B'nai B'rith 
Lodge, for a deserving student, preferably from the McKeesport, Pennsyl- 
vania, area. 

[195] 



APPENDIX 

CHARLES K. AND GERTRUDE McNEIL ATHLETIC SCHOLARSHIP (1953) 

Established by Mr. and Mrs. Charles K. McNeil of Chicago, Illinois, as a 
partial tuition scholarship for help to an outstanding athlete. 

ARTHUR E. MEYERHOFF SCHOLARSHIP (1952) 

A tuition scholarship given by Mr. Arthur E. Meyerhoff of Chicago, Illinois, 
for aid to a deserving student. 

MANUEL AND JENNIE MEYERHOFF AND RUTH STRICKER SCHOLARSHIP 

(1952) 

Established as a memorial to his parents and sister by Mr. Irving E. Meyer- 
hoff of Chicago, Illinois, 

EDITH MICHAELS SCHOLARSHIP (1951) 

Established by the Board of Trustees of Brandeis University as a perpetual 
tuition scholarship as a tribute to the pioneering zeal of the founder of the 
National Women's Committee. 

ESTHER AND MATTHEW MIUKOWSKY SCHOLARSHIP (1954) 

Established by Mr. and Mrs. Matthevi^ Milikowsky of New Haven, Con- 
necticut, to be used to aid talented and w^orthy students. 

IRVING MYERS MEMORIAL SCHOLARSHIP (1950) 

A partial tuition scholarship for a deserving student, established by Mr. and 
Mrs. H. E. Myers of Roanoke, Virginia, as a memorial to their son. 

NATIONAL LADIES' AUXIUARY. JEWISH WAR VETERANS' SCHOLARSHIP 

(1948) 

Two tuition scholarships to be awarded each year to the daughters of war 
veterans. 

HERBERT J. AND ELLIOT NTCKELSON SCHOLARSHIP (1952) 

Created in memory of their mother by Mr. Herbert J. Nickelson and Mr. 
Elliot Nickelson of Chicago, Illinois, to help outstanding students. 

HARRY NOVACK AND ANNE NOVACK SCHOLARSHIP SERVICE FUND (1953) 

Established as a memorial to his father and wife by Ben Novack of St. Louis, 
Missouri, to be used for scholarship and student employment purposes or 
teaching fellow assistance. 

HERBERT M. OBERFELDER SCHOLARSHIP (1952) 

A full tuition scholarship given by Mr. Herbert M. Oberfelder of Chicago, 
Illinois, to help an outstanding student regardless of race, creed or color. 

MRS. FANNIE L. OCHS MEMORIAL SCHOLARSHIP (1954) 

A partial tuition scholarship established by the Illinois Federation of 
Jewish Youth, for assistance to a deserving student. 

JOSEPH OTTENSTEIN SCHOLARSHIP (1951) 

An annual tuition scholarship to aid a promising student, established by 
Mr. Joseph Ottenstein of Washington, D. C. 

(196] 



APPENDIX 

FANNIE PEARLMAN MEMORIAL SCHOLARSHIP (1952) 

A two-year tuition scholarship established by Mr. Raymond Pearlman of 
Pittsburgh, Pennsylvania, in memory of his mother. 

PHI SIGMA DELTA NATIONAL FRATERNITY SCHOLARSHIP (1952) 

EstabUshed by the Student Scholarship Fund of the Phi Sigma Delta Fra- 
ternity in Chicago as a tuition scholarship. 

DAVID AND BYRTHA PHILUPS SCHOLARSHIP (1952) 

A ten-year tuition scholarship established by Mr. and Mrs. David Phillips of 
Miami Beach, Florida. 

HENRY M. PLEHN SCHOLARSHIP (1953) 

A partial tuition scholarship given by the Peter Pan Manufacturing Corpora- 
tion of East Newark, New Jersey, as a tribute to Mr. Henry M. Plehn. 

MAJOR ARTHUR L. POST MEMORIAL SCHOLARSHIP (1952) 

Established by Mr. and Mrs. John A. Post of Milwaukee, Wisconsin, as a full 
tuition scholarship in memory of their son who was killed in action in 
World War IL 

GUSSIE POUST SCHOLARSHIP FUND (1951) 

Established in memory of his mother by Jack Poust of New York City, for 
aid to a student who might otherwise be unable to attend college. 

MORRIS AND MARY PRESS SCHOLARSHIP (1950) 

Contributed as a tuition scholarship by Mr. and Mrs. Morris Press of Beverly 
Hills, California, for aid to a gifted student. 

PROBUS NATIONAL CLUB SCHOLARSHIP (1949) 

Probus National, a civic club of business and professional men, has estab- 
lished a tuition scholarship to be awarded, without regard to race, creed or 
color, to an outstanding, deserving boy. 

RAJAH ASSOQATES SCHOLARSHIP (1953) 

A partial tuition scholarship established by Rajah Associates of Boston, 
Massachusetts, in memory of Nathan Maisterman, Sidney Greenberg and 
Marshall D. Stroll. 

RATNER FAMILY SCHOLARSHIP (1951) 

A scholarship fund given by the Ratner Family of Cleveland, Ohio, for aid 
to deserving students. 

ISRAEL RAVREBY MEMORIAL SCHOLARSHIP (1951) 

The Hi Charlie Association of Brandeis University has voted that a portion 
of the proceeds from the annual student revue "Hi Charhe" be used for a 
scholarship to aid a worthy student. This award has been established in 
memory of a member of the Class of 1952. 

[197] 



APPENDIX 

TUBIE RESMK SCHOLARSHIP FUND (1953) 

Associates and friends of Mr. Tubie Resnik of New York City have estab- 
lished the Tubie Resnik— Brandeis Foundation which will provide an annual 
full tuition scholarship to be awarded to a student at the University who 
combines scholastic excellence and athletic ability. 

RINNAH SCHOLARSHIPS (1950) 

Four tuition scholarships, established at Brandeis University by Rinnah, Inc., 
of New York, for aid to gifted, needy students, one from each class. 

LEON H. RITTENBERG MEMORIAL SCHOLARSHIP (1953) 

Established by Mrs. J. Rittenberg of Metarie, Louisiana, for any deserving 
and qualified student regardless of faith. 

MAE AND BENNETT ROCKMAN SCHOLARSHIP (1953) 

A full tuition scholarship given by Mr. and Mrs. Bennett Rockman of Boston, 
Massachusetts, for a deserving student. 

HAROLD CHARLES ROLFE MEMORIAL SCHOLARSHIP (1951) 

Established by Mrs. R. A. SeUg-Schlueter of Oak Ridge, Tennessee, in 
memory of her nephew, to be used for a partial tuition scholarship to a stu- 
dent, regardless of race, creed or color. 

JERRY ROSE MEMORIAL SCHOLARSHIP (1952) 

A tuition scholarship established by members of the family and campers of 
Camp Echo Lark and their parents in memory of Jerry Rose. This scholar- 
ship is to be awarded annually to a needy student who exemplifies the out- 
standing citizenship and leadership qualities which characterized Jerry Rose 
during his lifetime. 

LOUIS ROSEN FAMILY SCHOLARSHIP (1953) 

Established as a full tuition scholarship by the Louis Rosen Family of Buffalo, 
New York, to aid a student regardless of race, creed or color. 

ROSENBERG FOUNDATION SCHOLARSHIP (1951) 

Preference in making this tuition award which was established by the Rosen- 
berg Foundation of New York, is to go to an Israeli student of outstanding 
promise. 

CHARLES ROSENTHAL SCHOLARSHIP (1952) 

Established by his children in honor of his 7Sth birthday as a four-year 
partial tuition scholarship. 

HAROLD ANT) PHYLUS S. ROSENTHAL SCHOLARSHIP (1953) 

Established as a partial tuition scholarship by Mr. and Mrs. Harold Rosenthal 
of New York City to subsidize a worthy student. 

WILLIAM ROSENTHAL SCHOLARSHIP (1951) 

An annual scholarship for an outstanding student contributed by Mr. and 
Mrs. William Rosenthal of New York. 

[198] 



APPENDIX 

MARTIN ROSS MEMORIAL SCHOLARSHIP (1953) 

Established by Mr. Albert Newman, Mr. Ben Silberstein and Mr. Jason 
Honigman in memory of Martin Ross, son of Mr. and Mrs. Irving Ross of 
Detroit, Michigan, to aid a deserving student. 

MOSES J. ROTHBARD MEMORIAL SCHOLARSHIP (1953) 

Established in memory of Moses J. Rothbard by Messrs. Edward Rothbard, 
George Roland and Jack Roland, to be awarded to a gifted and needy 
student. 

MR. AND MRS. G. HARRY ROTHBERG SCHOLARSHIP (1954) 

A five-year tuition scholarship established by Mr. and Mrs. G. Harry Roth- 
berg of Beverly Hills, California, in memory of mother, Mrs. Ida Rothberg. 

SAMUEL ROTHBERG SCHOLARSHIP (1952) 

A full maintenance scholarship established by Mr. Samuel Rothberg of 
Atlanta, Georgia, for aid to a deserving student. 

ROTTER-SPEER COMPANY SCHOLARSHIP (1952) 

Established by this company of Cleveland, Ohio, as a tuition scholarship to 
aid a deserving student of academic promise. 

THE RUDNICK CHARITABLE FOUNDATION. INC. SCHOLARSHIP (1954) 

A half tuition scholarship yearly for ten years established in memory of 
Abraham G. Rudnick of Boston, Massachusetts. 

JULIUS A. RUDOLPH MEMORIAL SCHOLARSHIP (1952) 

Established as a full tuition scholarship by his sons, Sidney and Leonard 
Rudolph of Pittsburgh, Pennsylvania. 

GEORGE SAGAN SCHOLARSHIPS (1953) 

Two annual tuition scholarships established by the Sagan Foundation of New 
York City to be awarded on the basis of scholastic attainment and need. 

STANLEY SAGNER SCHOLARSHIP (1951) 

A five-year tuition scholarship given by Mr. Stanley Sagner of Baltimore, 
Maryland. 

ETTA AND JACOB SANG SCHOLARSHIP (1951) 

A grant by Mr. Phil Sang of Chicago for assistance to a gifted, worthy 
student. 

SCHAFFER CHARITABLE FOUNDATION SCHOLARSHIP (1954) 

Established as a ten-year full tuition scholarship by Mr. and Mrs. Edward 
Schaffer of Longmeadow, Massachusetts, for aid to a gifted boy or girl who 
might otherwise not enjoy the advantages of a college education. 

MORRIS AND EMMA SCHAVER SCHOLARSHIP (1951) 

A full maintenance scholarship contributed by Mr. and Mrs. Morris L. 
Schaver of Detroit, Michigan, for an Israeli student to study at Brandeis 
or a Brandeis student to go to Israel. 

[199] 



APPENDLX 

MOE SCHEINICK SCHOLARSHIP (1953) 

Established as a partial tuition scholarship by Mr. Moe Scheinick of Brook' 
lyn, New York, for aid to a student regardless of race, creed or color. 

BEN W. SCHENKER SCHOLARSHIP FUND (1954) 

Established in memory of Ben W. Schenker through the Ben W. Schenker 
Memorial Fund, Chicago, Illinois, to assist worthy students attending Bran- 
deis University. 

ROBERT L. SCHWARTZ MEMORIAL SCHOLARSHIP (1951) 

A ten-year scholarship given in memory of Robert L. Schwartz by his wife, 
Mrs. Rose Schwartz of Miami Beach, Florida, for aid to a promising student. 

SCHWEITZER SCHOLARSHIP (1951) 

Established as a tuition scholarship by the Schweitzer Foundation of New 
York City to aid a student majoring in chemistry. 

SCRAP AGE SCHOLARSHIP (1952) 

A partial tuition scholarship established by the Scrap Age Press through 
Mr. M. D. Oberman of Springfield, Illinois. 

BELLA AND HYMAN SEGAL MEMORIAL SCHOLARSHIP FUND (1951) 

Created by the Empire Furniture Association. The income from this fund, 
plus a portion of the principal, if necessary, is to be used each year for a 
full tuition scholarship for a deserving student. 

JOAN AND JOHN SHANE TRUST SCHOLARSHIP (1949) 

This fund estabUshed by Mr, Joseph D. Shane of Beverly Hills, California, 
in the names of Joan and John Shane. 

SHAPIRO SCHOLARSHIP FUND (1950) 

Established by the Shapiro Scholarship Fund, Inc., of New York, for finan- 
cial assistance to worthy students. 

IRVING SHAW MEMORIAL SCHOLARSHIP (1954) 

Established by Mr. Milton L. Altheimer of Chicago, Illinois, in memory of 
Irving Shaw, for aid to a deserving student. 

SHEERR FOUNDATION FUND (1951) 

A scholarship fund to assist deserving students, established by the Sheerr 
Foundation of New York. 

SAMUEL T. SIEGEL AND JULIUS M. WEINBERGER SCHOLARSHIP (1950) 
A tuition scholarship established by the Trojan Lodge No. 1098 F. & A. M. 
of New York, in memory of two valued members of the Lodge. 

JUDGE SAMUEL H. SILBERT SCHOLARSHIP FUND (1953) 

Established by the devoted friends and well-wishers of Judge Samuel H. 
Silbert of Cleveland, Ohio, in honor of his 70th birthday. 

ARTHUR AARON SIMON MEMORIAL SCHOLARSHIP (1954) 

An annual scholarship established by the Simon Educational Trust Founda- 
tion, to be awarded to a deserving student from South Bend, Indiana. 

[200] 



APPENDIX 

UIXIAN F. SISKIND SCHOLARSHIP (1953) 

Established by mother, brothers and sisters in honor of the fiftieth birthday 
of Mrs. Roland Siskind, Lawrence, Massachusetts. To be used as scholarship 
aid to a deserving student. 

JOHN HALL SMITH MEMORIAL SCHOLARSHIP (1950) 

A full tuition scholarship estabhshed by the Board of Trustees of Brandeis 
University in memory of the founder of Middlesex University, for his direct 
descendants. 

H. B. SNOWER AND CHARLES L. COHEN SCHOLARSHIP (1953) 

A two-year tuition scholarship established by Messrs. H. B. Snower and 
Charles L. Cohen of Chicago, Illinois, to assist a worthy student. 

HARRY SOFFER SCHOLARSHIP (1953) 

Estabhshed by Mr. Harry Soffer, Duquesne, Pennsylvania, to aid a deserving 
and outstanding student athlete. 

SOUTH CAROUNA ASSN. B'NAI BRITH SCHOLARSHIP (1952) 

Established as a tuition scholarship by the South Carolina Association of 
B'nai B'rith Lodges for a student from the State of South CaroUna, regard- 
less of creed or origin. 

SPORTS LODGE NO. 1934 OF B'NAI B'RITH SCHOLARSHIP (1953) 

A full tuition scholarship given by this Boston lodge to assist a deserving 
male student who combines scholastic ability and athletic promise. 

REBECCA STERN MEMORIAL SQENCE FUND (1951) 

Estabhshed with a grant obtained through Mr. David Stern of Boston, 
Massachusetts, to assist students concentrating in science at Brandeis Uni- 
versity. 

EDWIN YORKE STROUD SCHOLARSHIP (1950) 

A tuition scholarship estabhshed by Mr. Edwin Yorke Stroud of New 
York City. 

SUPERMARKET MERCHANDISING SCHOLARSHIP (1950) 

A full tuition and maintenance scholarship for a student of high academic 
standing and an interest in merchandising as a career, given by Supermarket 
Merchandising of New York. 

ABBEY SURREY SCHOLARSHIP FUND (1951) 

Estabhshed by the Young League for Brandeis University, New York, to 
cover tuition for a deserving student. 

THRIFT DRUG COMPANY SCHOLARSHIP (1953) 

A partial tuition scholarship established by Messrs. PhiUp Hoffman and 
Reuben Helfant of Pittsburgh, Pennsylvania, to aid a deserving student. 

[201] 



APPENDIX 

TTOY HOUSE PAPER CORPORATION SCHOLARSHIP (1952) 

A tuition scholarship established by Messrs. Herman Shulman and David 
Adlman of the Tidy House Paper Corporation of New York, preferably to 
a student whose curriculum shall prepare him for a future in the super- 
market industry. 

\VILLIAM UNGERMAN MEMORIAL SCHOLARSHIP (1953) 

Two full tuition scholarships established in memory of William Ungerman 
by his wife, Mrs. Rachael Ungerman, and sons, Drs. Arnold and Milford W. 
and Mr. Irving E. Ungerman of Tulsa, Oklahoma, for a deserving student. 

HONORABLE JOSEPH VARBALOW SCHOLARSHIP (1953) 

A full tuition scholarship established by Honorable Joseph Varbalow of 
Camden, New Jersey, to aid a deserving student. 

MICHAEL VICTOR SCHOLARSHIP (1951) 

A tuition scholarship to give a college opportunity to a student who might 
otherwise be unable to have this advantage, contributed by Mr. Benjamin 
Victor of Springfield, Illinois. 

MELVIN A VINER SCHOLARSHIP (1952) 

Established as a full tuition scholarship by Mr. Melvin A. Viner of Wash- 
ington, D. C. 

BIRDIE WAGNER SCHOLARSHIP (1950) 

An annual grant to aid deserving students, by Mr. Isaac Wagner of Chicago, 
in honor of his wife. 

ESTHER AND SYLVAN WAGNER SCHOLARSHIP (1951) 

Established by Mr. and Mrs. Sylvan Wagner of Chicago, as an annual tuition 
scholarship to assist a worthy and needy student. 

ELLEN AND HAROLD WALD SCHOLARSHIP (1953) 

A partial tuition scholarship estabhshed by Mr. and Mrs. Harold Wald of 
BrookHne, Massachusetts, to assist a worthy student who might otherwise be 
unable to attend college. 

WALTHAM SCHOLARSHIPS (1948) 

Two tuition scholarships created by the Board of Trustees of Brandeis 
University for worthy graduates of Waltham High School. 

CHARLES WEINREB SCHOLARSHIP (1952) 

A four-year full tuition scholarship established by Mr. Charles Weinreb of 
Newton, Massachusetts, to aid a deserving student. 

SEYMOUR WEISS SCHOLARSHIP (1953) 

A partial tuition scholarship given by Mr. Seymour Weiss of New Orleans, 
Louisiana, to assist a deserving student. 

RICHARD WELLING MEMORIAL SCHOLARSHIP (1952) 

A three-year tuition scholarship established by the National Self Govern- 
ment Committee of New York in memory of its distinguished founder, as 

[202] 



APPENDIX 

an award to be made available annually for his senior year to that student 
whose contribution to the development of student government at Brandeis 
University has been outstanding. 

LAWRENCE AND MAE WIEN SCHOLARSHIP (1954) 

A scholarship created by Mr. and Mrs. Lawrence A. Wien of Weston, 
Connecticut, to aid a deserving student of outstanding ability. 

HERBERT WINTER SCHOLARSHIP (1952) 

A four-year tuition scholarship estabUshed by Mr. Herbert Winter of New 
York City to help a worthy student. 

AL WISE MEMORIAL SCHOLARSHIP (1953) 

An annual partial tuition scholarship given by Mrs. Dorothy B. Wise of 
New York City in memory of her husband, for aid to a deserving student 
regardless of race, creed or color. 

ERNEST WOLFF SCHOLARSHIP (1951) 

An annual tuition scholarship estabUshed at Brandeis University by Mr. 
Ernest Wolff of New York City to aid a deserving student. 

SIMON AND DORA WOLFSON SCHOLARSHIP (1953) 

A tuition scholarship to assist a worthy and needy student established by 
Mr. and Mrs. Howard E. Wolfson of Chicago, Illinois, in honor of Mr. 
Wolfson's parents. 

WOMEN'S SCHOLARSHIP ASSOQATION (1947) 

Up to $400 of the principal of this fund of $5,000, contributed by the 
Women's Scholarship Association of Boston, plus accumulated interest, may 
be used each year to aid needy women students, in their freshman year. 

TENA B. ZAMOISKI MEMORIAL SCHOLARSHIP (1951) 

A five-year tuition scholarship established by Mr. Caiman J. Zamoiski of 
Baltimore, Maryland, in memory of his mother. 



[203] 



APPENDIX VI 
Loan Funds 

SAM ABRAHAM MEMORIAL LOAN FUND (1949) 

A fund of $250 established by the Memphis, Tennessee Zionist District 
"as a tribute and in memory of the late Sam Abraham, who was an out- 
standing Jewish citizen of Memphis and a past president of the Memphis 
Zionist District." Preference in awarding loans to be given students from 
the Memphis area. Loans to be repaid in accordance with University 
regulations. 

MR. AND MRS. NORMAN ASHER LOAN FUND (1953) 

Established by Mr. and Mrs. Norman Asher of Chicago, Illinois, with a 
grant of $1,000, for student loans, preference to be given to those majoring 
in science and mathematics. Loans to be repaid in accordance with Uni- 
versity regulations. 

BETTY BALANTZOW REVOLVING LOAN FUND (1953) 

Established with an initial grant of $7,500 by Leonard Simons of Detroit, 
Michigan, and friends in memory of Mrs. Louis Balantzow of Cleveland, 
Ohio, this fund to be used for loans for needy students and younger faculty 
members. Loans to be repaid in accordance with University regulations. 

SAMUEL J. AND ANNE MANSON CAPLAN LOAN FUND (1951) 

Established with an initial grant of $500 by Mr. and Mrs. Samuel J. Caplan 
of Detroit, Michigan, to aid worthy students. Loans to be repaid in accord- 
ance with University regulations. 

COHEN FOUNDATION FUND (1951) 

Established by the Joseph H. Cohen and Sons Foundation with a grant of 
$450 through Mr. George L. Cohen of New York for loans to needy stu- 
dents. Loans to be repaid in accordance with University regulations. 

ABRAHAM DVLINSKY MEMORIAL LOAN FUND (1953) 

EstabUshed with an initial grant of $650 by Mrs. Abraham Dvlinsky of New- 
tonvdlle, Massachusetts, in memory of her husband, for loans to needy stu- 
dents and younger faculty members. Loans to be repaid in accordance with 
University regulations. 

GENERAL LOAN FUND (1950) 

Established at the University by various contributors for loans to deserving 
students. The fund is to be administered in accordance with the University 
regulations on loans. 

[204] 



APPENDIX 

HI CHARLIE FUND (1951) 

A proportion of the proceeds of the annual student revue "Hi Charlie" has 
been set aside by the participants for the establishment of a loan fund to aid 
deserving students who might otherwise be unable to complete their educa- 
tion. The Fund is to be administered by the University in accordance with 
its regulations. 

HOLYOKE HEBREW LADIES FREE LOAN SOCIETY (1954) 

A contribution from this Society of Holyoke, Massachusetts, for loans to 
students to be repaid in accordance with University regulations. 

HENRY M. AND LENA MEYER KAHN LOAN FUND (1949) 

Established under the terms of the will of the late Jacob M. Meyer of 
Memphis, Tennessee, by the Trustees of the Kahn Foundation. Preference 
is to be given to students of the Memphis area. Loans to be repaid in accord- 
ance with University regulations. 

DORA KRAUS WELFARE LEAGUE FUND (1950) 

Established by the Dora Kraus Welfare League of New York City, to aid 
worthy students. Loans to be repaid in accordance with University regu- 
lations. 

LOUIS K. LAMBERT MEMORIAL LOAN FUND (1951) 

Established by the family and friends of the late Louis K. Lambert of Grosse 
Pointe, Michigan, this fund is to be used for loans to all-round students 
rather than those whose interests are purely academic. Loans are to be re- 
paid without interest in accordance with the individual's ability to pay, be- 
ginning two years after the completion of his academic career. 

DR. SAMUEL A. AND ROSALIND W. LEVINE LOAN FUND (1952) 

Established with an initial grant of $635 by Dr. and Mrs. Samuel A. Levine 
of Newton Center, Massachusetts, augmented periodically by additional 
sums and now totalling $1,135. 

LEE J. AND GERTRUDE LOVENTHAL LOAN FUND (1951) 

Preference in awarding assistance from this fund will be given to students 
from Tennessee, particularly from the Nashville and Memphis areas, in 
accordance with the wish of the donors, Mr. and Mrs. Abe Waldauer of 
Memphis. 

MARTIN ELLIOTT MANGEL FOUNDAHON FUND (1950) 

Estabhshed by Mr. and Mrs. Emanuel Mangel of New York, in memory of 
their son, Martin. Preference is to be given to all-round students, rather 
than to those whose interests are purely academic. Loans to be repaid, with- 
out interest, in accordance with the individual's ability to pay, beginning 
two years after the completion of his education. 

SAMUEL PATROWICH LOAN FUND (1951) 

Established by Mr. Samuel B. Solomon of Detroit, Michigan, in memory of 
Samuel Patrowich, to be used for loans to worthy students. 

[205] 



APPENDIX 

JOSEPH POLLAK LOAN FUND (1949) 

A fund of $1,000 contributed by Mr. Joseph PoUak of Dorchester, Massa- 
chusetts, for loans to worthy students, to be repaid in accordance with 
University regulations. 

JOSEPH AND LOTTIE RABINOVITZ STUDENT AID FUND (1949) 

Founded by the Stop and Shop employees and other friends of Mr. and Mrs. 
Joseph Rabinovitz of Boston, in honor of their Golden Wedding Anniver- 
sary. Nearly $5,000 is available for loans to deserving students. Loans to be 
repaid in accordance with University regulations. 

ST. LOUIS LOAN FUND (1953) 

Established by an anonymous friend of the University for assistance to 
needy students, in remembrance of his own financial difficulties while at- 
tending the University of Illinois. 

JACK SATIN LOAN FUND (1953) 

A contribution from Mr. Jack Satin of Tulsa, Oklahoma, for loans to stu- 
dents to be repaid in accordance with University regulations. 

JOSEPHINE N. SCHEY FREE LOAN FUND (1953) 

Established by Mr. Berthold M. Schey of New Rochelle, New York, in 
memory of his sister, with an initial grant of $2,000. Loans to be repaid in 
accordance with University regulations. 

ETHEL H. SOBEL LOAN FUND (1953) 

A contribution from Mrs. Peter H. Sobel of Pittsburgh, Pennsylvania, for 
loans to students to be repaid in accordance with University regulations. 

BEN AND ROSA STEIN MEMORIAL LOAN FUND (1952) 

Established with an initial grant by Mr. Phil Stein of Terre Haute, Indiana, 
in memory of his parents, and augmented by contributions from the family. 
Loans to be repaid in accordance with University regulations. 

SARAH STRIER MEMORIAL LOAN FUND (1954) 

Established with a grant of $5,000 under the terms of the will of the late 
Sarah Strier of New York, for loans to faculty members. The fund is to be 
administered in accordance with the University regulations. 

EDWARD A. SUISMAN FACULTY LOAN FUND (1952) 

A fund of $2,500 established by Mr. Edward A. Suisman of Hartford, Con- 
necticut, to aid faculty members who are in need of emergency loans. Loans 
to be repaid in accordance with University regulations. 

WIDOWS AND ORPHANS FUND (1952) 

A loan fund established by the Widows and Orphans Fund of the John 
Hancock Lodge No. 70 Memorial Fund of New York, to aid worthy stu- 
dents. Loans to be repaid in accordance with University regulations. 

[206] 



APPENDIX VII 



)ervice 



Fundi 



MAX AND EVA APPLE SERVICE SCHOLARSHIP AWARD (1954) 

Established with an initial grant of $5,000 by Mr. and Mrs. Max Apple of 
Cleveland, Ohio, to provide student employment opportunities. 

HARRY E. BASS SERVICE FUND (1953) 

EstabUshed with an initial grant of $1,000 by Mr. Harry E. Bass of Houlton, 
Maine, to finance student employment. 

GEORGE S. CARP AND ROSE CARP SERVICE FUND (1951) 

Established under the terms of the will of the late George S. Carp of Boston, 
this $5,000 fund is to be invested and the interest used to provide part-time 
employment for needy and deserving students. 

EDITH M. CHECK SERVICE FUND (1953) 

A $5,000 fund created as a memorial to Edith M. Check by her husband and 
son. Max M. and Isaac Dean Check of Brookline, Massachusetts, to give 
assistance to worthy students through employment on campus. 

ABRAHAM GOODMAN MEMORIAL FUND (1951) 

A memorial created to provide student employment by Mrs. Abraham 
Goodman of Shelbyville, Indiana. 

ABRAHAM PERSKY FUND (1951) 

Under the terms of this benefaction from Mr. Abraham Persky of Wor- 
cester, Massachusetts, an annual grant of $5,000 is to be made available to 
Brandeis University in support of the student employment program. 

HEINEMANN AND ROSE VOGELSTEIN FOUNDATION (1953) 

A fund established by this Foundation of New York to finance student trips 
to view works of art in the local area. 



[207] 



APPENDIX VIII 



Prizes 

MAX AND BERTHA JOSEPH BEHR MEMORIAL PRIZE (1950) 

Established by Mr. Julian J. Behr of Cincinnati, Ohio, in memory of his 
parents. An award of $50.00 will be made each year by a Faculty Com- 
mittee to a student for some outstanding achievement, to be determined by 
the Committee. 

LOUIS D. BRANDEIS HONORARY SCHOLARSHIPS (1950) 

Established as a prize designation without stipend. To be awarded to 
twelve students each year who have Dean's List standing and who, in the 
opinion of the Committee, are deserving of recognition for scholastic 
attainments. 

JOSEPH AND IDA BUT>IAN AWARD (1953) 

The income from this fund, established by the family and friends of Mr. 
and Mrs. Joseph Butman of Swampscott, Massachusetts, in honor of their 
Golden Wedding Anniversary, is to be used as an annual prize to a gifted 
student who displays scholarship and general leadership. 

PATRICK THOMAS CAMPBELL AWARD IN HISTORY (1951) 

A tribute to an outstanding educator, this $50 annual award is to be made 
to a student selected by the Faculty Committee on Awards in recognition 
of distinction in the field of history. Established by Messrs. Sidney, Nor- 
man and Irving Rabb of Boston, Massachusetts. 

SIDNEY S. COHEN PRIZE AWARD IN ECONOMICS (1951) 

The income from this fund established by Mr. Sidney S. Cohen of St. Louis, 
Missouri, to be awarded to one or two students for outstanding work in the 
field of economics. 

SAUL AND SARAH FECHTOR PRIZE (1953) 

A prize of $100 to be given to a student selected by the Faculty Committee on 
Awards, who excels in the field of poHtical science. Given by Mr. and Mrs. 
Saul Fechtor of Boston, Massachusetts. 

CANTOR I. G. GLICKSTEIN MEMORIAL AWARD (1954) 

An annual prize established by the Glickstein Family Circle in memory of 
Cantor I. G. Glickstein. This prize in the form of a book or a set of books 
to be purchased by the University and presented to a student outstanding in 
the field of Hebrew studies. 

HENDEL FAMILY ASSOQATION PRIZE (1954) 

Established as an annual prize by the Hendel Family of New London, Con- 
necticut. To be awarded each year at Commencement to a freshman who 
excels academically in all areas of study. 



[208] 



APPENDIX 

HI CHARLIE AWARDS (1951) 

Two $50 prizes, to be awarded to two students, one who has distinguished 
himself in the dramatic field and the other in music. These awards estab- 
lished by the Hi Charlie Association of Brandeis University, to be awarded 
at the discretion of the Faculty Committee on Awards. 

BRUCE R. MAYPER MEMORIAL AWARD (1950) 

The income from this fund, established by Mr. and Mrs. Joseph Mayper of 
New York in memory of their son, is to be used for an annual award of not 
less than $100 to a "regularly enrolled student at the University who, in the 
judgment of a Faculty Committee, is deemed worthy of recognition for 
general activities promoting inter-racial amity or for individual work in the 
field of inter-racial relations." 

FLORENCE AND CHARLES H. MILENDER PRIZE IN MUSIC (1953) 

A fund estabUshed by Mr. and Mrs. Charles H. Milender of Boston, Massa- 
chusetts, the income to be used for an annual prize to a student excelling in 
music. 

DR. JOSEPH GARRISON PARKER PRIZE (1954) 

An endowment fund established by Dr. and Mrs. Philip Parker of New York 
City in memory of their beloved son, the income from this fund to be used 
annually at Commencement as a prize for a student outstanding in the field 
of science or creative arts. 

ISRAEL RA\TIEBY AWARD (1951) 

The Student Council of Brandeis University has set aside |50 for an award 
to a student, selected by the Committee on Awards, in recognition of out- 
standing performance in the field of mathematics or chemistry. This alloca- 
tion was made in memory of Israel Ravreby, a member of the Class of 1952. 

ROSE SCHLOW AWARD (1950) 

The income from this $2,000 fund is to be used for an award to a student, 
designated by the Faculty Committee on Awards, who, by thoughtfulness 
and kindness to others, rather than by academic brilliance, has contributed 
to the well-being of his fellow students. Established in her memory by her 
children, Charles Schlow and Mrs. A. Leopold of State College, Pennsylvania. 

DR PHILIP SHER SCHOLARSHIP PRIZE (1954) 

EstabUshed by Dr. PhiUp Sher of Omaha, Nebraska, as a prize for the 
student presenting the best essay on "Racial and Religious Mutual Respect." 

SKOWHEGAN SCHOOL OF PAINTING AND SCULPTURE SCHOLARSHIP 
AWARD (1954) 

An award which will provide a full tuition scholarship to an outstanding 
Brandeis art major for a summer's study at the Skowhegan School of Paint- 
ing and Sculpture of New York City. 

BEN AND ROSA STEIN ANNUAL MEMORIAL PRIZE IN CREATIVE ARTS (1952) 

A $50 prize to be awarded annually to a deserving graduating student in 
the field of creative arts. Contributed by Mr. Phil Stein of Tcrre Haute, 
Indiana, in memory of his parents. 

[209] 



APPENDIX 

IDA STEIN MEMORIAL AWARD (1954) 

An annual $100 award established by Harry Stein in memory of his beloved 
mother, to be presented to the student who combines scholastic ability with 
good sportsmanship and athletic achievement, as demonstrated in either in- 
tramural or varsity athletics. The recipient of this award will also have his 
name inscribed on the Ida Stein Memorial Trophy permanently housed in 
the Trophy Room of the Abraham Shapiro Athletic Center. 

TEMPLE SHALOM PRIZE (1950) 

A $50 prize, to be awarded to a student for excellence in Hebrew. Con- 
tributed by the pupils of the Temple Shalom Religious School in Newton, 
Massachusetts. 

JACOB AND BELLA THURMAN AWARDS (1950) 

The income from this $3,000 fund is to be used for an award each year to 
a "student or students who have demonstrated the highest type of social 
citizenship; who have displayed kindliness, sympathetic understanding, and 
high moral character in the judgment of the faculty and of their fellow stu- 
dents." Established in honor of Jacob and Bella Thurman by their children. 

EUGENE M. WARREN POETRY PRIZE (1952) 

A fund established by Mrs. Eugene M. Warren in memory of her husband 
as an annual award for excellence in poetry. 



[210] 



APPENDIX IX 



Special Grants 

AMERICAN ACADEMY OF ARTS AND SCIENCES GRANT (1954) 

Awarded by the American Academy of Arts and Sciences to Dr. Saul G, 
Cohen, Professor of Chemistry at Brandeis University, for the study of 
asymmetric reactions of non-asymmetric molecules. 

AMERICAN CANCER SOCIETY (MASSACHUSETTS DIVISION) GRANT (1954) 

Awarded to Dr. Orrie M. Friedman, Assistant Professor of Chemistry at 
Brandeis University, for research in the isolation of enzymes. 

JACK G. BERMAN SCIENCE RESEARCH FUND (1954) 

Established by Mrs. Jack G. Berman of Brookline, Massachusetts, and friends 
in memory of Jack G. Berman. This fund will enable gifted young scien- 
tists at Brandeis University to develop their research plans. 

SIDNEY HILIMAN LECTURESHIPS (1954) 

Established by the Sidney Hillman Foundation, Inc. of New York City, to 
support a program of lectures at Brandeis University by outstanding indi- 
viduals. 

KAHN SCHOLARSHIP TRUST FUND (1949) 

The Trustees of this Memphis, Tennessee Fund have made available to 
Brandeis University an annual allocation for salary supplementation. 

ISAAC AND ESTHER KAPLAN RESEARCH FUND (1953) 

Established by friends in honor of the Fiftieth Wedding Anniversary of 
Isaac and Esther Kaplan of Boston, Massachusetts. 

SIMON G. LATIES RESEARCH FUND (1951) 

Established with an initial grant from Mr. Simon G. Laties of Peabody, 
Massachusetts, to help finance the research program at the University. 

HAL A. MILLER RESEARCH FUND (1954) 

An annual contribution from Mrs. Hal A. Miller of Baltimore, Maryland, 
to encourage research at the University. 

NATIONAL CANCER INSTITUTE GRANT (1952) 

Awarded by the United States Public Health Service, Federal Security 
Agency, to Dr. Albert Kclncr, Associate Professor of Biology at Brandeis 
University, for cancer research. 

[211] 



APPENDIX 

NATIONAL SCIENCE FOUNDATION GRANT (1954) 

Awarded to Dr. Saul G. Cohen, Professor of Chemistry at Brandeis Uni- 
versity, for research on the "Chemistry of Free Radicals". 

ROGOFF FOUNDATION (1950) 

In December 1950, this Foundation, through Dr. Julius M. Rogoff, its Presi- 
dent, of Rowayton, Connecticut, made available to the University a grant 
of $10,000, to aid in the development of the Brandeis program in science and 
pre-medical education. 

SAMUEL RUBIN FOUNDATION FUND (1954) 

This fund has been established by the Samuel Rubin Foundation w^ith an 
initial allocation of $50,000, for the purpose of further developing the area 
of anthropology. 

SMART RESEARCH FUND (1953) 

Established by the Smart Family Foundation of Chicago, Illinois, to help 
finance the cancer research project of Dr. Albert Kelner, Assistant Professor 
of Biology at Brandeis University. 

ABRAHAM AND REBECCA SNIDER SCIENCE FUND (1953) 

Established by the late Melvin Snider in honor of the Fiftieth Wedding 
Anniversary of his parents, Abraham and Rebecca Snider, to be used in 
the field of scientific research. 

MELVIN SNIDER MEMORIAL FUND (1954) 

Created by Mr. and Mrs. Abraham Snider of Brookline, Massachusetts, in 
memory of their son, Melvin Snider. 

I. JOSEPH UNGER MEMORIAL SCIENCE GRANT (1954) 

Created by his wife, Mrs. Ida K. Unger of Cleveland, Ohio, in memory of 
Mr. Unger, the funds to be used for scientific research with some emphasis 
on cancer research. 

ABRAHAM WARSHAW RESEARCH FOUNDATION (1951) 

Established by Mr. Abraham Warshaw of New York City to provide funds 
to strengthen the science program of the University. 



[212] 



APPENDIX X 



General Education S 

(For description of this course see General Education S in Chapter V, 
Courses of Instruction.) 

Some of the recent participants in the General Education S series 
have included: 



Archibald MacLeish 



Alfred A. Knopf 
Walter White 

Maury Maverick 



Poet and Boy 1st on Professor of Rhetoric 
and Oratory, Harvard University 

President, Alfred A. Knopf, Publishers 

Executive Secretary, National Association 
for the Advancenaent of Colored People 

Attorney, former member of the Ujiited States 
House of Representatives and Mayor of San Antonio 

Alfred Kinsey Zoologist and Author 

MoRDECAi M. Kaplan Professor of Homiletics, Jewish 

Theological Seminary 

Superintendent of the Department of Correctioji 
of the Reformatory for Women, Framingham, Mass. 

Professor of Comparative Literature, 
Brandeis University 

Choreographer 

Psychiatrist and Associate Professor of Mental 
Health, Harvard University School of Public Health 

Attorney and former Professor, 
Yale University Law School 

Professor of Mathematics, Massachusetts 
Institute of Technology 

Professor of Philosophy, Columbia University 

Composer and Conductor 

Writer 



Miriam van Waters 

Albert L. Guerard 

Agnes G. De Mille 
Erich Lindemann 

Walter Hamilton 

NORBERT WeINER 



Irvv^in Edman 
Leonard Bernstein 
Will Herberg 
Norman Thomas 



Political Leader 



[213] 



APPENDIX 

Sidney Hook 
Margaret Mead 

Alexander Meiklejohn 
Lewis Mumford 
Leo Szilard 

Alvin S. Johnson 

Ralph Barton Perry 

Nathan Straus 
Herold C. Hunt 
Margaret Webster 
Robert Frost 
Albert Szent-Gyorgyi 



Professor of Philosophy, New York University 

Associate Curator of Ethnology, American 
Museum of Natural History, New York 

Educator 

Philosopher and Author 

Professor, Institute of Radiobiology and 
Biophysics, University of Chicago 

President Emeritus, New School for 
Social Research 

Professor of Philosophy, Harvard University 

President, Radio Station WMCA 

Professor of Education, Harvard University 

Actress and Director 

Poet 

Director-in-Chief of Research, The 
Institute for Muscle Research 



[214] 



APPENDIX XI 
Index of Courses 

PAGE 

American Civilization 95 

American Literature 99 

Anthropology 99 

Arabic 100 

Aramaic 101 

Bacteriology 101 

Biochemistry 101 

Biological Science 101 

Biology 101 

Chemistry 105 

Comparative Literature 109^ 

Economics Ill 

English 113 

English Composition 118 

Fine Arts 119 

French 121 

General Education S 124 

Geology 124 

German 124 

Greek 127 

Hebrew 127 

History 130 

Humanities 134 

[215] 



» PAGE 

Italian 134 

Latin 135 

Linguistics 135 

Mathematics 135 

Music 137 

Near Eastern Civilization 142 

Near Eastern and Judaic Studies 142 

Philosophy 145 

Physical Science 149 

Physics 149 

Political Economy 151 

Politics 151 

Psychology 157 

Romance Languages and Literature 161 

Semitics 161 

Social Science 162 

Sociology 162 

Spanish 167 

Theatre Arts 169 



[216] 



BRANDEIS UNIVERSITY 



3 9097 01305637