1939 1939

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JANUARY, JANUARY,

I I

1939 1939

CoLLEGB CoLLEGB

No. No.

REED REED

18, 18,

COLLEGE COLLEGE

Rmm Rmm VoL VoL : I

REED COLLEGE PORTLAND, OREGON 1 939

REED COLLEGE BULLETIN Entered at the Postoffice at Portland, Oregon, as second class matter under the Act of Congress, March 3, 1879. Published January, April, June, November.

PUDLISHED DY REED COLLEGE x939 pr~~~Y:f;~1~~·~····~=¢~~rCg I '13-~

TABLE OF CONTENTS

WHAT REED COLLEGE OFFERS Page 5 EDUCATIONAL PROGRAM 8 Instruction 8 Curriculum . 11 Library . 17 Laboratories 18 Extra-Curricular Opportunities 19 Music, fine arts, drama, lectures.

THE COLLEGE COMMUNITY 22 Community Government . 23 Physical Recreation and Health 24 ADMISSION AND COSTS 26 Admission Requirements and Pl'Ocedure 27 Scholarships, Loan Funds and Self-help 30 Tuition and Fees . 31 VOCATIONAL OPPORTUNITIES 35 Law, medicine, engineering, business, journalism, government service, social service, the library profession, teaching and research. Placement service. COURSES OF INSTRUCTION 42 Division of Literature and Language 42 General literature, composition, modern and classical lan­ guages, Division of History and Social Science . 49 History, economics, political science, sociology and anthropology. Division of Mathematics and Natural Science . 56 Mathematics, biology, chemistry, physics. Division of Philosophy, Psychology and Education 63 1'he Fifth Year for Teachers 67 Music, Drama and Art 68 Inter-divisional Majors 70 Degrees . 71 ENDOWMENT AND GIFTS 72 PERSONNEL 1939-40 . 73 Trustees and Regents . 73 Faculty . 73 Students 81 INDEX. 84

3

' _____J CALENDAR, 1939-40* WHA 'l~ REED COLLEGE OFFERS 1939 January 30, Monday. Second semester begins. February 22, Wednesday. Washington's Birthday, a ROM rrs BEGINNING in 1911, Reed College, named for its holiday. Fprincipal benefactors, the late Mr. and Mrs. Simeon G. Reed, has undertaken to give intelligent students fundamental April 9, Sunday, to April 17, Monday. Spring 1·ecess. education of high quality in the liberal arts and sciences. The May 30, Tuesday. Memol'ial Day, a holiday. program was adopted in response to expert advice that it would June 3, Saturday, to June 12, Monday. Examination make a distinctive and needed contribution to educational period. facilities of the Northwest. The college endeavors to adapt its training to the individual June 11, Sunday. Baccalaureate Sunday. needs and interests of its students, both in the range of courses June 15, Thu,rsday. Commencement. offered and in the methods of instruction followed. This effort contributes to a lively intellectual interest on the part of the student body, which from the first has given encouragement September 15, 16, Friday, Saturday. Registration. and aid to the experimental program of the college. The first aim of the college is to offer students the oppor­ September 18, Monday. Classes begin. tunity to work toward an understanding of their environment November 11, Saturday. Armistice Day, a holiday. and of man's activities, both past and present. This aim in­ November 30, Thursday, to December 4, Monday. volves appreciative and critical study of human experience in Thanksgiving recess. ideas, institutions, and the arts. It requires increasing famili­ arity with the most significant aspects of literature, science, and December 17, Sunday, to January 2, Tuesday. Christ­ philosophy, and a disciplining of the mind to independent in­ mas recess. quiry and informed judgment. 1940 January 2, Tuesday. Classes begin. The college seeks to make its students critically aware of January 27, Saturday. First semester ends. present-day problems and the responsibilities of living in or­ ganized society. Education is regarded as preparation for in­ January 29, Monday. Second semester begins. telligent action, and the importance of effective participation in February 22, Thursday. Washington's Birthday, a the life of society is emphasized. holiday. The college strives to be a democracy of teaching and learn­ April 7, Sunday, to April 15, Monday. Spl'ing recess. ing, in which the give-and-take of discussion between students and instructors in frequent group conferences, in individual May 30, Thursday. Memorial Day, a holiday. tutorial work, and in the laboratories encourages the develop­ June 1, Saturday, to June 10, Monday. Examination ment of the students' judgment and critical insight. Problems period. are freely discussed in an atmosphere of lively criticism. The June 9, Sunday. Baccalaureate Sunday. facilities of the library and the laboratories enable students to go far in independent exploration of various fields. The under­ June 13, Thursday. Commencement. graduate character ofthe college, a student body limited in num­ *All dates in this calendar, except those fixing the opening and closing of ber, and a faculty primarily interested in teaching contribute college, are subject to change as circumstances dictate. to a suitable environment for effective intellectual activity.

4 5 REED COLLEGE WHAT.REED COLLEGE OFFERS

The curriculum of the college embodies both general courses munity, of which men make up about sixty per cent, and to introducing students to different fields of knowledge and experi­ encourage the resident and day students to develop a demo­ ence, and advanced work concentrating in a specialized subject cratic community life. The students edit and manage their and its related fields. The courses of the first two years in the newspaper and organ of opinion, the Quest, conduct their own sciences, history and social studies, and in literature and philos­ cooperative store and plan various recreational activities. An ophy are intended to give a general understanding of the nature elected council of students directs and administers the social of these fields of study and to enable students to make intelli­ affairs of the student community subject to approval of the gent choice of the studies they most wish to follow. Relation­ faculty. Students and faculty confer on matters affecting the ships among thevarious fields arestressed, and anattempt is made college as a whole, and stud·ent opinion is sought on matters of to establish a background for more specialized study. curriculum through a student committee on educational policy. During the last two years the work is devoted chiefly to a The p1·ogram of physical education and recreation at the majo1· program of study in one or more (see page 70) of the four college emphasizes the playing of games by all of the students, divisions in which the subjects taught by the college are grouped. rather than the development of highly specialized teams. All A considerable part of the instruction during this period is students are expected to participate in this program through individual. By the end of the third year a student is expected games of their own choosing. A wide variety of games is made to be able to read critically in his major field and to be able to possible by the athletic equipment of the college, and by a pro­ investigate and develop ideas of his own by independent and gram of intra-mural sports. Records of the students' health are intelligent use of source material in laboratory and library. The kept, and the physical education departmeµt undertakes to thesis project required in the senior year is planned as the cul­ plan special programs of activities to meet individual health mination of responsible, independent thinking. requirements. Educational opportunities at the college extend beyond books The social life of the college is planned for the community and laboratories. Portland and the Northwest offer facilities for rather than for exclusive groups and is intended to serve rather study at first hand of problems of economics and government than to lead the intellectual endeavors of the college. There and for contact and exchange of views with groups and indi­ are no social fraternities or similar organizations, but the divi­ viduals interested in questions of public policy, in social welfare sion of the men's and women's dormitories into small houses and education, and in the practical application of the natural permits association of congenial groups. The college maintains sciences. These educational resources are constantly utilized. a common dining hall. To deepen the personal development of students through Dances, dramatic and musical entertainments, and social understanding, and practice of the arts, the college offers intro­ affairs generally, are held in the new Student Union, erected in ductory courses in music, drama, and the fine arts (see pages the spring of 1939 mainly through the initiative of the student 68-69). Additional work in the schools of the Portland Civic body, which has generously assumed the major cost of the Theatre and the Portland Art Museum may be elected as part building. The Union also provides space for student council of the Reed College program. The college cooperates with the offices, the cooperative store, and various clubs. Portland Museum Art School in a joint five-year course in the The student at Reed College is expected to be an active and liberal and fine arts. Plays by the drama group and concerts by responsible member of the community as well as an individual the glee club and orchestra offer opportunities for dramatic and making good use of the opportunities which the college offers. musical expression (see pages 19-21). The college attempts to foster normal cooperation in social interests between men and women in its co-educational com

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the REED COLLEGE CURRICULUM covered by the formal courses, and in the laboratories inde­ and individual conferences and in the laboratories, since these pendent i-esearch is promoted. In general more pei-sonal atten­ are the means of his active pa1·ticipation and progress in courses. tion is given to students by instructors than is possible in the He finds in himself the incentives to steady work and learns to first two years. Systematic reading and scientific work during measure his success by his grasp of a subject and by his intel­ the summers are encouraged and occasionally these form part lectual growth. Conferences with instructors and with the of a student's formal progrnm. student's faculty adviser take the place of formal notification The larger use of independent study in the junior and senior of grades. The adviser is selected according to the interests or years is in keeping with the student's concentration upon a the personal choice of the student and may be changed when program of major study. His program is an individual one the student so wishes. The adviser and other faculty members worked out by him in consultation with his teachers to fit his are willing at all times to confer with students on the quality needs and purposes. He must have in mind the qualifying of their work in courses, their programs of study, and other examination (written or oral, at the discretion of the division problems. In the case of students whose scholarship is dis­ concerned) which is given at the end of the junior year for ad­ tinctly unsatisfactory, notice is given; and in the more serious mission to the senior work. The examination emphasizes the instances disciplinary action is taken after consideration by individual's responsibility for his program in the major field the faculty of the particular difficulties in each case and of the and tests his total preparation and not that in courses alone. steps that should be taken to remedy them. Students are encouraged not to be content with merely a com­ mon pattern of major study, but to discover for themselves lines of interest and special problems to be explored. In the senior CURRICULUM year one of these problems forms the subject for the thesis project-one found by the student or shaped out of his interests HE CURRICULUM at Reed College covers a four-year program by the counsel of his teachers. This project is individual and Tof liberal arts and sciences leading to the Bachelor of Arts requires independent research under the guidance of the major degree. It aims to answer students' need for breadth of in­ professor. Sources of information and means of investigation tellectual experience as well as for expertness in chosen fields. must be sought, facts gathered, tested and interpreted, ideas Emphasis during the first two years is placed upon a study of critically analyzed, and conclusions drawn. The thesis is thus society and its achievements by means of introductory courses the culmination of individual study and the test of its success. in different fields which are designed not only to aid students to The completion of the college course is marked by the senior discover their interests but also to furnish a background for oral examination. In this examination, as in. the junior quali­ later more specialized study. During the last two years students fying examination, the emphasis is upon the ability of the stu­ work in chosen major fields and closely related subjects. The dent to handle materials in his field thoughtfully, critically, and objective continues to be a comprehensive grasp rather than independently. merely technical or vocational training. The upper-class student The informal cooperation and the personal attention that in many cases broadens his program by courses other than those mark the relations of faculty and students in the instruction closely connected with his major field and is encouraged to try carry over into the administrative details of handling courses to discover the meaning of his intellectual experience as a whole. and maintaining standards of scholarship. In most courses no rigid regularity of class attendance is required, and generally no roll is taken. The student recognizes his responsibility for attention to his work and particularly for presence at group

10 11 REED COLLEGE CURRICULUM

(c) The examination of man's mind and Program of the First Two Years behavior and of his systematic thinking through courses in psychology and Introductory courses of the first and second years fall into philosophy. the following groups: These fields are primarily concerned with how and what we think. They treat of reason, imagination, and emotion. (a) A two-year course of study in the history and litera­ They touch conduct closely, for they are concerned with the ture of western society from Hellenic times to the present. causes and principles of action. The courses in general The history and literature of ancient, medieval, and mod­ psychology (Psychology 21) and introduction to philosophy em civilizations are treated in parallel courses. History . (Philosophy 21), both available in the 11 and Literature 11, in the first year, carry the study to the second year or later, offer students a comprehensive introductory view of these period just preceding the revolutionary changes of the late fields. eighteenth century. History 21 and Literature 21, in the second year, introduce students to modern society and liter­ (d) Study of mathematics and the natural sciences. ature. 'fhese courses attempt to furnish students with a First-year courses in mathematics, biology, chemistry, and background for a critical understanding of man's social rela­ physics (those numbered 11and12) attempt to give students tions, his thought and expression, and to provide insight into insight into principles of organic life and physical environ­ I present problems by understanding of the past. All of these ment and some grasp of method and basic ideas of science. I''· courses include emphasis upon practice in writing through These courses aid students to obtain understanding of regular papers and upon corrective criticism given in fre­ modern society through comprehension of science as a tech­ quent individual conferences. Any of the courses may be nique utilized by man in the mastery of nature. Second-year taken separately from the others, although they are planned courses in the sciences are more specialized in character. to be correlative. (e) Study of modern and ancient languages. (b) A study of present-day society in the fields of econom­ Beginning courses are offered in French, German, Italian, ics, politics, and sociology. Russian, and Greek. Courses based upon high school prep­ The course in Contemporary Society, offered for first-year aration are offered in French, German, Latin, and Greek. students, is intended to give a general acquaintance with In all the languages emphasis is put upon rapid acquirement typical problems in different social fields. of reading ability as a tool for the appreciation of ancient Examination of the social scene is made in introductory and modern foreign literatures, and for research. The en­ courses in the social sciences available in the second year or deavor is to give students sufficient reading knowledge to later. The courses in principles of economics (Economics enable them to make some use of these languages in their 21), comparative government (Politics 21) and introduc­ advanced studies in the college. tion to sociology (Sociology 21) introduce students to funda­ (f) Introduction to the arts, through courses in the history mental features of economic, political, and social life and to and appreciation of music and of the fine arts (architecture, methods and viewpoints of the social sciences. The modern painting, and sculpture), and in the drama. emphasis in these courses is in keeping with that in History 21 and Literature 21. (g) Orientation to college, by means of a course which meets twice a week throughout the first six weeks of the college year. It is required of all freshmen.

12 13 REED COLLEGE CURRICULUM

The college has made requirements among the introductory credits earned is computed by the quality of scholarship as well courses in order to assure distribution of attention over these as by the number of units taken. A normal program of work of fields. The requirements and the years in which they are average scholarship earns 25 credit-points a year. The require­ normally satisfied are: ment for unconditional admission to ·upper-class standing is 50 Freshman year­ credit-points, or 30 units of work of average scholarship. Stu­ Literature 11. dents who are allowed to enter the junior year with a deficiency History 11 or Contemporary Society. in credit may remove this either by carrying extra work in One 11 course in mathematics or natural science (biol­ regular courses at the college or in summe1· sessions elsewhere, ogy, chemistry, or physics). or by doing work of better than average scholarship. Students The Orientation to College course. (See page 13, para­ are at their own request informed at the end of each year of graph (g). the number of credits they have earned. Freshman or sophomore year- A second science course chosen from a group (Group B) Pro!Jram of the Last Two Years including Mathematics 11, Biology 11, Biology 12, The courses of the curriculum, exclusive of those in the arts, Chemistry 11, Physics 11, Physics 12, and Psychology are grouped in the following four divisions: 21. (If Psychology 21 is chosen it is taken in the Literature and Language (English, French, German, Rus­ sophomore year.) sian, Latin, and Italian). Sophomore year- History and the Social Sciences (Economics, Politics, Soci­ One course chosen from a group (Group A) including ology). Literature 21, History 21, Economics 21, Politics 21, Mathematics and the Natural Sciences (Biology, Chem­ Sociology 21, Sociology 23, Psychology 21 (if not used istry, and Physics). in the science group above), and Philosophy 21. Philosophy, Psychology, and Education. A reading knowledge of French or German, attained before Kindred subjects are grouped in divisions to avoid the isola­ the senior year a.nd tested by special examination or by tion ofspecialized fields of learning. (Though courses in the arts examinations in courses. This requirement means that a are not listed in any of the divisional course groupings, they are language is usually taken in the freshman year, or at open to upper-class as well as to lower-class students. See pages latest in the sophomore year, and continued if necessary. 13, 68, and 69.) In the work of each division the treatment of Postponement of the requirements listed above may be made particular subjects is broadened by emphasis upon their mutual under certain circumstances arising from the occasional needs relationships. The student's major program of study is usually of prospective natural science majors. Such postponements divisional in its scope and is supervised by the division as a must be recommended by the advisers of the students request­ whole as well as by the student's mi;\jor professor. A student ing them and must be agreed to by a special committee of the may, with the consent of his adviser and of a committee on faculty. inter,divisional programs, arrange a special program of upper­ Detailed descriptions of the courses will be found on pages class study covering various fields to meet individual needs and 42 to 69. interests. (Opportunities for following programs of inter-divi­ A normal program for the freshman and sophomore years is sional major study are more fully explained on page 70.) fifteen units carried throughout the year. A unit means approxi­ At the beginning of the junior year students enter upon their mately three hours of work weekly, including time spent in class major programs. Choice of the major division or of the alterna­ meetings or conferences and in preparation. The number of tive, an inter-divisional program, should be made before this 14 15 xu:ED COLLEGE LIBRARY time. Tentative choice by the end of the first ance in the thesis, year is often the senior oral, and the last two years ofstudy useful, since in some cases courses taken are taken in the sophomore year into account by the division or special committee should be elected for their bearing on the recommending in major field. During candidates to the college faculty for graduation. the first two years students are encouraged The college to consult freely seeks in the senior year to give added emphasis with teachers to obtain advice and information about the con­ to the coordination of interests proper to tent of various subjects, their an educated and vocational possibilities, or their socially-minded person. Attempt is bearing upon the students' made to bring students developing interests. to recognize and evaluate the objectives The choice of and principles of the a major made on en:tering the junior year is different fields of study not necessarily they have engaged in, and to relate final, although it is difficult to change unless these to the individual's the preparation program for living in society. has been unusually broad or unless graduation is not expected in four years, LIBRARY At the end of the sophomore year each division estimates HE LIBRARY, capacity the erected in 1930 with funds bequeathed by of its prospective major students to undertake Eric upper­ V. Hauser, is the first unit of a plant which class work. Notice is given students of T can be expanded whose success the divi­ as future needs require. Two reading sions have serious doubt. A program rooms with a seating of studies for the last two capacity of nearly two hundred years is made out occupy the main floor, with the at the beginning of the junior year in con­ books in literature ference between and the arts on open shelves around them. each student and the member of the faculty The circulation whom desk and alcoves for reserve books are on he has chosen as his major professor. The program same the must floor. The other books of a collection totalling provide for at least fourteen units for each about of the two years; 63 000 volumes are in basement stacks, and each program is subject to the likewise open for stu­ approval of the division or de~ts to consult. Exhibit cases of the inter-divisional committee. give opportunity for the dis­ It remains open to later play of pictures, textiles, pottery, changes if these are necessary and other loans to the college. to make it better fit the student's The Rembrandt reproductions needs. Graduation depends and a collection of engravings not upon a fixed number of credit­ given by Mrs. W. M. Ladd points, but upon work are shown annually. The prints and of high quality intelligently and respons­ books of the Carnegie ibly performed. Art Collection (see page 20) are available for use through the library, as are the books At the end of the junior year qualifying of the Carnegie examinations are Music Collection (see page given to test the student's general 20). · grasp of the chosen field of The general book collection has study and ability to undertake been carefully selected to a thesis. Entrance upon the meet the needs of a liberal final year of work arts college and is increased by some depends upon satisfactory completion of this 1200 volumes examination. a year. Obsolete books, unless they have "col­ The thesis, an independent project lectors' of research value" are discarded annually on the or of critical or creative work, is a central advice of the feature of the last faculty, More than 200 periodicals are received. year's work. The senior oral examination The library at the close of the is a depository for the United States senior year is a two-hour discussion government documents between each student and and for the publications of the Carnegie the teachers in his major division Institution of Wash­ (or, in the case of inter-divi­ ington and of the Camegie Endowment sional majors, a for International Peace. special committee) with the assistance of The materials teachers in the library were enlarged in 1930 by from other fields including, whenever practicable, grant a one of $15,000 from the Carnegie Corporation of or more from outside the faculty. One hour New 7~rk · is given to con­ for the purchase of books over a period of sideration of the thesis and the five years in addition other to testing the student's to the regular book fund. For grasp of his field and a number of years volumes were related subjects. The quality of perform- purchased with the fund given by Mrs. Harry Hogue. Sets of 16 17

---~------, REED COLLEGE •I· EXTRA-CURRICULAR OPPORTUNITIES books in fine bindings have recently been presented by C. F. Separate physics laboratories are equipped for general phys­ Adams, and other examples of fine book-making have come ics, mechanics, electrical measurements, electronics (see page from the estates of W. P. Olds and Mrs. Helen Ladd Corbett. 62), oil testing, and research. The department is provided also On entering college the freshman is given introductory in­ with a large dark-room for light experiments and with a ma­ struction in the use of the library to acquaint him with its facil­ chine shop, equipped with metal lathe, drill-press, jig-saw, ities and procedure. The ,instructional methods used by the grinder, and glass-blowing table. Apparatus for advanced re­ faculty generally call for a wide range of reference reading search in magnetism, crystal structure by X-ray analysis, ioniz­ supplied mainly through the library. Under the reserve system ing radiations, high vacua, and radio is available, and students books may be used in the library or taken out for restricted are encouraged to make and develop new pieces of apparatus. periods. To assure an adequate supply of supplementary text­ A 100,000 volt constant potential direct current outfit has books and collateral i·eadings a book fee is required of class recently been installed for use in connection with radio static members in some courses. (See page 34.) and corona effects. The library is open from eight a.m. to ten p.m. on week­ Departmental libraries in chemistry and physics are close to days and from two to ten p.m. on Sundays. The facilities of the laboratories and contain the best modern treatises in these the library are available to the citizens of Portland through the fields and bound volumes of most of the important periodicals. Portland Public Library, which has a union catalogue and a The statistics laboratory is equipped with modern electric weekly messenger service. The collections of the Portland Li­ calculating and adding and subtracting machines. brary Association are readily accessible to students and faculty, The psychological laboratory contains standard equipment as are those of the Oregon Historical Society. for experimental work. Apparatus for special investigations in conjunction with senior theses is constructed or purchased as LABORATORIES needed. HE LABORATORIES in Biology, Chemistry, and Physics are EXTRA-CURRICULAR OPPORTUNITIES well equipped for undergraduate work. T HE AIMS of a liberal education include the aesthetic satisfac­ The biological laboratories are equipped for general biology, tion and cultural enrichment which come from music, the vertebrate and invertebrate zoology, botany, histology, and T fine arts, and the drama. The college seeks to give its students thesis research. Technical equipment includes constant tem­ an acquaintance with these arts and opportunities for active perature chambers, four types of microtomes, autoclaves, and expression through them. a large supply of chemicals and biological stains. The depart­ ment possesses a working collection of preserved invertebrate Music animals and plants of the region for the use of students in The college glee club is a student organization devoted to the zoology and botany. The Portland area offers excellent possi­ pleasure and profit of learning to sing a wide variety of good bilities for field study to the student of natural history. Field music with distinction. Although public performance is not its trips are made to the tide pools of the Oregon coast as well as dominant intention, the club gives two or more concerts a year to collecting grounds nearer the college. and sings by request at other campus events. In the chemical laboratories, reconstructed during the sum­ Frequent assemblies for informal singing give everyone in­ mer of 1938, each student is supplied with a well-equipped terested an opportunity to participate in the general music­ desk. The stock-room affords a complete line of chemicals, making activity of the community. organic and inorganic, and apparatus for extensive laboratory The student orchestra has recently been expanded into a work. community organization to provide a more complete instru­ 18 19 REED COLLEGE EXTRA-CURRICULAR OPPORTUNITIES mentation. It also gives one or more concerts each year. Drama Membe1·s of the orchestra have the opportunity of working The productions of the Reed College players are in charge not only in the complete orchestral ensemble but in the smaller of a faculty director. Two major plays, staged-readings, special instrumental groups such as the string quartet, the trio of programs for social events, and' several on-act plays are given string and wood-winds, and similar forms of chamber music. during the year. The latter are usually directed by advanced A student dance orchestra provides further musical oppor­ students under supervision. Expert instruction in stage make­ tunities. up is available, as well as training in costume design and Valuable orchestral experience is also afforded Reed students execution. In addition, Reed students often participate in the who are members of the Portland Junior Symphony Orchestra, work of the Portland Civic Theatre and its school (see page 68) an organization of skilful young amateurs. as actors, costumers, or technicians. The players also sponsor The college has received as a gift from the Carnegie Founda­ the appearance at the college of puppet plays and off-campus tion a valuable collection of over 800 records, a large library acting groups. Students interested in playwriting are encour­ of scores and books, and a Capehart phonograph. These are aged to work, under supervision, on individual or group pro­ kept in a music room, which is open to members of the Reed jects. Experimental productions of resulting plays are given to community at regular hours with an attendant in charge. Care­ invited audiences. Both faculty and students participate in the fully selected record programs are presented six times a week plays. A radio group works in close cooperation with the at convenient hours. Practice pianos are available for those players and with downtown broadcasting stations. studying with private teachers, and the Olds Memorial organ An impetus to out-of-door dramatic and musical events is may be used by competent music students. given by an open-air theatre on the wooded hillside overlooking the lake. During commencement week this theatre is the The Campus Studio and the Arts setting for the annual spring play. Work in art is adapted to the interests of individual students who are encouraged to develop their creative talents in the Visiting Lecturers arts and crafts as avocations to carry over into later life. The college maintains throughout each year a pmgram of A well planned studio for groups working informally is provided interesting and informative lectures on a wide variety of sub­ where experienced assistance is available in sculpturing, paint­ jects, delivered by visitors from various parts of the world or ing, drawing, and block printing. Student exhibits of art work by townspeople and faculty members. Lectures are usually are held each year. The Carnegie Corporation in 1937 pre­ given during the morning in the college chapel and occasionally sented to the college a valuable laboratory collection of art in the evening in the college Commons. Visiting speakers often consisting of reproductions, prints, textiles, and art books in meet with groups of students and faculty to talk informally English, French, and German. Framed reproductions of paint­ and to answer questions. Educators, artists, political leaders, ings and prints included in this collection are available to stu­ scientists, and journalists, of national eminence have been fre­ dents for their rooms at a nominal rental. quent speakers at the college. Students may take advantage of classes offered by the The George Goetz Wolfe lectureship, founded in 1927 by Museum Art School (see page 68), and may visit the galleries of Adolph Wolfe in memory of his son, has afforded the college the Museum. Particularly noteworthy among the permanent opportunity to secure eminent lecturers in various fields, who collections there are the Japanese prints, and the Greek and often spend several days on the campus. Chinese pottery.

20 21 COMMUNITY GOVERNMENT

THE COLLEGE COMMUNITY The Student Union is the center of the social life of the com­ munity as a whole. It is the scene of college dances, formal and LE A'r REED COLLEGE has an attractive setting of Tudor infotmal. A fully equipped built-in stage petmits the rapid . Gothic architecture in the Arts and Science Building, the transformation of the lounge of this building into an intimate Library, the Dormitories, and other. buildings, fronted on the theatre. Plays, concerts, and lectures are given here as well as south by extensive lawns. To the north lies a wooded ravine in the chapel. The social rooms in the dormitories are also with a lake, an open-air theatre, and a swimming-pool, and to centers for student and faculty activities. the west the view is over golf links toward the west hills of Small groups with special interests have great vitality at Portland. The dormitories are divided into five houses for men Reed. They are organized infotmally for the promotion of and four for women. Each house is designed for from ten to extra-curricular activities arising from class-room work and life twenty residents, in suites and single rooms. The rooms are in the dormitories, from interest in the drama, and from ath­ given individuality by fireplaces and window-nooks and other letics. Stimulating contacts are furnished by groups which differences of plan fitted to the Gothic architecture. In Sep­ spring out of academic interests, such as creative writing, tember, 1938, owing to an unprecedented demand for rooms in French and German international affairs, social sciences, the the dormitories, an off-campus Senior House for men was various natural sciences, history, and the discussion of 'things opened. in general'. These groups often include one or more members The house plan is designed to give opportunities for friend­ of the faculty. Many faculty homes are open to group meet­ ings, and faculty wives are frequently hostesses to students at ship and discovery of common interests without the exclusive­ ~· ness of fraternities and sororities. Men's and women's social teas. rooms for the entertainment of guests and for informal teas and other parties are provided. The group life of the houses is COMMUNITY GOVERNMENT promoted by the companionship and counsel of resident instructors and graduate assistants. HE COLLEGE COMMUNITY is democratic in character, and stu­ The presence of students from widely distributed geograph­ Tdents share with faculty the responsibility of creating and ical areas, ranging from the Atlantic coast to the Pacific, adds maintaining the conditions essential to a healthy intellectual to the interest of dormitory life. The college cooperates in the and social life; Their opinions are frequently sought and are foreign exchange plan whenever feasible, and encourages the always welcome on any phase of the college program, but in frequent presence on the campus of students from Europe and matters telating to student conduct they have a special interest the Orient. and a special jurisdiction. In this field the college aims to Students and faculty in residence at the college have their promote a genuine sense of responsible freedom on the part of meals in the college Commons, a high-beamed dining-hall close the students; and this finds expression in a variety of organized to the dormitories. Breakfast and lunch are served in cafeteria groups, such as the dormitory units, the college women's asso­ style. Day-students and faculty lunch with the resident stu­ ciation, the athletic organizations, and various other clubs. dents. Dinner is served to tables of six, and places may be 1'he central student agency is the student council, consisting of reserved. These arrangements give informality and variety of eleven members elected at large by the students. To this body association at meals and permit choice of companionship. A the community looks for responsible leadership in maintaining small dining-room known as the Japanese Room is used for desirable standards of conduct in all matters affecting the social special luncheons and dinners of groups offaculty, students and life of the campus. It is within its province to investigate visitors. ' and to make recommendations concerning disciplinary prob­ 22 23 REED COLLEGE PHYSICAL RECREATION lems arising out of unsocial conduct in connection with exam· have greater experience or who are interested in group com­ in:ations, the use of library materials, dormitory life, or other petitions, there are the team sports, basketball, volleyball, base· campus activities. These recommendations become final on ball, track, soccer, and football. Others elect fencing, boxing, acceptance by the faculty community affairs committee. wrestling, archery, l'ifle practice, folk-dancing, or horse-back The community affairs committee, which consists of five riding. faculty members, is the agent of the faculty in dealing with Each sport is under the immediate and responsible direction community problems. Besides making decisions as a commit­ of a "master", a student whose interest and proficiency have tee, it meets at least once a month in joint session with the marked him as the natural leader in that field. Student leader­ student council. These meetings are for the purpose of ex­ ship is sometimes supplemented by more expert professional changing views on matters of common interest and for the instruction. promotion of mutual understanding between faculty and stu­ Athletic competition at Reed is for the most part intramural. dents on all matters affecting the social welfare of the campus. The value of informal competition with friendly rivals is recog­ This joint body, known as the community council, takes no nized in contests with groups from other institutions where formal action of a legislative character, since its function is such competition can be had upon an equal footing and with primarily to bring about harmony by means of discussion and small expenditure of time and money. consent. Four hours per week of recreational activity approved by the The faculty recognizes its ultimate responsibility for the life department are required of lower-class students (both men and of the college as a whole. It reserves the right, through the women) during each of the first two years, and it is expected community affairs committee, to disallow acts of the student that this amount will be continued by upper-class students. council and, in exceptional circumstances, to take such positive The gymnasium has, besides the main athletic floor, hand­ steps as it finds essential to the general well-being of the college. ball, badminton and squash courts, a wrestling and boxing The exercise of this right has rarely been necessary because of room, and special exercise rooms. Six hard-surfaced tennis the procedure of discussion which characterizes relations be­ courts and the swimming-tank are close by. On the campus tween students and faculty generally. are an athletic field for major sports, with a quarter-mile running track, and a· recreation field for women. The East­ PHYSICAL RECREATION AND HEALTH moreland public golf links adjoin the college grounds. The college outing club sponsors trips to the Cascade Mountains for T IS THE AIM of the department of physical education at I Reed to promote the habit of health-giving and pleasurable hiking, climbing, and winter sports. (The college assumes no recreation for everyone. An extensive program of games is liability for accidents occurring to those who participate in carried on in which students of equal abilities are given oppor­ these, or other, activities.) The Richard Ward Montague tunity to engage in competition. Instruction is provided to Memorial Cabin, permanent mountain-side recreational center, aid individuals in improvement of chosen skills. Persons with is to be erected near timberline on the south side of Mt. Hood. physical disabilities receive special attention. The emphasis in The Glenn Chesney Quiett Memorial Infirmary is maintained physical education at the college is placed on developing in­ for the care of students suffering from minor illnesses which te.rest and skill in games which may be of permanent value to make their residence in the dormitories inadvisable. If the individuals in enabling them to keep up various athletic recre­ illness is serious or if complications arise, the student will be ations after they have left college. transferred to a neighboring hospital at his expense. In all cases Among the recreational activities are swimming, skiing, of indisposition or injury the student should report to the tennis, handball, squash, badminton, and golf. For those who infirmary or to his family physician.

24 25

--·------­ ADMISSION

ADMISSION AND COSTS Admission Procedure Applications for admission to freshman standing should be ADMISSION filed with the Director of Admissions of the college as soon DEED COLLEGE passes upon all applications individually and as the student knows that he wishes to enter Reed. Steps in .l\... considers the evidence concerning the whole personality admission procedure are as follows: of the applicant. Selection is determined in the main by the Preliminary application forms should be filled out and following items: sent to the Director of Admissions, Reed College, accom· panied by the $3 application fee. These forms may be Creditable completion of a four-year high school course, obtained upon request from the Director of Admissions. or its equivalent. Upon receiving the application, the college will secure The ability of the applicant as a student is the primary the high school records of the applicant and make ar­ consideration upon which admission is based rather than the rangements for tests and interview. (See below.) Addi­ particular pattern of subjects taken in high school. tional forms will be sent to be filled out by the applicant. The college recommends that, in preparation for its work, Applicants will be informed of the result of their appli· English, either French or German, history, social science, cation as soon as it is considered and reference reports mathematics, and natural science be included in the applicant's have been received from teachers. This usually requires studies, and that the major part of his program be drawn from from two weeks to a month. these and related subjects. Other arrangements of the high Tests: These are to enable the college better to judge the school course will not prevent the student's admission provided applicant's fitness for the type of work offered. Information indicates clear promise of successful college work. his record given by the tests is used by the adviser at registration in aiding Capacity andpromise in at least one of the fields of study the student to plan his program of studies. These tests are not in the college curriculum. in any sense examinations which require specific. preparation, The major divisions of the curriculum are outlined on page 15. nor are they college entrance tests in the sense that ad­ mission is largely determined on the basis ofscores made Consideration will also be given to such excellence in fields in them. of activity outside the formal school curriculum as indicates capacity in the applicant. Interview: A personal interview with the Director of Ad· missions or some other member of the faculty is frequently college studies. Health sufflcient to justify undertaking requested unless distance prevents. At'l'angements will be made This is to be determined by a physical examination to be for such an interview after all application forms have been given at the college by a qualified physician.* submitted to the college. Evidence ofearnestness ofpurpose, maturity, and a sense Physical Examination: Entering students must make ar· of responsibility. rangements for a physical examination* at the college before or This is judged chiefly from personal interviews and letters during registration week. A fee of $3 will be charged for this from the applicant, and from teachers and others. examination. Acceptance is subject to reconsideration if the physical examination shows that the student's state of health *As a safeguard for the health of students and faculty, it is strongly recom­ makes college work inadvisable. mended that every member of the college community be vaccinated. *See page 26. 26 27 REED COLLEGE ADMISSION

Admission by Examination or Cun:w.lative Record ance at Reed College at least a semester and has demonstrated College entrance examinations may be substituted for the capacity to carry a program with at least average grades. A certificate of high school record. In such cases the student proportionate reduction of advanced credit will be made if the usually takes the College Entrance Board examinations, which student's work in Reed College falls below average. are held in many cities throughout the country. In rare cases A student wishing advanced standing for work done in an entrance by examination may be arranged under the super­ institution not fully accredited by Reed College may be asked vision of the Reed College faculty. to take an examination in subjects in which credit is desired. The college welcomes the use of cumulative student records, As most courses extend from September to June, students since these are well suited to its requirements for admission. may enter at mid-year only upon presentation of prerequisites To be adequate, the records must (1) cover at least the three for the courses which they wish to take. most recent years of the candidate's school life, (2) provide Requirement of Competence in English information concerning the candidate's intellectual capacity, physical and mental health, personal characteristics, habits, Applicants from non-English-speaking countries, including attitudes, interests, and talents, (3) contain a complete sum­ the Philippine Islands, are required to present satisfactory evi­ mary of the applicant's official record of final school grades and dence of competence in the use of English. The student should of the results of any examinations taken under the auspices of do this before he leaves his native country, as no letter of admis­ a competent examining agency, and (4) include the accurate sion will be issued until this requirement is fulfilled. record of the results of objective means for measuring in­ An examination to test competence in the use of English is tellectual capacity and achievement in all important subjects required of all applicants whose ability to carry on college work studied. Data obtained from all tests should be interpret­ in English is judged by the Director of Admissions to be ed, whenever possible, in authenticated, comparable terms, doubtful. such as well-established public school percentiles and inde­ pendent school percentiles.* The Director of Admissions will Suggestions Regarding High School Preparation be glad to examine cumulative records of any candidate who, Although Reed College requires no foreign language for at the end of the junior year of the secondary school, wishes a admission, the presentation of some high school work in Latin, decision with regard to the probability of his admission to the French, or German is advisable. A reading knowledge of French college after the completion of his preparatory work. or German is a requirement for the Reed College degree. A unit and a half ofalgebra is advisable for candidates who de­ Advanced Standing sire to study an exact science or to use statistical and other mathe­ matical methods in psychology, education, social science, or Students desiring advanced standing for previous academic business. Those looking forward to a scientific career should work of college grade should make application for it at the time offer both algebra and geometry, or the equivalent in general of entrance. Such students should present an official transcript mathematics. of record and a statement of honorable dismissal from the col­ The ability to read with understanding and with reasonable lege last attended. The amount of advanced credit granted is rapidity is indispensable in all fields of study. not determined finally until after the student has been in attend­ Credit for Summer Work and Special Work *Cumulative record forms including the essential features embodied in those published by the American Council on Education and the Educational Credit is granted for work taken in summer schools of college Records Bureau are recommended. rank on condition that it has had the prior approval of the

28 29 REED COLLEGE TUI'l'ION AND FEES administration committee and of the student's major division. of the Board of Trustees from 1915 to 1930, and its President Upon recommendation of the division concerned, credit will be from 1920 to 1930. The winners of this scholarship for 1938 allowed for work carried on during the summer in reading or were Beepske Brevet, of Portland, Stanford Seidner, of Ogden, laboratory courses under the direction of Reed College in­ Utah, and Phyllis Macy, of Los Angeles, California. structo1·s. Proceeds from the $1,000 Vadis Riesland Jacobs Memorial During the college year a registered student may carry for Scholarship fund made available to the college in 1937 are credit work in which instruction is not offered at the college, used to give needed financial assistance to a Portland girl whose provided the consent of the administration committee has been parents have not had the advantages of a college training. given to include it as part of the accepted program of the stu­ Loan funds, provided by friends of the college, including the dent. This work shall be taken in schools approved by the Alumni Association, are available for juniors and seniors who college or shall be tested in a manner satisfactory to the admin­ have maintained good scholastic records and are in need of istration committee. financial assistance to complete their college work. Applications for these loans should be made to the business office. Some of the larger loan funds have been provided by R. A. Booth, SCHOLARSHIPS, LOAN FUNDS, AND SELF-HELP W. B. Fletcher, Thomas Roberts, the Reed College faculty, Scholarships totalling approximately $3,500 are assigned Fannie M. Frank, John Koetsier, Ben Selling, and Noble Wiley annually by the college to students applying for admission to Jones. the Freshman class. Occasionally transfer students seeking ad­ Many of the students earn at least a part of their college vanced standing are considered in making these awards. Other expenses. A city the size of Portland offers opportunities for scholarships, competition for which is restricted as described those with initiative and aptitude, and the college has work below, are also assigned each year. A limited amount of finan­ for some on the campus. Students who desire help in finding cial assistance is made available by the college through opera­ employment should register their preference and qualifications tion of its student loan fund. Opportunities for student self­ at the college office, which endeavors to keep in touch with help are listed in the college employment office. such opportunities. Students who are obliged to do a large Entrance scholarships are awarded on the basis of the appli­ amount of outside work will usually find it necessary to spend cant's scholastic record, personality, evidence of initiative, more than four years in finishing their course. capacity for leadership, and, on occasion, financial need. Awards are frequently made to students whose financial needs are not TUITION AND FEES pressing. In such cases recipients are expected to return to the Application fee: A fee of three dollars is charged all stu­ college the unneeded portion of the award. All recipients will, dents making their first application for admission to Reed of course, be announced as scholarship holders. College. This fee should accompany the formal application for The John S. Schenck Scholarship fund of $5,000 was estab­ admission.' It will be returned if admission is not granted. lished in 1919 to "assist a student who otherwise might not have the benefit of college training." Interest from this amount Tuition: The tuition is two hundred and fifty dollars a year. is awarded to a student from The Dalles, Oregon. This covers slightly more than half the actual instructional Income from the James B. and Mabel B. Kerr Scholarship costs. The balance is provided by the college endowment. of $5,000, established in 1937, will be used to aid worthy stu, Students are normally expected to register for a full-time dents who have attended Reed College for one year or more in program of fourteen or more hours of instruction per week. In defraying their tuition costs. The late Mr. Kerr was a member special cases arrangements can be made to register for part­

30 31 REED COLLEGE TUITION AND FEES time instruction, with tuition rates adjusted as follows: 9 to 11 A reduction in program after the end of the first two weeks of hours inclusive, $210; 6 to 8 hours inclusive, $160; and less than the semester will have no effect on the amount of tuition. 6 hours, $100. Fee for Auditin!J,: A fee of five dollars a semester and the permission of the instructor are required for auditing a course. Physical examination fee: A fee of three dollars has been Auditing is usually limited to persons beyond the usual college fixed for the physical examination taken at the college. (See age not proceeding toward a degree, or to registered students. page 27.) The latter are exempted from the fee if they are taking a full Infirmary and health fee: A fee of five dollars will be program. charged for infirmary and health service. Payment of this fee Combined course: Students ta.king the combined five-year entitles students to six days' use of the infirmary without course offered by Reed College and the Museum Art School are further charge, and to certain special examinations, consulta­ charged tuition by Reed College in accordance with the above tion and advice of college physicians* and nurse, and first aid. ! regulations, except that a maximum of $700 is fixed for the It does not include medical or surgical treatment or hospital i part of the course taken at the college (42 year-hours). The care in the case of major disabilities. tuition for the work of the art school will be assessed by that Late rel},istration fee: Students registering after the day institution. scheduled will pay a late registration fee of one dollar per day Miscellaneous fees: A fee of five dolla1·s per course is up to a maximum of five dollars unless petitions for waiving charged for certification of each vacation or non-resident course the fee have been presented to and approved by the Registrar. taken under the direction of a member of the Reed faculty. A five-dollar graduation fee is required of all successful candidates Student-body fee: A student-body fee of seven dollars and for the degree of bachelor of arts. No student who has not fifty cents is collected from all students at the time of registra­ satisfactorily arranged all financial obligations to the college tion. This includes a subscription to the college paper and will be graduated or given any certificate or evidence of grades entitles the student to participate in extra-curricular activities. or credits earned. A portion of this fee is set a.side to defray the cost of the new Dormitory residence: Students who reside in the dormi­ Student Union building. tories pay $110 rental per year for rooms or suites accommo­ Laboratory charges: A deposit of ten dollars covering dating one or two persons.* When three students are assigned supplies, storeroom, and breakage is required in each laboratory to a suite they will pay $100 each per year for rental. The first course in biology and chemistry. assignment of rooms will be made by the college on August 15th. Rooms are furnished with bed, mattress, chiffonier, Refunds: Students withdrawing from college will receive re­ study-table, and chairs. Students should furnish their own turn of fees as follows: The a.mount of the tuition and other fees bedding, study lamp, rugs, curtains, and other equipment which paid, less $20, will be refunded when the student withdraws may add to the attractiveness of the room. within a period of two weeks after the date of registration of Each application for dormitory residence must be accom­ any semester. One-half of the tuition fee will be refunded when panied by a deposit of ten dollars. If the application for room the student withdraws voluntarily before the close of the sixth is cancelled on or before August 15th, the deposit will be rt:­ week of any semester. After the beginning of the seventh week turned. If the application is cancelled after August 15th, the of any semester no refund will be made, nor will any refund be *Upper-class students carrying less than 14 hours of college work, and made in the case of students dropped by action of the faculty. under-class students carl'ying less than 15 hours, may not live in the dormitory *The services of the college physicians are advisory only. except by special permission of the Administration Committee. 32 33 REED COLLEGE deposit will be forfeited to the college. If the room is taken, this deposit, less deductions for breakage of dormitory equip­ ment, is returned at the end of the year. Usually rooms are VOCATIONAL OPPORTUNITIES 1·ented for the semester and no refund is made if rooms are given up before the end of that period. Students desiring to N ENTERING Upon a College progt•am the student is concerned live in the dormitory should obtain a special application form. I with what he is to do after its completion and in particular with The dormitories and Commons are closed during the Christmas the bearing of a liberal education upon the professions and other holidays.* · vocations. The following discussions of vocationi:tl opportunities Students desiring to live off the campus and not living at are presented to indicate the importance of the program of home must receive faculty approval. Reed College in laying the foundations for specialized work. The charge for board in the college Commons is $90 per semester for breakfast and dinner. Luncheon is served on a Law cafeteria basis. The approximate cost for all meals is $6.00 to $6.50 per week.** A liberal arts course affords to students interested in the law an opportunity to acquire a broad social and philosophical back­ Summary of Expenses ground for thefr later specialized study and practice in this Estimated instructional expense is $290, as follows: profession. Acquisition of such background becomes of in­ Tuition ...... $250.00 creasing importance with the growing complexity of the lawyer's Laboratory fees...... 10.00 functions and the greater opportunity he has today to play Physical examination, in­ important roles outside the narrowly specialized phases of his firmary and health fees .. 8.00 work. Consequently all law schools of high standing require Books and supplies ...... 25.00 that college work be taken preliminary to their professional Student-body fee ...... 7.50 courses. A few law schools, among which are Harvard, Colum­ Residence expense is approximately $230 for board and $110 bia, and Stanford, make graduation, from an accredited college for room. a prerequisite for entrance. These 'requirements do not stress particular courses of study, but high quality of performance. Tuition, other fees, board, and room rent are payable one­ The coordinated nature of the curriculum of Reed College and half on registration day and one-half at the beginning of the the individual methods of instruction combine to encourage the second semester in February. student to think for himself and to attain breadth of outlook. In certain courses a hook fee is required to defray the cost of duplicate sets of expensive textbooks and collateral readings Medioine which are held on reserve for students' use in the library. The amount of this fee varies from course to course, and from year The study of medicine is requiring an increasingly broad and to year, but in no case is it likely to exceed $2.00. Descriptions thorough educational foundation. Part of this must be in the of courses in which it is required carry the words "Book fee". sciences of biology, chemistry, and physics, part in English and (See pages 43-69.) modern languages; the remainder should be in studies which *Dormitories will be closed at 5 P.M., Saturday, December 16, 1939, and will give breadth to the education of the student and extend will reopen Monday noon, January 1, 1940. his understanding of social problems. The Commons will be closed after lunch December 16, and will open with dinner January 1. All recognized medical schools require at least two years of **The charges for board and room are based on cost, and may vary. college work for entrance. A considerable number require

34 35 REED COLLEGE VOCATION AL OPPORTUNITIES

three years ofcollege work,* and a few require graduation from visability of this more extended training. Others may find it college. The continued progress of medical science require& men possible to take one or two years of work in these fields and trained and capable of undertaking not only scientific research transfer to engineering schools without loss of time. At Reed I into the nature and cause of disease but also an effective part courses in mathematics, physics, chemistry, literature, and his­ in solving problems of community health. Breadth of interest tory are equivalents of undergraduate courses required in prac­ and education are extremely important for any one hoping to tically all engineering schools.* become a leader in the medical profession. Similar preparation is advantageous for those who wish to Business become bacteriologists, physical therapists, clinical laboratory The business world is in a state of transition. Business men technicians, and nurses. Public health work generally requires are being called upon to consider the social purposes of busi· additional graduate training following graduation from a med­ ness-its relation to labor, government, the consumer, and ical school, but training for certain positions in the public general social policy. This calls for a type of social understand­ health field may be secured directly after college graduation. ing which cannot be secured in a preparation for business which concentrates on the technical details of particular types of busi­ Engineering ness activity. It emerges from a study of economic, political, Engineering is the application of scientific knowledge to prac­ and social institutions, their functions, their history, and their tical problems of construction and industl'ial operations. The interrelationships. Such a study is the objective of the liberal increasing magnitude and complexity of these problems make arts curriculum in social science. It provides a suitable back­ large demands upon the leaders of the profession for knowledge ground for further study at a graduate school of business for of basic science and mathematics. Also the engineer must deal those who desire such training. For those who enter business with people as well as with materials, and, to a considerable directly it forms a basis upon which the technical procedures degree, his professional advancement will depend upon his of particular businesses can be learned on the job and related ability to deal successfully with the economic and social prob­ to their social and economic setting. lems which accompany every engineering undertaking. Mathematics and statistics also contribute to the general These facts have led to an increasing tendency among well­ equipment for business.. These tools are useful not only for many known engineering schools to superimpose the strictly tech­ business operations, but for the more accurate interpretation nical engineering studies upon an undergraduate course in which of business activities and economic situations and changes. major work in the pure sciences and mathematics is strongly supplemented by work in the social science field. Journalism The prospective engineer who wishes to be as well prepared Reliable reporting and thoughtful interpretation of contem­ as the best of his competitors will do well to consider the ad- I porary events, which are the function of journalism, increasing­ I· *For example, the University of Oregon Medical School's requirements are I ly demand of those who wish to be more than mere police re­ as follows: I Term Hours porters a broad, general foundation of fact and understanding. Chemistry, inorganic (qualitative and quantitative This, with its emphasis on a liberal arts education, its courses in must be included)...... 15 Chemistry, organic ...... 8 the social sciences, history, literature, and the fine arts, in the Biology ...... 20 natural sciences and the scientific method, Reed College offers. Physics ...... 12 English ...... , ...... , ...... 9 * (See page 71 for degrees in engineering under the cooperative arrangement German or French ...... , ..... , ...... 20 with the Massachusetts Institute of Technology.) 36 37

,,j ' REED COLLEGE VOCATIONAL OPPORTUNITIES

In small group and individual conferences the student must victuals has resulted in a greater need and demand for trained crystallize his understanding of what he is studying; and by the social workers with a knowledge of the nature and scope of the constant writing of reports and papers, which are carefully gone problems to be attacked and. the methods most effective in i i ' over by competent instructors, he is enabled to improve his coping with them. For those whose primary vocational interest ability to use effectively the English language. The special is social service or the administration of social service agencies, courses in writing offered by the college stress the communica­ a background of theory and practical application is provided tion of ideas and facts in the most compelling and interesting through course materials, special reading courses, opportunities manner, One advanced course is designed directly for those for case method field-work, and contact with social work agen­ ! I students who wish eventually to do magazine or newspaper cies and their staff members. work. Meetings of students interested in journalism are held The necessary statistical and descriptive materials concern­ from time to time under the direction of specialists in the field; ing crime, delinquency, dependency, etc., are introduced in and the undergraduate newspaper, the Quest, as well as the sociology courses. For more advanced students, special reading opportunities open for reporting college events to the local courses in applied sociology are offered. Upper-classmen and newspapers, afford practical experience in news gathering and senior thesis students find it possible, through co-operation with editing. local agencies, to pursue field-work and case study methods. Government Se1·vice The Library Profession Opportunity for careers in government service has been •. greatly increased by the multiplication of governmental activi­ The modern library is an important factor in the civic, in­ ties and the extension of the merit system taking place not only dustrial, educational, and recreative life of the community, and in the federal service but also in state and local government. the librarian who administers it should bring to the task a Recently in the federal service an examination was instituted desire for social service as well as a thorough preparation. for the position of "Junior Civil Service Examiner", which is Opportunities for specialized service are offered in the depart­ open to any graduate of a liberal arts college, and which pro­ ments of public libraries, in school, college, and university vides for grading candidates on the basis of their general culture. libraries, and in libraries in scientific and industrial institutions, It is probable that this examination will be repeated approxi­ hospitals, and museums. In addition to preparation for the mately every two years. In addition there are numerous oppor­ various types of institutional service the indiviqual may stress tunities in the federal service for those who have received special in his preparation the administrative, research, instructional, or training in various branches of study included in the liberal arts clerical phases of the library profession. curriculum, such as the natural sciences, history, anthropology, Because of the many-sided development of this work, the sociology, and political science. For these professional positions student will need a general background of liberal arts training a year of graduate study, or the equivalent in experience, is and a specialized knowledge in one of the following fields: lit­ usually required.* erature and languages, history and social science, or the natural sciences. At least one year of professional training beyond the Social Service four years of undergraduate study is required. The increasing emphasis in modern society on the care and guidance of dependent, delinquent, and handicapped indi­

*See "Government Careers for College Graduates", by Leonard D. White, Pamphlet No, 8, June, 1937, Civil Service Assembly,

38 39 REED COLLEGE VOCA'l'IONAL OPPORTUNITIES Teaohing Additional work in education to the extent of two year-hours Many Reed graduates follow teaching as a career. Of these a may be taken during the fifth year. large number have completed work for advanced degrees as For those planning to teach in the high schools of Oregon preparation for college and university teaching, in which they attention is called to the importance of major and minor prep­ are now engaged. Some are teaching in high schools, and a aration in the subject fields in which the student desires to few have become specialists in certain fields of child study as it teach. The State Department of Education has made the fol. relates to pre-school and elementary education. lowing recommendations in regard to the employment of teachers in standard high The college has been fortunate in placing outstanding stu­ schools: "In employing new teachers the superintendent dents of various fields in graduate fellowships and assistantships and school board shall select those who have had major or minor which enable them to pursue graduate study in preparation for preparation in the subjects to be taught. A minimum college teaching and for research positions in special fields. of variation from this requirement· may be allowed in small high schools in which several subjects must In the field of secondary education, opportunities foi· well be taught by each teacher but the regulation shall qualified students are increasing despite the present over-supply be enforced as rigidly as possible." Students should consult with of teachers. The movement for the reorganization of secondary the Divi­ sion of Philosophy, Psychology, and Education relative to the schools calls for broadly trained educational leaders. This major and minor preparation which they plan to offer for teach­ movement includes the establishment of junior colleges to ex­ ing as early as possible in their college career. tend the work of the seco,ndary school for two years. Qualifica­ tions for junior college teachers, now being formulated in several Plaoement Service states, require professional preparation in the techniques of teaching and graduate study for the master's or doctor's degree. Reed College through its administrative officers and faculty members assists qualified graduates in finding positions in the Students ofReed College may meet the specific course require­ occupations and professions mentioned above and in other fields. ments for certification ofteachers for high schools in manystates. Activities in which members of recent graduating A few states require additional college work above the bachelor's classes are now engaged include, besides teaching, journalism, degree. To meet such requirements the college offers a fifth city, state and federal employment, actuarial year of work for teachers. (See page 67 .) and other technical occupa­ tions, banking, business, and insurance. Certificates valid in high schools of Oregon are issued without examination to graduates of Reed College who offer five addi­ tional year hours of credit above the requirements for the bachelor's degree* and who have completed at least nineteen semester hours (872 year hours) of college work including the following courses : Psychology (Educational) 2lc, 172 year-hours, Education 31-32, 3 year-hours, Education 41, 1 year-hour, Education 46, 2 year-hours, History 34, 1 year-hour.

*An additional five year-hours of credit will be required for certificates issued after January 1, 1941.

40 41 DIVISION OF LITERATURE AND LANGUAGE

COURSES OF INSTRUCTION or Italian before entering upon junior and senior courses. Sub­ DIVISION OF LITERATURE AND LANGUAGE stitution of proficiency in Latin or Greek for this requirement Professors Cerf, Chittick, Woodbridge; Instructors, Borden, Mrs. Collier, is allowed in some cases with approval of the division. In the Hartmus, Reynolds, Stuurman, Tenney; Lecturer, Mme. Pouteau. case of majors in the classical languages who have had the

HE mvxsxoN of Literature and Language offers work in equivalent of at least two years of college Greek and two years Tgeneral literature of various periods from Greek to contem­ of college Latin, the general college requfrement of a modern porary times, in modern and classical languages, and in com­ language may be waived upon approval of the division. position. Theses in the division may be written in the fields of general literature, past or contemporary, including English or Ameri­ In the general literature courses of all four years, works of can literature, and in French, German, Greek, or Latin. Theses artistic excellence and philosophical interest are selected from in creative writing may be written only in special cases and by past or contempora1·y literatures. Readings are selected for permission of the division. Thesis topics should generally be their thought-content and artistic value and for their reflection selected before the end of the junior year in order that some of social movements and of the ideals from which these have preliminary reading may be done during the following vacation, arisen. No attempt is made to cover literary periods exhaust­ and must be approved by the division. Theses should be in­ ively. Representative works are chosen for their intrinsic merit tensive critical studies of authors, works, periods, or ideas. In­ and to provide material for the discussion of problems of living' dependence of judgment rather than originality of topic is and thinking that have confronted men from the time of the emphasized. Greeks. Students are encouraged from the first to relate actively what they read to their own thinking, to correlate their experi­ Getieral Literature ences in reading, and to study the beauty and lasting meanings The courses in general literature for the first and second of literature. Independent reading courses, arranged for when­ years form two parts of a continuous course in which repre­ ever feasible during the last two years, offer varied opportunity sentative literature from ancient to contemporary times is for study in individually selected fields and for establishing studied. Work in these courses parallels work in the history sound foundation for graduate work. courses in the first two years (History 11 and History 21) , Work in modern and classical languages supplements the In courses 32-41 the most important works dealt with are work in literature by enabling students to read without recourse read by all students; in addition, each student is expected to to translation some of the works studied in the general literature read widely in the national literature (English, French, German, courses. In all language courses rapid acquisition of ability to or Italian) in which he is especially interested. Reading knowl­ read accurately and swiftly is sought. In addition, provision edge of French, German, or Italian is prerequisite to courses for more specialized linguistic study is made from the first. 32-47, unless exception is especially granted. Except in such specialized courses, work in all the languages, as Junior and senior students are permitted to work on planned soon as the elementary period is past, emphasizes literary independent reading projects of their own choosing, under rather than linguistic values. tutorial guidance when available, covering ground not t~uched upon by the listed courses. (See courses numbered 48.) Students majoring in the division are required to take Litera­ ture 11 and Literature 21. The division recommends that 11-General LiteratUl'e, First Year. 3 units. majors take History 11 and History 21, as closely correlative A study is made ofselected works of poets, dramatists, and philosophers of West and East from Homer to the middle of the eighteenth century, with Literature 11 and Literature 21. Majors in the division illustrating the achievements of different ages and peoples in thought are required to possess a reading knowledge of French, German, and expression. Lectures, small group conferences, and individual paper conferences. 42 43

I ______J __ ------­ REED COLLEGE DIVISION OF LITERATURE AND LANGUAGE

21-General Literature, Second Year. 3 units. 38-Expository and Critical Writing. 1-2 units. Prose and verse of modern literature are studied, both as examples of A course designed to aid students to write clearly and effectively. changing literary art and as significant expressions of thought arising out Limited to upper-class students not majoring in literature and language. of the background of revolutionary idealism in the midst of which they Individual conferences. were written. Readings selected cover the period from the time of 42-Written Communication. 1-4 units. Rousseau to the present day. Lectures, group and individual con­ An advanced course in non-fiction writing for students who wish ferences. eventually to do magazine and newspaper work. Open only to those 32-Renaissance Literature. 2-4 units. upper-class students who have already demonstrated considerable pro­ First semester: Italian Renaissance, especially Petrarch; French Remlis­ fidency. Lectures and individual conferences. sance, especially Montaigne; large lines of English Renaissance. Second semester: Shakespeare. Modern Languages 34-Romantic Literature. 2-4 units. Elementary courses in modern languages are planned to give Main tendencies of the romantic movement with special emphasis on all students as rapidly as possible an accurate reading knowl­ Rousseau, Goethe, Wordsworth, and Keats. edge for use in connection with other subjects. Study of gram­ 36-American Literature. 2-4 units. mar and oral and written use of the language are provided in Selected topics of special interest such as The Puritan Mind, 'l'he Liter· various graded courses for those who wish to specialize. atl!J'e of the Frontier, The Revolt Against Provincial America, Ameri· can Ballads and Folk Tales, the New Regionalism, The Emergence of The other advanced courses are literary in their emphasis, the Proletariat, etc., etc., rather than a chronological survey. Consent and are intended to acquaint students, through a wide survey, of instructor requil'ed; conducted tutorially. with the thought and life of foreign peoples. *37-Eighteenth Century Literature. 2-4 units. Special attention is called to the courses in independent Special study will be made of the work of Pope, Johnson, and Swift, reading, which are graded to fit varying degrees of capacity and with outside reading. training. They are arranged to permit reading in connection 41-Contemporary Literature. 2-4 units. with study in other fields and in periods and authors not included The major figures in English, American, and continental literature in regular classes. from Ibsen to the present day. Readings, papers, discussions. Book fee. 47-Thesis. 4 units. French 48-Independent Reading. 1-4 units. 11-Beginning French. 3 or 5 units. Elemen,ts of grammar. Emphasis on reading, intensive and extensive. Composition optional. Composition 21-Modern Prose and Verse. 3 units. Training in English composition has a place in all the courses A reading course. Prerequisite: 2 years in high school, or French 11, in general literature through frequent papers, which are criti­ 3 unit section. cized for form and diction. 22-Review of Grammar and Composition. 2 or 3 units. 31-Creative Writing. 2-4 units. Systematic review of grammar with drill. Composition based on grammatical principles. As much oral work as time allows. Course This course is designed to help students solve their technical problems planned as preparatory to French 31. Prerequisite: approval of in­ in their chosen fields of imaginative writing and to assist in developing structor. the technique of reading with critical insight .and sklll. There are no fixed assignments, but students are expected to work sincerely in the 23-Representative French Literature. 3 units. forms which interest them most, developing their own initiative and A reading course, Translation and critical study of texts. Reports ingenuity in these forms. Class meetings and individual conferences. each semester from each student on some author studied. Prerequisite: ---- 3 or 4 years of high school French, or French ·11 (5 unit section), or *Not given in 1939-40. approval of instructor. 44 45 ·~·

[ REED COLLEGE I DIVISION OF LITERATURE AND LANGUAGE

24-Elementary Independent Reading. 1-2 units. 24-Elementary Independent Reading. 1-3 units. One class hour for sight reading, Outside reading chosen by student. One weekly meeting in which the entire class unites in the use of a 31-Composition and Conversation. 3 units. single text. For outside reading, the individual student is guided in the selection Essential for those intending to teach French. Prerequisite: approval of texts. Written reports on outside reading. Prerequisite: of instructor. 3 years high school German or German 11, 5 unit section, and approval of instructor. 32-Advanced Composition and Conversation. 2 units. 24s-Scientific German. 3 units. Prerequisite: French 31, or approval of instructor. Carefully selected scientific texts in physics, chemistry, biology, etc. 33-Representative French Masterpieces. 3 units. Prerequisite: German 11 or 2 years of high school German and ap­ A reading course for advanced students, The first semester and part proval of instructor. of the second are devoted to reading selected masterpieces, both in 25-Minor Classics. 3 units. prose and verse, representative of French literature from the thirteenth Short stories and plays of the 19th and 20th centuries are read. In· to the nineteenth century inclusive. During the latter part of the tended for sophomores who have had German 21 or 23 in their fresh­ year contemporary French prose will be read. Prerequisite: approval man year. of instructor. 31-Composition and Conversation. 2 units. 35-Advanced Independent Reading. 1-2 units. Prerequisite: Approval of instructor. Same plan as for French 24, but presupposing greater ability to read 33-Masterpieces of the Eighteenth and Nineteenth Centuries. at sight. The class hour will be devoted to the reading of a critico­ 3 units. biogrnphical work, e.g.: Le Misanthrope de MoJi?,re by Doumic. Prerequisite: approval of instructor. 44-French Thought and Literary Ideals to End of 18th Cen­ 35-Advanced Independent Reading. 1-3 units. tury. 4 units. One class period; outside reading, reports. Introduction to literary history of France. Wide reading, varied ac­ 47-Thesis. 4 units. cording to previous work of students. Given in alternate years. 48-Reading in Fields of Special Interest. 1-3 units. 45-French Literary Schools and Ideas in 19th and 20th Cen­ Prerequisite: approval of instructot'. Open to a limited number of turies. 4 units. advanced students. Conducted tutorially. Fiction, drama, poetry, criticism, history. Reading adapted to pre· Italian vious work of students. Given in alternate years. 32-Beginning Italian. 3 units. 47-Thesis. 4 units. Essentials of grammar. Extensive reading of modern fiction and 48-Reading in Fields of Special Interest. 2-3 units, drama. After the spring recess, Dante or other poetry at choice of Conducted tutorially. Approval of instructor. Open to a limited num­ students. Composition optional. Prerequisite: Latin, and one other ber of advanced students. romance language. 48-Advanced Reading. 1-2 units. German One class-hour a week. Given when demand is sufjicient. Russian 11-Beginning German. 3 or 5 units. 11-Elements of Grammar. 1 unit. Essentials of grammar. Intensive and extensive reading. Simple reading. One class-hour per week. Given when demand is 21-Modern Prose and Verse. 3 units. sufficient, The course begins with stories and poems of a comparatively easy nature. Later more difficult readings are chosen. Prerequisite: 2 years Classical Languages and Literature high school German or German 11, 3 unit section, Work in Latin and Greek is designed to give students an 23-Modern Prose and Verse. 3 units. understanding of the language, thought and literature of the Similar to 21, except that the reading is more advanced. Prerequisite: ancient Greeks and Romans through study of representative 3 years high school German or German 11, 5 unit section. works. From the first, emphasis is placed both upon the beauty 46 47

J_____ --~- REED COLLEGE and varied resources of the languages and upon acquainting students with the literary achievements and the most funda­ DIVISION OF HISTORY AND SOCIAL SCIENCE mental ideas in Greek or Latin culture. Professors Akerman, Arragon, Keezer, McKinley, Noble; Instructors, Terrill, Work in either language is done in small groups or by indi­ Opler; Visiting Professor Kerby-Miller. vidual conferences and is adaptable to the requirements both of those majoring in the languages and of those who desire to HE COURSES in the history of civilization, that in contem­ use them in connection with other work or for their own Tporary society, and the basic sophomore courses in politics, pleasure. In the case of Greek, students who cannot continue economics, and sociology provide an introduction to advanced it for at least two years are advised not to take it up, since work in the various fields of the division. Of these, one course proficiency cannot be acquired in less time. in history is required, and the basic courses in the three social For students who intend to teach high school Latin the course sciences are strongly advised. Psychology 21 is recommended, given offers opportunity to acquire a wide classical background and either Literature 21 or Philosophy 21 is required. with the emphasis best suited to their capacities or desires. The student specializes in one of the four fields of the divi­ Such students are strongly encouraged. to take at least two sion, but it is important to get some grasp of the other fields years of Greek along with their work in Latin. In addition, through courses or reading. An understanding of one subject the unified nature of work in the Division of Literature and cannot be had without the study of those related to it, for all Language offers opportunity to acquire wide familiarity with have a vital bearing upon one another. The junior and senior general literature as a background to teaching Latin. examinations test the acquaintance of the student with all the Work in composition is open only to juniors and seniors who fields of the division, as well as his proficiency in a special one. intend to teach Latin or to do graduate work in Latin or Greek. The division, with the cooperation of other divisions, plans a Theses ordinarily are critical rather than linguistic studies. seminar primarily for juniors and seniors of these divisions, as Greek 11-Beginning Greek. 3 or 5 units. an opportunity for the discussion of problems arising in various Preliminary grammar first five months; reading, with continued study fields. The seminar is not required and carries no credit; but of forms and syntax, in authors suited to or desired by the students. reading in the subjects discussed may be linked with certain Latin 11-2 or 3 units. upper-class courses, and in special cases individual study may Reading based upon the students' capacities in fields of their interest. be done in a 48 course. Conducted tutorially or in small groups. Prerequisite: at least two years Another link between the social sciences is the work in sta­ of high school Latin or its equivalent. tistics, which is of growing importance Greek 25-Greek Thought and Culture. 2 units. in the analysis of the The emergence and development of certain dominant ideas of the materials of economics, politics, and sociology. Hellenic world, as these are exhibited in some of the early philosophers, the poets and dramatists, and some later prose writers. Attempt is History made to exhibit the distinctive and characteristic features of Greek culture through consideration of the intellectual views of the Greeks, The work in history aims at the careful and impartial exam­ their poetic and imaginative feelings, and their typical ethical and ination of human experience to the end of enlarging our under­ religious attitudes. standing of man and of society. It introduces the student to Latin or Greek 47-Thesis. 4 units. the wide variety of men's past activities, economic, political, Latin or Greek 48-Independent Reading, 1-4 units. intellectual, and emotional, and shows how these are inter­ Open to all except first-year students. The work is organized both to give majors in the classics what they need for a systematic course and to related. It seeks, also, to give a background for the further enable others to develop their knowledge ofthe languages while they do study of the social and cultural fields and for vocations that reading in chosen fields. Prerequisite: approval of instructor. guide, serve, and interpret the life and opinions of society,

48 49

------______j _____ ------­ REED COLLEGE DIVISION OF HISTORY AND SOCIAL SCIENCE

In the first two years the courses in history cover the back­ 36-History of the United States. 4 units. ground and development of European civilization and in the Development of American society in government, economic life and junior year the history of the United States is added. Other culture from the Revolution to the present. Reading (without par­ fields and special subjects are treated in occasional upper-class ticular assignment) and discussion are directed to the analysis of central problems. Occasional papers. courses and in individual study (Histol'y 48). Special provision is made for the study of the history of social thought. The 41-Historical Writing and Thought. 2-4 units. A study of the writing of history from ancient times to the present and senior course in the history and the01"y of historical writing of the problems of historical criticism through the use of the works of rounds out the work of the department. great historians and of various modern schools of interpretation as the Consultation with the instructor is required before registra­ materials for discussion. tion in History 41, 43, 47, and 48. 43-Intellectual History of Modern Europe. 2-4 units. Aspects (selected according to the Interests of the students) of the 11-History of Civilization I. 4 units. history of thought from the Renaissance to the 11ineteenth century, A study of western civilization from its origins to the middle of the The reading is almost entirely in the work of the men whose thought eighteenth century, paralleling Literature 11. This is not so much a is studied. It is discussed individually or in small groups and provides narrative as it is a description and analysis of Graeco-Roman society the material for occasional papers. (first semester) and of medieval and early modern European society 47-Thesis. 4 units. (second semester). City-states and empires, peasant agriculture and 48-Individual Study. Credit in proportion to work done. capitalism, democracy and constitutional monarchy, philosophy and the In fields either more special than the regular courses or not covered by Christian church, science and the fine arts are illustrations of the them. These have been in Greek culture and thought, decline of the subject-matter. The aim is not information primal'ily but a thoughtful Roman Empire, medieval thought, history of art, England, Russia, acquaintance with what civilization has been, how it has changed, and topics in recent Europe and in the Far East, Spanish America, etc. what our inheritance is. Discussion in group conferences and papers Individual reading may be done also in connection with a regular course on topics of individual interest give students active part in the course. for one or two units aPacific Northwest. 2 units, Throughout these courses, and particularly in the senior year, This course is given during the second half-year. It fulfills the require­ the student is confronted with cm·rent economic problems, and ments of the State Board of Higher Education for Oregon history and is encouraged to secure an intimate knowledge of the facts and is a required course for education majors. to subject them to careful analysis.

so 51 REED COLLEGE DIVXSIO,N OF HISTORY AND SOCIAL SCIENCE

21-Principles of Economics. 3 units. 41-International Economics. 2 units. A systematic study is made of economic principles and their applica· Survey of world trade; theory of international trade and tariff prob· tion to current problems. Instruction is by lectures, class discussions, lems; foreign exchange; international debts, papers, and confe1·ences. Each member of the class is expected to make 47-Thesis. 4 units. an intensive study of at least one subject, in the field of theory, in economic history or in the various branches of applied economics, such 48-Independent Reading. Credit in proportion to work done. as labor, money and banking, transportation, industrial organization, international trade, and public finance. Political Soienoe

*31-The Economic Order. 4 units. The courses offered in this field are intend~d to reveal how Analysis of capitalistic organization of economic life, economic indi· governments are organized, what they do, and how adequately vidualism, private property, and business organization with special they meet social needs. This requires study of the different reference to the corporation; combinations and public policy; present attempts at social control of business, and proposals for reform of the plans of organizing legislatures, administrative offices, and economic system. Book fee. courts found in different countries and at different times. It means that the nature of political parties and other special 32-Economic Resources of the Northwest. 4 units. interest groups which try to secure control of agencies of gov­ The unifying problem for this course so far has been the utilization of ernment must be discovered. In the review of these political the power and transportation resources to be made available by the Bonneville project on the Columbia River. Class room discussions are institutions and practices attention is continually given to the supplemented by first-hand studies of resources and by group discus­ discovery of causal relationships from which "principles" or sions led by those actively working in the field ap,d participated in by "hypotheses" may be formulated, though often such formula­ students, faculty members, and business and professional men. tions must be highly tentative. Students taking work in this 33-The Credit System. 4 units. field are thus expected to work out their own values and develop Monetary theory; banking, with special reference to American experi­ their own philosophies of politics. ence and practice; and the business cycle. Book fee. The data used in these studies are taken from local, state, and national governmental practices in the United States, the *35-Public Finance. 2 units. more important European countries, and other parts of the Expenditures of governmental bodies, budget systems, administration of public debts, and taxation. world where European culture has been extended. Experience is also taken from the field of international politics, including *36-Seminar in Economic Geography. 2 units. those cooperative activities between nations that seem to repre­ First semester: general economic geography. Second semester: sent the beginnings of international government. regional geography of Europe. Studies in political science aim to aid all students better to 37-The Labor Movement. 2 units. perform their civic tasks as well as to furnish a necessary back­ Unemployment; wages; hours of labor; child and woman labor; labor ground for students intending to enter the foreign service, unions; agencies for industrial peace; social insurance. various types of public administration, law, teaching, and *39-Economic History of the United States. 2 units. research. The study of the main forces that have shaped American economic life, with special attention to the European heritage and. geographic factors 21-Comparative Government. 3 units. and to the historical background for work in money and banking, The growing complexity of government: new agencies and new func­ economic order, public finance, international trade, and labor prob­ tions; the problem of individual liberty in modern society; democratic lems. Conducted in correlation with liistory 36. ideas and beliefs, and ways in which they are put into practice, with special reference to Great Britain, France, and Switzerland; political *Not given in 1939-40. and economic issues between parties; proposals for reform along demo·

52 53 I _ _J REED COLLEGE DIVISION OF HISTORY AND SOCIAL SCIENCE

cratic lines; anti.democratic principles and practices, as manifested in brief selective survey of primitive cultures, pre-historic and modern; nazism in Germany, fascism in Italy, and communism in Soviet Russia. the theory of social evolution, its origin, dominance, and present Lectures, discussions, individual conferences. Book fee. reconstruction. The sociological section will cover the following topics: man as a social 31-Government of the United States. 4 units. animal; varieties of human groupings, their nature and mechanisms; Formation and adoption of the constitution, nature and operation of the social psychology of group behavior and the relation of the indi­ the national government, political parties and pressure groups, state vidual to the group; patterns in culture and the nature of institutions; governments (including Oregon), and city government. Conferences. processes and mechanisms of persistence and change in society; the Book fee. sociology of technique, economy, religion, art, conservatism, and radi· 35-International Politics and Government. 3-4 units. ca!ism. Consideration will be given at the end of the year to the role of sociology in the solution of modern social problems. Lectures and The modern state system and concept of sovereignty; foreign policies; discussions in sections. Book fee. international law and diplomacy; the collective system, its evolution and embodiment in the League of Nations, International Labor Or­ 32-Culture Dynamics. 2-3 units. ganization and World Court, its elements of strength and weakness; This course includes a rapid survey of social thinking from the Greeks nationalism, imperialism, armaments; the war system, its roots, pro­ on. This is followed by a somewhat detailed examination of the so­ posals for its eradication. Group discussions and individual conferences. ciological systems of three or four outstanding thinkers in the field. Book fee. 47-Thesis. 4 units. 41-Administration. 4 units; first semester. Methods of organizing and controlling administrative services in gov­ 48-Independent Reading. 1-3 units. ernment. Data taken from local, state, and national governments. Book fee. Genetal Sooial Science Cow·ses 42-Political Theory. 4 units; second semester. Special emphasis on the political philosophies of nineteenth century 11-Contemporary Society. 4 units. Open to freshmen only. and contemporary thinkers. Book fee. This course aims to provide an orientation to the contemporary social 43-International Law. 2 units. scene. It is not a bird's-eye survey course of the social sciences, but seeks rather to stimulate and clarify the student's thinking on some of Emphasis on law of peace and present status of neutrality. Discussion the central problems involving the relation of the individual to society. of cases, with collateral reference to texts. Some of these problems are the following: the impact of our cultural 47-Thesis, 4 units. environment on "human nature", and its influence in shaping per­ sonality; the possibility of controlling and reorganizing our institu­ tional system for the better promotion of social welfare, and the "tests" by which such welfare can be measured; ways in which human per­ Sociology and Anthtopology sonality may be enriched; the special problems presented by our It lies in the nature of these two subjects to provide a back­ modern machine civilization; the curre11t crisis, national and inter­ ground of fact and theory for the other social sciences. Artic­ national, in our economic and political life, and proposed solutions; public opinion, its formation and its relation to the democratic state. ulating, on the one hand, with biology, psychology, and phil­ The course is conducted in relatively small discussion groups by various osophy, sociology and anthropology link up, on the other, with instructors in the social sciences. Book fee. history, economics, and politics. 30-Statistical Method. 4 units. Statistical methods with an emphasis on their possibilities and limita­ 21-Introduction to Anthropology and Sociology. 3 units. tions in investigations in various fields of study. The work consists The aim of this course is to provide an introductory elementary survey largely of the analysis and interpretation of actual statistical materials, of anthropo-sociological data and theory. Approximately one-third of and includes both individual and group projects. Prerequisite: Mathe­ the year will be taken by the anthropological section under the follow­ matics 11. ing headings: man and animal; the races of man; what is culture; a

54 55 DIVISION OF MATHEMATICS AND NATURAL SCIENCE DIVISION OF MATHEMATICS AND NATURAL instructor is to SCIENCE be consulted before registration fol' Mathe­ matics 21 or any higher course. Professors F. L. Griffin, L. E. Griffin, Knowlton, O'Day, Scott; Assistant Pro­ fessors Carmody, Miss Short; Instructor, Davenport. 11-Introduction to Mathematical Analysis. 3 or 4 units. This course aims more at insight and intet•pretation than at the acqui· HE INTRODUCTORY courses in the several fields are planned as sition of technique. It presents a very general and precise mode of Tparts of a liberal education, rather than as technical courses thought, basic in modern scientific method, and illustrates the use of for specialists. Effort is made to point out the relations of the the ideas and operations in the natural and social sciences, the invest· subjects considered to problems of human life and to make ment world, and elsewhere. The processes are drawn from elementary calculus, analytic geometry, trigonometry, and clear the methods of observation, experiment, analysis, and algebra, and are fused into a unified course which presupposes no preparatory courses reasoning by which man has gained beyond insight into the nature of elementary algebra and geometry. Students expecting to specialize in the world about him and ability to utilize many of its possi­ science are taught in separate sections, with more work 011 technique. bilities. More emphasis is laid upon clear concepts, grasp of 11-M-Special Topics. 1 unit. large principles, accurate thinking, and intelligent methods of Topics supplementary to the introductory course, primarily for students investigation than upon the amassing of detailed information. majoring in mathematics. 21-Mathematical These courses also provide a sound foundation for students who Analysis. 4 units. Calculus, including elementary differential expect to specialize in science, since it has been found that equations, with applica­ the tions to biology, chemistry, economics, and statistical perspective afforded at theory, as well the outset enables such students to as to physics and the earth sciences. Further analytic geometry. work more comprehendingly in the subsequent intensive *29-General Astronomy. 2 units. courses. Solar system, stellar systems; theories or' formation and evolution; Mathematics observational study of constellations and apparent motions of solar system. Some mathematical work, but The courses in mathematics have been planned with chiefly descriptive. Pre· needs requisite: Mathematics 11 and an elementary knowledge of several different groups of students of physics. in mind: 31-Theory of Equations. 2 units. (I) For those who do not expect to use this subject profes­ Theoretical solution of cubic, quartic, and special higher equations; sionally as a tool but desire some insight into the philosophical symmetric functions and elementary substitution groups; theory of significance determinants. Applkcations to geometry; 'I of mathematics as a system of thought and its special algebraic methods. 'I relation to numerous human activities and fields of study, sec­ 33-Higher Geometry, Analytic and Synthetic. 4 units. tion L of course 11 is offered. Geometrical properties of conics and certain higher plane curves, con­ sidered as an end in themselves and not (II) For prospective workers in the biological and social from the standpoint of applied science. Polars, pedals, inversion, duality, points sciences, chemistry, experimental medicine, at infinity, pro· and business ad­ jective relations, trisection of angles, and other famous problems of ministration, who desire to be able to understand the mathe­ construction. About a third ofthe year is spent on "college geometry". matical portions of the literature of their field and perhaps to 35-Descriptive Geometry and Mechanical Drawing. 4 units. employ mathematical ideas occasionally in their own work, a Projections of lines and surfaces; intersections; perspective drawing; four-unit section of course 11 may suffice. shades and shadows. Applications to architecture. 41-Advanced (III) Those intending to use mathematics extensively in a Calculus. 4 units. Fundamental concepts; elliptic professional capacity-as engineers, teachers, statistical integrals; gamma functions and other ana­ important definite integrals; elementary calculus lysts, or in an actuarial office, government of variations; com­ bureau, or research plex variables and contour integration; geometry of surfaces and space laboratory-will need some or all of the higher courses. curves; further differential equations, ordinary and partial, with appli­ Anyone expecting to specialize in mathematics should take cation to vibrating strings and membranes, electricity and flow of heat; Physics 11 and Mathematics 11 in the freshman year. The solution in Fourier series; Bessel's and other functions defined. *Not offered in 1939-40. 56 57 I!• !ir ' ii REED COLLEGE DIVISION OF MATHEMATICS AND NATURAL SCIENCE ! ii 43-Special Topics. 1 or 2 units. Botany; Invertebrate Zoology. 4 units. 'II 31-General I Education 45-E-Teaching of Mathematics. 2 units. The first semester is devoted to a study o~ the structure, relations, and I General procedure and special methods, in the light of the history and natural history of the major groups of plants, In the second semester a survey is made of the invertebrate animal groups. The plants and ' 'IiI foundations of mathematics, '1 47-Thesis. 2 units. animals studied are mostly those found between the Cascade moun­ , I tains and the Pacific coast. Field trips to nearby localities and to the Biology 01·egon coast are regular features of this course. Two lectures; two , .I The courses in biology are designed to give a thorough and laboratory periods weekly; field work additional. Prerequisite: Biology 11, or Biology 12 by special permission. , I broad understanding of biological fundamentals. The object is to equip students, in the first place, with knowledge useful 33-Biological Factors in Society. 3 units. I ! Human heredity and eugenics; the course of human evolution. Social to them in living; in the second place, with a good foundation '. i and economic conditions in which biological factors are especially i I for biological specialization, not necessarily professional. With important. Book fee. I the related sciences these courses furnish preparation for the 37-Histology and Microscopical Technique. 3 or 4 units. : I study of medicine, for teaching biology in high schools, for The microscopical structure of the principal tissues; methods used in training as laboratory technicians, and for undertaking graduate demonstrating the structures. Students are expected to become familiar study. with the ordinary methods of microscopical technique. Prerequisites: Chemistry 11 and, usually, one year of biology after Biology 11. 11-General Biology. 4 units. The purpose of this course is to furnish an introduction to and an 39-Special Topics. Credit in proportion to work done. I An opportunity for reading and laboratory wo1·k of a specialized char­ understanding of biological phenomena which are encountered in the ordinary course of life, such as the structure of plants and animals, acter in some field of the student's interest. Prerequisites: Chemistry their relation to each other and to their environment; the biological 11 and, usually, one year of biology after Biology 11. factors of disease; principles of heredity; evidence and theories of Education 45-H-Methods of Teaching Elementary Biology. organic evolution; structure and functions of the human body. The 2 units. animals and plants studied in the laboratory are chosen to give students Assistance in laboratory teaching and conferences. Limited to seniors. an acquaintance with a variety of forms and to extend the study intro­ duced by lectures and textbooks. The last thit·d of the course consists 47-Thesis. 4 units. '' of the study of human physiology, accompanied by laboratory study Thesis on a subject involving some original research, and a considerable : I amount ofreading ofsources. Ability to read both French and German , I of mammalian anatomy. Two lectures and two laboratory periods weekly. is useful. 12-General Biology. 3 units. Chemistry Ths course presents the principles and facts of biology, especially for students who will not specialize in this or related subjects. Particular The courses in chemistry aim to meet the needs of pre­ attention is given to subjects of general and popular concern, such as medical and pre-engineering students as well as the needs of the relation of bacteria to human life, nutrition, principles of heredity. those who intend to become chemists. Laboratory time is reduced by the omission of detailed individual Work on plant and animal forms. As rigorous scientific standards will be 11-General Chemistry. 4 or 5 units. insisted on this course as in Biology 11. Two lectures and one labora­ An introduction to the study of chemical phenomena and the principles tory period weekly. and generalizations which may be derived from such study. The sub­ 21-Biology of the Vertebrates. 5 units. ject matter is sufficiently general and the laboratory work sufficiently A study of the comparative anatomy and of the geological and evolu­ flexible to appeal to the student of general interests as well as to those tionary history of vertebrate animals. The course includes, in addition, interested in becoming specialists in the sciences. From lecture demon• the study of the embryology of the chick and some other vertebrate stration and discussion as well as from the laboratory work the student animals. Prerequisite: Biology 11, or Biology 12 by special permission. is expected to obtain an understanding and appreciation of the method Two conferences and three laboratory periods weekly. by which the chemist approaches his problems. The development of

58 59 REED COLLEGE DXVISJON, OF MATHEMATICS AND NATURAL SCIENCE

habits of careful observation and cautious generalization is stressed in and interactions with one another. The courses offered are the laboratory. Three lectures and one oi; two laboratory periods weekly. Open to all students. planned to meet the needs of the general student, of the pre­ medical and pre-engineering student, and of a limited number 21-Analytical Chemistry. 5 units. who will become specialists in this field. A combined course in qualitative and quantitative chemical analysis. About half the lectures are devoted to the development of the dynamic 11-General Physics. 4 or 5 units. equilibrium concept of chemical reactions and to the application of A sketch of the story of man's increasing knowledge of his physical relationships derivable from this concept. The rest of the lectures are environment and of the way in which this knowledge has influenced his devoted to the principles and technique of the laboratory work. Two manner of living and thinking. The lectures are non-technical and lectures and three laborato1·y periods weekly. Prerequisite: Chem­ non-mathematical and are largely devoted to experimental demonstra­ istry 11, Mathematics 11 or the equivalent. tions or to discussions of the processes by which the great advances of 31-0rganic Chemistry. 5 units. the past three hundred years have been made and of their cultural The study of the constitution and behavior of the important classes of significance. The laboratory is regarded as a place for clarifying the organic compounds emphasizing group behavior, the importance of more important and difficult physical concepts rather than fo1• acquiring knowledge of structure, ;:tnd the interrelationship of organic and in­ technique. Each student is given an opportunity to select such labora­ organic chemistry. During the last quarter of the year somewhat tory activities as seem best to meet his needs, and there is neither a intensive studies are made of topics of individual interest. Three set list nor a fixed number of exercises required. The conference sec­ lectures and two laboratory periods weekly. Prerequisite: Chemistry tions are adjusted to the needs of different groups. Section A is in­ 11; Chemistry 21 advised. tended for students who have completed Mathematics 11; section B for those taking Mathematics 11; section C for those who have had no 35-Advanced Inorganic Chemistry. 2 units. college mathematics. Text: Knowlton, Physics for College Students. The first semester is devoted to a study of the phase rule and its appli­ cations. During the second semester various topics, such as valence 12-Elementary Modern Physics. 3 units. theory and coordination compounds, are considered in some detail. This course is intended for non-science majors and aims to give them such an acquaintance with the concepts and experimental results of 41-Physical Chemistry. 5 units. modem physical research as will enable them to read popular scientific A course in theoretical chemistry comprising a systematic study of the literature with understanding and discrimination. Open only to non­ mathematical-physical basis of chemical change, A study is made of science majors who have not had high school physics. No mathematical the physical nature of matter and energy and the physical properties preparation is required. and conditions of matter that are functions of chemical reaction. This is followed by a rigorous development of the relationships which exist After the course in general physics individual work is en­ between these and the direction, rate and mechanism of chemical couraged as far as is practical. The work of the junior and change. The subject matter is outlined by conferences led by the senior years is in every case arranged to prepare the student as instructor. The material is then developed comprehensively by dis­ fully as possible for the work which he plans to undertake after cussions led by members of the group. Reserved reference works are used in place of a textbook. Prerequisite: Chemistry 21. Three group graduation. A major requires Physics 11, 23, 25, 47, and at least conferences and two laboratory periods weekly. one other course. 47-Thesis. 4 units. 23-Mechanics. 4 units. 48-Individual Work in Special Fields. Credit in proportion The second year course for those who major in this department, equivalent to courses in the same field usually given in the second year to work done. of engineering schools. Physics 25-Electricity. 4 or 5 units. A study of electrical theory. It is equivalent to the courses required We live in a universe of things which move. The study of in engineering schools as prerequisite for the strictly technical courses physics concerns itself with the more obvious and permanent in electrical machinery, Mathematics 21 should be taken at the same aspects of these things but more particularly with their motions time if not completed earlier. Prerequisites: Physics 11 and Mathe­ matics 11. 60 61 REED COLLEGE

25a*-Electrical Measurements. 1 unit. DIVISION OF PHILOSOPHY, PSYCHOLOGY, AND EDUCATION 27-Heat and Thermodynamics. 4 units. The first half of the course is devoted to heat measm·ements. Preston's Professors Sisson, Griffith; Assistant Professor Hamilton; Visiting Professor Theory of Heat and supplementary references are used. The second Kerby-Miller; Lecturer Thorne. half-year gives an introduction to thermodynamics. Prerequisites: Physics 11 and Mathematics 21. HE UNIFYING THEME of the three departments of this divi­ sion is the mind of man. Psychology deals with the forms 27a*-Heat Measurements. 1 unit. T and processes of the psychic life, philosophy with the range of 29-Electronics. 3 units. the mind in the universe within which it operates and what it A study ofvacuum tubes and photo-electric cells and their applications. Topics include alternating current networks, amplifiers (with especial seeks to know. Education, or, as it should be called, pedagogy, emphasis on resistance-coupled amplifier design), tuned circuits, mod­ deals with the development and cultivation of the mind. Thus ulation and demodulation of a carrier wave, photo-electric cells, and the three departments overlap and interpenetrate. This state­ radio receivers. Although this course bears a close analogy to courses ment in no way implies that the three departments of study do in "Radio Engineering" given elsewhere, the emphasis is upon other not also take cognizance of the physical world, including the applications ofelectronic devices than radio. The electronics laboratory is of unique design being of the "rack and panel" type. Equipment human body. includes meters, tubes, bridges, oscillators, and a cathode-ray oscillo­ Major students usually work intensively in at least two de­ graph. partments: psychology and philosophy, education and psych­ 33-Wave Motion, Sound, and Light. 3 units. ology, and more rarely, education and philosophy. Prerequisites: Physics 11 and Mathematics 21. 33a-Laboratory Work in the Fields of Sound and Light. Philosophy 35-Special Topics. Credit in proportion to work done. The nature of philosophy .should be true to the original mean­ Readings and laboratory work of an advanced character. The student ing of the word-the love of wisdom; or in William James's chooses some field in which he is interested, and is expected to become phrase, "an unusually obstinate effort to think clearly". To familiar with the special instruments and methods of measurement this may be added Kant's insistence that the philosopher must used in that field. Prerequisites: Mathematics 21 and at least one "contribute to human freedom". These guiding ideas point to year's work in physics beyond Physics 11. !' a broad and searching examination of the mind and its func­ 41-Introduction to Mathematical Physics. 4 units. I. tions, and an attempt to discover the implications of the in­ This includes a study of vector analysis, dynamics of rigi\}, elastic and fluid bodies, thermodynamics, statistical mechanics, and generalized quiry for the problems of life, individual and social. coordinates giving special attention to Lagrange's equations. Emphasis t The offerings of the department consist of three specific is placed upon the derivation of the differential equations for water, ii courses: general introduction, logic, ethics; these are supple­ I' sound, elastic and electro-magnetic waves including Maxwell's equa­ i mented by the usual opportunity for study of chosen topics by tions. The material covered is approximately that given in Page, individuals and small groups. lntz:oduction to Theoretical Physics. Prerequisites: Physics 11 and Mathematics 21. 21-Introduction to Philosophy. 3 units. 47-Thesis. 4 units. A survey ofthe leading concepts and problems ofphilosophy and some of Independent work on an original problem of some importance. Intended the leading figures in its historical development; opportunity is provided for groups and individuals to follow their special interests. Prerequisite: as an introduction to research. sophomore standing. Book fee. *Students expecting to major in physics should take the courses in labora­ 31, 32-Logic and Ethics. 3 units. tory work and measurements marked "a" in connection with the corresponding class courses. Either half of the course may be taken separately. Prerequisite: Psychology 21 or Philosophy 21.

62 63 REED COLLEGE . DIVISION OF PHILOSOPHY, PSYCROLOGY ANO EDUCATION

33-History of Religious and Philosophical Ideas. 3 units. on the basis of their si211ificance for a general course, the student is constantly encouraged to generalize and to transfer what he has learned A study of the most important religious and philosophical ideas in in the course to other life-situations. To this end, a large part of the European history, not only in respect to their historical origin but as course is devoted to mental hygiene and its personal applications, expressions of permanent values. Special attention is given to Christian Not open to freshmen. Lectures and conferences. philosophy. Original works will be read throughout. 47-Thesis. 2-4 units. 21b-General Psychology, continued. 3 units; second semester. 48-Individual Work in Special Fields. Credit in proportion Prerequisite: Psychology 21a. to work done. 21c-Elementary Educational Psychology. 3 units; second The Philosophioa.1 Colloquium is open to all members of the college semester. who are interested in the subject matter. Those who desire credit This course is a continuation of 2la and satisfies.the state educational register under Philosophy 48. The subject for 1939-40 will be an­ requirement. The general field of educational psychology is reviewed nounced later. with special emphasis upon individual differences, the nature of the adolescent, the principles, facts and applications of the psychology of Psychology learning, and a consideration of educational tests and measurements, Prerequisite: Psychology 2la•. The work in psychology seeks to impart to the student those facts and principles of the subject which provide a scientific 31-Genetic and Abnormal Psychology. 4 units. A study background and attitude for an understanding of the human of the development of the individual and his personality, and of the maladjusted personalities and the more important phenomena of mind and behavior. As the human being is the unit of action abnormal psychology. The utility of mental hygiene in the student's and point of departure in any consideration of the works and effort to live a happy, rich, and useful life is consistently emphasized. institutions of man; the significance of psychology for the inter· Prerequisite: 3 units of psychology for one year. pretations of cultural and social phenomena is emphasized. 33-Experimental Psychology. 4 units. The aim is complemented by the no less important one of A survey with performance of typical experiments in psychology, in· making psychology function in the life of each individual stu­ eluding psychological tests and measurements. The aim is to provide dent so as to facilitate his own task of personal adjustment. technical competence in the field and to impart the philosophy and The advanced work in psychology aims to prepare the stu­ spirit of scientific psychology. Prerequisite: 3 units of psychology for dent for professional and graduate work in psychology and one year. allied fields. General Biology is required of all majors; Physics 35-Psychological Tests and Measurements. 4 units. 11 and Mathematics 11 are strongly recommended. A survey of the principles and methods used in diagnosing and apprais­ Independent reading under the guidance of the instructor ing human traits and aptitudes. Given in 1939-40 only if demand is may be done on topics of special interest and value, or to round sufficient. out the student's knowledge of the general field. 47-Thesis. 2-4 units. 2la-General Psychology. 3 units; first semester. 48-Individual Work in Special Fields. Credit in proportion In this introduction to general psychology the main emphasis ls not to work done. upon psychology as a technical discipline but as the key subject of the St-Advanced Educational Psychology. social sciences and the humanities. The course material is coordinated 2 units. This course is especially designed to make any psychological material, in an endeavor to orient the student in this field and to give him an irrespective of where it is traditionally placed, available to students intelligent understanding of what psychologists are doing and how they qualifying for the fifth year in education. are doing it. An effort is made to rid the student of pre-scientific mis­ conceptions and to substitute scientific explanations of human nature. In the presentation of the facts and principles of psychology selected 65 64 __l____ -­ REED COLLEGE DlVISION OF PHILOSOPHY, PSYCHOLOGY AND EDUCATION

Education hours, For full success the student should allot for this work the same period for at least three consecutive days each week, This work is The courses in education are designed primarily to give pro­ arranged for individually in conference with the instructor. Pre­ standing and Education 31 or the equivalent, fessional preparation for those planning to teach.* Coul'ses 45, requisite: senior 46, and 48 are strictly professional. Course 31 is not merely 48-Individual Work in Special Fields. Credit in proportion technical in character. It is recommended for those wishing to work done. information concerning the problems of formal education Primarily for majors in education. field whether they intend to follow a professional career in this 51-Fifth Year Seminar in Education. 2 to 3 units. or not.

31, 32-Introduction to the Study of Education. 3 units. Fifth Year for Teachers This course is a general introduction to the theo1·y and problems of education and schooling with particular emphasis on the secondary Certain states, including California, Washington, and Ore­ school. Its content includes a portion of the topics defined by law as gon, now require an additional college year beyond that re­ such as secondary educa­ necessary for an Oregon teac11ing certificate quired for the bachelor's degree as preparation for high school tion, Oregon school law, and the Oregon system of secondary education. In addition the course considers such topics as the underlying principles teaching. and issues in American education. The course is intended not only for Reed College offers the opportunities of the fifth year to a those who plan to teach but for others interested in the problems of limited number of students whose personality and previous citizenship. Prerequisite: education :from the viewpoint of enlightened preparation give promise of a successful teaching career. The Psychology 21 or the equivalent. Book fee. program of courses will be fitted to the needs of the student, 41-Principles of Teaching. 1 unit. and effort will be made to provide opportunities for first-hand high school. This Intensive study of the teacher's rl>le in the modem experience. In special cases the work may apply toward the course should normally be taken in connection with Education 46. P1·erequisites: senior or graduate standing and Education 31. master's degree. Students interested should request the announcement which Subjects. 2 units. 45-Teaching of Special outlines in more detail the work of the fifth year. (A) English, (B) Latin, (C) French, (D) German, (E) Mathematics, (F) History and Social Science, (G) Chemistry, (H) Biology, (I) Physi­ cal Education. Open to seniors when there is sufficient demand. Con­ ducted by members of the department concerned. 45-I-Teaching of Health and Physical Education. 4-year course. 1 unit per year. Required, together with Biology 11 and 33, for the teacher's certificate in physical education in Oregon. Instruction and practice in team and individual sports and rhythmics, methods and materials for teaching physical education, organization and administration of health and .J physical education, and supervised teaching and officiating. 46-The Practice of Secondary Education. 2 units. The principles and practice of secondary education; observation and supervised teaching. The class meets weekly for conference. The practical work is done in high school, and requires a minimum of fifty --- *See page 40 for specific requirements for teachers' certificates in Oregon.

66 67 THE ARTS MUSIC, DRAMA, AND ART Instructional staff, Davis, Sproul, Mrs. Stuunnan, and Reynolds, Art Introductory courses are given in music, drama, and fine arts 13-History and Appreciation of Art. 2 units. The study of the architecture, sculpture, and painting of the ancient on the assumption that they afford not only enjoyment but also world and of Europe as a corollary to the history and literature studied disciplines in perception and the process of creation which are in History 11 and Literature 11, with emphasis upon the sources of important to maturity. Since the courses in the history of the contemporary art. arts are concerned with the techniques and values of forms Joint Five-Year Course with the Museum Art School. rather than with historical detail for its own sake, they combine This course coordinates the regular program at the museum school l·­ with the extra-curricular program of the college to emphasize with portions of the curriculum at the college. The work at the college the importance of doing and making. follows the general pattern of required and elective subjects outside the Work in the arts may be taken outside the college for college major field and must total at least 42 units, or the equivalent of slightly credit, if such study is not of a specialized technique and is less than three years of study. The work at the museum school re­ places the major field at the college, and the junior qualifying and carried on in a school of college grade or is tested in a manner senior oral examinations are in art. The adjustment of the two pro­ satisfactory to the administration committee. Major work is grams of work to each other is determined according to individual available in the fine arts through the cooperation of the Portland needs rather than by fixed schedule, but continuity in each program Museum Art School. for two years is desirable. College credit is also granted for work in the Portland Civic Thesis projects in the fifth year give opportunity for use in personal Theater School of the Drama. expression of what the students have gained from their study and experience in the arts. They may choose a subject for painting or drawing, create designs, do original work in the crafts, or explore a Musi'c topic in the history of art or in aesthetic theory. 11-History and Appreciation of Music. 2 units. Graduates from this course receive the bachelor of arts degree from The ways of musical logic, primitive to modern, each evolving fashion Reed College and the certificate of the Art School. considered as historical language, as immediate experience, and as revelation of still valid possibility in the world of expression, Particular Courses in the Museum Art School attention to most significant composers and compositions. Day classes: drawing and painting, composition, life sketch, design 19-0rchestra and Chorus Conducting. 1 unit. and crafts, modelling and wood-carving, art history, teaching methods The work includes baton technique, sight reading, and constant at­ with opportunities for practice teaching. tention to good musicianship. These courses are planned for prospective Evening classes: life drawing. high school teachers to assist them in extra-curricular work. Pre­ The cooperation between the schools is not limited to the joint course. requisite: Music 11, or equivalent experience. Qualified Reed students may include work at the museum school in 21-Introduction to Technique. 2 units. their regular programs of study with permission of the administration Rhythms, scales; melodic, harmonic, and contrapuntal forms; ear train­ committee or, in the case of upper-class students, of the major division. ing, analysis, and composition. Prerequisite: Music 11, or equivalent For details as to instructors, foes, hours, etc., write to the Museum Ii experience. Art School, West Park and Madison, Portland, or to the College Regis­ trar for a catalogue of the school. The committee in charge of the joint Drama course is composed of President Keezer and Mr. Cerf for the college, 15-Art of the Theater. 2 units. and Mr. Frederick Sweet, Director, and Mrs. Henry L. Corbett for the Art School. 1,i A study of the fundamental principles underlying the art of acting and stage direction, and the technical problems involved in their projection to an audience. This study includes play production, instruction in make-up, costume execution, play-writing, and radio technique.

68 69

-Ii I DEGREES INTER-DIVISIONAL MAJORS BACHELOR OF ARTS Not infrequently in recent years students have desired to The requfrements for the degree of Bachelor of Arts regularly concentrate on problems in fields of study which do not fall include: within divisional lines. The college has therefore set up a Com­ (1) Completion of four years of study at Reed College, or the equivalent. mittee on Inter-Divisional Majors to exercise faculty control Students may be admitted to senior standing from other colleges, but in all over inter-divisional programs of study in the manner in which cases the work of the senior year is to be done while in attendance at Reed the divisions direct the programs of divisional majors. Students College. intending to take advantage of the inter-divisional plan will be (2) Fulfillment of the freshman and sophomore requirements (see page 14). (3) Passing of the junior qualifying examination at the end of the junior advised at the close of their sophomore year by the committee year. whether the quality of their work up to that time and the (4) Reading knowledge of French or German. tentative outline of their courses for the next two years afford (5) Satisfactory completion of the program of study approved by the grounds for accepting them as inter-divisional majors. Those major division or by the inter-divisional committee for the last two years. accepted as candidates for graduation will, through their ad­ (6) Thesis or other project and comprehensive examination under super­ vision of a division or the inter-divisional committee. visers, be responsible to the committee for their choice of courses and their thesis projects. The junior qualifying and senior oral Exceptions to the four-year resident requirement may be examinations will also be in charge of the committee. The same allowed as follows: standards of scholarship as are insisted upon in divisional work (1) Through a cooperative arrangement between the two institutions will be maintained in inter-divisional work. students who enter the Massachusetts Institute of Technology after three years of satisfactory work in Reed College may with two additional years at the M. I. T. qualify for both the bachelor of arts degree from Reed and the Phi Beta Kappa bachelor of science degree from the Massachusetts Institute of Technology. This arrangement was suggested by the M. I, T. to a group of liberal arts On May 6, 1938, a charter was granted to the Reed College colleges offering a high quality of instruction in science and mathematics in faculty members of Phi Beta Kappa as the Beta of Oregon order to provide for a combination of liberal arts and engineering education chapter of the society. The installation exercises were con­ which would ordinarily require six years,* (2) The opportunity is likewise extended to pre-medical students to ob­ ducted by Dr. Robert A. Millikan, president of the California tain the bachelor of arts degree from Reed College after three years of satis­ Institute of Technology, assisted by Dean Frederick M. Padel­ factory work here followed by two similar years in a "Class A" medical school, ford, of the Graduate School of the University of Washington. thus receiving in many cases their B.A. and M.D. degrees simultaneously. The event was made the occasion of a two-day conference on (3) As set forth on page 69, students under the combined liberal and fine arts course offered by Reed College and the Portland Museum Art School are the role of scholarship in the world today, which was partici­ required to take five years' work to complete the requirements for the bachelor pated in by a number of visiting scholars and by faculty, of arts degree from Reed and for the certificate from the Art School. alumni, and undergraduates of the college. On Commencement Day, June 16, 1938, the following seniors were named as the MASTER OF ARTS first group to be elected to membership in Phi Beta Kappa from The college does not conduct a graduate school. Only in the Reed student body: Ben-Frank Barzman, David Fain, exceptional cases will it offer work leading to the degree of Louis W. Holm, Margaret T. Johnson, Robert G. Lewis, Master of Arts. Ordinarily no students except graduate assist­ Donnell R.~Read, Elizabeth V. Tabor, Harold Tivey, Owen S. ants will be admitted as candidates for the Master's degree. Stratton, * Students interested in this cooperative course are asked to consult both institutions for advice as to a satisfactory course of study, j: 70 71 I

4.'· ! ENDOWMENT AND GIFTS PERSONNEL OF REED COLLEGE DEED COLLEGE was made possible by the gift of Mrs. Simeon G . 1939-1940 .l'"-. Reed, and its facilities have been increased by the gener­ osity of friends of the college. In accordance with the sugges­ TRUSTEES AND REGENTS tion of her husband's will, Mrs. Reed at her death made pro­ HE SUPERIOR governing bodies of the college are the board of vision for founding Reed Institute, an institution of learning in Ttrustees of Reed Institute, created by the will of Mrs. Reed, Portland for "the increase and diffusion of practical knowledge and the board of regents of Reed College. among the citizens ... , and for the promotion of literature, Trustees of the Reed Institute: science and art." The five trustees of the Institute, acting on Ernest Boyd MacNaughton, President the discretion given by the will, decided to establish Reed Frederick Harvey Strong, Secretary College as a college of liberal arts and sciences. John Albert Laing The campus was provided by the gift of forty acres from the Aubrey Richardson Watzek Ladd Estate Company and other land was added by purchase. Simeon Reed Winch Eliot Hall and the Dormitories were opened in September 1912. Regents of Reed College: To these were added in the next ten years the Gymnasium, the John Albert Laing, Chairman, Portland Anna Mann Cottage for Women, built with the legacy of Mrs. Frederick Harvey Strong, Vice-Chairman, Portland Anna Mann, and the Commons. The chapel organ was the gift Carl Lucas Alsberg, Palo Alto, California of W. P. Olds in memory of his wife. The Library was built in Mrs. Elliott Ruggles Corbett, Portland 1930 as a memorial to Eric V. Hauser, whose bequest made it William Greenleaf Eliot, Jr., Portland possible. The Glenn Chesney Quiett Memorial Infirmary, dedi­ Isabella Gauld, Portland cated in 1938, was made possible by funds contributed by the Benjamin H. Kizer, Spokane, Washington classmates, former teachers, and other personal friends of the Mrs, Charles Larrabee, Bellingham, Washington beloved alumnus whose name it bears. The Student Union (see Ernest Boyd MacNaughton, Portland pages 7, 23, and 32) was built in 1939. An addition of $400,000 Elizabeth Caldwell McGaw, Portland was made to the general endowment from 1924 to 1929 by Robert Lincoln Sabin, Portland subscriptions and by a grant from the General Education Board. Aubrey Richardson Watzek, Portland Special gifts, including matiy valued contributions of books to Dean Benjamin Webster, Portland the library, have since increased the general resources, and Charles Pearson Wilson, Portland funds have been provided for specific purposes. Among these Simeon Reed Winch, Portland are the George Goetz Wolfe Lectureship Fund, the E. L. Har­ mon Memorial Fund, the Benjamin Blumauer, the Evan THE FACULTY McLennan, the Mrs. Joan M. Shaffer, and the H. K. Finch HE ACCESSION of Dr. Dexter M. Keezer in 1934 as the fourth bequests, and the Twenty-fifth Anniversary Alumni Gift fund. T president of Reed College, marked the last year of the col­ For the advance of its work the college needs further re­ lege's first quarter of a century. His predecessors were Dr. sources. Extension of individual and group instruction calls for William T. Foster from June 1910 until December 1919, Dr. a larger staff of teachers. Other needs are the expansion of Richard F. Scholz from April 1921 until his death in July 1924, library facilities, a new building for natural science, increased and Dr. Norman F. Coleman from January 1925 until August athletic and recreational opportunities, and funds for scholar­ 1934. Dr. Keezer brought to the college the assets of a varied ship aid. Provision should be made for the further development and valuable experience in teaching, journalism, and govern­ of dramatics, music, and the fine arts at the college. ment administration. 72 73

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Breadth of experience and interest likewise cha1·acterize the Louis Tomlinson Benezet Assistant in Psychology A.B., Dartmouth College, 1936. Instructor, The Hill School, 1936-1938; Assistant, faculty. A suggestive though inadequate measure of this en­ Reed College, 1938-. vironment may be had in the training and contacts of the Julia Blake Library Cataloger faculty. Over twenty American graduate schools are repre­ B.S., Simmons College, 1937. Assistant, Worcester Art Museum Library, 1937-1938; I sented. Harvard and Columbia have contributed more members Cataloger, Reed College, 1938-. '" 1: of the faculty than other graduate schools, having together Charles Ernest Borden Instructor in Ge1·man A.B., University of California at Los Angeles, 1932; M.A., University of California I: helped to prepare fourteen. For nearly two-thirds of the faculty 1933; Ph.D., 1937. Walter Loewy T1·avellµg Scholar, University of Heidelberg, 1935..'. !' 1936; Teaching Assistant, University of California, 1934-1935, 1936-1937, Instructor, " graduate training has been supplemented by European study, 1937-1938; Instrnctor, Reed College, 1938-. :i! research, and travel. Reed students have contact with teachers i Alice V. Borden Assistant in Physical Education I' who have the familiarity with other peoples and cultures which A.B., University of California at Los Angeles, 1930; student, University of Heidelberg, I' 1935-1936. Director, Department of Playgrounds and Recreation, City of Los 1: comes from living abroad, for such purposes as study at Oxford Angeles, 1927-1937; Instructor in Physical Education, The Catlin School for Girls, 1938-; Assistant in Physical Education, Reed College, 1938-, I; and at French and German universities, archival work in Lon­ I , I don and Paris, residence in Italy, and teaching in the Philippines. Charles Selwyn Botsford Director of Physical Education for Men Similar breadth is evident in the acquaintance of the faculty Graduate, Springfield College, 1905, Director, La Crosse Y. M. C. A., 1905-1906; with different sections of the United States through teaching Assistant, Columbia University, 1906-1909; Director of Physical Education, Michigan ,,11 College of Mines, 1909-1910; Instructor, Reed College, 1912-1915, Assistant Professor, experience in over two dozen colleges and universities located 1915-1919; supervisor, public recreation, City of Portland, summer, 1917; Instructor, Ii University of California, 1919-1920; Intramural Director, Stanford University, 1920­ ii in various parts of the country. 1922: in Europe, 1932; Director of Physical Education for Me11, Reed College, 1922-. Teaching is enriched, especially in the social sciences and in Walter R. Carmody Assistant Professor of Chemistry B.S., University of Washington, 1923; M.S., Catholic University of America, 1924: the natural sciences, by first-hand study of problems and appli­ Ph.D., 1926. Instructor, Catholic University of America, 1924-1925; Assistant Pro· cations outside the college. Members of the faculty have in­ Cessor, Reed College, 1926-, terested themselves actively in arbitration between labor and Barry Cerf Professor of Literature B.A., University of California, 1902, M.A., 1903; Ph.D., Harvard University, 1908. capital; in exploring questions relating to public administra­ Student in France and Italy. Instructor, University of Wisconsin, 1908-1910, Assistant Professor, 1910-1912, Associate Professor, 1912-1920; Professor, Reed College, 1921-. tion, to public schools, to electrical and chemical engineering, Irene Hinnells Cheldelin Assistant in Biology and to natural resources; in editing, and in creative work in B.A., Reed College, 1938. Assistant, Reed College, 1938-. letters and the arts. Victor Lovitt Oakes Chittick Professor of Literature The most important academic experience of the members of A.B., Acadia College, 1905, A.M., 1906; A.M., Harvard University, 1908; Ph.D., Columbia University, 1919. Fellow, Columbia University, 1910-1911. Instructor, the faculty will be found in the summaries which follow. University of Washington, 1911-1917, Assistant Professor, 1917-1921; Visiting Pro­ fessor, University of Southern California, Summer Session, 1933, 1937; Professor, Reed ,,i.,, College, 1921-, Clement Akerman Professor of Economics 11, A.B.z..University of Georgia, 1898; A.M., Harvard University, 1914; student, Berlin Norman Frank Coleman Professor of English and Tiibingen, 1898-1899; Berlin and Heidelberg, 1902-1904. Instructor, University " B.A., University of 'roronto, 1900; A.M., Harvard University, 1906; LL.D., Mills of Georgia, 1900-1901; Fellow, University of California, 1906; Instructor, University of College, 1925. Professor of English, Whitman College, 1906-1912; Professor of Eng­ Washington, 1914-1920; Assistant Professor, Reed College, 1920-1921; Professor, I lish, Reed College, 1912-1920; ·President, Reed College, 1925-1934; Professor, 1925-; 1921-. on leave, 1937-1939. Reginald Francis Arragon Ruth Graybill Collier Instructor in Literature B.A., Reed College, 1932; M.A., 1938. Assistant in Literature, Reed College, 1933­ Richard F. Scholz Professor of History 1938; Instructor, 1938-. B.A., Northwestern University, 1913, M.A., 1914; Ph.D., Harvard University, 1923. Traveling Fellow in Europe, 1919-1920. Instructor in History and Tutor in History, Government and Economics, Harvard University, 1920-1923; on leave for study and Demorest Davenport Instructor in Biology teaching abroad, 1936-1937; Professor, Reed College, 1923-. A.B., Harvi1rd University, 1933; M.A., Colorado College, 1934; Ph.D., Harvard Uni­ versity, 1937. Assistant in Entomology, Harvard University, 1935-1937; Assistant, Maida Rossiter Bailey Dean of Women Reed College, 1937-1938; Instructor, 1938-. A.B., Cornell University, 1903; Library Staff Member, Leland Stanford University, 1905-1911, Reference Librarian, 1911-1912; Librarian, Reed College, 1912-1917: Resident Adviser to Women, 1936; Acting Dean of Women, 1937-1938; Dean of Una Violet Davies Assistant in Biology Women, 1938-. , B.A., Reed College, 1938. Assistant, Reed College, 1938-. 74 75 REED COLLEGE FACULTY

Emma Louise Davis Resident· Artist Hazel Alice Johnson Librarian A.B., Vassar, 1927; student, Pennsylvania Academy of Fine Arts, 1927-1931; Alfred A.B., University of Oregon, 1925; B.L.S., Columbia Unive1·sity, 1929. Graduate University, 1932. Designing advisor, building of Dymaxian car, 1932. Architectural study, University of Chicago, 1934-1935. Assistant, University of Oregon Library sculptor, Tiflis (Georgia), 1937. Exhibited at Architectural League, New York; 1925-1928; Head, Reference Department, Hoyt Public Library, Saginaw, Michigan' Vassar College; Art Students' League; Pennsylvania Academy of Fine Arts; Boyer and 1929-1930; Assistant Librarian, Scripps College, 1930-1932; Acting Ubrarian 1932..'. Little Galleries, Philadelphia; Boyer and Weyhe Galleries, New York; Paris Inter­ 1934, Librarian, 1935-1937. Librarian, Reed College, 1937-. ' national Exposition; Whitney Museum; Cincinnati Art Museum; Peking Institute of Fine Arts. Resident Artist; Reed College, 1938-, Dexter Merriam Keezer Alexander Goldenweiser Visiting Professor of Sociolo/jy President and Professor of Economics A.B. Amherst College, 1920; A.M., Cornell University, 1923; A.B., Columbia University, 1902; A.M., 1904, Ph.D., 1910. Instructor in Anthro­ 1 Ph.D., Brookings Graduate School of Economics and Government1 1925; LL.D., Amherst College, 1938. pology, Columbia University, 1910-1919; Lecturer in Anthropology and Sociology, Instructor in Economics, University of Colorado, 1923-1924; Associate Professor of New School for Social Research, New York, 1919-1926; Lecturer in Anthropology and Economics, University of North Carolina 1925-1927; Washington Correspondent, Psychology, Rand School of Social Science, New York, 1912-1929; Editorial Staff, Scripps-Howard Newspapers, 1927-1928; Visiting Lecturer in Citizenship, Dartmouth Encyclopedia of the Social Sciences, New York, 1927-1929; Professor of Thought and College, 1928-1929; Associate Edito1·, Baltimore Sun, 1929-1933; Executive Director, Culture, University of Oregon Extension Division, 1930-; Visiting Professor, Reed Consumers' Advisory Board, National Recovery Administration, 1933-1934; President, College, 1933-.~ Reed College, 1934-. Frank Loxley Griffin Professor of Mathematics Sinclair Kerby-Miller Visiting Professor of Philosophy S.B., University of Chicago, 1903; S.M., 1904• Ph.D., 1906. Fellow, University of B.A., University of Oregon, 1920; A.M., Columbia University, 1921; D.Phil., Oxon.~ Chicago, 1904-1906; Instructor, Williams College, 1906-1909, Assistant Professor, 1930. Rhodes Scholar, Oxford, 1921-1924. Instructor in Philosophy, University 01 1909-1911; in Europe on leave for study, 1931; Visiting Professor, University of Oregon, 1924-1925; Instructor and Tutor, Division of philosophyt !iarvard University, Southern California, summer session, 1937; Professor, Reed College, 1911-. 1926-1929; Associate Professor of Philosophy, University of Missouri, 1929-1935; Acting Associate Professor of Philosophy, Stanford University, fall quarter, 1936; Visiting Professor, Reed College, 1935-, Lawrence Edmonds Griffin Professor of Biology A.B., B.Ph., Hamline University,1895; Ph.D., Johns Hopkins University, 1900; Fellow, Henry Safford King Assistant P1·ofessor of German Johns Hopkins, 1899-1900; Adam T. Bruce Fellow, 1900. Instructor, Western Reserve A.B., Clark University, 1907; Ph.D., University of California, 1925. Student, Univer­ University, 1900-1902; Professor, Missouri Valley College, 1902-1908; Research Fel­ sity of Berlin, 1907-1908; with Associated Press, Berlin, 1908-1909; Teaching Fellow, low, Carnegie Institution, 1904-1905; Assistant Professor, Philippine Medical School, University Fellow, Assistant and Associate in German, University of California, 1915­ 1908-1909; Professor, University of the Philippines, 1909-1913; Dean, College of 1925. Instructor, Reed College, 1926-1928; Assistant Professor, 1928-; on leave, Liberal Arts, University of the Philippines! 1910-1913; Professor, University of Pitts­ 1938-1939. burgh, 1914-1920; Custodian of Herpeto ogy, Carnegie Museum, 1914-1920; Pro­ fessor, Reed College, 1920-. Ansel Alphonso Knowlton . Professor of Physics A.B., Bates College, 1898; M.A., Northwestern University, 1903; Ph.D., University of William Griffith Professor of Psychology Chicago, 1910. Instructor, Carleton College, 1899-1902; Fellow, Northwestern Unive1·­ sity, 1902-1903; Associate Professor, Armour Institute of Technology, 1903-1909; LL.B., University of Washington, 1917, M.A., 1924. Associate, University of Wash­ Associate Professor, University of Utah, 1909-1915; Professor, Reed College, 1915-, ington, 1922-1924; Teaching Fellow, University of California, 1924-1925; Instructor, University of Washington, 1925-1926; Assistant Professor, Reed College, 1926-1936; Professor, 1936-. Robert Mercer MacGregor Assistant in Literature A.B., Harvard, 1933. Assistant editor, Harcourt, Brace & Company, Inc., 1933-1934. Docent, Electro-Technical Institute, Moscow University, 1935-1936. Instructor, James T. Hamilton Director of Admissions and Peking College of Commerce and Finance, 1936-1937. United Press correspondent, Assistant Professo1· of Education Peiping, China, 1937. Assistant, Recd College, 1938-. B.A., Reed College, 1922; M.A., University of Oregon, '1932. Principal, Newberg, Charles McKinley Professor of Political Science 01·egon, high school, 1924-1925; Superintendent of Schools, Newberg, Oregon, 1925­ B.A., University of Washington, 1932. Instructor, University of Oregon, summer session, 1933. Director of Admis­ 1913; A.M., University of Wisconsin, 1916. Instruc­ sions, Reed College, 1934-; Assistant Professor, 1937-. tor, University of Washington, Summer, 1917; Instructor, Reed College, 1918-1920, Assistant Professor, 1920-1926; Professor, School of Citizenship, Syracuse University, 1925-1926; Professor, Summer Session, University of UtahJ 1929; Social Science Laurence Hartmus Instructor in the Classics Resea1·ch Council, Research staff, Washington, D, C., 193a-1936, summer, 1938; B.A., University of Oregon, 1928, M.A., 1929, Assistant, Reed College, 1929-1930; Consultant, National Resources Committee, 1935-; Member, Alaska Resources Com· mittee, 1937. Professor, Reed College, 1926-. {i~V~.tor, 1930-1936; on leave, University of California, 1936-1937; Instructor, Jeanette McPherrin Assistant in French and Literature A.B., Scripps College, 1932; A.M., Claremont Colleges, 1934; Franco-American Ex­ Evelyn R. Hasenmayer change student, Ecole Normale Sup6rieurc de Sevres, 1934-1935. Assistant in French, Scripps College, 1933-1934; Teacher of French, Kent School, 1935-1938; Assistant, Dii'ector of Physical Education for Women Reed College, 1938-. B.A., Reed College, 1926; M.A., Teachers' College, Columbia University, 1929. Assistant to Director of Physical Education, Reed College, 1926-1928; Instructor in George Bernard Noble Professor of Political Science Physical Education, Oregon State College, 1929-1930; Director of Physical Education for Women, Reed College, 1930-. B.A., Oxford, 1915; M.A.,Oxon., 1924; Ph.D.1 Columbia University, 1935. Rhodes Scholar, Oxford, 1913-1916. Assistant, University of Wisconsin 1916-1917; with U.S. Peace Commission at Paris, 1919; Assistant Professor, University1 of Nebraska, 1920­ Ralph Hawkins Assist-ant in Social Science 1922; Assistant Professor, Reed College, 1922-1928; Carnegie Fellow in International B.A., Reed College, 1938. Assistant, Reed College, 1938-. Law, Columbia University, 1925-1926; Lecturer in Government, Barnard College, 1926-1927; Professor, Reed College, 1928-. Dorothy 0. Johansen Marcus O'Day Professor of Physics B.A. University of Oregon, 1920, M.A., 1921; Ph.D., University of California, 1923, Instructor and Special Research Assistant in History Graduate1 Assistant, University of Oregon, 1920-1921; 'reaching Fellow, 1922, Whiting B.A., Reed College, 1933; M.A., University of Washington, 1934. Assistant, 1934­ Fellow, 1923, Instructor, 1923-1926, University of California; Assistant Professor, 1938; Instructor, 1938-. Reed College, 1926-1938; Professor, 1938-, 76 77

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Marvin Kaufmann Opler Douwe D. Stuurman Instructor in German B.A., Calvin College, 1931; M.A., University of Oregon, 1938; B.Lltt., Oxon,, 1937. Instructor in Sociology and Anthropology Rhodes Scholar, Oxford, 1933-1937. Graduate Assistant, University of Oregon 1931­ A.B., University of Michigan, 1935; Ph.D., Columbia University, 1938. Field Re­ 1933. Assistant, Reed College, 1937-1938; Instructor, 1938-. ' searcher, University of Buffalo, 1932-1933; Field Researcher, Department of Anthro­ pology, Columbia University, 1936-1937; Instructo1-, Reed College, 1938-. Kay Arthur Stuurman Madame C. Pouteau Lecturer in French Director of Dramatics and Assistant in Literature Bacheliere-es-Lettres, Alencon. Lecturer, Reed College, 1934-. A.B., Stanford University, 1936, Director of Dramatics and Assistant, Reed College, I 1937-. Lloyd J. Reynolds I 1 Cecilia Edith Tenney Instructor in French Instructor in English and History of Art B.A., Reed College, 1919; French Government Scholar, St. Germain, France, 1920­ B.S., Oregon State College, 1924; M.A., University of Oregon, 1929, Teaching Fellow, 1921; A.M., Stanford University, 1931; Ph.D., 1938. 'l'eacbing Assistant in French University of Oregon, 1927-1929; Instructor, Reed College, 1929-. ,., .,._' and Music and John M. Switzer Fellow, Stanford University, 1937-1938. Assistant, Reed College, 1921-1923; Instructor, 1923-. Mrs. Richard F. Scholz Robert Philip Terrill Instructor in Economics Insfructor .in History and Adviser to Students B.A., Stanford University, 1931; M.A., 1933. Assistant in Economics, Stanford Uni­ B.A., University of California, 1911; Dean of Women, Reed College, 1924-1938; on versity, 1933-1934; Instructor, 1935-1937. Instructor, Reed College, 1937-. leave, 1937-1938; Instructor in History and Adviser to Students, 1938-. Norman C. Thorne Lecturer in Education Arthur F. Scott Professor of Chemistry B.A., Yale University, 1902, M.A., 1904; LL.D., Willamette University, 1936. As­ B.S., Colby College, 1919; M.A., Harvard University, 1921; Ph.D., 1924. Parker sistant Superintendent, Portland School System; Lecturer, Reed College; 1929-1930; Travelling Fellow, in Germany, 1922-1923, Assistant Professor, Reed College, 1923­ 1931-1932; 1933-. 1926; Instructor in Analytical Chemistry, Rice Institute, 1926-1937; Professor, Reed College, 1937-. Janet Walker Library Assistant B.A., Reed College, 1936; B.A., University of Washington School of Librarianship, Tanya Schreiber Visiting Instructor in Russian 1937. Assistant, Reed College, 1937-. A.B., University of Oregon, 1938. Student: Gymnasium, Astrakan, Russia; Agricul­ tural University of Berlin, Germany; College de Nice, France; University of Naples, Assistant in Mathematics Italy. Instructor in German and French, St. Helen's I-!all Junior College, 1933-; Robert L. Wertz Visiting Instructor, Reed College, 1938-. B.A., Reed College, 1936. Research Mathematician, U. S. Forest Service, 1936. Assistant, Reed College, 1938-. Jessie May Short Assistant Professor of Mathematics Benjamin Mather Woodbridge B.A., Beloit College, 1900; M.A., Carleton College, 1911. Principal of High Schools, 1900-1909; Instructor, Carleton College, 1909-1914, Acting Dean of Women, 1911­ Professor of Romance Languages 1914; Fellow, University of Chicago, 1914-1916; Dean of Women, Rollins College, 1916-1918; Office Supervisor, National Workmen's Compensation Service Bureau, A.B., Harvard University, 1907, A.M., 1908, Ph.D., 1913. Traveling Fellow, 1909­ New York, 1918-1920; Instructor, Reed College, 1920-1926; Assistant Professor, 1910; in France, 1909-1911 and several summers. Instructor, George Washington 1926-. I University, 1908-1909; Instructor, Colorado College, 1911-1912; Adjunct Professor, I. University of Texas, 1913-1917; Assistant Professor, Rice Institute, 1917-1920, Acting Head of Department, 1917-1919; Visiting Instructor, University of California, summer, Edward Octavius Sisson Professor of Philosophy 1918; Harvard University, summers, 1920, 1922; Professor, University of Texas, B.Sc., Kansas State Agricultural College, 1886; A.B., University of Chicago, 1893; 1920-1922; University of Oregon, Summer, 1925; Fellow, C. R. B. Educational Founda­ Ph.D., Harvard University, 1905; student, Berlin, 1903-1904; D.Sc., Kansas State tion, Brussels, Belgium, 1927-1928; Professor, Reed College, 1922-. Agricultural College, 1930, Litt.D., State University of Montana, 1935. Teacher and Principal of Public Schools, 1886-1891; Principal, South Side Academy, Chicago, 1892-1897; Director, Bradley Polytechnic Institute, 1897-1904; Assistant Professor, University of Illinois, 1905.,-1906; Professor, University of Washington, 1906-1912; REED COLLEGE ADMINISTRATION STAFF Professor, Reed College, 1912-1913; Commissioner of Education, Idaho, 1913-1917; President, State University of Montana, 1917-1921; on leave of absence, Lecturer in Education, University of California, 1923-1925; Summer sessions, Harvard University, Linne Palm Borg Administration Assistant 1908, 1927, etc.; Professor, Reed College, 1921-. Secretary to the President Harold C. Sproul Director of Music Thelma Isabelle Brear B.A., Columbia University, 1921; M.S., 1923. Instructor in English, University of Minnesota, 1923-1925; Instructor in English, Amherst College, 1925-1930; Assistant Ann Richmond Brownlie Professor of English and Music, Director of Choir and Glee Club, 'reacher of 'Cello, Rollins College, 1930-1934; Instructor in English and Music, Director of Orchestra, Director of Do1·mitories and Commons Shady Hill School, 1934-1936; Instructor in English and Music, Director of Chorus B.A., Reed College, 1934. and Orchestra, Putney School, 1936-1938; Member of Concord Quartette and Instruc­ tor in 'Cello, Surette Summer School of Music, summer of 1926-; Director of Music, Elisabeth Helen Chambers Administration Assistant Reed College, 1938-. B.A., Reed College, 1936. William Blair Stewart Professor of Economics B.A., Reed College, 1921; A.M., University of Illinois, 1922; Ph.D., Stanford Unlver• Harvey Eugene Davis sity, 1925. Assistant in Economics, University of Illinois, 1921-1922; with the Food Research Institute, Stanford University, 1922-1925; Assistant Professor, Reed College, Supervisor of Grounds and Buildings 1925-1935; Social Science Research CouncilFellow,1930-1931; Economist, GrainFutures Administration, U. S. Department of Agriculture, summer, 1931; with Consumer's Helen Marian Edmonds Assistant Director of Commons !! Division, National Emergency Council, summer, 1934; Professor, Reed College, 1935-; on leave, 1937-1939. B.S., Oregon State College, 1938, 78 79 I, I

------REED COLLEGE

Helen Grant Cashier STUDENTS 1938-39 *Indicates withdrawal before second semester. Jeannette Dean Johnson Administration Assistant t Indicates entrance at beginning of second semester.

Laurence Clayton Rodgers Comptroller SENIORS Margaret Alberta Scott Adams, Lila Brainerd Fernely, (Margaret) Virginia Richards, Virginia Belle Altree, Wayne Franke, Hazel Pauline Roberts, (Elliott) Phil-man Registrar and Secretary to the Faculty Baldwin, (Henry/ Wallace Gore, Randall Rogers, Kate Clearwater B!lrnard, Marjorie Helen Griswold, Herbert Edward, Jr. Schulz, John Albert Assistant Registrar, 1923-1924; Registrar, 1924-. Blake, (Charles) Robert Hastay, Helen Wheeler (Mrs.) '!'Schmidt, Alta Ruth Bombert ?lizabeth Adeline Hermann, Catherine Elizabeth Selander, John Merwin Ann Westenhaver Shepard Recorder Brodie, Madelon Jane Howe, Georgia Blanche Setterberg! (Harry) Donald B.A., Reed College, 1923; Administration Secretary, 1926-1929; Recorder, 1929­ Brooks, Bernice McKay (Mrs.) Hutchinson, Russell Eugene Shipp, Do 01·es Marie 1931, 1933-. Camber, Robert Louis Jackson, Mary Singer, Thelma Edith Campbell, Howard Hutchison Judkis, Melvin Harry Stern, Louis Carter, John Frederick Knowlton, Ellen Gowan Summers, Omer Harold Gwendolyn Loomis Taylor Assistant Cashier Case, Ruth Anna Kuylaars, Mary Frances Sweeney, Mary Caroline B.A., Reed College, 1931. Caskey, Frank Edward Lamb, Elizabeth Martha Taylor, Joshua Chades Chambers, Charlotte Anna Lee, (Gilbert) Prentiss Taylor, Marjorie Rosina Charette, Lee Quellen Lindbloom, Nancy Theodora Thomas, Evan Watson Christensen, William Rowoldt Lofgren, David Edward, Jr. Tunturl, Archie Robert Coleman, Matthew Joseph, Jr. Lyle, Curtis Monroe Uhr, Josephine Lewis (Mrs.) MEDICAL STAFF Collier, Miriam Hope Massinger, Lucia Julia Westcott, Howard Edmond Crumpacker, Edgar Dean McQuarrie, Agnes Mary Whitten, Harry Arthur Ehinger, Ernest C. Metz, Esther Gertrude Williams, Roger John Evelyn McFeron Cathey College Nurse Erickson, Kenneth 'theodore Miller, Lewis Samuel Winkler, Rose Marie R.N., Good Samaritan Hospital, Portland, Oregon, 1920. Nurse, Reed College, Erickson, (Thelma) Estelle Moen, Robert William Wood, Gregg Donald 1938-1939. Fain, Dorothy Olsen, 'l'heodore Addison Yount, Anita M. 't Farrand, Langdon Spencer Pennington, Lloyd Drew Zimmerman, (Gail) Yvonne : I Matthew Casey Riddle Medical Adviser B.A., Reed College, 1917; M.A., University of Oregon, 1922; M.D.1 Ha~vard Medical School, 1926. Instructor, Reed College, 1920-1921; Instructor, Untvers1ty of Oregon, JUNIORS 1922-1923, Assistant Professor, 1923-1924; Research Assistant, University of Michigan Medical School, 1928-1929; 1936-1937; Clinical Associate in Medicine, University of Abendroth, Laurita Elsa Goldstein, Blossom Wolf (Mrs.) Munly, Robert Nixon Oregon, 1932-; Medical Adviser, Reed College, 1935-. Bassett, Preston Crosby Goodard, Naomi Ruth Murphy, Harry Blaisdell, Jr, Bayan, Jacqueline Gray, Marian Frances Nebel, Samuel Frank Bend1·oth, Karl Magnus Gresseth, Gerald Kenneth *Nellis, Mary Elizabeth Jessie Laird Brodie Medical Adviser for Women Bergstrom, Arthur Wendell Guthrie, George, Jr. Palmer, George Woodrow B.A., Reed College! 1920; M.A., University of Oregon, 1924; M.D., University of Ore­ *Bottrell, (Mary) Louise (Mrs.) Haile, Leeford Pape, Glenn Willard gon Medical Schoo, 1928. Medical Adviser, Reed College, 1930-. Branip,in, (Mary) Helen Hailey, James Henry Parker, Paul Churchill Britton, Elizabeth Louise Hardin, Milton Burnett Pierce, Clara Louise Brockman, Wanda Zerllda Harding, Virginia Lee Polwarth, Bruce John Brooke, Leonie Coralyn (Mrs,) Ha1·ris, Norman Malcom Powell, John Leonard Brooks, John Hubert Hoggan, Patricia Prentice, Edward Sumner Brown, Elizabeth Ann Holford, (Florence) Margaret Rabehl, Elinor Louise Brown, Marley, Jr. Hutchison, Morris Wakefield Reed, Watford Cahili Doris Jane Hvidding, Paul Gerhardt Renken, Willard James Campbell, Bette Swift (Mrs.) Ihl, Walter Clarence Richards, Mary Jane tCannon, Gertrude Joanne Inuzuka, Ise Alice Richardson, Jean Emma Carson, Arthnr Bledsoe Irwin, Philip Roberts, Sue Abraham (Mrs.) Cathey, Evelyn McFeron Johnson, Dorothy Edith Robinson, (Walter) Francis, Jr, Chiotti, Helen Marie Johnson, Harriet Ethel Rosenberg, Alan J, Claus, John Johnson, Kenneth Clarence Ross, Laurids Edward Cobb, Janette Louise Kallio, Evelyn Margaret *St. Pierre, Cecile Cochran, LaWanna Mae Kasahara, Sachiko Scharf, Robert Bailey Cochran, Quinten Wood *Kemp, Robert George Schwartz, Jean Dresden Crawford, Angus Livingstone Kvernland, Jack Theodore Selling, Margaret Cronyn, Marshall William Larrabee, Jean Frances Simpson, John Alexander, Jr. Crowder, Willa Louise Leitz, Fred John Smith, David Turner Cumbow, Maude Bauguess Leonard, Robert Josslyn Strick, Dale Evorington Denslow, Jerry Livermore, Arthur Hamilton Sutton, Carl Levere Deutschman, Enny Loomis, (John) Wayne Twohy, Mildred Jean Dewey, Dorothy Marion Maccoby, Wendell Ungar, Stephen Dibrell, David McDonald Mason, David Clement Vines, Jerry Allan Easly, Jane McCall, Kathryn Beatrice Weiss, John Thomas Edelson, Dorothy Louise McKean, Douf,!las Franklin Wheeler, Mary Kate Fabien, Ethel Emma Meek, (Rosine) Elizabeth Whipp James Verne Fisher, Ruth Christina Merrick, Elizabeth Anne Willock, Henrietta Margaret GftSS, David Leb Miles, Alice Gwendolyn Winch, Nellie Amelia Georges, Thomas 'theseus, Jr. Miyauchi, Dixon Yoshihide Witter, Martyn Arthur Gill, Joseph Howland Moore, John Rees Wolff, Erma Pauline Godman, Joan Byerly Morey, Patricia Day Zink, L. Doris Golding, (Josephine) Anne Morgan, Howard Vincent

80 81 REED COLLEGE STUDENTS rr SOPHOMORES FRESHMEN Hendrickson, Mary Jam; *McF11rland, Wesley Willis Setterbe1·g, Gordon Arthur Aandahl, Fredrick, Jr. Hartman, Will David Othus, (Byron) John tHendricksen, Naomi Mcintosh, Patricia Jean Sharp, Ernestine Marie Akers, Richard Joseph Haskins, Elizabeth Katherine Oyam11da, Abe Heppner, Ann McKean, Bruce Ambler Shaver, Vlrginialee Bailey, Margaret Joyce Herbdng, WU1iam Henry Pal'ke, (James) Gerhard *Hill, Jeannette Louise McReynolds, Dorothy Jane Shoemaker, David Powell Barta, Virgil Pam Hervin, Barbara Lucille Pennington, Merle Hiller, Mary-Jule Mesher, Herman Erwin Simpson, William Brand Baxter, E. Cordon Hervin, Jason Alfred Petigrow, Norman Bert Horning, John Croft Mickelsen, Catharine Marie Skinner, (Henry) Harlow Beachy, Betty Fahrney Irwin, Richard Pflager, Betty Louise Horton, Roberta Jean Monroe, Barbarn '!'Smailyan, Raymond Merrill Benson, Patricia Isensee, Robert William Pope, Kendall Howard, Jane Morden, Marili Dol'is Smith, (Curtiss) Alan Berger, Margaret Dorothea Javerliat, Marie Cecile Pound, (Guy) Marshall Howard, Maxine Irene Morse, Frances Ellen Smith, Claire Elaine Binford, Robert Sumner Johns, Ralph Waldo Rhodes, Narcisa Irene Huckins, (Alva) Ray, Jr, Movius, DeEtta Beatrice Smith, Douglas Bemard Brant, Charles Sanford Johnson, Robert Edwin Rice, Margaret Mary Hunt, Warren Taylor Muench! Dolores Pearl Smith, Gladys Augusta Brevet, Beepske Junor, Helen Ann Roth, Julian B. Ichihashi, Woodrow 'rsutomu Muir, A Ian Howle Smith, Roger Kilbourne Brockman, Betty Adeline Juntilla, Robert Arthur Ruby, Lucile Ann lmai, Midori Mundell, Jack Arthur Smith, W. Polson Bullington, Phyllis Elizabeth Kleinman, Solomon Froebe! Saito, Shiro Johnson, Ernestine Copeland Nelson, Marjorie Laurene Smith, Wilson Rill& Buschman, William Owen Knox, Patricia Schafer, Tillman Howard Johnson, (Glenn) Hays Nelson, Mary Jean Patet·son Snyder, Dorothy Annette Carson, Irene Josephine Kochendoerfer, Violet Annette Schink, Chester Albert Karr, Lee William Neuberger, Jane Cecile *Spliid, Margaret Culbert Carter, (Charles) Edward Krantz, Raymond Eugene Scholz, Robert Merrill Keeney, Ralph Donald Niemi, Margaret Isobel Stalnaker, William Pa1·k Chan, Jeanne Kronenberg, (Roliert) Allan Seidller, Stanford Evertsen Keilus, Peggy Virginia Niles, Harold Patton Stamps, (James) Brndley Clark, Warner, Jr, Kvernland, Bruce Norman Shaw, (John) Roger Kimeldorf, Donald Jerome Nishino, Ruth Mitsuko Steven, John Boardman, Jr. Clarke, Ray Allen Lamont, William George Shepherd, Jack Woods Kraus, Frederick Charles Oakes, David Prescott Stevens, Carl Mantle Clauss, James Kilbourn Lee, Charles Willsoll Shevach, Bernard Krause, Donald Gunther Oberteuffer, William Stevens, Peggy *Coblentz, Jeanne Lee, Deborah Sampson Simonsen, Constance Loret Laity, Dorris May Olsen, (Dorothy) Valentine Stocks, Donald Bauerle Cole, Grace Anita Lewis, Shermall Snyder, Eugene Edmund LaLonde, Edward Joseph Ormsbee, Mary Louise Taylor, Robert Edwiu·d Cooper, (John) Lamar Lien, Jesse Rudolph Somers, Bernard John Lang, Robert Warren Page, Patricia Ann Taylo1', (John) Stewai·t Corbett, Rosina Litchford, George Barrett Stang, Louis George, Jr. Layton, John Cotter Parker, (Charle•) Russell Telfer, Sara Anne Courtnage, Clyde Stewart Macoubrie, (Ray) Monteith Stanley, Betty *Layton! William Peet, Jane 'rl10mpsoll, Phyllls Ruby Crabtree, (Major) Dennis Macy, Phyllis Henrietta Steed, (Geo1·ge) Raymond Lee, Al an Philip Pipes, Mary Curtis 'l'lsdale, Virginia Vaill Cross, (Margaret) Jean '!'Manning, Maxine Helen Stendal, Jack Lindsay Lee, Sam Gene Pouteau de Glvais, Jean Lucien 'ronkyn, Grace Alice Dana, Mary Lois Martin, Curtice Webber Stokes, Vera Louise Lee, William Gelle Marie Tretheway, Gordon Maurice Dean, Alan Loren Martin, Marian May Sutherland, William Morrow Leggett, Robert Dubois Pratt, David Shepard Tuttle, John Howard Ditto, Glenn William Martin, Robert Leonard Sweeney, Vincent Charles Leibrand, Rita Lucille Preston, Lois Orem Turtledove, Hai·ry Leonard Dodson, Daniel Boone Martin, William Frederick Takami, Robert Tatsuji Lewis, Ethelwynne Margaret Rabin, Beatrice Twitchell, Beatrice Helen Elle, Jack Harold McCaskill, Betty Jeall Tomhagen, Alice Alln Libby, James Walter Radding, Jerome Van Kleek, Eugene Douglas Ellsberg, Jeanne Adele McCormick,DorothyElizabeth *TownsendJ Jane Marie Liebman, Bernard Ralld, Margaret Mary Van Reet, Elza Facer, Gordon Campbell McCulloch, William Campbell Trimble, Joseph Pierre Lillig, Marian Jean R<1pp, John Thomas Wachsmuth, Chester Nace Faith, Mary Elizabeth McKean, (Herbert) Alan Trumpler, Margot Caroline *Lins, William Garland Riches, Raebel Olive Ware, Judith Fields, Audrey June McKinley, Hugh Twitchell, Elizabeth Ann Loverillg, Mary Margaret Roach, Dol'Othy Frallces Wamer, Eleanor Kendall Foleen, Hilding Paul MoNamee, Harold Raymond, van der Sterre, Victor Pershing Mann, John Fredric Rockwell, Eloise M. Williams, Luella Anll Freeburgeri)Joris Jr, Vollstedt, Rolla Rome Matthias, Adele Virginie Rodriguez, Sumner Charles Wilson, Violet Hazel Funatake, Tomiko Meek,' Edward Colton, Jr. Volm, William Russell Matthias, John Evan Rogers, Elizabeth Catlin Wilson, William Woodward Galt, John Kirtland *Merrell, Verona Green (Mrs.) Wallace, John Herbert Manro, Marie Emolyn Rosenthal, Lawrence Wing, Mat'ian Gevurtz, Irma Doris Miller, Thormund Aubry Walls, Florence Steiwer McCall, Jean Rushlight, Clayton C. *Winzler, Norris Langslow Sandoz, Helen Jane Woerner, Robert Glaisyer, Dorothy Inez Muenchow, Albert Frederick Walls1 James Thompson McCall, Samuel Walker Goldsmith, Gerson Frederick Muscovitz, Rhoda Watkins, Elton Mcclung, Wallace Riley *Young, Dorothy Louise Graham, Sam Ernest Myers, Paul B. Weder, Leda (Mrs. H. Rosow) SPECIAL STUDENTS Grannatt, Josephine Billeck Neils, Julius Carl Wetterborg, (Vesta) Elizabeth *Bedford, William Augustus Gray, McGregor Noel, (Lois) Geraldine Whitehead, (Theodore) Carle- Haimo, Franklin Nusbaum, Arthur Harry ton - ART COURSE STUDENTS Hall, Richard Edward Olson, Dorothy Jeanne Wolfe, Howard Frank \ Dewey, Dorothy Marion (4th yr.; counted with juniors) Oswald, Larry Olaf Wyld, Garrard Ernest Alfred 1 Harrowitz, Irwin J, ' Rabehl, Elinor Louise (6th yr.; counted with juniors) GRADUATE S'rUDENTS FRESHMEN Allen, William Wayne Ghormley, Margaret Lorene ·/·Richardson, William Wesley Benezet, Louis Tomlinson Hawkins, Ralph Shepard, Ann Westenhaver Allen, Eric William, Jr. Clausell, Virginia Eva Feldman, Margery Carolyn tBlachly, (Marion) Amy Kirkpatrick, Thoinas DeForest Small, Dana Amspoker, .(Gertrude) Joanne Coad, Thomas Jewell Foerster, Marylou Cramer, Harriet Park (Mrs.) Manning, Mary Pflueger (Mrs.) Thomason, Marguerite Arndt, Gladys Viola Cobb, John Cecil Gade, Robert Louis Davies, Una Violet · Rhodes, Elizabeth Fleming Wills, Olin Leroy Ashrow, Laura Coleman, (Fred) Parker Gass, Frieda Frances Fee, (Frances) Louise Bachrach, Peter Collier, Robert Percy Gesas, Norris Garrett Baker, Katherine White Coppock, Ross Harding Gill, Spencer John Jr. REGISTRATION SUMMARY FOR 1938-39 Glover, (Homer) Clifton, Jr. Total of all Belcher, William Thornton Corey, Dorothy Louise Second Semester Registrations Besson, Barbara Ann S. *Crafton, Lyle Ross Goldham111er, Anna Ruth First Semester Bischoff, Ellis Dafoe, Carmie Roy Goldsmith, John Rothchild Cl i:1 Brandon, Marialta DeMent, Jack Andrew Goodman, Harriet Phyllis 5 Goodman, Norma Jeanne 'iU fl ] Bridges, Wayne Walter Dichtel, William Joseph 5 a ., 5 0 5 0 Bruner, Donald Willson Dissly, Donald Dyer Gray, Nedra Belle .... E-< ' Ditto, Martha June Greenberg, Isaac ~ ~ ~ !::: ~ ~ I " !' *Buck, George Henry r Bunnett, Joseph Frederick Doalle, Margaret Montgomery Grover, Sonia Seniors., .... , ...... , .. , .... 38"" 33 71 38 34 72 38 34 72 Campbell, Sylvia Doeiner, Bruce Warren Hachiya, Ted Terumasa Juniors...... 62 56 118 61 54 115 62 57 119 Campbell, Wayne Willis Dories, Esther Christine Harris, Homer Hamilton Sophomores ...... , , . . . . . 93 51 144 93 49 142 93 52 145 Cantor, (Harold) Berton Douglass, Sheldon Joseph Hazel, John William, Jr. Freshmen ...... , ... 105 89 194 100 87 187 106 90 196 Chernichowsky, Esther Dubroff, Robert Kusiel Hazen, (Frances) Ann Art Students (included above) .. 0 (2) (2) 0 (2) (2) 0 (2) (2) Christensen, Frank Edward Dudman, Jack Alman Heinemann, Mitchell Walter Graduates...... , •.... 6 9 15 7 10 17 7 10 17 Church, Dudley Farquhar Dykstra, James Albert Heinicke, Ulrich- Specials ...... 1 0 1 0 0 0 1 0 1 Clark, Nancy Lyon Ernst, David Howle Hendrickson, Carroll Henshaw ------Clausen, Edna Laura Fabien, Mildred Ida Hendrickson, John Hunt, Jr. Totals .• , ...•.... , ....305 238 543 299 234 533 307 243 550 : I 82 83

1 _J INDEX Admission ...... 26-29 Italian...... Advanced , ... , ..47 standing .... , ... ~ .... 28 Journalism... , ...... , ...... 37, 38 Adviser, faculty ...... 11 Junior examination ...... 10, Anthropology ...... 16 54 Laboratories ...... 9, 18 Art•...... 20, 68, 69 Languages ...... 14, 45-48 Five-year course ...... 33, 69 Latin ...... 47, 48 Athletic8 ...... 24, 25 Law...... 35 Biology ...... 18, 58, 59 Lecturers ...... , ...... 21 Buildings ...... , ...... , 22, 72 Library...... 17, Business ..... , ...... 18 37 Library profession ...... , ..39 Chemistry ...... 18, 59, 60 Literature.. , ...... 42-48 Commons ...... 22, 34 Loan funds..... , ...... 30, 31 Community government...... 23, 24 Major program ...... 15-17 Conference method ...... 8, 9 Mathematics...... 56-58 Contemporary Society...... 55 Medical profession...... 35, 36 Costs ...... , .31-34 M. I. T.-Reed College Plan ... , .. 71 Credits ...... , .14, 15, 28-30 Music..... ,, .. , ..... , ...19, 20, 68 Curriculum ...... 11-17 Philosophy.... , ...... 63, 64 Under-class, 12; upper-class ....15 Physical education...... 24, 25, 66 Degree requirements ...... 14-17, 71 Physical examination.. 26, 27, 32, 34 Discussion groups ...... 8, 9, 23 Physics. , ..... , ...... 18, 60-62 Divisions...... 15, 42-67 Placement service.. , ...... 41 Dormitories ...... 22, 33, 34 Political science ...... 53, 54 Dramatics ...... 21, 68 Psychology ...... 64, 65 Economics ...... , .. 51-53 Regents, ...... 73 Education, department of..... 66, 67 Russian...... 47 Endowment...... , . 72 Scholarships .. , ...... , ...... 30, 31 Engineering...... 36, 37 Scholastic standing..... , ...... 11 English composition ...... 42, 44, 45 Self-help...... 31 Faculty ...... 73-79 Senior thesis and oral .....10, 16, 17 Fees...... 31-34 Social life...... 22, 23 Fifth Year for Teachers...... 67 Social service ...... 38, 39 French ...... 45, 46 Sociology .. , ...... 54, 55 German ...... 46, 47 Staff...... , ...79, 80 Gifts ...... 72 Statistics ...... 19, 55 Government service. , ...... 38 Student government ...... 23, 24 Graduate study.... , ...... 71 Student list ...... 81-83 Greek.. , .. , ...... , ...... 47, 48 Summer study ...... 29, 30 Health ... , ...... 24, 26, 32 Teaching ...... 40, 41 History...... , . 49-51 Teacher's certificate...... 40, 41 Independent study ... , . , .....9, 10 Trustees.... , ...... 73 Infirmary...... , ...... , .25, 32, 72 Tuition. , ...... 31-34 Inter-divisional Majors ...•...... 70 Units of course-work...... 14, 15, 16

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