FOUNDED 1791 • BURLINGTON, VERMONT Bulletin of THE UNIVERSITY OF VERMONT gVTAT/§- <h STUDIIS REBUS HONEST 1 ye VM3SS V , !7B\ THE CATALOGUE • 1963-1964 ANNOUNCEMENTS • 1964-1965 Cover photo: The Guy W. Bailey Library, Photo by Eldred. Inside back cover: Entrance to Bailey Library. Photo by Eldred. Cover design by John MacLeod. Printed by Queen City Printers Inc. Bulletin of the University of Vermont VOLUME 61 APRIL, 1964 NUMBER 9 Published by The University of Vermont, Burlington, Vermont, nine times a year—once each in September and December; twice in March and April; and three times in January. Second- class postage paid at Burlington, Vermont. The University of Vermont 5 The University is located at Burlington, Vermont, overlooking an at­ tractive tree-shaded city situated on the shores of Lake Champlain. J Burlington, the largest city in the State, with a population of 35,000, is 95 miles from Montreal, 230 miles from Boston, and 300 miles from New York City. The city has daily plane and bus service to these points. 5 Chartered in 1791, the University is the twentieth oldest institution of higher learning in the United States authorized to grant degrees and the second institution founded by state legislative action to offer in­ struction at the university level. J Although its legal title is The University of Vermont and State Agri­ cultural College, the University is known to its students and alumni as UVM. This popular abbreviation is derived from the Latin Universitas Vtridis Montis. J Within the nine divisions of the University, instruction is offered in more than fifty programs leading to twenty-five different degrees. J The University is accredited by the following associations: The New England Association of Colleges and Secondary Schools The National Council for Accreditation of Teacher Education National Association of Schools of Music The American Medical Association The American Dental Association National League for Nursing The Engineers Council for Professional Development The American Chemical Society iii The Philosophy and Objectives of \ The University of Vermont \ # JOHN T. FEY, J.S.D., LL.D., President Today, more than ever before, higher education is in need of a basic philosophy—one which will clarify its purposes and goals, and which, at the same time, will protect it from any loss of its essential character­ istics. It is important to note well that a university, the home of higher education, is not a barometer of public opinion, and that it cannot con­ ceivably bend to meet every demand of society if it is to carry out effec­ tively its major responsibilities to scholarship and learning. A university must be committed to scholarship, it must be dedicated to education in the very highest branches of learning, and it must aspire to the supreme level of excellence. If, in the constantly changing environment of modern civilization, a university finds itself in the role of a service agency, ready to meet every demand that society may make upon it, then there is real danger that the vital purposes and goals of higher education may be lost. If the danger is recognized and guarded against, however, the integrity of our educational program will not be jeopardized. What, then, is the basic purpose of the University of Vermont—what is its philosophy of education? Basically, the University is an institution dedicated to pure learning in the humanities, the natural sciences, and the social sciences. Our re­ sponsibility is that of creating a community of scholars, both old and young; of providing an atmosphere for the discovery, exchange, and transmission of ideas; and of furnishing continuing generations with the intellectual means for leading full and purposeful lives. Institutional Goals Quite naturally there is a diversity of goals among American institu­ tions of higher education, and inevitably there are differences in the goals of public and private institutions. As a publicly supported institution, the University has accepted the responsibility of providing an educa­ tional opportunity for all qualified men and women residing in the State of Vermont. iv The University continues to meet this responsibility at the same time that it is able to enhance the educational opportunity afforded Ver- monters by the admission of students coming from many large and small communities outside Vermont's borders. This tradition, not en­ joyed by many state universities, not only provides a heterogeneity of background and experience for all students, but also makes possible a breadth and depth of academic offerings which the University of Ver­ mont otherwise might not be able to provide for Vermonters alone. Thus our institutional goals are... ...to provide a liberal education through individual capacity for the making of intelligent decisions. Such an education becomes meaningful with a knowledge of our historical heritage; it becomes operational through the use of all disciplines, including mathematics and science; and it becomes influential through the art of effective communication ... to extend an opportunity for the development of a cultural life by virtue of the arts and the formulation of philosophical and moral values ... to provide skill training in preparation for specific professions and careers. ...to create an atmosphere conducive to research and scholarship through the development of programs which will implement both under­ graduate and graduate education ...to develop graduate programs leading to the master's and doctor's degree in areas supported by faculty, laboratory, and library facilities as a means of specialization and of complementing desired research and study in selected fields ...to carry on a program of adult education through the Evening Divi­ sion, off-campus activities, cooperative extension, and modern communi­ cation media ...to provide services to state and local government where University personnel, data, or organization are particularly adaptable to a public need which otherwise may not be filled. Institutional Means Clearly, our institutional goals cannot be achieved without a faculty of distinction aided by an administration which recognizes that its obli­ gation is both to provide the facilities and to help create the conditions in which the faculty and students can pursue their educational responsi­ bilities. One of the most important of the University's means to the desired end is the development of an undergraduate curriculum which provides a liberal education in every professional program. This is not to say that every student should matriculate in the College of Arts and Sciences. It does mean that the professional and vocational must not crowd out a liberal education simply because the subject matter of each professional field is increasing. It is impossible today to teach everything there is to know in the professions, whether in medicine, law, engineering, business, or agriculture. For this reason it is important that we continually review the curriculum to reevaluate, modify, and consolidate the fundamentals of professional education so that the teaching of effective communica­ tion—mathematics, history, science, and the arts—retains its central importance. Facilitating this is the emphasis placed upon individual excellence, wherein the gifted student may advance more rapidly through small seminars, conferences, individual research assignments, the use of original sources, and student advisory services. Further means include a constant reviewing of admissions require­ ments to insure an educational opportunity to those applicants who will receive the greatest benefit from a college education; a fostering of re­ search projects which are related to the teaching program and to our established institutional goals, providing opportunity for research in the social sciences and the humanities as well as in the natural sciences; the development of a full graduate program as rapidly as resources permit; and finally, a sustained plan of university self study to provide a con­ tinuing evaluation of achievement and a basis for the consideration of new techniques and methods. Basic to these means, of course, and a resource without which the in­ stitution ceases to be a university, is the library. To make our philosophy of education meaningful, to make our goals realizable, and to make our other means workable, a truly fine library is indispensable. The University's philosophy of education, then, is to create a com­ munity of scholars and provide facilities and an environment for full educational development. Our goals are to insure the undergraduate a well-rounded academic background, regardless of the field of concen­ tration; to offer sound graduate programs at the master's and doctor's levels; to pursue a program of continuing adult education; and to pro­ vide the State and community with professional and cultural services. vi CORRESPONDENCE Admissions Requests for a catalogue, or information concerning admission policies and procedures, rooms and tuition Undergraduate Colleges Director of Admissions College of Medicine Dean of the College of Medicine Graduate College Dean of the Graduate College Evening Division Director of Evening Division Summer Session Director of the Summer Session Conferences and Institutes Director of Conferences and Institutes Transcripts of Records Office of Admissions and Records Scholarships and Loans Director of Financial Aid Employment of Seniors and Alumni Director of Placement Matters of Alumni Interest Alumni Secretary Matters of General University Interest The President THE CONTENTS PERSONNEL 1 INTRODUCTION 24 STUDENT LIFE 35 THE ADMISSION OF STUDENTS 44 STUDENT EXPENSES 47 GENERAL INFORMATION 51 THE COLLEGE OF AGRICULTURE 5 6 THE COLLEGE OF ARTS AND SCIENCES 68 THE SCHOOL OF DENTAL HYGIENE 75 THE COLLEGE OF EDUCATION AND NURSING 80 THE COLLEGE OF TECHNOLOGY 89 THE GRADUATE COLLEGE 96 THE COLLEGE OF MEDICINE 107 THE UNIVERSITY EXTENSION 110 COURSES OF INSTRUCTION 114 THE ALUMNI COUNCIL 207 ENROLLMENT STATISTICS 208 DEGREES 211 LOAN FUNDS, SCHOLARSHIPS, AND PRIZES 223 GENERAL INDEX 231 ACADEMIC CALENDAR 234 • viii University of Vermont Personnel THE BOARD OF TRUSTEES JOHN THEODORE FEY, J.S.D., LL.D.