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XPREFACEAn historical account of the development of the campus and of its differentarchitectural styles, and individual histories and descriptions of various of itsbuildings.tradition of national service, including asummary of Woodrow Wilson's Sesquicentennial address, "Princeton in theNation's Service," a list of Princetonalumni who were members of the Continental Congress, an account of thepart played by the Princeton membersof the Constitutional Convention of1787, and lists of those alumni who,since the nation's founding, have beenpresidents, vice-presidents, cabinetofficers, senators, representatives, supreme court justices, ambassadors,governors of states, and college anduniversity founders and presidents.Lists of Princetonians who have beenawarded Nobel and Pulitzer prizes andof faculty members who have beenelected to the different honoraryscholarly societies.In a book of this kind, errors of bothcommission and omission are bound tooccur, and I will appreciate being informed, through Princeton UniversityPress, of any the reader may find.An extended coverage of Princeton'sAlexander LeitchArticles on such varied features ofPrinceton—old and new—as its founding, its colors, its cheers, Nassau Hall,the origin of "Old Nassau"; and theComputer Center, the Third WorldCenter, and women at Princeton.Full accounts of alumni activities, especially the alumni college, the alumniparade, annual giving, and reunions.

A PRINCETON COMPANION

ADMISSIONAdmission to Princeton in the earlyyears was based entirely on a knowledge of Latin and Greek, but by 1760entering freshmen were required alsoto understand the principal rules of"vulgar arithmetic." The president ofthe College personally examined eachapplicant and determined whether ornot he should be admitted. Early onemorning in the 1790s, Titus Hutchinson, who had come down from Vermont, called at Tusculum to apply foradmission, and after morning prayersand breakfast with President Witherspoon, was grilled by him in Latin andGreek and admitted, with the understanding that he was to occupy the coming vacation with the studies in whichhe was behind. (Hutchinson graduatedwith honors in 1794 and later becamechief justice of Vermont.)Population was thinner then, and sowas the proportion seeking a collegeeducation. Writing to a trustee in 1803,Chemistry Professor John Maclean,Sr., ended his letter: "We got anotherstudent today." Thirty years later hisson, Vice-president John Maclean, Jr.,received a visit from James Moffat, atwenty-two-year-old immigrant printerfrom Scotland sent to see him by amutual friend, and after an hour's conversation about Latin and Greek, informed the young man, who had beenunaware of what was transpiring, thathe had been admitted to the juniorclass. (Moffat gave the valedictory atgraduation in 1835 and was later professor of classics in the College and thefather of five Princeton-educated sons.)Oral entrance examinations continued until well past the middle of thenineteenth century, when they beganto be superseded by written examinations, first given only in Princeton, andafter 1888 also at strategic points acrossthe country. With the founding of the3College Entrance Examination Boardin 1900, Princeton honored the board'sexaminations as well as its own, andafter 1915 required them of all applicants.The great increase in the number ofapplicants for admission to Americancolleges following the First World Warled the trustees in 1922 to adopt a policy of limited enrollment and selectiveadmission in order to preserve the essential features of Princeton's residential life and to maintain its standards ofindividual instruction. At the sametime they created the office of directorof admission, subsequently occupiedby Radcliffe Heermance, 1922-1950;C. William Edwards '36, 1950-1962;E. Alden Dunham HI '53, 1962-1966;John T. Osander '57, 1966-1971; Timothy C. Callard '63, 1971-1978; andJames W. Wickenden, Jr. '61, 1978- .During his twenty-eight years as firstadmission director, Radcliffe Heermance pioneered in the developmentof selective admission procedures, established close relationships with secondary schools in all parts of the country, and helped guide and develop theCollege Entrance Examination Board,of which he was chairman from 1933 to1936. Another pioneer during theformative years of selective admissionwas Psychology Professor Carl C.Brigham, who did innovative work inaptitude testing and was later chieflyresponsible for the development ofthe College Board's Scholastic Aptitude Test, first given in 1926.In the 1930s Princeton adopted aspecial plan of admission withoutexamination for students of exceptionalachievement and promise in the FarWest and South, where school programs did not fit them specifically forCollege Board examinations. Thanks tothis program and the missionary efforts

4of nation-wide Alumni Schools Committees, the geographical distributionof members of freshman classes wassubstantially broadened.This temporary Princeton solutionanticipated a more general and permanent one which came in 1940 when theCollege Board replaced examinationsbased on a set curriculum with objective tests that endeavored to cover thecommon elements of what was taughtin schools throughout the country. Thischange brought marked increases bothin the number of applicants for admission to Princeton and the number ofschools from which they came.A significant development, more recently, concerned blacks and otherminority groups. Although a few blacksstudied privately with President Witherspoon as early as 1774, and although,beginning in the last quarter of thenineteenth century, black students occasionally earned University degrees,the first appreciable influx did notbegin until the 1960s when the University adopted an active recruitment policy for minority students. By 1976, thefreshman class of 1980 includedninety-two black students and eightynine members of other minority groups—Puerto Ricans, Mexican Americans,native Americans, and Asian Americans.The admission process was furtherbroadened in 1969 when Princetonbegan undergraduate coeducation,with separate admission quotas for menand women. That year, 171 womenmatriculated, 69 as transferring sophomores, juniors, or seniors, 102 asmembers, along with 819 men, of thefreshman class of 1973. The trusteesadopted a policy of equal access for menand women in 1974 and at the sametime determined that the undergraduate body should remain at approx-ADMISSIONimately its existing size for the forseeable future. In 1976, the freshman classof 1980 numbered 736 men and 380women, drawn from a record numberof applicants—10,305.In meeting the responsibilities involved in a necessarily comprehensiveand painstaking process of selection,the admission director and his staffrely on help from alumni and undergraduates. More than 130 AlumniSchools Committees across the countryact as liaison between the Universityand secondary school students in theircommunities, helping the applicantsget a clearer picture of what Princetoncan offer them and making certain thatthe Admission Office has a full knowledge of each candidate's capabilities.On campus, an Undergraduate SchoolsCommittee helps prospective studentsobtain a first-hand acquaintance withPrinceton by arranging meals, overnight accommodations in dormitories,attendance at classes and lectures, andmeetings with faculty.In 1976 the University's admissionobjectives were summed up by Admission Director Callard in these words:Princeton seeks to enroll a studentbody that will be characterized byboth excellence and diversity. Whilethe University is interested in manykinds of excellence, superior pastacademic performance and significant promise for future academicgrowth must clearly be the fundamental considerations in evaluatingcandidates.But Princeton is no less interestedin the personal credentials of its applicants and is particularly concernedto find evidence of such qualities ofpersonal character as honesty andtrustworthiness, which are so crucialto the health of a residential uni-

AEROSPACE AND MECHANICAL SCIENCESversity community like Princeton's.Beyond personal integrity, the University is continually looking for evidence of such important qualities ascuriosity, initiative, energy, imagination, sensitivity, concern for others,commitment, persistence, creativity,leadership, and a sense of responsibility—qualities which clearly relateto academic as well as nonacademicaspects of an applicant's potentialperformance at Princeton, yet whichare sometimes more easily perceivedin the record of an applicant'snonacademic pursuits.The director of admission and hisstaff are responsible only for undergraduate admissions. Graduate admissions are made by the dean of theGraduate School after reviewing therecommendations of the departmentsconcerned.Advisory Councils for the academic departments were established in 1941.Each council consists of from three tofifteen members appointed by the trustees for three-year terms; nominationsare made by the departments in consultation with the Alumni Council. Membership is not restricted to alumni, butat least one member of each councilmust be an alumnus. Meetings for consultation and conference are held atsuch times as are mutually agreed uponby the advisory council and the department concerned. Close to 500 persons serve on some forty advisory councils.Aerospace and Mechanical Sciences,The Department of, which was formedin 1963 by a merger of the departmentsof Mechanical and Aeronautical Engineering, traces its roots back to theearly 1920s when Arthur M. Greene,5Jr. (q.v.), came to Princeton to establish a Department of Mechanical Engineering and to serve as dean of thenewly created School of Engineering(q.v.).Classes were held in the old Schoolof Science, with a makeshift laboratoryin a boiler house across WashingtonRoad, until the John C. Green Engineering Building was constructed in1928. Starting with only two youngassistants in mechanical engineering,Dean Greene taught over half thecourses in the department in additionto performing his administrative duties.Louis F. Rahm and Alfred E. Sorensonjoined the slowly expanding department in 1926; Lewis F. Moody as professor of fluid mechanics and machinedesign arrived in 1930.During the Depression, graduatingseniors, unable to obtain employment,returned for graduate study, spurringthe development of both the engineand hydraulics laboratories. By 1941,when Dean Greene retired and wassucceeded as dean and chairman byKenneth H. Condit, the Department ofMechanical Engineering was both wellstaffed and equipped, permitting it toacquit itself well during the hectic waryears when year-round teaching of military and civilian students was the orderof the day.In the summer of 1941, when theUnited States was developing thetechnological and industrial base thatwould give it world leadership in thedesign and manufacture of aircraft,Dean Condit invited Daniel C. Sayre(q.v.) to conduct a three-month study ofthe "possibility and desirability" of introducing courses relating to aeronautical engineering into the curriculum ofthe Mechanical Engineering Department.Although recognizing the limited na-

6AEROSPACE & MECHANICAL SCIENCESture of this original intent, the energetic and irrepressible Sayre made sucha strong case for the creation of a separate Department of AeronauticalEngineering that his suggestions wereadopted, and in early 1942 he foundhimself both Princeton's first professorof aeronautical engineering and thenew department's entire faculty.With keen competition for availabletalent in the rapidly expanding aeronautical field, building a departmentalstaff was not easy, but Sayre succeededin enlisting Alexander A. Nikolsky, whohad helped Sikorsky develop thehelicopter, and Harry Ashworth, askilled machinist and instrument expert. These three, aided by a fewgraduate assistants, and equipped witha small wind tunnel on a balcony ofwhat is now Aaron Burr Hall, were theentire department until the end of thewar. Then began a steady increase infaculty and a meteoric rise in achievement that culminated in the department's recognition as a leader in thefield by the mid-1950s.The first of the new faculty to arrivewas Courtland D. Perkins, fresh fromWright Field. Later, between variousleaves of absence to serve as chief scientist to the Air Force and as assistantsecretary of the air force for researchand development, Perkins pioneeredin-flight test analysis of aircraft stabilityand control. His research interests ledto the creation of the Flight DynamicsLaboratory, a unique facility for an academic institution, in which theory istested in actual flight.Rapidly outgrowing its balcony, thedepartment moved to a series of buildings near Lake Carnegie and to installations behind Palmer Stadium that hadhoused wartime research in physics.The plan of development aimed atmaintaining a strong undergraduateprogram, but concentrated on graduatetraining and research. A Master's program was begun with the inception ofthe department in 1942, a doctoral program in 1949.Experimental as well as analyticalresearch supported these graduate programs. The strange constructions withwhich Nikolsky's students probed theidiosyncrasies of helicopters caused interested comment. The racket of supersonic wind tunnels and rocket firingsbrought outraged protests. It was clearthat new quarters were needed.Already contending with the cancerthat would take his life five years later,Sayre spearheaded the effort that led tothe acquisition in 1951 of the propertyformerly occupied by the RockefellerInstitute for Medical Research and toits development as the James ForrestalCampus (q.v.). The University at lasthad a place to house research that, inSayre's words, "makes loud noises orbad smells," and the departmentmoved to these new quarters with alacrity. It was here that Charles Conrad,third man to walk the moon, completedhis undergraduate studies in 1953.Recognition of the stature the department had achieved came withHarry F. Guggenheim's selection ofPrinceton as the site for one of twojet propulsion research centers. (Theother was at the California Institute ofTechnology.) In 1954 Luigi Crocco ofthe University of Rome was appointedfirst Goddard Professor of Jet Propulsion. His work in combustion theoryalong with Martin Summerfield'sstudies of solid propellants had a profound effect upon rocket engine development during the next decade.In 1951 Sayre relinquished thechairmanship to Perkins in order togive full time to the direction of theForrestal Campus. Under Perkins, research activities expanded until therewere active programs in the entire

AFRO-AMERICAN STUDIESaerospace field, ranging from low speedflight to hypersonic reentry.In 1963, in recognition of overlapping interests, coupled with decliningenrollments in mechanical engineering, the two departments merged toform the Department of Aerospace andMechanical Sciences under Perkins'sleadership. Activities of the new department reached an all-time high in1967 with a research budget of almost 3.25 million and with an enrollment of140 graduate and 125 undergraduatestudents.The late 1960s and early 1970s weredifficult years. With increasing nationalanguish over war in Vietnam camecampus unrest and a wave of revulsionat the ills produced by the misuse oftechnology. Since the department wasdeeply involved in a technology closelylinked in the public mind withweaponry, it inevitably suffered decreasing enrollments and had to facecritical investigations to determine theappropriateness of its research on acampus greatly concerned with theneeds of humanity.That the research was demonstratedto be of high calibre and in no way unsuited to the University was not sufficient for the departmental faculty.With characteristic vigor they turnedtheir talents toward solutions of societalproblems. Research narrowly aimed ataircraft systems broadened its focus toinclude all modes of transportation.Combustion investigations moved fromstudies of rocket motors to problems ofnoise, of air pollution, and even of thedangers of smoking. Gas dynamiciststurned to problems of energy conversion and control, while the aerodynamicists, not to be outdone, started workon high efficiency windmills for powergeneration.By 1974, as Perkins retired as chairman, the changes had had effect. En-7rollments were recovering, researchbudgets were expanding, and the department, under the new leadership ofSeymour M. Bogdonoff, was facing thefuture with confidence.David C. HazenAfro-American Studies Program, The,was organized in 1969 to concern itself,the faculty committee said, "with thehistory, the culture and the currentsituation of twenty-five million Americans of African origins." Earlier in the1960s, interdepartmental interest inthis field had been focused in two research conferences on scholarly approaches to Afro-American Studiesheld under the auspices of the StrausCouncil on Human Relations. In theprogram's first year, twenty-six undergraduates—half of them white—concentrated in Afro-American Studies,and more than 500 took one or more ofits elective courses.In the belief that "the black experience is a special case of American experience," the program was designed toprovide an opportunity for interdisciplinary and comparative study "of theposition and experience of people of African ancestry in the United States,seen in relation to the experience ofblack people in other parts of theworld."The program is supervised by an interdepartmental committee and involves twelve cooperating departmentsand schools: Anthropology, The Schoolof Architecture and Urban Planning,Art and Archaeology, Economics, English, History, Philosophy, Politics, Psychology, Religion, Sociology, and theWoodrow Wilson School. Studentsenter the program through one of thecooperating departments or schools.In the program's early years, theUniversity received an 88,300 grant

8from the Ford Foundation for the development of undergraduate AfroAmerican studies and a 215,000 grantfrom the Rockefeller Foundation for thesupport of graduate studies and facultyresearch.F. Sheldon Hackney, a specialist inthe history of the American South, waschairman of the committee that designed the program. Chairmen of theprogram have included C. SylvesterWhitaker, Jr. (Politics), John R. Willis(Near Eastern Studies), and since 1973,Howard F. Taylor (Sociology).Alexander, Stephen (1806-1883), underwhose influence astronomy first developed as a separate discipline atPrinceton, graduated with honors fromUnion College at eighteen. A cousinand also a brother-in-law of JosephHenry (q.v.), he collaborated withHenry in his scientific investigations atAlbany Academy and accompanied himto Princeton in 1832, when Henry became professor of natural philosophy.Appointed tutor in mathematics in 1833and professor of astronomy in 1840, Alexander's association with the Collegecontinued for fifty years.Alexander gave Princeton's first discrete course in astronomy; he was wellliked by his students, who called him"Stephy." The College's first astronomybuilding, the Halsted Observatory,which stood on University Place fr

Sponsored by the Class of 1919, Princeton University . u f 'Princeton Companion /ex{Jnder {!,itch PRINCETON UNIVERSITY PRESS Princeton, New Jersey . . in 1966, as Secretary of the University. TO THE MEMORY OF MARY LANCASTER LEITCH 1912-1972 ALEXANDER LEITCH, JR. 1943-1970 MATRI FILIOQUE IN AMORE DEDICATUS .