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I campaign 


We are particularly concerned with people. 
People build institutions, and we think con- 
cern for people is the first order of the Uni- 
versity's purpose. Our plans? We want to 
invest what new money we can raise in stu- 
dents — undergraduate, graduate and pro- 
fessional — and faculty, and books and other 
resources for teaching and research. That is 
the path to Duke's greatness. 

Terry Sanford, 1973 

In writing about universities today, there is a tendency to speak in 
cosmic terms, to cite forces overcome and ills vanquished. But the case 
for Duke University can be stated more simply. Just as genetic codes 
shape the individual, so the achievements and personalities of the Uni- 
versity's past shaped its future. From Brown's Schoolhouse, one- 
roomed and leaky-roofed, to the Gothic complex that is now Duke Uni- 
versity, is a little over a hundred years. Yet an institution of national 
rank has evolved. The reason is clear: a sure sense of direction and 
the ability to see and do what needs to be done. 

This sense of direction shows us the need now. Now, when the 
Fifth Decade Campaign has brought us to the brink of greatness, with 
magnificent physical and research facilities — now we need to be able 
to attract and hold the people who will bring us to the forefront of 
American universities. We are at a moment in our history which may 
never come again: when a special effort will not only ensure Duke's 
continued place among the top-ranking universities of the Southeast, 
but secure our position alongside the handful of truly great univer- 
sities in the nation. 

We feel it is our duty to undertake this effort. We hope you will 
join us. 


Today, it is generally accepted that higher education is no longer 
a luxury for the few but a necessity for the many. Not only in 
strictly private terms, when more and more jobs demand college 
and professional training, but also in public terms. 

Changes in our environment are endangering the quality of life, 
and life itself. Great poverty exists side by side with great wealth. Wars 
can literally destroy nations, and peace is often maintained with arms. 
The basic premises of our political system are being questioned as 
never before. We are confronting an energy crisis, while sitting atop 
great untapped resources. As we learn more about the chemical func- 
tioning of the cell, we are learning to bring about great changes for 
good — or evil. 

Only an informed society can hope to find solutions for problems 
of this magnitude, problems that demand researchers and thinkers of 
the highest order. 

The United States has many fine public institutions of higher edu- 
cation. Why not let them educate the men and women we need? 

Because it is the interplay of private and public education that has 
given this country its great educational establishment. 

The private university, being accountable to trustees, alumni, fac- 
ulty and students, and not to government, can move without deference 
to state legislatures or the electorate's temper of the moment. 

The private university has more freedom to experiment than the 
state university. A number of the major innovations in education in the 
past fifty years have come out of private institutions of higher learning: 
the elective system, now a standard feature of all higher education, 
which permits the student to devise a curriculum specifically for his 
or her needs and interests, interdisciplinary research in the social 
sciences, the case study method in law school, medical education 
based on preclinical science, full-time salaried clinical faculty in medi- 
cal schools — all were begun in private universities. 


A private university can decide to remain small; the public uni- 
versity, by the nature of its mandate, must grow as the need for it 
grows. But why stay small? Because smallness gives students and fac- 
ulty a sense of community and a sense of individuality. It allows the 
university to keep the ratio of faculty to students such that all get the 
advantages that only personal contact can give. Duke is, by design, 
a medium-sized university with approximately 8,500 students. There 
is room to learn, to breathe, to enjoy. There are enough people to be 
stimulating, yet never so many that you can't have a chat with any one 
of them. Duke's search now is not for numbers of people: it is for 
quality of people. 

One very concrete argument for private education is that it saves 
the taxpayer money. As the Reverend Dr. Paul C. Reinert, President 
of St. Louis University, wrote in 1972 in To Turn The Tide: "With 
three-fifths of our universities being independent, their demise would 
place an intolerable burden upon the state systems, forcing sizable 
and unnecessary outlays of tax money for takeovers and expansions. 
The message that has not yet been driven home to the public is what 
it would cost taxpayers if faculties and facilities for students now at- 
tending independent colleges and universities had to be provided at 
public institutions." 

Most important, if we let private education wither away and sub- 
sidize only public education, we remove the essence of freedom; we 
remove choice. Uniformity of institutions and methods leads not to 
equality but to mediocrity and ultimately to the failure of our whole 
system, which only works when the balances work. The balances are 
created and sustained by diversity. 

The healthy competition between private and public higher edu- 
cation is seriously endangered, and has been since the mid-60s, by 
escalating costs which have to be met on an income that is generally 
fixed. Without increased support from the friends of private higher edu- 
cation, many private universities simply will not be able to survive; 
some have already been forced to start using their capital for operating 
expenses. Initially, this means reducing the quality of teaching and re- 
search or restricting the range of their activities. Eventually, the out- 
come of such a course is bankruptcy. 

Duke is not in danger of going bankrupt. Our moneys are man- 
aged well, our facilities are put to optimum use. Duke has received a 
great deal of government support, primarily for research and related 
projects. Tuition, endowment income, hospital patient revenue, various 
grants, gifts and fees make up the remainder of University income. 


Duke currently ranks 13th in the nation in size of endowment, 
with an effective total of $235,000,000. In addition to the Duke Univer- 
sity endowment, which is in the vicinity of $125,000,000, we also draw 
a pro-rata share of the distributed income from The Duke Endow- 
ment, established by James B. Duke. Although The Duke Endowment 
will continue to provide invaluable support to the University in the 
years to come, the notion that The Duke Endowment can meet any 
needs the University may have is a false one. The Duke Endowment 
has major responsibilities other than Duke University: Davidson Col- 
lege, Furman University, Johnson C. Smith University, nonprofit hos- 
pitals in North and South Carolina, child care agencies in the Carolinas 
and the Methodist Church in North Carolina. 

In the fiscal year 1972, the University had a total endowment in- 
come of $10,300,000. In that same year, Duke University's total ex- 
penditures were $122,000,000. Thus, endowment income presently 
covers less than 10 percent of the University's needs. 

No university that is 13th in the nation in endowment can lay a 
solid and enduring claim to greatness. Duke must have a larger en- 
dowment, a firm financial base, if it is to have the freedom to bring in 
and retain the faculty it wants, to support the students who need and 
deserve help, and to provide all with the tools necessary to learn and 

To rank among the top ten endowments of educational institu- 
tions in the United States would require additional endowment for 
Duke University of at least 100 million dollars. 

The Epoch Campaign is a start in that direction. 




Duke's search for greatness has roots that go deep into the Uni- 
versity's and the state's history. Brown's Schoolhouse would 
never have been the ancestor of a major university without 
leaders such as Brantley York, Braxton Craven, John Crowell, John 
Kilgo and William Preston Few, and benefactors such as Washington 
Duke and his sons, Benjamin and James. 

York came to Brown's Schoolhouse, in Randolph County, to teach 
in 1838. During his four years there, the physical plant doubled: a two- 
room building with a fireplace in each room housed the school. The 
name and status were changed, and the school became Union Institute, 
a private academy. Craven, the next principal, opened a night school 
for students who had to work during the day, introduced a course in 
teacher training, and, most important to Duke's future, asked the 
Methodist Episcopal Church South for financial support in return for 
educating future preachers without charge. Thus Union Institute be- 
came Trinity College, a liberal arts school operating under Methodist 
auspices. Two years later, the Civil War broke out: enrollment 
dwindled and the school was forced to curtail its programs. 

Following Reconstruction, John Crowell, who became president 
of Trinity in 1887, began an unrelenting drive to upgrade every 
aspect of college life — admissions, curriculum, financial resources, 
books and equipment, graduation requirements and sports. He real- 
ized that Trinity's rural location was a handicap, and that if the 
school were to benefit from North Carolina's accelerating industrializa- 
tion, it would have to move. With the help of Washington Duke, who 
had already given some money to the college, Julian S. Carr, and others, 
Trinity moved to Durham in 1892. 

The year following the inauguration of Crowell's successor, Dr. 
John C. Kilgo, the v> Panic of 1893," a national depression which hit the 
agricultural South particularly hard, worsened the school's financial 


situation, which had already been seriously damaged by the expense 
of the move to Durham. Only a mortgage of all the college's property, 
arranged with the influence of Benjamin Duke, and donations from 
the Duke family pulled Trinity out of financial despair. 

President Kilgo was elected a Methodist Bishop and was suc- 
ceeded by William Preston Few, a distinguished scholar who had 
served Trinity College for fourteen years as a professor and dean. Presi- 
dent Few adopted Kilgo's dream of a Trinity University and talked 
often with James B. Duke. 

Mr. Duke's friends were aware that he had always contemplated 
doing "big things for God and Humanity," and they knew that he had 
been talking to Dr. Few for several years about one possible "big 
thing" he might do for Trinity College. On December 11,1 924, Mr. Duke 
signed the Duke Indenture for a $40,000,000 endowment. The En- 
dowment was designed expressly to benefit hospitals, orphanages, col- 
leges and the Methodist Church; and to create Duke University as a 
memorial to his father, Washington Duke. 

From the beginning, President Few made it clear that Duke Uni- 
versity aspired to be "not a sectional but a national university. Indeed 
it is already a national university in its standards and ideals." This, 
however, did not imply a rejection of Duke's regional role. "We are lo- 
cated in the South, and owe it certain duties and special kinds of ser- 

Duke grew as its region grew, and it has attracted students and 
scholars from around the world. The 48,000 alumni of Trinity and 
Duke have been leaders of the South — scholars, churchmen, business- 
men, civic leaders. They have also been men and women of national 
stature: presidents of major corporations, a great chairman of the 
Massachusetts Institute of Technology Corporation, the editor of the 
Jefferson papers, a librarian of Congress, a president of the United 
States, two outstanding senators, a Nobel Prize-winner in physics, a 
president of the American Bar Association, one of the earliest atomic 
physicists and organizer of Oak Ridge, several critically and popular- 
ly acclaimed novelists and the chairman of the National Endowment 
for the Arts. 

Duke has always been blessed with good people. What it seeks 
now are the funds to attract more students and faculty of quality, be- 
cause it is becoming harder for good students without substantial re- 
sources to find the money to go to college, harder to attract good fac- 
ulty to teach them. 



J^s a result of the Fifth Decade Program, Duke built the addition to 
X^kthe Perkins Library, the Gross Chemical Laboratory, the Divin- 
# m ity School addition, the Nanaline H. Duke Medical Sciences 
Building and Edens Quadrangle dormitories. During this same period, a 
number of new programs were begun. The Graduate School of Busi- 
ness was established, the undergraduate curriculum was revised, and 
the new Art Museum was opened on East Campus. Several endowed pro- 
fessorships were created, and further endowments were established 
for scholarships and the library. 

Overall, the emphasis was on building. Good buildings they are, 
and excellent research facilities. But buildings and facilities are 
only as good as the people who use them. 


In 1972, President Terry Sanford appointed fifty-four faculty mem- 
bers, administrators, trustees, students and alumni to a new University 
Planning Committee and charged them to "examine Duke's historic 
commitment, where we stand at the present time, where we hope to 
go, and how we intend to get there." Thirteen subcommittees looked at 
every aspect of university life, and of the relationships with the region 
and the nation. When the separate reports were assembled, the dozens 
of ideas considered, one fact stood out: the University's endowment, 
at one time more than adequate for the institution, cannot finance 
what needs to be done just to keep pace, let alone rise to the national 
leadership demanded of Duke. 

Yet the needs set forth by the Duke University Planning Commit- 
tee were considered ones, identified by representatives from every part 
of the institution. It is, for Duke, a case of either going on and con- 
tinuing to build a vital University on the strong foundation of its past, or 
stopping where it is — on the edge of greatness. The decision is to 
go, seeking help from friends who believe that private higher educa- 
tion must endure and that Duke University is in a position to assume lead- 
ership. In a way, it is the same historic decision that Brantley York and 
Braxton Craven made at Brown's Schoolhouse. 

As President Sanford told the University's National Alumni Council: 

I appeal to you, not as today so many college and univer- 
sity presidents must, to give to alma mater, to save her, to 
cover the deficit, to keep her going. 

Rather, I call on you to join with us in making plans so our 
already outstanding university will become a mighty beacon 
of excellence and enlightenment in a confused and trou- 
bled world. 

You might well say our day has come. We are in sound 
fiscal condition. We rank with the very best in our academic 
achievements. So now we might turn to one another, saying, 
'Well done; take a hard-earned break.' But we have far to go 
before we pause for self-congratulations. Higher education 
is challenged as never before. Even its validity as a useful in- 
stitution of society is questioned. 

Duke has a plan. Together, trustees, alumni, students and 
faculty have charted our immediate course and picked 
out the stars to guide us as we move Duke University toward 
the future. We are not particularly concerned with buildings. 
We need adequate classrooms and places to live and to meet 


with one another to develop the atmosphere that charges in- 
tellectual development. For example, we need a student cen- 
ter for its contributions to the cohesiveness of the student body 
and faculty. And we must have several new buildings for our 
cancer center because we are moving to national leadership 
in that field of research and medical care; and we have to 
find some new housing, but we are on the way to getting all 
of these things. 

We are not at all concerned with growth. Growth would 
not substantially extend our influence and usefulness, and 
would destroy our personality and diminish our capabilities. 

We are particularly concerned with people. People build 
institutions, and we think concern for people is the first order 
of the university's purpose. Our plans? We want to invest 
what new money we can raise in students — undergraduate, 
graduate and professional — and faculty, and books and other 
resources for teaching and research. That is the path to Duke's 


Jks President Sanford spoke these words, he was surrounded by a 
E^L University bursting with intellectual ferment and vitality in a 

• m region that is growing and prospering. 

The Southeast is at this moment the true growth section of the 
United States. Good leadership, a fine network of roads, a wealth of 
natural resources and excellent educational facilities: all are working 
together to attract industry and people. In particular, the Research Tri- 
angle area of Durham-Raleigh-Chapel Hill has been attracting industry, 
government agencies, and highly sophisticated research facilities. 
Duke, with the campus of the University of North Carolina in nearby 
Chapel Hill and North Carolina State only a few miles away in 
Raleigh, is in the middle of an exciting industrial and academic axis. 

At Duke itself, there is movement in every area. Along with our 
continuing commitment to traditional academic programs and re- 
search, we are deeply involved in programs that break new ground: 

• Duke has the first professionally accredited undergraduate pro- 
gram in biomedical engineering in the country. This program uses com- 
puters to give vital information during operations, to help community 
physicians assess data to facilitate diagnoses, and to facilitate early 
diagnosis in pediatric cardiology. 

• The Duke Center for the Study of Aging and Human Development 
is an acknowledged leader in studying the medical, social and eco- 
nomic implications of aging. The U. S. Department of Health, Educa- 
tion and Welfare is funding Center research to be used in developing 
alternatives to institutionalization for older persons. 

• As the interest in our environment has grown, so has the work of 
the Duke Marine Laboratory at Beaufort, North Carolina, an interde- 
partmental facility serving students from Duke and other institutions 

1 1 

on a year-round basis. The lab has just received a large grant from the 
Rockefeller Foundation and UNESCO to train scientists from develop- 
ing countries. 

Duke's Medical School is moving into the forefront in cancer re- 
search in this country: it is one of the institutions selected by the Na- 
tional Cancer Institute to concentrate on research and treatment. Duke 
initiated the training of physician's associates — allied health personnel 
who take on some of a doctor's chores, freeing the physician for 
more important work. The new Family Practice Program trains phy- 
sicians in the broader aspects of medicine, for community practice. 
During their residency, doctors are encouraged to work in outlying cen- 
ters in obstetrics and other specialty programs, while doctors already 
at work in outlying areas come back to Duke for ongoing medical train- 

The Summer Transitional Program is a concept pioneered by Duke. 
The summer before entering Duke, incoming freshmen who feel they 
need to make special academic or social adjustments are taken through 
a carefully structured program. They get a complete introduction to the 
University and take credit courses in English, pre-calculus, or other 
courses in which they feel the need for special preparation. 

• The Institute of Policy Sciences and Public Affairs draws on peo- 
ple in established fields — economics, political science, sociology, 
history, law — and newer areas like demography, urban analysis, 
mass communications, to analyze existing public policy and present 
new approaches. Under way are special studies on public funding of 
elections, political socialization of children in elementary school, and 
land as a resource for minority groups. A new Research Center for 
the Study of Communications Policy and a Center for the Study of 
Health Policy have just been announced. 

The Divinity School, rated one of the top seven in the country by 
the American Council of Learned Societies, is complementing its aca- 
demic program with an increased emphasis on field education. Approxi- 
mately three semesters out of six are spent by students as "apprentice 
ministers" in prisons, mental hospitals, community centers and social 
service agencies. Methodist-related, Duke's Divinity School has trained 
ministers and leaders in teaching and administration in all denomina- 
tions and is active in the ongoing education of ministers. 


In International Studies, summer programs set up with the North 
Carolina State Department of Education help prepare North Carolina 
school teachers for African studies. Summer seminars in the history of 
socialism are taught for regional college and university professors. 
The Duke International Studies program has special strengths in the 
Canadian, Commonwealth, Latin American, Russian and South Asian 
areas, and is increasingly developing Japanese studies. 



• At the Law School, clinical approaches to the study of law add a 
new dimension to a legal education through supervised representation 
of indigents. Present research centers on campaign spending, revenue 
sharing, law and finance in public education, taxation of charitable in- 
stitutions. The Law School has established joint degree programs with 
Medicine, Business Administration and Policy Sciences. 

• At the Triangle Universities Nuclear Laboratories, a joint effort 
by Duke, the University of North Carolina and North Carolina State, an 
investigation of neutron cross sections at very high neutron energies is 
under way. These are measurements which will be needed if the United 
States is to design the fusion reactors which may be our ultimate 
source of energy. Another current project involves trace element studies 
to identify pollutants in the air. 

• The Phytotron, set up in collaboration with North Carolina State 
University, is the largest facility in the United States for the growth of 
plants in an almost completely controlled environment. Current 
projects include the study of optimum growing conditions for cotton 
and soy beans, and a Department of Chemistry study on the metabolic 
pathways in medicinal plants. 

• Meeting alternate years at Duke and the University of North Caro- 
lina at Chapel Hill, the Southeastern Institute of Medieval and Renais- 
sance Studies brings together medieval and renaissance scholars in 
literature, art, history, philosophy, religion, languages and paleog- 
raphy. The Institute gives teaching scholars a chance to work inten- 
sively, for six weeks each summer, with outstanding authorities in 
various disciplines. 

• The School of Nursing curriculum emphasizes clinical experiences 
in community facilities such as public schools, welfare departments, 
clinics and old age homes. Programs under consideration include a 
continuing education program for registered nurses and the develop- 
ment of a graduate degree program to train teachers, researchers, 
administrators and specialists in nursing areas. 

• The new Center for Demographic Studies takes in the work of 
people in economics, sociology, medicine, political science and his- 
tory, collaborating to learn more about the relationships between 
population and society. Current research includes projections of the 


aged population in the United States and studies on the social and eco- 
nomic consequences of the increase in the number of the aged (this is 
being done in cooperation with the Center for the Study of Aging and 
Human Development); and a cross-national study with the World 
Health Organization on the health implications of commuting. 

At the Graduate School of Business Administration, a joint de- 
gree program with Health Administration prepares people for admin- 
istrative careers in the expanding health field; a joint degree program 
with the School of Law trains students in the law and the problems of 
administration. To help people working in the Durham area, a special 
evening curriculum has been set up. 

The Afro-American studies program, set up in 1969 to explore the 
experiences and concerns of Black America, has been called "the most 
progressive at a southern white institution" by an Atlanta paper. 
Majors in this field must do community field work for six months. 

The Cooperative Program in Judaic Studies at Duke and 
Chapel Hill will offer a summer program in Israel in 1974: half the 
session will be devoted to archeology (digging at the Duke excavations 
in Israel, begun in 1970), half to Judaic studies in Jerusalem. 

Everywhere, there is evidence of the University's desire to relate 
to the urgent questions of the day: aging, ecology, management of 
resources, control of disease, cell management. As these great ques- 
tions cross many fields, so they break down the traditional lines be- 
tween disciplines and create new fields. And people from the tradi- 
tional fields cooperate with each other in new ways. The relation of 
academic work to the work of the world is central to our belief that the 
aim of any university that aspires to greatness is to graduate people 
who are intellectually equipped and morally concerned to deal with 
the problems and challenges of an increasingly complex society. 

Amidst all the intellectual activity, the need for a sound body to 
house the sound mind is not forgotten. Duke's goal in sports is a na- 
tionally competitive program that does not compromise the aca- 
demic goals of the University. Interestingly, in the past 22 years a higher 
percentage of students on athletic scholarships have graduated than 
of those who had none. In football victories, Duke is in the top 25 in the 
country; in basketball, we are one of the 6 schools to have won 1,000 
or more basketball games. On the intercollegiate level, Duke competes 

1 6 

in indoor and outdoor track, swimming, fencing, wrestling, golf, tennis, 
lacrosse, baseball and soccer. An 18-hole championship golf course is 
available to all students. 

At present, Duke undergraduates are required to take one year 
of physical education in the hope of creating a lifetime interest in the 
fun and feeling of physical well-being which come from active par- 
ticipation in sports. There are approximately twenty-two additional 
physical education courses offered after this first year. Intramural, 
recreational and club activities make sports participation available to 
every student. 




The University Planning Committee affirmed the critical importance 
of the faculty to the future of the University, saying, "The qual- 
ity of undergraduate and graduate learning is more closely re- 
lated to the excellence of the faculty than to anything else. Indeed, we 
believe that in the long run, the quality of the faculty determines the 
quality of the institution." 

Duke already has very distinguished people. Duke students 
may study with one of the leading interpreters of modern French 
literature in America; an economist who did early work on the eco- 
nomics of aging, and who is, incidentally, a member of the Board of 
the New York Stock Exchange and on the boards of several corpora- 
tions; an anthropologist who did pioneer work on the peyote cults; a na- 
tional authority on corporation law; one of the leading contemporary 
composers; a world-renowned renaissance scholar; one of the out- 
standing thoracic surgeons in the country. . .the list is long indeed, 
longer than we have space for here. 

However, in the past ten years Duke has fallen behind in attracting 
faculty, as the building of facilities took precedence. Now, the Uni- 
versity plans to look for distinguished professors — outstanding teach- 
ers and creative scholars of the quality that will move the University 

The time for attracting people of world stature to Duke is ripe. 
Now, when the South has become economically and intellectually stim- 
ulating, and life in the cities, particularly the cities of the Northeast 
and West Coast, is no longer as attractive as it once was, Duke is in a 
position to attract greater numbers of the best scholars. With its 
great physical beauty, and its extensive research and library facili- 
ties, combined with the advantages of the Triangle area, Duke has be- 
come the center of a powerful intellectual community. 

Why is the University thinking first in terms of distinguished pro- 
fessors? Because these are the men and women who will bring in their 
wake younger faculty of the highest calibre. People like the young 


Duke historian who is currently doing a highly innovative, important 
oral history of the South — something never before attempted on this 
scale. This historian is also training graduate students in the tech- 
niques of oral history — training a new generation of specialized his- 
torians. Good professors attract good students, who, in turn, become 
good scholars. 

The influence of distinguished professors is far greater than their 
numbers: Duke has fewer fully endowed professorships than any other 
major private university in the country, but the leadership and ex- 
ample of the scholars who hold these chairs are powerful resources. 
Since Duke is one of the smallest of the major universities, a depart- 
ment of ten or twenty faculty members can find itself in competition 
with departments of fifty or sixty. Still, Duke competes most effec- 

Aside from thirty James B. Duke Professorships, which provide 
only salary supplements from endowed funds and which are available 
in Arts and Sciences and the professional schools (primarily Medi- 
cine), there are just eighteen named and endowed professorships in the 
University, and most of these are only partially endowed. This limited 
number is Duke's greatest single deficit. 

Therefore, Duke is seeking to establish 50 additional professor- 
ships with full endowment support at a level of $750,000 each. The total 
funds needed for these chairs is $37,500,000. 

Not all the distinguished scholars of the world will be willing to 
spend the rest of their working lives at Duke, but many are willing to 
come for a year, or a semester. The fund of knowledge and stimulation 
they bring is well worth the $3,000,000 the University seeks to invest 
in 5 endowed Visiting Professorships. 


Along with measures to reinforce the faculty, nothing is more im- 
portant to the continued development of the University than the 
further strengthening of an already able student body. Duke must be 
able to attract the best students, regardless of their ability to pay. 

In 1973, it cost approximately $4,750 to send a student to Duke. 
This includes tuition, room, board, books and other necessities. Costs 
will go up again this year. These are high expenses for most families. 
The result is that many middle- and lower-income students have to 
look to less expensive institutions, or those better able to provide 
financial assistance. 


Duke has $1,800,000 available to give annually in scholarships. 
Harvard gives $4,800,000 a year. It is easy to see which university has 
the advantage in attracting students. 

Yet 30-35 percent of Duke undergraduates need some form of stu- 
dent aid. 

At the moment, the University can provide the first $1,200 of 
funds needed in a "Moan and work" package, which enables the stu- 
dent to earn up to $600 a year, while the rest is made available as a 
loan which is interest-free until the student leaves Duke. The rest of 
the student-aid money is made up of scholarships and grants-in-aid. 

More loan and grant funds are needed. As matters stand, there is 
no money to allow students to participate in ordinary extracurricular 
activities, much less to spend the summer in an internship program. 
Such conditions operate to handicap the student with insufficient 

Duke needs additional funds for tutoring students who have in- 
sufficient preparation in certain areas or those needing help in a par- 
ticular field. For that matter, Duke does not have funds for the kind 
of career counseling it would like to provide. 


For the graduate student, each year is a struggle for financial aid 
or tor fellowships. Federal funds are harder and harder to come by, and 
many graduate students cannot finish their dissertations without such 


In this campaign, $7,500,000 is sought as an endowment for under- 
graduate aid. Other goals are a $2,500,000 endowment for graduate 
scholarships and fellowships; a $2,500,000 financial aid endowment 
for the professional schools, including Medicine and Nursing. Duke 
also seeks an additional $2,500,000 for loan funds. 



Just as a household constantly needs new supplies to keep daily 
life going, so a university needs new supplies in the way of books 
and research facilities to keep the scholar's life going. And as a 
house needs constant care to remain in prime condition, so too, 
Duke's buildings need constant work to keep them in safe working 
order. So while this campaign deals with people, it must also deal with 
the tools people use. 


For many years, the Perkins Library's holdings of books, manu- 
scripts and other materials have by sheer size kept it among the top 
twenty major university research libraries of the nation. Far more im- 
portant than mere quantity, the quality of the collection has indicated 
an even higher ranking. While acquisition funds in the University's 
unrestricted budget have been steadily increased during periods of 
financial stress, and will be increased as much as possible in the fu- 
ture, additional endowment funds will be essential to maintain the 
pace of growth. Endowed funds presently total about $2,000,000. 

Duke must have $4,000,000 in new endowed funds to provide addi- 
tional income for annual purchases of periodicals, books and other 
library materials. 


One of the reasons outstanding scholars are attracted to Duke is 
that the University recognizes the importance of original research, and 
does everything in its power to give its scholars time and resources 
for their work. Up to this time, outside sources have been largely relied 
on for these funds. 

To give its faculty the assurance that worthwhile research will be 
sufficiently supported, the University needs an additional $4,000,000 to 
endow funds for faculty and student research. 



Duke is clearly underendowed in relation to the size of its student 
body, faculty, and the extensive physical facilities it must maintain. 

By providing maintenance endowments for new or existing build- 
ings, the University will ease the pressure on future budgets, and as- 
sure proper maintenance on a permanent basis. Nine million dollars 
is being sought for maintenance endowment. 

The Planning Committee recommended three significant build- 
ing needs outside the Medical Center: a University Center, the com- 
pletion of Phase II of the Student Activities Building and a new activi- 
ties building on East Campus. 

The University Center, a center for creating student, faculty and 
community cohesion, is a building Duke is sorely lacking. There 
are few places for students, faculty and staff to come together in- 
formally; there is no place to greet, entertain or house visiting art- 
ists and lecturers; and there is inadequate space for student organiza- 
tion offices. Student, faculty and staff representatives have all had an 
active part in planning the Center, and they determined the needs to be 
met. The Center will have a modern theater (something Duke does not 
have now), craft and art studios, gallery spaces, restaurants, lounges, 
student activity offices, meeting rooms and specialty shops. There will 
also be a post office, campus mail room, bookstore, bank, barber shop 
and laundry. 


The East Campus recreational facilities are close to condemna- 
tion: they stem from the Trinity era. If the East Campus is to remain 
a viable part of the University, new facilities are an absolute necessity. 

For these building needs, the University seeks a total of 

An analysis of other building needs indicates renovations in Engi- 
neering, Old Chemistry, Card Gymnasium, the Graduate Center, the 
Chapel, Page Auditorium and the Art Museum. Since most of these 
buildings were constructed in the same period, it is inevitable that 
signs of decay appear in all at about the same time. For the neces- 
sary renovations, at least $7,130,000 is required. 

Medical Center needs include expanded hospital facilities, a li- 
brary and communications center, and three new buildings for cancer 
research: an animal laboratory, a basic research facility and a clinical 
laboratory. Duke is seeking $21,020,000 for the library and cancer fa- 

Modernization and expansion of Duke Hospital is the largest sin- 
gle construction project planned. Since the hospital was built in the 
early 1930s, the need for its services has grown tremendously. Duke 
Hospital provides the most sophisticated care and treatment, but it 
has to do so in inadequate surroundings. The need for teaching facili- 
ties in the hospital has grown far beyond the capacity of the present 
physical plant. The demands projected for the 1980s indicate an even 
greater strain on the present hospital. 

A plan has been proposed for constructing a new hospital with 614 
beds, support services, a physicians' clinic and research facilities. As 
present facilities in the old hospital are dispersed, there will be room 
to add 352 additional beds in that building. The existing buildings will 
be utilized as far as possible. It is estimated that the new hospital fa- 
cilities will require a minimum of $27,000,000 in private funds. 


Although Duke is one of the few private universities that has been 
able to maintain a stable financial condition in recent years, balancing 
income and expenditures is an increasingly difficult proposition in the 
face of inflation and other fiscal uncertainties. Substantial changes in 
the financial area may occur within a budget year and put great pres- 
sure on those who must administer the University's programs. Deci- 
sions become harder and harder as needs intensify. Duke is therefore 
seeking $15,000,000 for current operating support to help pay for fi- 
nancial aid for students, faculty salaries, maintenance of physical 


plant, and modest increases in academic programs. Support for new 
and expanded programs is also part of this campaign objective. 

An additional $9,000,000 is being sought for unrestricted endow- 
ment. The great advantage of unrestricted funds is the flexibility with 
which these funds may be used. The University is able to put such 
funds to work wherever the need is greatest at any given time. 

Contributions to the various annual giving programs of the Uni- 
versity will count toward the Epoch Campaign goal. This would in- 
clude, among others, The Loyalty Fund, Athletic Scholarship Fund, 
Friends of the Library and Friends of the Art Museum. These pro- 
grams provide ongoing income on which the University depends heav- 
ily in these, as in all other years. 


As Braxton Craven said in 1866, 

Taking into consideration our condition in all respects, 
and the country generally, including all influences that are 
likely to affect the fortunes of the College, and the work that 
we ought to accomplish if we pretend to sustain a college at 
all, I am clearly of the opinion that the time has come for de- 
cisive, wise and united effort. 

The $162,000,000 Duke seeks to raise during the Epoch Campaign 
will expand its capacities for service to the Southeast and to the 
nation and will usher in a new time of greatness for Duke, but 
it will not alter the University's basic mission: teaching students and 
searching for answers about the past and future. With firm North Car- 
olina roots, Duke will continue as it has from the beginning, sensitive 
to its time and place. 

There are no statues of heroic figures on horseback on the Duke 
campus. Washington Duke sits in a marble armchair in a quiet circle on 
East Campus. His son, James, stands in a grassy space in front of the 
Chapel on West. Nearby are the residential quadrangles: Craven, 
Crowell, Kilgo, Few and Edens. Students and professors move along 
the slate walks, carrying on the tradition saluted by President Theodore 
Roosevelt in 1905 when he came to the Trinity campus to pay this 

I know of no other college which has so nobly set forth, 
as the object of its being, the principles to which every col- 
lege should be devoted in whatever portion of this Union it 
may be placed. You stand for all those things for which the 
scholar must stand, if he is to render real and lasting service to 
the State. You stand for academic freedom, for the right of 
private judgment, for the duty more incumbent upon the 
scholar than any other man, to tell the truth as he sees it, to 
claim for himself and to give to others the largest liberty in 
seeking after truth. 




Arts and Sciences $22,500,000 

Professional Schools 15,000,000 

(Including Medicine 
and Nursing) 

Visiting Professorships 3,000,000 

Total $40,500,000 

Financial Aid 

Undergraduate $7,500,000 

Graduate Awards 2,500,000 

(Scholarships and 

Professional Schools 2,500,000 

(Including Medicine 
and Nursing) 

Loan Funds 2,500,000 

Total $15,000,000 

Libraries 4,000,000 

Advancement of Basic Knowledge 4,000,000 

(Faculty Research Fund) 

Unrestricted Endowment 9,000,000 

Maintenance Endowment 9,000,000 

(To be broken down by project) 

Total Endowment $81,500,000 



East Campus Activities Building $2,000,000 

Student Activities Building— Phase II 350,000 

University Center (Union) 8,000,000 



(These include at least the following 
buildings: Old Chemistry, Graduate 
Center, Page, Card Gym, Engineering, 
Chapel and Art Museum) 


Medical Center 

Cancer Animal Research Building $1,470,000 

Basic Cancer Research Building ()ones Building) . . 7,645,000 

Clinical Cancer Research Building 7,600,000 

Medical Center Library and Communications Center 4,305,000 

New Hospital Facilities 

Total Physical Facilities 


$ 21,020,000 
$ 65,500,000 
$ 15,000,000 




Endowed Professorships 

Humanities and Social Sciences $ 750,000 

Scienc e s 1,000,000 

Endowed Visiting Professorships 600,000 

Endowed and named professorships can be established 
by the Executive Committee of the Board of Trustees for 
lesser amounts when there are reasonable prospects for 
additional gifts from the same or other interested donors 
or through some matching program. 

Endowed Scholarship Funds 

Named Scholarship Fund 25,000 

Named Scholarship Program With Special Procedures 100,000 

Other Endowed Funds 

Library Purchase Fund 10,000 

Faculty Research Fund 10,000 

Special Purpose Fund 10,000 


With respect to new buildings, thegeneral rule is that a building 
will be named when the donor's gift provides at least one half 
of the private cost of the new facility. Examples are listed 

University Campus 

East Campus Activities Building 1,000,000 

Student Activities Building (Phase I and II) 450,000 

University Center 3,000,000 (est.) 

Theatre in University Center 1 ,1 50,000 (est.) 

Medical Center 

Cancer Animal Research Building 300,000 (est.) 

Clinical Cancer Research Building 2,000,000 (est.) 

Expanded Hospital Facilities 13,500,000 



Arts and Sciences $22,500,000 

Professional Schools 15,000,000 

(Including Medicine 
and Nursing) 

Visiting Professorships 3,000,000 

Total $40,500,000 

Financial Aid 

Undergraduate $7,500,000 

Graduate Awards 2,500,000 

(Scholarships and 

Professional Schools 2,500,000 

(Including Medicine 
and Nursing) 

Loan Funds 2,500,000 

Total $15,000,000 

Libraries 4,000,000 

Advancement of Basic Knowledge 4,000,000 

(Faculty Research Fund) 

Unrestricted Endowment 9,000,000 

Maintenance Endowment 9,000,000 

(To be broken down by project) 

Total Endowment $81,500,000 

Epoch Campaign contributions may be made as outright gifts of 
cash or securities, gifts in trust with the reservation of income to the 
donor, or a transfer of property such as real estate. All gifts are tax de- 
ductible as provided by law and may be designated for specific pur- 
poses, or made for the general campaign. 

If you have any questions about the form of a gift, or the tax ques- 
tions involved, please write or call J. David Ross, Director of Institu- 
tional Advancement, or -F. Roger Thaler, Director of Development, 2127 
Campus Drive, Durham, North Carolina 27706. Phone (919) 684-3254. 


EDWIN L. JONES, JR. '48, Chairman 
President, J. A. Jones Construction Company 
Charlotte, North Carolina 


Vice President for Health Affairs 

Duke University 



Duke University 



Bank of Granite 

Granite Falls, North Carolina 

Executive Director 
The Duke Endowment 
New York, New York 


Vice President and Secretary 


Pittsburgh, Pennsylvania 


American Hospital Association 
Chicago, Illinois 

Retired Treasurer 
Hanes Corporation 
Winston-Salem, North Carolina 

J. DAVID ROSS, J. D. '65, Secretary 
Director of Institutional Advancement 
Duke University 

Duke University 


Mary Duke Biddle Foundation 
Durham, North Carolina 

W. M. UPCHURCH, JR. '31, J. D. '36 
Retired Senior Vice President 
Shell Oil Companies Foundation 
New York, New York 

Retired President 
Sanford Furniture Company 
Sanford, North Carolina 

Senior Vice President 
R. J. Reynolds Industries 
Winston-Salem, North Carolina 

(Committee in process of formation at publication date) 



Durham, North Carolina 

Raleigh, North Carolina 

Wilmington, Delaware 

St. Louis, Missouri 

Cincinnati, Ohio 

Chicago, Illinois 

Thomasville, North Carolina 

Richmond, Virginia 

Winston-Salem, North Carolina 

Washington, D. C. 

Stamford, Connecticut 

PAUL HARDIN, III '52, J.D. '54 
Dallas, Texas 

High Point, North Carolina 

Pittsburgh, Pennsylvania 

Charlotte, North Carolina 

High Point, North Carolina 

Fayetteville, North Carolina 

New York, New York 

Nashville, Tennessee 

Lexington, North Carolina 

Washington, D. C. 

Chicago, Illinois 

DR. BEN N. MILLER '32, M.D. '35 
Columbia, South Carolina 

CHARLES S. MURPHY '31, J.D. '34 
Washington, D. C. 

Dallas, Texas 

Winston-Salem, North Carolina 

Charlotte, North Carolina 

Gastonia, North Carolina 

Charlotte, North Carolina 

Greensboro, North Carolina 

CHARLES S. RHYNE '34, LL.B. '37 
Washington, D. C. 

Durham, North Carolina 


Mt. Airy, North Carolina 

Charlotte, North Carolina 

Durham, North Carolina 

Dearborn, Michigan 

WALTER M. UPCHURCH, JR. '31, J. D. '36 
New York, New York 


Naples, Florida 

KENNETH M. BRIM '20, LL.B. '21 
Greensboro, North Carolina 

Charlotte, North Carolina 

Raleigh, North Carolina 

B. F. FEW '15, AM '16 
Southport, Connecticut 

Orlando, Florida 

C. B. HOUCK '22 
Roanoke, Virginia 

Saxaphaw, North Carolina 

Sanford, North Carolina 

Winston-Salem, North Carolina 

DR. K. BRANTLEY WATSON, M.A. '36, PhD '37 
Durham, North Carolina 

Nashville, Tennessee 


DR. EDGAR H. NEASE '25, B.D. '31 
Charlotte, North Carolina 

Charlotte, North Carolina 

Mt. Airy, North Carolina 

Durham, North Carolina 

Greenwich, Connecticut 

Morehead City, North Carolina 

B. S. WOMBLE '04, LL.B. '06 
Winston-Salem, North Carolina 



President, Duke University 

Chancellor, Duke University 




Vice President for Business and Finance 

Vice President 


Vice President for Health Affairs